Educational innovation practices in planning classroom learning outcomes of public universities for sustainable development goals In South-South Region of Nigeria

Abstract

This study examined educational innovation practices in planning classroom learning outcomes of public universities for sustainable  development goals in South-South Nigeria. Three research questions and three hypotheses guided the study. The descriptive design was  adopted. The population of the study comprised all the 18federal and state universities in the South-South region of Nigeria. A sample of  one thousand seven hundred and ninety-two (1792) academic staff were selected using the stratified random sampling technique. The  respondents of this study responded to a validated Likert modified 4-scale 18 item instrument titled: ‘Educational Innovation Practices in Planning Classroom Learning Outcomes of Universities for Sustainable Development Goals (EIPPCLOUSDG). A reliability index of 0.87 was  established using Pearson Product Moment Correlation coefficient. Mean and standard deviation were used in answering the  research questions while the z-test statistics was used to test the hypotheses at 0.05 level of significance. The findings of the study  revealed the various educational innovative practices in public universities, the ways to manage educational innovative practices and the  benefits of managing educational innovative practices for the attainment of sustainable development goals in the South-South region of  Nigeria. This study recommended amongst others that academic staff of public universities in the South-South region of Nigeria be  trained by the Government on how to adequately and effectively plan lessons in line with available innovative practices.