Influence of inclusive teaching approaches on lecturers’ performance in public universities in Rivers State

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ID: 309428
2025
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Abstract
This study examines the Influence of Inclusive Teaching Approaches on Lecturers’ Performance in Public Universities in Rivers State. The paper explores how the use of differentiated instruction and provision of accessible learning materials influence lecturers’ performance. The study was guided with two objectives and corresponding research questions. A descriptive survey design was employed. The population comprised 6,363 lecturers from the three public universities in Rivers State: University of Port Harcourt (4,213), Rivers State University (1,800), and Ignatius Ajuru University of Education (350). A proportionate stratified random sampling technique was used to draw a sample size of 376 lecturers in line with Research Advisor Table (2006). The instrument used for data collection was a structured questionnaire titled “Influence of Inclusive Teaching Approaches on Lecturers’ Performance in Public Universities Questionnaire.” The instrument was validated using face and content validity by two experts from the Department of Educational Management, Rivers State University. Its reliability was established using Cronbach Alpha method and the result obtained was 0.81. Mean and standard deviation were used to answer research questions. Findings revealed that both the use of differentiated instruction and the provision of accessible learning materials positively influence lecturers’ performance. Based on the findings, it was recommended that university management should implement robust policy frameworks that mandate and support inclusive teaching approaches to enhance lecturers’ performance and students’ engagements in public universities.
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Authors Eliphaletphebe Chinyere Amaewhule
Journal Aminu Kano Academic Scholars Association Multidisciplinary Journal
Year 2025
DOI
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URL
https://akasa.com.ng/ojs/index.php/journal/article/view/89
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