Admission Policies and Quality Teaching in Universities in Lagos State, Nigeria: Implications for Educational Planners and Policy Maker

This study examined admission policies and quality teaching in universities in Lagos State, Nigeria. Two research hypotheses were formulated and the study adopted descriptive survey and correlational designs. The population of the study comprised of all the 2623 academic staff and all 400 level students from three universities in used, public and private each in Lagos State, Nigeria with a sample size of 1187 using the simple random, multistage, stratify, disproportionate and purposive sampling techniques. Data were collected through the structured rating scale, Admission Policy Scale (APS) and Quality Teaching Questionnaire (QTQ). The instruments were validated through face, content and construct validity and were found reliable at 0.75 and 0.78 coefficient of test-retest method for each item respectively. The data collected were analysed using Pearson’s Product-Moment Correlation Coefficient. The hypotheses formulated were tested at 0.05 level of significance. The test of the first hypotheses showed a non-significant relationship between admission policies and quality teaching in universities in Lagos State, Nigeria(r=.024, p >.05), while the second hypothesis showed a no statistical significant difference in the admission policies(F (2, 584) = .989, p>.05) amongst universities in Lagos State. The study concluded that admission policies may not necessarily guarantee quality teaching in the universities. The study, therefore, recommends, among others that educational planner and policy makers in education that includes: university managements, National Universities Commission, Federal and State Ministry of Education, Joint Admission and Matriculation Board should ensure that admission into universities should be based purely on merit. The quota system of admission which constitutes catchment area and educationally less developed area for instance, which has its root in the federal character policy, negates the principle of equity and should be abolished. Also to improve quality teaching, teaching and non-teaching staff should be motivated with educational grants for further research by government, university management to make them more dedicated, devoted, committed and effective in their jobs.