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Sunday 31 August 2014
Saturday 30 August 2014
HOW MODERN COMMUNICATION OVERTURNE TRADITIONAL SYSTEM OF COMMUNICATION
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Monday 25 August 2014
THE EFFECT OF PRE-NCE PROGRAMME ON THE ACADEMIC PERFORMANCE OF BIOLOGY STUDENT’S IN BIOLOGY DEPARTMENT
ABSTRACT
The study investigated the
effects of Pre-NCE programme on the academic performance of students in the
Biology department in College
of Education,
Ikere-Ekiti. It also compared academic performance of students based on their
modes of admission into NCE progamme. The project is based on experience rather
, the idea of research h where some research question were formulated to give
more information into the investigation at the study through the researchers. The relevant data
were analyzed through their frequency table. The frequency of the responses was
found and these were converted to sample percentage. The study adopted survey
research design which was carried ex post facto. The population of the study
consisted of students and staffs in College of Education
Ikere-Ekiti.Simple random sampling technique was used to
select the respondents.The result indicate that the effect of Pre-NCE programme
on the academic performance of students in the Biology department in College
of Education has been
effective in the school. The result also revealed that Pre-NCE programme is not a wasting of time for
students in higher institution like Universities, Polytechnics and College of Educations. This study provides a significant
volume of useful information to stakeholders: policy makers, teachers, students
and parents. Among other things thestudy recommends that students seeking
admission into the 100 level programme of the college either throughPre-NCE or
Direct Entry should be given fair treatment.
INTRODUCTION
According
to Advance Learner Dictionary of current English, Preliminary refers to coming
before a more important action or preparatory. Preliminary course therefore
refers to the success of student in assignment, test, and examination taken in
subject during the student course of study.
The
Pre-NCE programme was introduced some years back to address the issue of low
intake of students into some programme named Science, Vocation and Technical as
well as languages. At a point and to some extent, the Pre-NCE progrmme become
the route some college
of Education took to
attract students not only into the critical areas mentioned but also into all
the schools and programmes. At the inception of the Pre-NCE programme, it was
introduced to prepare students to meet the requirement for admission into the
NCE regular programme. Then a certain performance level in the deficient
subjects was the condition required to transit into the regular NCE progrmme. But
today, that has become a thing of the past.
The
current reality is that no matter the level of performance of the prospective
candidate at the Pre-NCE level he or she is required to sit and pass the Joint
Admission and Matriculation Board (JAMB) entrance examinations or (UTME)
examination and obtain scores within the national examination minimum cut-off
point before he or she could gain admission into the college of Education of
his or her choice
The realization that education is an instrument for national
development has compelled the federal government of Nigeria to make education
accessible to every Nigerian irrespective of the socio-economic background. For
instance there is provision for all levels of education starting from the
primary to the tertiary level. With the recognition of education as a veritable
key to individual and national development clamor for education especially
tertiary education has increased in the recent times. A sizeable number of
candidates apply for admission into colleges of education every academic
session with only a small percentage securing admission due to lack of enough
spaces and, or lack of prerequisite requirement.
According to NCCE (2009) eligible candidates for admission
into 100 levels in the colleges of education must possess five credits at most
in two sittings, two of which credits must be in the area of specialization of
the candidates. In order to provide opportunity for the teeming population of
students who lack the prerequisite qualifications, who could not meet the JAMB
cut off point for admission into tertiary institutions and the need to
ostensibly improve admission rate into the colleges of education, the National
Commission for College of Education devised the PRE-NCE programme which grooms
the students before they take JAMB Examination for entry into tertiary
institutions.(NCCE 2007).
According to the National Commission for Colleges of
Education (2007) the Pre-NCE programme has tremendously improved the admission
rate in the colleges of education and probably improved academic performance of
the students concerned.
It
should be noted that the other category of students who gained admission into
colleges of education are called Direct Entry students. This group of students
who possess the request requirement should meet the cut-off mark in the matriculation
examination conducted by the Joint Admission and Matriculation Board (JAMB) The
entry qualifications of Pre-NCE and Direct Entry students are different. In the
College of Education Ikere for candidates to gain admission
into Pre-NCE Programme, the candidate must possess three passes.
The Pre-NCE students would also spend one year at the Pre-NCE
level before transiting to 100 levels or part one. During the Pre-NCE programme
the students are taken through a number of courses which are in the main
preparatory for 100 levels and the entrance examination into college of
education conducted by JAMB.
This paper is therefore interested in comparing academic
performance of Direct Entry and Pre-NCE students with a view to providing
invaluable data for Education administrators to make valid decisions regarding
Direct Entry and Pre-NCE programme.
According
to Idika (2007) the main objective of establishing the College of Education
is to afford student with minor deficiency in their principal subject who are
unable to secure direct admission on opportunity to gain admission to college.
Statement of Problem
This research work, “the effects of Pre-NCE programme on
academic performance of biology students in biology department college of
education ikere-ekiti” Considered the impact and establishment whether the
introduction of Pre-NCE has enhanced the academic performance of students in
the biology department at NCE level.
Purpose of the Study
The purpose of the study is to establish
whether the Pre-NCE programme improve the academic performance of students at
NCE level in biology department or otherwise.
Objectives of the Study
The aim
of this study is to review the academic performance of student via the entry
qualification of students into the college and carry out a comprehensive
assessment of the Pre-NCE programme with the view of establishing the impact
both positive and negative on the academic performance of student in the
college of education. To also ascertain the effect of Pre-NCE programme in the academic
performance of student in college of education and also to appraise the
academic performance of student admitted into the school through Pre-NCE programme.
REVIEW OF RELATED LITERATURE
Introduction
The issue of the relationship between direct entry
qualification and student effects of Pre-NCE programme academic performance of
students in college
of Education, Ikere –
Ekiti in particular has attracted the attention of several schools and have
contributed immensely however in different perspective.
Conceptual Framework
An increasing in amount of work has been carried out in
Pre-NCE programme. Numerous studies have also investigated the relationship
between the direct entry qualification and academic achievement in Pre-NCE
programme. Every tertiary institution for learning in Nigeria has its
own entry qualification for its various programme and prospective candidate
must attain such qualification before he or she is admitted to any preliminary
course.
The new National Policy on Education (NPE) provide the
following requirement for admission into preliminary programme in the college
of education
O’ Level Certificate
Every applicant must
possess Senior Secondary Certificate Examination (SSCE), West African
Examination Council (W AE C), National Examination Council ( NECO), General
Certificate of Education ( G CE), National Business and Technical Examinations
Board (NABTHEB). Candidate with any of these result must attain three subject
at a pass level including English language and minimum of two credit which must
be in a subject is regarded for the preliminary programme.
Teacher Grade (II) Certificate
A prospective candidate must possess merit or credit in at
least three subject’s two of which must be related to the course of study.
Hence, with the establishment of Joint Admission and Matriculation Board (JAMB)
the entry requirement into the college of education was change.
Now, the (JAMB) entry requirement into the Nigeria colleges
of education is o’ level passes in at least five subject must be at credit
level. The object of this encourage the prospective subject in their lower
level (Secondary School) to work harder in order to be achieving their
education objectives in higher institutions, and also to maintain standard and
uniformly. The entry qualification into any course of study to a great extent
determines the behavior of the learner in a chosen or course of that specific
study.
Entry Qualification into Pre-NCE
Science Department
The applicant must possessed at least
three subject at pass level including English language and two other relevant
science subjects in any of the following
examinations (WAEC/ SSCE/NECO/ GCE/ NABTHEB).
A
complete Teacher grade II certificate with passes in English language,
Mathematics or Arithmetic processes, General / Integrated science and by other
science, Agricultural science, Applied Biology, Home Economics and so on.
Entry Qualification into Pre-NCE
Technical
The applicant must obtain three subject at a pass level
including English language and two other Technical subjects or applied science
in any of the following examinations
(WAEC/ SSCE/NECO/ GCE/ NABTHEB).
Entry Qualification into Pre-NCE Art Department
The applicant must possessed three subjects at a pass level
including English Language or literature in English, Mathematics and Arts
related subjects in any of the following
examinations (WAEC/ SSCE/NECO/ GCE/ NABTHEB).
Entry Qualification into Pre-NCE
Business Studies Department
The application must obtain three subjects at a pass level
including English Language and Business related subject in any of the following
examinations (WAEC/ SSCE/NECO/ GCE/ NABTHEB).
A
complete Teacher’s Grade II Certificate with at least a pass in English
Language, Mathematics/ Arithmetic processes integrated or General Science or
Geography or Social study.
Afolabi, A.O (2005) regarded it as the
foundation on which academic work in the institution is built, especially the
NCE programme. He furthermore, in his write up in journal of National
Commission for College of Education (NCCE) observed that researcher in entry
qualification and academic achieving have been handled from various angles and
levels by many psychologists. The end result has been in consistent. He
maintained the Endler and Steribe work on prediction in relation on entry
preliminary at the NCE level as one of the fruitless tasks in psychologist and
educational research.
Determinant of Pre-NCE Programme
According to Oyedeji (2002) in resent time student
performance in Pre-NCE programme has been a source of concern to scholars in
schools in preliminary studies as well as teacher at the NCE level of
education. This is to serve as an eye opener and a theoretical foundation for
the study. In fact learning is a process whereby capacity and tendencies change
as a result of action and exposure.
The Quality and Quantity of Teachers
The roles of teachers in facilitating student’s performance
in Pre-NCE programme cannot be overemphasized and it will continue to be part
of the Nigeria
certificate in Education (NCE)
Frrant (2003) highlight that, it is duty of a teacher to help
his student to develop as fully as possible to teach and guide the student at
appropriate time and when possible. It will be very difficult for the student
to enhance knowledge effectively if there is no teacher to teach and guide the
student where need be.
The Federal Republic of Nigeria (2004) National Policy on
Education also acknowledge the education of children and adults who have
learning difficulty because of different sorts of handicaps blindness, partial
Sightedness, deafness, hardness of hearing mental retardation, social
maladjustment and Physical handicaps and so on, Due to circumstances of birth
inheritance, social position, mental and physical health pattern or accident in
later life. As a result a few children and adult are unable to cope with the
normal school class organization and methods. There are also the special fitted
children who are intellectually precocious and find themselves in sufficient
challenged by the program of the normal school and who may take to stubbornness
and a pathy in resistance to it.
It is evident from the literature review that there are many
features that determines the student performance in Pre-NCE programme .The view
expressed by various authors like Afolabi (2003). Afolabi further and said that
knowledge and book feels that with problem of shy rocketing for the possible
solution invariable centers on university admission. They open that the society
need increasing trained personnel to meet its changing technology.
Review of Related Literature
This aspect of the study examines relevant historical antecedents
or background of the Pre-NCE programme, evolution and development of tertiary
education especially colleges of education, previous studies on the
relationship between academic performance of Direct Entry and Pre-NCE
candidates.
The evolution and development of tertiary education in Nigeria can be
traced to the report by Ashby Commission 1960 (Olayemi, Adenigbagbe and Oluwadamilare
2010). Among other things the commission recommended that the development of universities
in Nigeria
should be given all the seriousness it deserves and that all the universities should
have education degree programme. In order to meet the manpower needs of the
increasing number of secondary schools which the universities at the time could
not meet. There was acute need to establish intermediate teacher training
institutions. Hence, the establishment of colleges of education was aimed at
producing middle level professional teachers to teach in the teacher training
schools and in the secondary schools especially in the lower arm of the
secondary schools.
Oke, Ogunjide and Oladimeji (2008) reported that the first
set of Colleges of Education was known as Advanced Teacher Training Colleges.
Those advanced teacher college later transformed into colleges of education of
which College of Education Ikere - Ekiti was established
in 1976 with the objective of producing high-caliber teachers who can teach in
integrated or special education classes.
According to Ogunjide (2008) in Oke and Odetokun (2003).There
were fifteen federal colleges of education, thirty-five state colleges of
education and few private colleges of education. However, other source
indicates that there are twenty Federal Colleges of Education. (Saint and
Stansser 2003).
The Pre-NCE programme and other courses in the nation’s
colleges of education are controlled and monitored by the National Commission
for College of Education. The Pre-NCE Programme was mounted
in the colleges of education in order to increase the admission rates
especially in the early 1990s when admission rate into college of education was
seriously dwindling probably because of lack of interests of students in
colleges of education programmes and because of lack of admission requirement
for Direct Entry into 100 level or part one.
Idika (2007) examined the relationship between entry
qualification and final performance in the Nigeria certificate in education.
The study showed that there was a low positive correlation between the entry
qualification and the final performance of students in the NCE technical
programme. In a related study Afolabi (2005) examined the entry qualification
as a predictor of college student’s performance in Micro teaching. The findings
of the work indicated that there was similar low relationship between entry
qualification and performance in academic courses.
Summary of the Review of Literature
The reviewed literature on the subject matter of the study
revealed a steady growth of higher education institutions especially colleges
of education in the country. The need to boost admission rate into the colleges
coupled with the need to assist some students who have deficiencies in their
senior school certificate examination led to the operation of Pre- NCE
programme. Previous empirical studies showed a low positive relationship
between entry qualification and academic performance.
REFERENCES
Afolabi, A.O (2005) Entry Qualification As a
prediction of College Students Performance in Microteaching Ife Journal of
Curriculum Studies.
Federal Republic of Nigeria (2012)
National Policy On Education. Revised Edition. NERCPress, Yaba Lagos.
Idika N. (2003). The Relationship Between Entry Qualification
and Final Performance in the Nigeria Certificate in Education (technical)
Programme Asaba Journal of Education Studies
Majosan J.A & Bakare G.C.M (2007) Entry
Qualification Journal of African Educational Research.
Mwajei T.A (2001). The Relationship BetweenEntry
Qualification and Academ Success inAccounting Education. A Case Study of FCE
(T)Asaba”. Unpublished NCE Project. FCE (T). Asaba.
National Commission of College of Education
(2009). Minimum Standard for NCE Teacher- Education. Abuja: NCCE PR&XS
Oke, C.S. Ogunjide J.A & Oladimeji M.A (2008) An
introduction to Historical Development of Education in Nigeria Oyo: Folayemi
Cristhle.
Olayemi Bio, Adenigbabe H.A Oluwadamilare O.O. (2010)
History of Education Ilesa: God’s Grace.
Saint, W.H & Frrant (2003) Higher Education in Nigeria: A
Status Report. Washington
D.C: The World Bank.
Sunday 24 August 2014
Compartmentalization and inflexibility not withstanding the subject matter curriculum remain a true custodian of academic excellence discuss using related example
Question
Compartmentalization
and inflexibility not withstanding the subject matter curriculum remain a true
custodian of academic excellence discuss using related example
The term curriculum
refers to the lessons and academic content taught in a school or in a specific
course or program. In dictionaries, curriculum is often defined as the
courses offered by a school, but it is rarely used in such a general sense in
schools. Depending on how broadly educators define or employ the
term, curriculum typically refers to the knowledge and skills
students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units
and lessons that teachers teach; the assignments and projects given to
students; the books, materials, videos, presentations, and readings used in a
course; and the tests, assessments,
and other methods used to evaluate student learning. An individual teacher’s
curriculum, for example, would be the specific learning standards,
lessons, assignments, and materials used to organize and teach a particular
course.
When the terms curriculum or curricula are
used in educational contexts without qualification, specific examples, or
additional explanation, it may be difficult to determine precisely what the
terms are referring to—mainly because they could be applied to either all or
only some of the component parts of a school’s academic program or courses.
In many cases, teachers develop their own curricula, often
refining and improving them over years, although it is also common for teachers
to adapt lessons and syllabi created by other teachers, use curriculum
templates and guides to structure their lessons and courses, or purchase
prepackaged curricula from individuals and companies. In some cases, schools
purchase comprehensive, multigrade curriculum packages—often in a particular
subject area, such as mathematics—that teachers are required to use or follow.
Curriculum may also encompass a school’s academic requirements for graduation,
such as the courses students have to take and pass, the number of credits
students must complete, and other requirements, such as completing a capstone project or
a certain number of community-service hours. Generally speaking, curriculum
takes many different forms in schools—too many to comprehensively catalog here.
It is important to note that while curriculum encompasses a
wide variety of potential educational and instructional practices, educators
often have a very precise, technical meaning in mind when they use the term.
Most teachers spend a lot of time thinking about and analyzing curriculum, and
many educators have acquired a specialist’s expertise in curriculum
development—i.e., they know how to structure, organize, and deliver courses in
ways that facilitate or accelerate student learning. To noneducators, some
curriculum materials may seem simple or straightforward (such as a list of
required reading, for example), but they may reflect a deep and sophisticated
understanding of an academic discipline and of the most effective strategies
for learning acquisition and classroom management.
Among the many functions curriculum plays
in the schools beyond a representation of the approved culture and perspectives
adopted by the state and the groups that are in power within the state is that
it is the sanctified content to be taught and as such, becomes the platform for
subsequent testing. But as we shall see, testing does not isomorphicallysimply
follow the designation of curriculum content. Often, tests have content of
their own apart from what may be in the curriculum. So tests are never neutral
tools, as the examples and content
in
them are loaded with forms of sanctified cultural capital.
Thus, in this sense, a curriculum is a particular form of
specification about the practice of teaching. It is not a package of
materials or a syllabus of ground to be covered. ‘It is a way of
translating any educational idea into a hypothesis testable in practice.
It invites critical testing rather than acceptance’ (Stenhouse 1975: 142).
Second, and associated with the above, given the uniqueness
of each classroom setting, it means that any proposal, even at school level,
needs to be tested, and verified by each teacher in his/her classroom (ibid:
143). It is not like a curriculum package which is designed to be
delivered almost anywhere.
Third, outcomes are no longer the central and defining
feature. Rather than tightly specifying behavioural objectives and
methods in advance, what happens in this model of curriculum theory and
practice is that content and means develop as teachers and students work
together.
Fourth, the learners in this model are not objects to be
acted upon. They have a clear voice in the way that the sessions
evolve. The focus is on interactions. This can mean that attention
shifts from teaching to learning. The product model, by having a
pre-specified plan or programme, tends to direct attention to teaching.
For example, how can this information be got over? A process approach to
curriculum theory and practice, it is argued by writers like Grundy (1987),
tends towards making the process of learning the central concern of the
teacher. This is because this way of thinking emphasizes interpretation
and meaning-making. As we have seen each classroom and each exchange is
different and has to be made sense of.
However, when we come to think about this way of approaching
curriculum in practice, a number of possible problems do arise. The first
is a problem for those who want some greater degree of uniformity in what is
taught. This approach to the theory of curriculum, because it places meaning-making
and thinking at its core and treats learners as subjects rather than objects,
can lead to very different means being employed in classrooms and a high degree
of variety in content. As Stenhouse comments, the process model is
essentially a critical model, not a marking model.
It can never be directed towards an examination as an
objective without loss of quality, since the standards of the examination then
override the standards immanent in the subject. This does not mean that
students taught on the process model cannot be examined, but it does mean that
the examinations must be taken in their stride as they pursue other
aspirations. And if the examination is a by-product there is an
implication that the quality the student shows in it must be an under-estimate
of his real quality. It is hence rather difficult to get the weak student
through an examination using a process model. Crammers cannot use it,
since it depends upon a commitment to educational aims. (Stenhouse 1975:
95)
To some extent variation is limited by factors such as public
examinations. The exchange between students and teachers does not float
free of the context in which it arises. At the end of the day many
students and their families place a high premium on exam or subject success and
this inevitably enters into the classroom. This highlights a second
problem with the model we have just outlined – that it may not pay enough
attention to the context in which learning takes place (more of this later).
Third, there is the ‘problem’ of teachers. The
major weakness and, indeed, strength of the process model is that it rests upon
the quality of teachers. If they are not up to much then there is no
safety net in the form of prescribed curriculum materials. The approach
is dependent upon the cultivation of wisdom and meaning-making in the
classroom. If the teacher is not up to this, then there will be severe
limitations on what can happen educationally. There have been some
attempts to overcome this problem by developing materials and curriculum
packages which focus more closely on the ‘process of discovery’ or
‘problem-solving’, for example in science. But there is a danger in this
approach. Processes become reduced to sets of skills – for example, how
to light a bunsen burner. When students are able to demonstrate certain
skills, they are deemed to have completed the process. As Grundy
comments, the actions have become the ends; the processes have become the
product. Whether or not students are able to apply the skills to make
sense of the world around them is somehow overlooked (Grundy 1987: 77).
Fourth, we need to look back at our process model of
curriculum theory and practice and what we have subsequently discussed, and
return to Aristotle and to Freire. The model we have looked at here does
not fully reflect the process explored earlier. In particular, it does
not make explicit the commitments associated with phronesis. And it is to
that we will now turn.
References
Aristotle (1976) The Nicomachean Ethics (‘Ethics’),
Harmondsworth: Penguin.
Barnes, J. (1976) ‘Introduction’ to Aristotle The
Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin.
Barrow, R. (1984) Giving Teaching back to Teachers.
A critical introduction to curriculum theory, Brighton:
Wheatsheaf Books.
Blenkin, G. M. et al (1992) Change and the
Curriculu,, London:
Paul Chapman.
Bobbitt, F. (1918) The Curriculum, Boston: Houghton Mifflin
Bobbitt, F. (1928) How to Make a Curriculum, Boston: Houghton Mifflin
Carr, W. & Kemmis, S. (1986) Becoming Critical.
Education, knowledge and action research, Lewes: Falmer Press
Cornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press.
Curzon, L. B. (1985) Teaching in Further Education.
An outline of principles and practice 3e, London: Cassell.
Dewey, J. (1902) The Child and the Curriculum, Chicago: University
of Chicago Press.
Dewey, J. (1938) Experience and Education, New York: Macmillan.
Eisner, E. W. (1985) The Art of Educational
Evaluation, Lewes: Falmer Press.
Foreman, A. (1990) ‘Personality and curriculum’ in T.
Jeffs. & M. Smith (eds.) (1990) Using Informal Education. An
alternative to casework, teaching and control? Milton
Keynes: Open University Press. Also in the archives.
Freire, P. (1972) Pedagogy of the Oppressed,
Harmondsworth: Penguin.
Grundy, S. (1987) Curriculum: product or praxis?
Lewes: Falmer Press.
Jackson, P. W. (1968) Life in Classrooms, New York: Holt, Rinehart
& Winston.
Jeffs, T. & Smith, M. (eds.) (1990) Using
Informal Education. An alternative to casework, teaching and control?
Milton Keynes: Open University Press.
Jeffs, T. J. and Smith, M. K. (1999) Informal
Education. Conversation, democracy and learning, Ticknall: Education Now.
Kelly, A. V. (1983; 1999) The Curriculum. Theory
and practice 4e, London:
Paul Chapman.
Stenhouse, L. (1975) An introduction to Curriculum
Research and Development, London:
Heineman.
Newman, E. & G. Ingram (1989) The Youth Work
Curriculum, London:
Further Education Unit (FEU).
Taba, H. (1962) Curriculum Development: Theory and
practice, New York:
Harcourt Brace and World.
Tyler, R. W. (1949) Basic Principles of Curriculum
and Instruction, Chicago: University of Chicago
Press.
TY COMPUTER
07064961036
Thursday 31 July 2014
ECONOMICS PROJECT TOPICS
ECONOMICS PROJECT TOPICS
07064961036
1.
FUEL SUBSIDY REMOVAL AND THE NIGERIAN
ECONOMY (A CASE STUDY OF ABAKILIKI LOCAL GOVERNMENT AREA, EBONYI STATE)
2.
ELECTRONIC
COURSE FORM REGISTRATION (A CASE STUDY
OF CARITAS UNIVERSITY)
3.
AN
EMPIRICAL ANALYSIS OF THE IMPACT OF PRIVATE SECTOR ON THE ECONOMIC GROWTH AND
DEVELOPMENT OF NIGERIA (1980–2010)
4.
THE
EFFECT OF external debt and economic
growth in Nigeria. 1980 – 2010
5. EFFECT OF UNEMPLOYMENT ON ECONOMY GROWTH
1980 -2010
6.
THE
IMPACT OF CAPITAL MARKET ON THE ECONOMIC GROWTH OF NIGERIA
7. THE IMPACT OF FEMALE LABOUR FORCE ON THE
ECONOMIC GROWTH OF NIGERIA (1980-2010)
8.
THE
IMPACT OF GLOBALIZATION ON THE INDUSTRIAL GROWTH OF NIGERIA (1980 - 2010)
9. THE IMPACT OF INDUSTRIAL OUTPUT ON THE ECONOMY
OF NIGERIA (1980-2010)
10.
THE
IMPACT OF INDUSTRIALIZATION ON NIGERIA’S ECONOMIC DEVELOPMENT 1980 -2010
11.
THE
IMPACT OF PUBLIC SPENDING ON POVERTY REDUCTION IN NIGERIA [1980-2011]
12.
THE IMPACT OF TRANSPORTATION ON THE NIGERIAN
ECONOMY (1980 – 2010)
13.
THE
IMPACT OF UNEMPLOYMENT ON ECONOMIC GROWTH IN NIGERIA. (1982-2010)
14.
THE
ROLE OF MICROFINANCE BANK CREDIT ON AGRICULTURAL DEVELOPMENT IN NIGERIA:
(1980-2010)
15.
THE ROLE OF AGRICULTURAL SECTOR AS AN
ACCELERATOR TO NIGERIA ECONOMY 1980 – 2010
16.
THE
ROLE OF THE NIGERIAN STOCK EXCHANGE ON CAPITAL FORMATION (1980-2011)
17.
EFFECT OF UNEMPLOYMENT ON INFLATION IN
NIGERIA 1980 -2010
Monday 16 June 2014
ACCOUNTING AND BUSINESS ADMINSTRATION PROJECT TOPICS
ACCOUNTING
AND BUSINESS ADMINSTRATION PROJECT TOPICS (FOR MORE INFORMATION CALL
07064961036, 08068355992
- THE USE OF ACCOUNTING INFORMATION AND DECISION-MAKING IN ORGANISATION (A CASE STUDY OF MUXOL PAINT DEPORT, BENIN CITY)
- THE SIGNIFICANCE OF CASH MANAGEMENT IN THE FINANCIAL SECTOR OF NIGERIAN ECONOMY(A CASE STUDY OF ECOBANK INTERNATIONAL PLC, ADO EKITI)
- THE ROLES OF INDEPENDENT AUDITORS IN FRAUD CONTROL IN NIGERIA
- FUNDAMENTALS OF SENSITIVITY AND PARAMETRIC ANALYSISOF A LINEAR PROGRAMMING PROBLEM
- THE ROLES OF ACCOUNTABILITY IN NIGERIAN ECONOMIC SYSTEM: IMPLICATIONS FOR INTERNAL CONTROL AND MANAGEMENT STRATEGIES IN GOVERNMENT ENTERPRISES.
- THE ROLE OF INDEPENDENT AUDITORS IN FRAUD CONTROL IN NIGERIA
- THE ROLE OF ACCOUNTING TEXTBOOK IN TEACHING OF FINANCIAL ACCOUNTING. A CASE STUDY OF ADEYEMI COLLEGE OF EDUCATION ONDO STATE
- THE PROBLEM OF COST CONTROL IN THE MANUFACTURING SECTOR (A CASE STUDY OF NIGERIA BOTTLING COMPANY PLC IKEJA LAGOS STATE)
- THE NEED FOR EFFECTIVE MANAGEMENT INFORMATION SYSTEM IN THE BANKING INDUSTRY IN NIGERIA ( A CASE STUDY OF FIRST BANK PLC ADO EKITI BRANCH, EKITI STATE)
- THE IMPORTANCE OF OPPORTUNITY COSTS IN DECISION MAKING IN ACCOUNTING (A CASE STUDY OF NIGERIAN BREWERIES PLC)
- THE IMPACT OF ACCOUNTING RECORDS ON SMALL AND MEDIUM SCALE BUSINESS (A CASE STUDY OF NIGERIA MICROFINANCE BANKS)
- THE IMPACT OF TOTAL QUALITY MANAGEMENT IN A MANUFACTURING COMPANY (CASE STUDY OF COCA- COLA BOTTLING COMPANY)
- THE IMPACT OF JOB STRESS ON EMPLOYEES PERFORMANCE (A CASE STUDY OF UNION BANK NIGERIA PLC ADO – EKITI)
- THE IMPACT OF GOVERNMENT MICRO CREDIT SCHEME THE GROWTH AND DEVELOPMENT OF NIGERIAN ECONOMY (A CASE STUDY OF EKITI STATE MICRO CREDIT SCHEME)
- THE HISTORY OF ST. MATTHEW’S CATHOLIC CHURCH ONDO 1916 -2010
- THE EFFECTS OF INTEREST RATES ON PROFITABILITY OF NIGERIAN COMMERCIAL BANKS
- THE EFFECT OF ADVERTISING ON SALES GROWTH (A CASE STUDY OF OKIN BISCUIT LTD, OFFA, KWARA STATE)
- THE ATITUDE OF MARKET WOMEN TOWARDS INFLATION IN NIGERIA (A CASE STUDY OF ADO EKITI)
- REVENUE GENERATION IN NIGERIAN LOCAL GOVERNMENT (A CASE STUDY OF SAGAMU LOCAL GOVERNMENT)
- PUBLIC SECTOR EXPENDITURE AND INFLATIONARY SPIRAL IN NIGERIA
- PROFITABILITY AND LIQUIDATION MANAGEMENT IN NIGERIA COMMERCIAL BANKS (A CASE STUDY OF SELECTED BANKS IN NIGERIA)
- PROBLEMS FACING PIG PRODUCTION, A CASE STUDY OF THE FEDERAL COLLEGE OF AGRICULTURE AKURE (FECA) AND IDANRE ENVIRON AREA OF ONDO STATE.
- NIGERIA FEDERALISM AND NIGER DELTA CRISIS
- IMPACT ASSESSEMENT OF POLITICAL AWARENESS CAMPAIGN IN THE DEVLOPMENT OF CIVIC EDUCATION IN AKOKO SOUTH EAST LOCAL GOVERNMNET AREA
- PRINCIPAL LEADERSHIP BEHAVIOR AND TEACHER MOTIVATION FOR JOB PERFORMANCE
- THE RELEVANCE OF LAW AND IMPEACHMENT PROCESS IN NIGERIA DEMOCRATIC DISPENSATION IN THE REPUBLIC 1999-2010.
- THE EFFICACY OF BUDGETING AS A CONTROL MEASURE IN NIGERIA(A CASE OF OYE LOCAL GOVERNMENT)
28. INVENTORY MANAGEMENT IN THE NIGERIAN MANUFACTURING
COMPANY [A CASE STUDY OF UNILEVER NIGERIA PLC]
- INTERNAL CONTROL SYSTEM: A NECESSITY TO THE SURVIVAL AND GROWTH OF PUBLIC ORGANIZATIONS IN NIGERIA
- IMPACT OF INTERNAL AUDIT ON CORPORATE PERFORMANCE IN NIGERIA CONSTRUCTION INDUSTRY
- IMPACT OF EXCHANGE RATE DEVALUATION ON AGRICULTURAL EXPORT IN NIGERIA
- FINANCIAL CONTROL MEASURES IN NIGERIA LOCAL GOVERNMENT COUNCILS (A CASE STUDY OF MBAITOLI LOCAL GOVERNMENT)
- EVALUATING THE EFFECTIVENESS OF INTERNAL CONTROL AS A TOOL OF FRAUD PREVENTION AND DETECTION IN NIGERIAN BANKS
- EVALUATING THE EFFECT OF LABOUR INCENTIVES SCHEME AS A MEANS TO ENHANCE EMPLOYEES PERFORMANCE
- EMPIRICAL ASSESSMENT OF THE OVERALL PERFORMANCE IN NIGERIA FINANCIAL SYSTEM
- CURBING TAX EVASION AND AVOIDANCE IN PERSONAL INCOME TAX ADMINISTRATION IN EKITI STATE
- CORPORATE GOVERNANCE AND ITS IMPACT ON THE KEY STAKEHOLDERS OF AN ORGANIZATION: FOCUS ON GOLDEN PENNY FLOUR MILLS, LAGOS
- CAPITAL ADEQUACY AND PERFORMANCE OF SMALL SCALE ENTERPRISES (A CASE STUDY OF SAMCOM DATA TRADE & CO)
- BUDGET AND BUDGETARY CONTROL AS A TOOL IN (A CASE STUDY OF NIGERIA EDUCATION RESEARCH AND DEVELOPMENT COUNCIL (NERDC) SHEDA ABUJA
- APPRAISING THE ROLE OF INSTRUCTIONAL MATERIALS IN THE TEACHING OF BUSINESS STUDIES IN ADO LOCAL GOVERNMENT SECONDARY SCHOOLS
- AN EXAMINATION OF THE EFFECT OF MOTIVATION ON FINANCIAL PRODUCTIVITY OF EMPLOYEES IN A PRIVATE ORGANIZATION IN NIGERIA
- AN EXAMINATION OF THE COST IMPLICATIONS OF PENSION REFORMS IN NIGERIAN PUBLIC SECTOR
- AN EVALUATION OF STOCK CONTROL IN A MANUFACTURING COMPANY (A CASE STUDY OF PZ LIMITED OSOGBO, OSUN STATE)
- AN EVALUATION OF CREDIT MANAGEMENT IN NIGERIAN COMMERCIAL BANKS
- AN EVALUATION OF COMPANY’S PERFORMANCE STRENGTHS AND LIMITATIONS (WEAKNESSES) USING FINANCIAL RATIOS AS A MAJOR TOOL. (A CASE STUDY OF NESTLE NIGERIA PLC AND CADBURY NIGERIA PLC)
- AN EVALUATION OF ACCOUNTING PROCEDURES IN NIGERIAN PUBLIC ENTERPRISES
- AN ASSESSMENT OF TREASURY MANAGEMENT PROBLEMS AND REMEDIES IN LOCAL GOVERNMENTS ( A CASE STUDY OF ADO -EKITI LOCAL GOVERNMENT)
- AN ASSESSMENT OF THE HEALTH INSURANCE SCHEME IN NIGERIAN (THE CASE STUDY OF FEDERAL CIVIL SERVANTS IN ONDO STATE)
- AN APPRAISAL OF TAXATION AS A VALUABLE TOOLS FOR ECONOMIC DEVELOPMENT OF NIGERIA
- AN APPRAISAL OF TAX EVASION AND AVOIDANCE IN NIGERIAN TAX SYSTEM(A SURVEY OF LAGOS STATE)
- ACCOUNTING SYSTEM AND PROCEDURE IN PUBLIC SECTOR:(A CASE STUDY OF EKITI STATE WATER CORPORATION)
- A DETAILED ANALYSIS OF FINANCIAL STATEMENTS AS VERITABLE TOOLS FOR EVALUATING COMPANIES’ PERFORMANCES IN NIGERIA.
- A CRITICAL EVALUATION OF NIGERIA’S DEBT/MANAGEMENT/POLICIES
- A CRITICAL APPRAISAL OF TAXATION AS AN INSTRUMENT OF ECONOMIC GROWTH IN NIGERIA
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