Higher education system support initiatives for teaching and learning: Experience in Nigerian universities
DOI:
https://doi.org/10.38140/ijer-2026.vol8.1.17Keywords:
Higher institution, system support services, teaching and learning, Nigerian universitiesAbstract
To evaluate the support initiatives offered by universities in Nigeria, this article examines the measures taken to assist students, focusing on support aimed at improving teaching and learning processes. Using Tinto's theory of student integration and employed an explanatory sequential mixed-methods approach. A random sample of 10,097 students from 18 universities (9 federal and 9 state) across Nigeria's six geopolitical zones was surveyed. Data was gathered through questionnaires, key informant interviews, and focus group discussions. The data were analysed using descriptive statistics, inferential statistics, and thematic analysis. The findings reveal that a large majority of universities in Nigeria (84.7%) do offer support initiatives to promote good study habits (84%), utilise various teaching methods to aid learning (84.4%), provide access to course advisors at no cost (84%), furnish conducive lecture rooms (82.7%), and equip them with comfortable seating (82.3%). The area with the least support was financial assistance (49.8%). State universities provide financial support at a rate of 51.5%, while federal universities provide it at a rate of 49.8%. A significant difference was observed, t(2,10095) = 12.70, p < .001, with state universities (M = 45.68, SD = 11.92) offering more support than federal universities (M = 42.62, SD = 12.05). The effect size was small (Cohen's d = 0.255), indicating a modest practical distinction between the two groups. Faculty members at the institutions supported the quantitative findings, stating that state universities provide better teaching facilities, infrastructure, training, and workshops/conferences/ICT training compared to federal universities.
References
Adedeji, S. O., Okotoni, C. O., & Ogunleye, A. O. (2019). Access and quality of private university education in Southwestern Nigeria. US-China Education Review, 9(1), 21–33. https://doi.org/10.17265/2161-6248/2019.01.003
Asiyai, R. I. (2014). Improving quality higher education in Nigeria: The roles of stakeholders. International Journal of Higher Education, 4(1), 61–70.
Adeyemi, T. O., & AlOtaibi, N. F. (2025). Designing a feedback-driven decision support system for dynamic student intervention. arXiv. https://arxiv.org/abs/2508.07107
Ajibade, B. O. (2020). An investigation of the sociocultural factors impacting on the transition to higher education by Nigerian nursing students in the UK via the use of LEGO® serious play® methodology [Doctoral thesis, University of Sunderland].
Al-Azawei, A. (2019). What drives successful social media in education and e-learning? A comparative study on Facebook and Moodle. Journal of Information Technology Education: Research, 18, 253–274. https://doi.org/10.28945/4360
Amoozegar, A., Daud, S. M., Mahmud, R., & Jalil, H. A. (2017). The contribution of institutional factors to course satisfaction with perceived learning as a mediator among students in Malaysian research universities. International Journal of Academic Research in Business and Social Sciences, 7(14). https://doi.org/10.6007/IJARBSS/v7-i14/3663
Ayeni, A. J. (2012). Effective use of information and communication technology (ICT) in tertiary education. International Journal of Academic Research in Business and Social Sciences, 2(1), 74–81.
Ayuni, D., & Mulyana, A. (2019). Applying the service quality model as a determinant of success in e-learning: The role of institutional support and outcome value. Review of Integrative Business and Economics Research, 8, 145–159.
Bates, T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus Open Education.
Demaray, M. K., Malecki, C. K., Davidson, L. M., Hodgson, K. K., & Rebus, P. J. (2005). The relationship between social support and student adjustment: A longitudinal analysis. Psychology in the Schools, 42(7), 691–706. https://doi.org/10.1002/pits.20120
Fejoh, J., & Oloruntoba, A. E. (2020). Tertiary education trust fund interventions and sustainable development goals of Olabisi Onabanjo University. Annual Journal of Technical University of Varna, Bulgaria, 4(2), 145–152.
Guo, W., Wang, J., Li, N., & Wang, L. (2025). The impact of teacher emotional support on learning engagement among college students: The mediating role of academic self-efficacy and academic resilience. Scientific Reports, 15, 3670. https://doi.org/10.1038/s41598-025-88187-x
Hitches, E., Woodcock, S., O'Sullivan, K.-A., & Ehrich, J. (2024). Leveraging students' voices: Understanding ways university support services can strengthen student support. The Australian Educational Researcher, 52, 583–605. https://doi.org/10.1007/s13384-024-00731-2
Kakada, P., Deshpande, Y., & Bisen, S. (2019). Technology support, social support, academic support, service support, and student satisfaction. Journal of Information Technology Education: Research, 18, 549–570. https://doi.org/10.28945/4461
Ogunsola, L. A. (2004). Nigeria's transition to the digital age. Educause Quarterly, 27(2), 18–25.
Olayinka, O. A. (2018). The National Universities Commission (NUC) plays a role in building capacity for effective teaching in Nigerian higher education institutions. Journal of Education and Practice, 9(22), 72–79.
Onyeike, V. C., & Eseyin, E. O. (2018). Tertiary Education Trust Fund and the management of university education in Nigeria. Global Journal of Educational Research, 13(2), 63–72. https://doi.org/10.4314/gjer.v13i2.2
Paul, R., & Pradhan, S. (2019). Achieving student satisfaction and student loyalty in higher education: A focus on service value dimensions. Services Marketing Quarterly, 40(3), 245–268. https://doi.org/10.1080/15332969.2019.1630177
Picciano, A. G. (2017). Blended learning: An effective educational technology for the 21st century. Stylus Publishing.
Suleimen, N. (2019). Appraising the attitude towards information communication technology integration and usage in Kazakhstani higher education curriculum. Journal of Information Technology Education: Research, 18, 355–378. https://doi.org/10.28945/4403
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.
Versfeld, J., & Mapaling, C. (2024). A qualitative study illustrating factors that enable and constrain academic advising practices in a Global South context. Frontiers in Education, 9, 1419070. https://doi.org/10.3389/feduc.2024.1419070
Zhang, X., et al. (2025). Empirical analysis on the impact of university teachers' pedagogical competence on students' satisfaction: The mediating role of learning experience. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1532430
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Babatunde Kasim Oladele
This work is licensed under a Creative Commons Attribution 4.0 International License.
