Project – Undergraduate Perception of GNS Courses in Nigerian Universities
CHAPTER ONE
INTRODUCTION
- Background to the Study
The General Studies (GNS) courses in Nigerian universities have been a subject of debate among undergraduates for many years. These courses, which are mandatory for all students regardless of their field of study, are designed to provide a broad-based knowledge that complements the specialized knowledge acquired in their respective disciplines (Adejimola & Olufunmilayo, 2009). However, the perception of these courses among undergraduates varies significantly, with some students appreciating their value, while others see them as unnecessary distractions.
A study by Omoogun, Ajayi, and Aluede (2016) found that a significant number of undergraduates in Nigerian universities perceive GNS courses as irrelevant to their chosen fields of study. The study, which surveyed students from various disciplines, revealed that many students struggle to see the connection between these courses and their future careers. This perception, according to the authors, could be attributed to the lack of proper orientation and the way the courses are taught.
On the other hand, some studies have shown a more positive perception of GNS courses among undergraduates. For instance, a study by Ogunyinka, Okeke, and Adedoyin (2015) found that a majority of the students surveyed appreciated the role of GNS courses in broadening their knowledge and improving their critical thinking skills. The authors argue that this positive perception could be linked to the interdisciplinary nature of the courses, which exposes students to different fields of knowledge.
Despite the mixed perceptions, there is a general consensus among scholars that the implementation of GNS courses in Nigerian universities could be improved. A study by Ezeudu, Obi, and Okeke (2017) suggested that the use of innovative teaching methods, such as interactive lectures and group discussions, could enhance students’ interest and engagement in these courses. The authors also recommended regular review and update of the course content to ensure its relevance to the contemporary society.
The role of GNS courses in promoting national unity and development has also been highlighted in the literature. According to Akinpelu (2004), these courses provide a platform for students to learn about the diverse cultures, languages, and religions in Nigeria, thereby fostering mutual understanding and respect among students from different ethnic backgrounds. The author further argued that GNS courses could play a crucial role in addressing some of the socio-political challenges facing the country.
Furthermore, while the perception of GNS courses among undergraduates in Nigerian universities is mixed, there is a need for continuous review and improvement of these courses to enhance their relevance and acceptance among students. Future research should focus on exploring innovative teaching methods that can enhance students’ engagement and interest in these courses.
- Statement of the Study
The problem of undergraduate perception of General Studies (GNS) courses in Nigerian universities is a multifaceted issue that has been the subject of numerous academic discussions. According to Aina (2012), many undergraduates perceive these courses as irrelevant to their major courses of study, leading to a lack of interest and poor performance. This perception is problematic as GNS courses are designed to provide students with a broad knowledge base that complements their specialized studies.
The second issue is the method of teaching and evaluation used in GNS courses. Omoogun, Akintayo, and Ojediran (2017) argue that the lecture method, which is predominantly used, does not encourage critical thinking and active participation from students. This teaching method, coupled with an evaluation system that heavily relies on rote memorization, further contributes to the negative perception of GNS courses among undergraduates.
Thirdly, the large class sizes common in Nigerian universities pose a significant challenge to the effective delivery of GNS courses. As noted by Okebukola (2004), large class sizes often result in a lack of individual attention to students, which can negatively impact their learning experience and perception of the course. This is particularly problematic for GNS courses, which are typically compulsory for all students regardless of their field of study.
Furthermore, the lack of adequately trained lecturers for GNS courses is another problem. According to Ajibade (2015), many lecturers assigned to teach GNS courses often lack the necessary training and skills to effectively deliver the course content. This lack of expertise can lead to poor teaching quality, which in turn affects students’ perception of the course.
The fifth issue is the lack of resources, such as textbooks and online materials, for GNS courses. As observed by Omoogun, Akintayo, and Ojediran (2017), the scarcity of resources makes it difficult for students to study and understand the course content, thereby contributing to their negative perception of GNS courses.
Lastly, the relevance of GNS courses to students’ future careers is often questioned. A study by Aina (2012) found that many students do not see the relevance of GNS courses to their future careers, leading to a lack of motivation to study these courses. This perception problem is a significant challenge that needs to be addressed to improve the effectiveness of GNS courses in Nigerian universities.
Aim and Objectives of the Study
The aim of the study is to examine the undergraduate Perception of GNS Courses in Nigerian Universities. The specific objectives of the study are:
- To examine the overall perception of undergraduate students towards General Studies (GNS) courses in Nigerian universities.
- To identify the factors influencing the perception of undergraduate students towards GNS courses in Nigerian universities.
- To assess the impact of GNS courses on the academic performance of undergraduate students in Nigerian universities.
- To evaluate the effectiveness of the teaching methods used in delivering GNS courses in Nigerian universities.
- Research Questions
The research questions are buttressed below:
- What is the overall perception of undergraduate students towards General Studies (GNS) courses in Nigerian universities?
- What are the factors influencing the perception of undergraduate students towards GNS courses in Nigerian universities?
- What is the impact of GNS courses on the academic performance of undergraduate students in Nigerian universities?
- How effective are the teaching methods used in delivering GNS courses in Nigerian universities?
Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: GNS courses have no significant impact on the academic performance of undergraduate students in Nigerian universities
H1: GNS courses have significant impact on the academic performance of undergraduate students in Nigerian universities
Significance of the Study
The significance of studying undergraduate perception of General Studies (GNS) courses in Nigerian universities is multi-faceted.
Firstly, this study will provide valuable insights into the attitudes and perceptions of undergraduate students towards GNS courses. This is crucial as students’ perceptions can significantly influence their learning outcomes and overall academic performance. By understanding their perceptions, educators and policymakers can make informed decisions to improve the curriculum and teaching methods.
Secondly, the study will identify the factors influencing these perceptions. This could range from the teaching methods used, the relevance of the course content, to the perceived usefulness of these courses in their future careers. This information can be used to address any misconceptions and improve the delivery of GNS courses.
Thirdly, the study will assess the impact of GNS courses on the academic performance of undergraduate students. This is important as it will help determine if these courses are beneficial in enhancing students’ critical thinking skills, broadening their knowledge base, and preparing them for their future careers.
Fourthly, the study will evaluate the effectiveness of the teaching methods used in delivering GNS courses. This will provide valuable feedback to educators and help them refine their teaching strategies to better engage students and enhance their learning experience (Brown & Green, 2020).
Fifthly, the findings of this study could potentially influence policy decisions regarding the inclusion and delivery of GNS courses in Nigerian universities. If the study finds that these courses are beneficial and positively perceived by students, it could advocate for their continued inclusion in the curriculum.
Lastly, this study will contribute to the existing body of literature on undergraduate education in Nigeria, particularly in the context of GNS courses. This will be beneficial for future researchers who wish to further explore this topic.
Scope of the Study
The study examines undergraduate Perception of GNS Courses in Nigerian Universities. The study is limited to selected Universities in Lagos, Nigeria.
1.8. Operational Definition of Terms
Undergraduate: An undergraduate is a university student who’s studying for their first degree, usually a bachelor’s degree. This term refers to a student who has not yet received a bachelor’s degree and is still in the process of obtaining it.
Perception: Perception is the process by which individuals select, organize, and interpret information to form a meaningful picture of the world. It involves the understanding or interpretation of something in a particular way. In the context of this study, it refers to how undergraduate students view or understand GNS courses.
GNS Courses: GNS (General Studies) courses are a set of compulsory courses that are designed to give students a broad knowledge base. They are usually interdisciplinary, meaning they combine several academic disciplines into one course. In Nigerian universities, these courses often include subjects like English language, philosophy, history, and social sciences.
Nigerian Universities: Nigerian universities refer to higher education institutions located in Nigeria. These institutions offer various degree programs, including undergraduate and postgraduate studies. They are regulated by the National Universities Commission of Nigeria. Some of the well-known universities in Nigeria include the University of Lagos, University of Ibadan, and Ahmadu Bello University.
Project – Undergraduate Perception of GNS Courses in Nigerian Universities