Where Are We? Lecturers Receptivity of Service Learning in Nigeria

Abstract

Universities in Nigeria are established to perform three functions-teaching, research and community service. In spite of the establishment of several government and private-owned universities in Nigeria, most of these tertiary institutions have been criticised for not meeting the objectives of their establishment. This is because gaps between the gown and the town exist to the extent that the functionality of the education provided and the relevance of the certificates awarded to the society are being questioned. However, service learning was one of the ways used to bridge the gaps between the universities and communities in some of the developed and developing countries. This study therefore examined the extent to which lecturers incorporate service learning into teaching learning process. The study adopted mixed research design. Three research questions were posed for the study. Validated Service learning Structure Interview Schedule (r= 0.826) was administered to One hundred and fifty lecturers selected from three Universities in Southwest, Nigeria using multi stage sampling technique. The data collected was analysed using descriptive statistic and content analysis. The results and implications of the findings were discussed while recommendations were also made.

Challenges of Implementing Service-Learning Pedagogy In Nigeria Public Universities

“…Recent studies showed public universities in Nigeria like their counterparts in other parts of the world have adopted the use of experiential learning methods in replacement of the traditional method of teaching and learning often referred to as the storytelling methods (Gbadamosi, 2018). Experiential form of learning involves students actively participating in the learning process, it entails the immediate hands-on experience of what is being taught in the classroom for learning.…”

Service-learning Pedagogy: Traceability to Students’ Academic Performance in Federal Universities in Nigeria

“…Studies proved that servicelearning as a form of pedagogy improves students' academic performance as students construct new knowledge from their experiences and the ability to relate their experience with the theoretical knowledge obtained in the classroom through reflection (Brondani, 2012). The Studies show the form of pedagogy to train students to think critically and effectively solve societal challenges such as hunger, poverty, and redundancy, among others (Dugguh, 2018;. To this effect, service-learning as an experiential study is gradually taking its roots in the tertiary education system of Nigeria for the effective development of students who can handle next-generation challenges (Deba, Jabor, Buntat, & Musta'mal, 2014).…”