Students’ In-Service Training and the Academic Performance of Environmental Education and Management Undergraduates in Public Universities across the South-South, Nigeria

Abstract: The study investigated students’ in-service training and the academic performance of environmental education and management undergraduates in public universities across the south-south geo-political zone of Nigeria. The research adopted a descriptive and correlational survey designs. The population of the study comprised all 300-level and 400-level environmental education students across public universities within the South-South geopolitical zone of Nigeria. A sample size of 684 students was selected using a stratified sampling approach. The stratified random sampling technique was applied based on institutional representation and academic level. The instrument for data collection was researchers self-structured questionnaire titled “Students’ In-Service Training and Academic Performance of EE and Management Undergraduates Questionnaire” (SISTAPEEMUQ), constructed using a modified four-point Likert scale ranging from Very Low Extent (VLE = 1) to Very High Extent (VHE = 4). The face and content validity of the instrument were established by three experts: one in measurement and evaluation, and two in curriculum and instruction. The reliability of the instrument was ascertained using Cronbach’s Alpha method, which yielded a coefficient value of .863, indicating high internal consistency. Out of the 684 administered questionnaires, 661 valid responses were retrieved and analyzed. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at a .05 level of significance using SPSS version 28. The findings of the study revealed a statistically significant relationship between students’ level of participation, duration, and challenges encountered during in-service training and their academic performance, which emphasizes the vital role of experiential learning opportunities. The study concluded that well-structured and properly supervised in-service training enhances students’ academic engagement and learning outcomes in environmental education and management undergraduates in public universities across the south-south geo-political zone of Nigeria. It was recommended that university authorities and stakeholders should emphasize the planning, funding, and monitoring of students’ in-service training to promote academic excellence.