Delight O. Idika

2 Publications in AERD

Author Publications

Institutional attributes and parents’ contentment with the quality of teaching, care, and safety of pupils in public primary schools

By Onyinye Chuktu

Parents' contentment with their child's education is the subject of a modest but increasing corpus of research. However, little has been done to identify specific school services that attract parents' attention. This study assessed institutional variables and how they influence parental satisfaction with the quality of teaching, care for pupils, and safety. A random sample of parents (n = 1,413) participated in the study. Data were collected using questionnaires, admission registers and staff disposition lists. The instruments passed through validity and reliability processes. Cronbach alpha estimates ranging from.81 to.84 provided evidence of internal consistency. Independent t-test and one-way ANOVA were used for analysis after data collection. Significant mean differences were found in parental contentment with the quality of teaching, care for pupils and pupils' safety based on schools' security, size, proximity and environmental attributes. Parents were more content with schools that provided safety, low teacher-pupil ratio, home proximity, and a learning-friendly environment. This study proved that school attributes are essential in determining parents' contentment with public primary school services. Parents become dissatisfied when their children are not receiving good services and may react by withdrawing them to other schools in search of greener pastures. This implies that parents' continued discontent with services will lead to a decline in future enrolment figures in public primary schools unless something is done promptly. Therefore, the government should provide school facilities for effective teaching and learning to improve public perception and contentment. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

General Read More

Metrics in research impact assessment and grant funding: Insights from researchers in the “Reviewer 2 Must Be Stopped!” Facebook group

By Valentine J. Owan

Research assessment and grant funding are vital to higher education. However, the reliance on quantitative metrics in these processes has raised concerns about their validity and potential negative consequences. This study aims to investigate the game of numbers in research assessment and grant funding, focusing on the perspectives of experienced researchers from around the globe. Accidental sampling elicited responses from more than 15 experienced researchers across different academic disciplines, institutions, and countries. The data were collected from the popular “Reviewer 2 Must be Stopped!” Facebook platform, which includes more than 135,000 members across the globe. Two posts were made, allowing participants to share their experiences, perspectives, and concerns related to metrics and numbers in research assessment and grant funding. The results from the thematic analysis revealed diverse perspectives among experienced researchers. Some participants expressed concerns about the dominance of quantitative metrics, highlighting the limitations and potential biases associated with their use. Others acknowledged the value of certain indicators in showcasing research impact. Moreover, the impact of metrics on grant funding awards was also documented. The study highlights the necessity for a more balanced and context-aware approach to research assessment and grant funding, incorporating qualitative measures and acknowledging the diverse nature of research impact. © 2024. Valentine J. Owan, Victor U. Agama, John O. Odey and Delight O. Idika.

General Read More