Citation
Oyeye, G. E.
Department of Educational Management and
Foundations, Delta State University Abraka, Nigeria
oyeyegiftese@gmail.com
Prof
N. E. Akpotu
Department of Educational Management and
Foundations, Delta State University Abraka, Nigeria
neakpotu@delsu.edu.ng
Dr
J. E. Anho
Department of Educational Management and
Foundations, Delta State University Abraka, Nigeria
anhoje@delsu.edu.ng
Abstract
This
study investigated the relationships between educational wastage and the
academic achievement of university students in Bayelsa and Edo States, Nigeria.
Three research questions and three hypotheses guided the study. Employing an
ex-post facto method of correlational research design. The population comprised
2,803 lecturers, with a sample size of 696 selected through purposive and
proportionate stratified sampling techniques. Data were gathered using a
validated self-structured questionnaire and checklist. Reliability was
established through a pilot test on lecturers in Delta State, with internal
consistency verified using Cronbach’s Alpha. Data analysis involved both
descriptive and inferential statistics. Means and standard deviations were used
to answer research questions 1 and 2, while coefficient of determination
addressed question 3. Hypotheses were tested at the 0.05 level of significance
using t-tests and Pearson’s correlation. The study found that educational
wastage was high. Students in Edo State were found to outperform their Bayelsa
counterparts academically, with statistically significant differences in
academic achievement recorded between the two states. The study found no
significant relationship between educational wastage and the academic
achievement of students in either state. Based on these findings, the study
recommends proactive engagement by the federal government and university
management to resolve the underlying causes of industrial actions, thereby
reducing disruptions and improving the overall stability of the educational
system.
Keywords:
Wastages;
Academic Achievement; University Students; Bayelsa and Edo States.
Introduction
Education
constitutes a fundamental investment in human and economic advancement, and its
effectiveness is deeply shaped by the context in which it operates. Much of
national development has historically been driven by professionals across
diverse fields, a reality made possible through the mechanisms of the
educational system. Consequently, nations consistently aspire to provide
high-quality education for their citizens, recognizing its indispensable role
in initiating and sustaining developmental processes. Institutions of higher
learning are particularly central to this mandate, as they produce the skilled
manpower required to address the practical challenges confronting societies.
Education
also functions as a potent catalyst for social transformation, improving health
outcomes, livelihoods, and social cohesion. At the individual level, it is
associated with enhanced standards of living through increased productivity,
since individuals with higher educational attainment typically enjoy broader
economic and social opportunities. At the societal level, education develops
knowledgeable and competent human capital, widely regarded as a major driver of
economic growth and a contributor to national development (Sothan, 2019).
Nevertheless, acquiring knowledge, values, attitudes, and skills through
schooling is neither quick nor effortless; it is a prolonged and demanding life
course. Students are therefore expected to devote substantial time to academic
work and to complete their studies with satisfactory results.
Academic
achievement refers to the degree to which students, teachers, or institutions
accomplish short- or long-term educational objectives and is commonly assessed
through continuous evaluation or cumulative grade point average (CGPA). A
correlational investigation among vocational high-school students in Indonesia
revealed that those with strong academic records enjoyed higher earnings,
better employment benefits, and greater prospects for career advancement
(Tentama & Abdillah, 2019). Beyond labour-market outcomes, academically
successful students often demonstrate higher self-esteem and confidence, lower
levels of anxiety and depression, stronger social orientation, and a reduced
likelihood of engaging in substance abuse such as alcohol or khat. Conversely,
persistently low levels of student achievement threaten the delivery of quality
education, as they signal weaknesses within the educational system itself.
In
Nigeria, students who graduate with a CGPA below 2.50 are frequently excluded
from admission into postgraduate programmes because most universities stipulate
this threshold as a minimum requirement. Similarly, many firms and
organisations prefer to employ graduates who attain at least a second-class
lower degree—equivalent to a minimum CGPA of 2.50 on a five-point scale—making
academic diligence during university studies a decisive factor in future
employment prospects. Poor academic performance therefore deprives many
graduates of job opportunities, contributes to rising unemployment, and may, by
extension, fuel criminal activities and other social vices within the country.
Low achievement has also been linked to poverty, substance abuse, risky sexual behaviour,
homelessness, illegal practices, social isolation, limited access to health
insurance, and dependency. It places emotional strain on parents while
undermining students’ self-worth and heightening anxiety. Evidence from public
universities in Pakistan further indicates that academic failure damages
students’ self-concept, provokes emotional distress, and increases the
likelihood of dropping out of higher education (Chohan, 2018).
Undergraduate
performance is shaped by a wide constellation of influences. Analyses of
academic success typically consider multiple variables, as some students invest
considerable effort—particularly during examination periods—yet still
underperform, often because of excessive stress. Parental support and family
structure, whether single- or two-parent households, also help to explain
variations in achievement. Moreover, social background remains a major source
of educational inequality, implying that students’ academic outcomes are
closely tied to their parents’ socio-economic status. Crosnoe and colleagues
(as cited in Olatunji et al., 2016) identified thirty-two determinants of
student success, encompassing psychological factors such as fear, anxiety, confidence,
and concentration; health and wellbeing; social influences including peer
groups, family circumstances, religion, and domestic disruptions; economic
pressures such as financial hardship; environmental conditions like classroom
size, learning facilities, and community stability; pedagogical issues related
to teaching methods; and personal attributes such as weak study habits,
procrastination, poor motivation, negative attitudes toward school, inadequate
preparation for examinations, and limited literacy skills. Academic-related
constraints, including heavy course loads and insufficient integration of
theory and practice, were also highlighted. Although extensive research has
examined many of these variables in tertiary institutions, certain influences—particularly
educational wastage—have received comparatively limited attention.
Educational
wastage denotes the loss or inefficient use of educational resources,
opportunities, and investments that culminates in diminished learning outcomes
or achievements. It captures the disparity between anticipated educational
results and those actually realised by students or institutions. In tertiary
education, wastage can substantially undermine academic achievement, most
visibly through high dropout rates whereby students exit programmes prematurely
because of financial difficulties, inadequate academic support, personal
challenges, or poor educational planning. Such attrition represents a depletion
of human capital and prevents students from deriving the intended academic
benefits of their studies (Kayode et al., 2014).
Wastage
may also arise from the underuse of facilities such as libraries, laboratories,
and instructional materials. When these resources are poorly utilised, students
are denied essential tools for effective learning, practical engagement, and
research, thereby constraining their academic development. Another
manifestation occurs when academic programmes are misaligned with labour-market
demands or fail to equip students with relevant competencies, producing a
mismatch between qualifications and employment opportunities. This disconnect
can dampen students’ academic motivation and complicate their transition into
the workforce (Oyetakin & Odunayo, 2013).
Furthermore,
inadequate academic support systems—such as weak guidance, counselling, and
mentorship services—can impede students’ progress by limiting assistance with
course selection, study difficulties, or personal challenges. When learners
perceive that institutional structures do not adequately support their efforts
or yield commensurate rewards, their engagement and enthusiasm for learning may
decline, resulting in reduced participation and lower overall performance (Mbon
et al., 2020). In light of these concerns, the present study focuses on
examining how educational wastage influences the academic achievement of
university students in Bayelsa and Edo States, Nigeria.
Research
Questions
The following
research questions guided the study:
1.
What is the level of
educational wastage in universities in Bayelsa and Edo States as a result of
national strikes?
2.
What is the level of
academic achievement of university students in Bayelsa and Edo States?
3.
What is the
relationship between educational wastage due to national strikes and academic
achievement of university students in Bayelsa and Edo States?
Hypotheses
The
following null hypotheses were tested in the study:
2.
There is no
significant difference between the level of academic achievement of university
students in Bayelsa and Edo States
3.
There is no
significant relationship between educational wastage and academic achievement
of university students in Bayelsa and Edo States
Methods
This study
adopted the correlational research design, utilizing the ex-post facto method.
The population for the study encompassed 2,803 lecturers in universities in Edo
and Bayelsa States. The sample size of the study comprised 696 lecturers. The
sample size of 696 is considered adequate for the study because of the
recommendation of Gill, et al. (2010), who in their study on sample size
determination suggested that in a study where the population size is between
2,000 and 2,999, a sample size of 696 is adequate at 97% confidence level. The
researcher selected the respondents from universities that are at least ten
years old across the two states. The sampling technique that was used to select
the respondents is purposive and proportionate stratified sampling technique.
The purposive sampling technique was used to select only universities that were
at least 10 years old. This is because of the purpose of the study, being the
assessment of national strikes in these universities. Only universities that
are 10 years or more were suitable for this kind of study due to their
experience of national strikes. The proportionate stratified sampling technique
was used to ensure that all the universities had equal representation. In order
to do this, the researcher determined the percentage of 696 sample size in
relation to the population of universities that have 10 years or more, which
stood at 24.83%.
The instrument that was used for this study is a checklist,
wich contains different sessions, corresponding to the year strikes was
embarked on by the Academic Staff of Union of University (ASUU) from 1998/1999
academic session to 2021/2022 academic session. Documents were collected from
the various universities on the number of enrolment and number of graduates in
the in different academic sessions that the strikes took place. The checklist also
contains different sessions, corresponding to the year strikes was embarked on
by the Academic Staff Union of Universities (ASUU) from 1998/1999 academic
session to 2021/2022 academic session. Documents were collected from the
various universities on the number of first class, number of Number of Second
Class (Upper Division), Number of Second Class (Lower Division), Number of
Third Class and Number of Pass. The instrument was validated by experts in the
Department of Educational Management and Foundation and an expert in Measurement
and Evaluation. A copy of the instrument was printed out and
handed to the experts. They assessed the instrument for suitability and
relevance to the objective of the study. The experts subsequently validated the
instrument to ensure it met both content and face validity.
The instrument
was administered personally by the researchers with the help of five other
research assistants. The research assistants were briefed on the nature and
scope of the research. They were also sensitized on how to collect the data for
the study. They assisted in administering the checklist to the respondents and
also in retrieving them. The researchers and the research assistants went
directly to the various universities used for the study. This way, the
researchers were there to explain salient issues that were not clear enough to
the respondents. The data for this study were analysed
using both descriptive and inferential statistics. Research questions 1 and 2 were answered
using mean and standard deviation. Coefficient of determination was used to
answer research question 3. Hypotheses 1 and 2 were tested using independence
samples t-test while hypothesis 3 was tested using Pearson’s product moment
correlation coefficient. All the hypotheses were tested at 0.05 level of
significance.
Results
Research
Question 1: What is the level of educational
wastage in universities in Bayelsa and Edo States as a result of national
strikes?
Table
1: Percentage analysis of the level of
educational wastage in universities in Bayelsa and Edo States as a result of
national strikes
|
Academic Session |
Bayelsa
State |
Edo
State |
|||||||||
|
% of 1st Class |
% of 2nd Class upper |
% of 2nd Class Lower |
% of 3rd Class |
% of FRNS |
% of 1st Class |
% of 2nd class upper |
% of 2nd Class Lower |
% of 3rd Class |
% of FRNS |
||
|
1998/1999 |
0.8 |
15.7 |
47.5 |
23.8 |
12.2 |
1.7 |
26.8 |
56.2 |
13.5 |
3.1 |
|
|
2000/2001 |
0.9 |
16.1 |
46.4 |
23.2 |
13.4 |
1.8 |
27.5 |
54.2 |
12.6 |
4 |
|
|
2001/2002 |
1 |
16.5 |
46.3 |
24.1 |
12.1 |
2 |
26.3 |
54.3 |
13.8 |
3.7 |
|
|
2002/2003 |
1.1 |
16.9 |
46.2 |
24.1 |
12.8 |
2.1 |
27.9 |
53.7 |
13.8 |
3.7 |
|
|
2004/2005 |
1.2 |
17.3 |
45.6 |
24.3 |
11.6 |
2.2 |
28.5 |
53.5 |
13.8 |
3.8 |
|
|
2005/2006 |
1.3 |
17.5 |
45.4 |
24.3 |
10.5 |
2.3 |
29.3 |
52.7 |
14.3 |
4.1 |
|
|
2006/2007 |
1.3 |
17.7 |
45.3 |
24.2 |
11.6 |
2.4 |
29.5 |
52.1 |
14.3 |
3.1 |
|
|
2007/2008 |
1.4 |
17.8 |
45.2 |
24.2 |
12 |
2.5 |
29.8 |
51.7 |
14.7 |
3.4 |
|
|
2008/2009 |
1.5 |
18 |
45.1 |
24.1 |
10.4 |
2.6 |
31.4 |
50.9 |
13.7 |
3.8 |
|
|
2009/2010 |
1.5 |
18.3 |
45.4 |
24.2 |
11.9 |
2.7 |
31.5 |
50.8 |
13.7 |
3.9 |
|
|
2010/2011 |
1.7 |
18.5 |
45.3 |
24.4 |
11.4 |
2.8 |
31.9 |
50.4 |
13.7 |
4.7 |
|
|
2012/2013 |
1.7 |
18.5 |
45.4 |
24.4 |
9.5 |
1.7 |
24.8 |
53.9 |
14.2 |
3.2 |
|
|
2016/2017 |
1.7 |
18.6 |
45.1 |
24.1 |
10.4 |
2.1 |
32.3 |
49.8 |
11.3 |
4 |
|
|
2017/2018 |
1.7 |
18.6 |
45.1 |
24.3 |
10.5 |
2.3 |
33.9 |
51.8 |
8 |
5.3 |
|
|
2019/2020 |
1.8 |
18.9 |
45.1 |
24.3 |
9.9 |
2.2 |
34.9 |
54.1 |
6.3 |
3.7 |
|
|
2021/2022 |
1.9 |
19 |
45 |
24.5 |
9.5 |
2.4 |
32.7 |
52.2 |
10.8 |
3.6 |
|
|
2022/2023 |
2 |
19 |
44.9 |
24.3 |
9.9 |
2.5 |
33.6 |
51.4 |
12 |
4.1 |
|
|
Average |
1.4 |
17.8 |
45.5 |
24.2 |
11.2 |
2.3 |
30.2 |
52.6 |
12.6 |
3.8 |
|
Table 1 shows a percentage analysis of
the level of educational wastage in universities in Bayelsa and Edo States as a
result of national strikes. The result shows that across the years, there is a
consistently low percentage of First Class graduates in both Bayelsa and Edo
States. Bayelsa State averages 1.4% First Class graduates, while Edo State
averages 2.3%, indicating that fewer than 3 out of every 100 students attain
the highest academic distinction. This relatively low output of top-performing
students is suggestive of systemic interruptions—like strikes—undermining
optimal academic performance.
The Second
Class Upper division, which typically includes high-achieving students just
below First Class, averages 17.8% in Bayelsa and 30.2% in Edo. Although Edo
State shows better performance in this category, it’s important to note that
the Second Class Lower classification dominates both states, averaging 45.5% in
Bayelsa and 52.6% in Edo. This dominance implies that the bulk of students are
graduating with mid-tier results, which could be due to inconsistent academic
calendars, rushed curricula, and insufficient academic engagement—all of which
are known consequences of protracted national strikes. Further emphasizing
educational wastage, a significant portion of graduates fall into the Third
Class category—with Bayelsa averaging 24.2% and Edo 12.6%. In Bayelsa, nearly
one in every four students finishes with the lowest acceptable degree
classification, a concerning statistic that points to academic
underachievement, often attributed to disruptions in learning and teaching
processes, as is typical during long strike periods.
The FRNS (Faculty
Requirement Not Satisfied) metric is perhaps the most direct indicator of
educational wastage. It captures the proportion of students who drop out or are
unable to continue their studies, potentially due to loss of academic interest,
frustration, financial constraints, or poor performance—all of which can be
exacerbated by the effects of strikes. On average, 11.2% of students in Bayelsa
State and 3.8% in Edo State fall into this category. The stark difference
between the two states suggests that Bayelsa may be more vulnerable to the
negative effects of strikes, possibly due to less institutional resilience or
student support systems. Over one-tenth of Bayelsa’s student population failing
to return for the next session represents a substantial loss of human capital
and investment in education.
Research
Question 2: What
is the level of academic achievement of university students in Bayelsa and Edo
States?
Table
2: Mean analysis of the level of
academic achievement of university students in Bayelsa and Edo States
|
|
Bayelsa State |
Edo State |
||
|
|
Mean |
SD |
Mean |
SD |
|
Session Loss to
Strikes |
40.79 |
32.25 |
40.79 |
32.25 |
|
Graduated |
80.46 |
0.6 |
84.64 |
3.41 |
|
FRNS |
11.15 |
1.18 |
3.84 |
0.55 |
Table 2 shows
the mean analysis of the level of academic achievement of university
students in Bayelsa and Edo States. The result shows that Both Bayelsa and Edo
States recorded the same mean value of 40.79 session loss due to strikes, with
a high standard deviation of 32.25. This indicates that students in both states
experienced similar and significant disruptions in their academic calendars due
to national strikes. The mean graduation rate is slightly higher in Edo State
(84.64) compared to Bayelsa State (80.46), suggesting that a greater proportion
of students in Edo State successfully completed their programs. The mean value
of FRNS is considerably higher in Bayelsa State (11.15) compared to Edo State
(3.84), with standard deviations of 1.18 and 0.55 respectively. This result
implies that while both states experienced an equal level of session loss due
to national strikes, the academic achievement of students in Edo State appears
relatively higher than in Bayelsa State. Edo students not only have a higher
graduation rate but also a significantly lower failure rate.
Research
Question 3: What is the
relationship between educational wastage due to national strikes and academic
achievement of university students in Bayelsa and Edo States?
Table
3: Correlation analysis on the relationship
between educational wastage due to national strikes and academic achievement of
university students in Bayelsa and Edo States
|
State |
Variable |
N |
Mean |
SD |
r |
r2 |
r2% |
Remark |
|
Bayelsa |
Educational Wastage |
696 |
40.79 |
32.25 |
-0.11 |
0.01 |
1 |
Small Negative Relationship |
|
Academic Achievement |
80.47 |
0.62 |
||||||
|
Edo |
Educational Wastage |
696 |
40.79 |
32.25 |
-0.13 |
0.02 |
2 |
Small Negative Relationship |
|
Academic Achievement |
84.56 |
3.51 |
Table 3 shows a
correlation analysis the relationship between educational wastage due to
national strikes and academic achievement of university students in Bayelsa and
Edo States. The result shows that In Bayelsa State, the correlation coefficient
of -0.11 indicates a small negative relationship between educational wastage
due to national strikes and academic achievement. This suggests that as
educational wastage increases, students' academic achievement tends to slightly
decrease. However, this relationship is weak, and the coefficient of determination
(r² = 0.01) shows that only 1% of the variation in academic achievement can be
attributed to educational wastage, meaning that 99% of the variance is due to
other factors. For Edo State, the correlation coefficient of -0.13 also
indicates a small negative relationship between educational wastage and
academic achievement. This implies that increased levels of educational
disruption due to strikes slightly reduce students' academic performance. The
r² value of 0.02 suggests that only 2% of the variation in academic achievement
is explained by educational wastage, with 98% of the influence coming from
other variables.
Hypothesis
1: There is no significant difference
between the level of educational wastage in universities in Bayelsa and Edo
States as a result of national strikes
Table
4: t-test analysis of the difference
between the level of educational wastage in universities in Bayelsa and Edo
States as a result of national strikes
|
State |
n |
Mean |
SD |
df |
t-value |
p-value |
Remark |
|
|
Bayelsa |
328 |
40.79 |
32.25 |
694 |
0.000 |
1.000 |
Not Significant |
|
|
Edo |
368 |
40.79 |
32.25 |
|
||||
|
α = 0.05 |
||||||||
Table 4 shows
an independent samples t-test, which was used to compare the difference between
the level of educational wastage in universities in Bayelsa and Edo States as a
result of national strikes. The result shows no statistical difference between
the two states. Both states recorded an identical mean value of 40.79 and a
standard deviation of 32.25 for level of educational wastage, with a sample
size of 328 for Bayelsa and 368 for Edo. The calculated t-value is 0.000, while
the associated p-value is 1.000, which is far above the commonly accepted
significance level of 0.05. This clearly indicates that the difference in mean
values between the two groups is non-existent. Therefore, the null hypothesis
which states that there is no significant difference between the level of
educational wastage in universities in Bayelsa and Edo States as a result of
national strikes is retained.
Hypothesis
2: There is no significant difference
between the level of academic achievement of university students in Bayelsa and
Edo States
Table
5: t-test analysis of the difference
between the level of academic achievement of university students in Bayelsa and
Edo States
|
State |
n |
Mean |
SD |
df |
t-value |
p-value |
Remark |
|
|
Bayelsa |
328 |
80.47 |
0.62 |
694 |
4.592 |
0.000 |
Significant |
|
|
Edo |
368 |
84.56 |
3.51 |
|
||||
|
α = 0.05 |
||||||||
Table 5 shows
an independent samples t-test, which was used to compare the difference between
the level of academic achievement of university students in Bayelsa and Edo
States. The result shows a statistically significant difference between the two
states. The mean academic achievement score of university students in Bayelsa
State is 80.47 with a standard deviation of 0.62, while students in Edo State
recorded a higher mean of 84.56 with a standard deviation of 3.51. The degrees
of freedom (df) for the test is 694, with a calculated t-value of 4.592 and a
p-value of 0.000. Given that the p-value is far below the alpha level of 0.05,
the null hypothesis is rejected. This implies that there is a significant difference
between the level of academic achievement between university students in
Bayelsa and Edo States. The direction of the mean difference suggests that
students in Edo State perform significantly better academically than their
counterparts in Bayelsa State.
Hypothesis
3: There is no significant relationship
between educational wastage and academic achievement of university students in
Bayelsa and Edo States
Table
6: Correlation analysis the relationship
between educational wastage and academic achievement of university students in
Bayelsa and Edo States
|
State |
Variable |
n |
Mean |
SD |
r |
r2 |
r2% |
p-value |
Remark |
|
|
Bayelsa |
Educational wastage |
696 |
40.79 |
32.25 |
-0.11 |
0.01 |
1 |
0.677 |
Not Significant |
|
|
Academic Achievement |
80.47 |
0.62 |
|
|||||||
|
Edo |
Educational wastage |
696 |
40.79 |
32.25 |
-0.13 |
0.02 |
2 |
0.624 |
Not Significant |
|
|
Academic Achievement |
84.56 |
3.51 |
|
|||||||
|
α = 0.05 |
||||||||||
Table
6 shows a Pearson’s correlation analysis the relationship between educational
wastage and academic achievement of university students in Bayelsa and Edo
States. The result shows in Bayelsa State, the Pearson correlation coefficient
(r) between educational wastage and academic achievement of university students
is -0.11, indicating a very weak negative relationship. The coefficient of
determination (r²) is 0.01, meaning that only 1% of the variance in students’
academic achievement can be explained by educational wastage. The p-value is
0.677, which is greater than the alpha level of 0.05. This indicates that the
observed relationship is not statistically significant. In Edo State, the
correlation coefficient (r) is -0.13, which also suggests a weak negative
relationship. The coefficient of determination (r²) is 0.02, showing that just
2% of the variation in students’ academic achievement is accounted for by educational
wastage. The p-value here is 0.624, which, like in Bayelsa, is greater than
0.05. Thus, the relationship is also not statistically significant. Since the
p-values in both states are higher than the significance level (α = 0.05), the
null hypothesis is retained for both Bayelsa and Edo States. This implies that educational
wastage does not have a statistically significant impact on the academic
achievement of university students in these two states.
Discussions
The first
finding showed that the level of educational wastage in universities in Bayelsa
and Edo States as a result of national strikes is high. A corresponding
hypothesis revealed that there is no significant difference between the level of
educational wastage in universities in Bayelsa and Edo States as a result of
national strikes. This finding suggests a pervasive and systemic challenge
affecting the Nigerian university system as a whole. The high levels of wastage
in both states point to the fact that these universities, being under federal
or state control and subject to nationwide union activities, suffer similarly
from the effects of national strikes. Therefore, geographical location appears
not to be a determining factor in the extent of disruption experienced; rather,
it is the shared structural vulnerabilities of public university governance and
funding that account for this uniformity. This finding suggests that
universities in Bayelsa and Edo States are not immune to the systemic
dysfunction affecting the broader Nigerian tertiary education sector. The lack
of significant difference in educational wastage levels between the two states
may be attributed to the centralized nature of decision-making in Nigerian
higher education, where policies, strike directives, and funding allocations
are often uniformly applied. Since both states are part of the same national
educational framework, lecturers and students face similar institutional
constraints and government actions or inactions, which often trigger prolonged
strike actions. Moreover, both student and staff populations in these
universities respond in predictable ways to strike disruptions, resulting in
comparable levels of academic stagnation, emotional fatigue, and loss of
academic momentum. Students often experience repeated academic setbacks due to
unpredictable school closures, while lecturers are forced to compress course
content and assessments, leading to compromised academic standards and reduced
instructional efficacy.
The above
finding is in line with Ogunode et al. (2022), who found that strike actions in
Nigerian higher institutions have led to the suspension of teaching programs,
research activities, and community services, culminating in poor academic
performance and extended academic calendars. The finding also agrees with Chinwuba
(2022), who found that students often face prolonged graduation periods,
increased learning costs, and mental health challenges due to incessant
strikes. These challenges are not isolated to specific regions but are
prevalent across the nation's public universities, indicating a nationwide
crisis.
The second finding
showed that the academic achievement of students in Edo State appears
relatively higher than in Bayelsa State. Edo students not only have a higher
graduation rate but also a significantly lower failure rate. A corresponding
hypothesis revealed that there is a significant difference between academic
achievement of university students in Bayelsa and Edo States. This finding provides
important insight into the regional disparities in educational outcomes within
Nigeria. This outcome is further substantiated by the corresponding hypothesis,
which reveals a statistically significant difference in the academic
achievement of students between the two states. The implication of this result
is that certain contextual or structural advantages present in Edo State might
be contributing to better academic performance among its university students
compared to those in Bayelsa State. These advantages could stem from a
combination of socio-economic, institutional, infrastructural, and
policy-related factors that favour student success in Edo’s higher education
environment.
One possible
explanation for this disparity could be the relatively higher level of
infrastructural development in Edo State’s universities. Institutions such as
the University of Benin and Ambrose Alli University are reputed for more robust
academic structures, better funding, and more established academic cultures,
which collectively create an environment conducive to effective learning and
academic success. Edo State’s universities tend to attract more qualified
academic staff and offer more diverse and accredited academic programs, which
can contribute positively to students' academic outcomes. In contrast,
universities in Bayelsa State may face challenges such as infrastructural
deficits, underfunding, and a less mature academic system, particularly given
that the state’s tertiary institutions are relatively younger and still in
developmental phases. These limitations may translate into fewer academic
resources, limited exposure to diverse academic experiences, and a lower
capacity to effectively engage students, thereby negatively impacting
graduation and failure rates.
The above
finding agrees with Igbinedion and Igbinedion (2022), who analyse student
results across Delta and Edo States, high UTME and post-UTME scores were found
to reliably predict academic success in university, with Edo State institutions
showing a higher concentration of students with elevated admission scores and
subsequent academic achievements. This suggests that students entering
universities in Edo State may possess stronger academic foundations compared to
their peers in Bayelsa, thereby leading to higher graduation rates and lower
failure rates.
The third
finding showed that across both Bayelsa and Edo States, there is a consistently
small negative relationship between educational wastage caused by national
strikes and the academic achievement of university students. A corresponding
hypothesis showed that there is no significant relationship between educational
wastage due to national strikes and students' academic achievement in Bayelsa
and Edo States. This finding reveals a multifaceted reality. Despite these
clear disruptions, the finding that this relationship is not statistically
significant suggests that university students in these regions may have
developed resilience and adaptive strategies that help mitigate the adverse
effects of such interruptions. The consistency of this finding across both
states implies that irrespective of geographical differences, students and
academic institutions in Nigeria have developed a pattern of response to
recurrent strike actions that absorbs much of the potential academic damage.
One key reason
for the above finding could be the institutional efforts to recover lost time
post-strike. Universities in both Bayelsa and Edo States have been observed to
engage in aggressive calendar adjustments, including shortened semesters,
weekend lectures, and compressed examinations, which help students catch up
with the curriculum. These recovery strategies, although intense and sometimes
mentally demanding, often ensure that the core academic targets are still met
within the new timeframes. The finding may reflect the maturity and
determination of students in Nigerian public universities who, over the years,
have come to expect and adapt to the recurring nature of national strikes.
Students often utilize strike periods to revise their materials, engage in
self-study, and attend private tutorial centres, thereby maintaining a level of
academic continuity.
The above
finding agrees with Emecheta and Udo (2022), who noted that peer learning and
informal academic communities formed during strike periods significantly
contribute to knowledge retention and emotional support, which counteract the
potential negative outcomes of educational wastage. The finding is however, at
variance with Moses and Ogbomah (2023), who found that ASUU strikes disrupted
academic calendars, leading to decreased student engagement and performance. The
finding also disagrees with Akintoye and Uhunmwuangho (2018), who reported that
frequent strikes adversely affected students' academic performance, causing
delays in academic programs and loss of instructional time. The finding also
disagrees with Ogunode et al. (2022), who found that strike actions contribute
to educational wastage, as prolonged disruptions hinder the attainment of
educational goals and compromise the quality of higher education in Nigeria.
Conclusion and Recommendations
Based on
the findings of this study, it was concluded that the elevated levels of
educational wastage, underscores a systemic challenge within Nigeria’s higher
education sector generally and in Bayelsa and Edo states particularly. Students
in Edo State appear to outperform their Bayelsa counterparts academically. This
suggests that other contextual or institutional factors may have contributed to
the disparity in academic outcomes. The consistent absence of significant
relationships between educational wastage and student achievement indicated that
while this variable exerted some level of influence individually, its collective
impact may be mitigated by other unmeasured or compensatory factors. Based on
the findings of the study, the following recommendations were made:
i
Universities should
implement academic recovery strategies such as condensed academic calendars,
hybrid learning models, and continuous assessment systems to mitigate academic
loss during and after strikes.
ii
Government and
university management should initiate programmes to help sustain morale across
all institutions, irrespective of location
iii
Institutions should
invest in motivational strategies such as recognition awards, timely salary
payment, professional autonomy, and involvement in decision-making processes to
boost morale.
iv
Universities in
Bayelsa State should conduct needs assessments and academic support
interventions to identify and address student performance gaps through targeted
mentoring and improved learning environments.
v
Government and
university authorities should introduce strike contingency plans that preserve
academic engagement, such as virtual classrooms and modular course structures
during strike periods.
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