Management of Educational Materials for Instruction, Delivery, and Integration as a Component of Effective Learning: Tertiary Education in Nigerian School Administration

Abstract

The largest business in Nigeria is education, which is examined in this article as an investment. Three questions were formulated and addressed. Three hypotheses were developed and put to the test at significance level of 0.05. There are forty-two people in the study's population. There are still 42 people in the study's sample. This is due to the population size's manageability. The t-test statistics were used to test the null hypotheses, and the mean was used to answer the study questions. According to the study's findings, all 50 questions on organizing, planning, managing, and coordinating were deemed necessary by participants for the efficient use of material resources in higher education. The findings of the tests of the null hypotheses showed that the respondents' mean answers about the planning, organizing, controlling, and coordinating techniques for effective material resource management did not differ significantly efficient instruction and learning in higher education. The study suggested that in order to improve lecturers' and instructors' understanding of material resource management, the government, through the ministry of education, should host workshops based on the study's findings. Additionally, the state's educational administrators should make sure that lecturers are competent in organizing, planning, managing, and coordinating the use of resources in the state's higher education system. To boost their effectiveness in higher education, school administrators should be urged to create strategies for wise material resource management.