PROBLEM OF LATE RELEASE OF RESULT OF PARTIME STUDENTS IN UNIVERSITY OF BENIN
ABSTRACT
The study aimed at investigating the problems militating against part-time studies in the University of Benin. There were one hundred part-time drawn from various departments. Data analysis was carried out using correlation method to identify the co-relationship existing between the students, their course experiences and learning environment.
A test of the hypothesis put forward shows that there is no significant difference in the course and teaching condition between part-time and full time students.
Data generated in the course of the research reveals that most of the factors militating against part time studies are attitude as many of the part time students are of the opinion that they are being treated unfairly by most lecturers who feel that being a part time student makes you a ‘second class citizen’ (student).
Finally, it was also evident that the age of the part time students also has a role to play in their academic performance and many of them face the challenges of balancing family life job demand with academic pursuit.
TABLE OF CONTENTS
CHAPTER ONE
Introduction                     
Background to the Study             
Statement of the Problem                 
Research Questions/Hypothesis            
Objective of the study                     
Significance of the study                 
Scope and limitation of the study                 
LITERATURE REVIEW/ THEORETICAL FRAMEWORK
2.1    Introduction                        
2.2    Neo-Marxist Dependency Theory                
2.3    Application Of Dependency Theory To The Inter-release
Of Part-Time Results                
2.4    Contemporary Issues in Nigerian Education        
2.5    Relevance of Part-Time Education        
2.6    Challenges of Part-Time Studies                
CHAPTER THREE: RESEARCH METHODOLOGY
3.0    Introduction                             
3.1    Research Design                        
3.2    Population of Study                        
3.3    Sampling Techniques                    
3.4    Source of Data                    
3.5    Instrument of Data Collection            
3.6    Technique of Data Analysis            
3.7    Method of Data Analysis                 
CHAPTER FOUR
4.0    Presentation and Analysis of Data             
CHAPTER FIVE
5.1    Summary                         
5.2    Conclusion                         
5.3    Recommendation                 
References                         
CHAPTER ONE
1.0    INTRODUCTION
Education is any process by which an individual gains knowledge or insight or develops attitudes and Skills (Anyanwu, 1997). In its strict sense, it is a process to attain acculturation through which the individual is helped to attain the development of his potentialities and their maximum activation when necessary according to the right reason and to achieve his perfect self-fulfillment. Education is concerned with the cultivation of the “whole person” including intellectual, effective, character and psychomotor development. It is the human resources of any nation rather than its physical, capital and material resources, which ultimately determine the character and pace of its economic and social development.
Nigeria’s formal education system is made up of primary education, secondary education and tertiary education.
Primary education is the first component of basic education, the other component being junior secondary education. Basic education is often considered a right, which nations have responsibility to guarantee to each generation. However, the federal government through the primary education commission funds the primary education, its management and administration rest with the local governments.
Secondary education in Nigeria is for the twelve (12) to (18) year old children. It is on the concurrent list in the Nigerian constitution. This explains the existence of unity schools or federal government colleges in the country. Post-secondary or higher education is synonymous with tertiary education covering colleges of education, agriculture, polytechnics or colleges of technology and universities. Higher education in Nigeria is aimed at providing specialized man-power as well as nation building, promotion of the economic and social well-being of the nation, self-reliance and self sufficiency. Therefore, tertiary education forms the keys focus on this research topic.
1.1    BACKGROUND TO THE STUDY
    In Africa especially in the Nigerian higher education system, a considerable amount of time, resources and energy is being spent on universities academic programs. The National Universities in order to evaluate the quality of programs run within the universities as part of quality evaluation, assessment assurance of higher education. The programs are evaluated and scored based on the following criteria: staffing (32 points), academic content (23 points physical facilities (25 points) library (12 points), funding (5 points) and employers rating of graduates (3 points). From the above criteria, none focuses on the student’s legitimate voice and on the attention is given to the student’s perception of quality of their course experience and learning environment in this university. More so, the results of these accreditation exercises are merely used for university ranking purpose. Which most often does not translate to quality program, quality course experience, quality assessment procedure and quality learning improvement across these universities. In contrast, universities around the world are exploring the use of teaching and learning performance indicators that solicits for student’s perception about the quality of aspects of their course experience, teaching and learning environment for performance based funding, learning improvement and bench marking purposes. For instance, in Australia, the graduate career council has since 1993, included the course experience questionnaire as part of its annual graduate destination survey for the improvement of the quality of teaching in Australian higher education sector.   
    Thus a careful perusal of most of the research work carried out in the area of quality evaluation in higher in Nigeria, very few solicited for the perception of students on issues of quality in higher education and even among the few, only a very negligible number did an extensive quantitative work in the area of quality evaluation of teaching and learning environment in higher education in the country. It is with this focus in mind that this research work is geared towards finding out students (part-time) perception of problems against them in institutions of higher learning.
1.2    STATEMENT OF THE PROBLEM
That most previous research topic of this caliber did not solicit for student’s perception on issues of quality evaluation of teaching and learning environment which are key factors militating against students of higher education. In view of this, this study tries to address this problem by entirely soliciting for the students perception of the quality of aspects of their course experiences and learning environment using the student course questionnaire which was developed to answer questions and demonstrate the link between students perceptions of the quality of aspects of their course experiences and learning environments as well as their general satisfaction with their courses.
1.3    RESEARCH QUESTIONS/HYPOTHESIS
    Two hypotheses were formulated for this research work.
Thus:
There is no significant difference in their course and teaching condition between part-time and full time students.
There is no significant difference between the enrolment rations of part-time and full-time students due to teaching and course experiences.
1.4    OBJECTIVE OF THE STUDY
    The score objectives of this study are enshrine in the 2004 Nation policy on education, which are:
Encourages the advancement of learning in diverse disciplines
Acquiring and adapting global knowledge in order to create knowledge locally.
Investing in technologies to facilitate both acquisition and absorption of knowledge.
Research relevant to the national and local development problem of the country.
1.5    SIGNIFICANCE OF THE STUDY
The significance of the study is poised at establishing that apart from the improvement of the quality of teaching in the higher education sector, the results of the study will equally be of benefit to other stakeholders including the federal government in formulating effective educational policies, the national universities commission in its accreditation exercise, other national education research institutes, prospective students as well as international educational research instates, for exploring variations and similarities of students perceptions across type of university, generation of university, level of study  and gender.
1.6    SCOPE AND LIMITATION OF THE STUDY
The study is appraised from January – November 2012. A period which marks the beginning to the end of the 2011/2012 academic session.