By: Sonaike Peter
General Studies program, first launched in the University of Nigeria, Nsukka, in October 1961, was a landmark development in African higher education. At inception, both staff and students critiqued the discipline as a foreign and western-inspired initiative.
However, over time, the program gained traction. Established by a team of British and American advisors, it was designed to address the gap in secondary education and produce well-rounded graduates. The curriculum featured four core courses; Use of English, Social Science, Natural Science, and Humanities. It was mandated for all students.
Although initially criticized, the program’s success became accepted when Nsukka students excelled in the 1963 civil service examination, with their achievements being attributed to the grounding provided by the general courses. By the 1980s, the University of Nigeria had established itself as a pathfinder in general studies education, creating a Journal of Liberal Studies and founding the National Association of General Studies. Today, the General studies program is a key component of Nigerian Universities.
General Studies In UI
The University of Ibadan offers a broad selection of General Studies (GES) courses, all coordinated by the Center for General Studies (CGS). Beside teaching the course contents, CGS is also responsible for tasks such as uploading student results and addressing any issues related to GES.
Each general course is designed with specific objectives and intended outcomes. For instance, GES 301, ‘Introduction to Entrepreneurship Skills’, aims to cultivate a mindset of job creation rather than job-seeking. While GES 101, ‘Use of English’, focuses on improving students’ proficiency in speaking English.
There are many factors that determine the success of these learning objectives. The method, contents delivery, as well as the learning environment jointly play a crucial role in making GES courses a success.
“Students only attend Ges classes for attendance sake” – Students Perspective
Students have mixed reactions regarding the delivery of the University’s general courses. While some commended online classes as an initiative, others expressed dissatisfaction with the physical classes and its unwelcoming atmosphere.
For Nice Linus, a 300-level Law student, meeting the objectives of GES courses feels more like a distant hope. She pointed out that many students attend GES classes just to mark attendance, resulting in them passing exams without truly being able to apply the knowledge gained.
She also described the learning environment as uncomfortable, with excessive heat and noise as its typical setting. She suggested that many GES tutors need to adjust their teaching methods. She commended a few tutors who strive and engage students, in a bid to help them understand the course contents.
“Students hardly get anything from these populated classes. Even the theory we are learning, we don’t learn them well. In classes, we tend not to hear what the lecturer is saying. The lecturers themselves don’t even appear enthusiastic about the courses they are teaching. That is the big issue, very big issue,” Nice told IndyPress.
“They use places like NFLT, Large Lecture Theater where the environment is not conducive. There is too much heat. The only motivation students get is attendance. They come to class for attendance sake. When they ask their friend to mark attendance, they see no reason to come to class anymore,” she added.
On the same page, Favour, a 200-level Law student, expressed concerns about the approach of some GES lecturers, noting that their teaching style presume wrongly that students are familiar with the GES courses contents. Favour urged GES teachers to reconsider their methods of teaching. He specifically mentioned that GES 104, the course he currently learns, for an instance, is heavily science-based, and not related to his field of study, Law. “Actually, the way they took it, is as if we are already familiar with it, which is not supposed to be,” Favour said.
One major factor that can dampen students’ enthusiasm for attending class is boredom. When a lecturer’s teaching style clicks with students, they are more likely to attend and participate. For instance, many students as observed by IndyPress enjoy Dr. Lanfewa’s classes, a Lecturer of Political Science, because of his interactive approach to teaching.
Dapi, a 300-level Geology student, is one of such individual who evade dull classes. He mentioned that some General Education Studies (GE) courses can be uninteresting and overwhelming. He urged management to introduce strategies that can spark students’ self-drive towards learning.
While Dapi acknowledged the advantages of a virtual class, he pointed out the challenges attached to it, such as poor internet connection and insufficient data, which can prevent students from participating actively. He called on the university management to provide essential resources like data to ensure smooth learning experiences.
“It should be engaging as possible (Ges Courses). People should see Ges Course as a necessary course that is interesting and not see it as an obstacle to the next phase of academics,” Dapi said.
He urged the management to revamp the curriculum in a way that positively influences students, enhancing both their technological skills and social lifestyles.
Kehinde Owoyemi, a physiotherapy student, expressed concerns about the disorganization in some GES classes, particularly due to overcrowding. He suggested that splitting these large classes into smaller sections could improve the learning experience. Kehinde emphasized that a class of big size can hinder effective teaching and learning.
“It is bad when there are too many students in the classroom. If they can divide it into sections, it would have been better. They can divide students into groups; like 50 students per group”.
Kehinde’s mention of large classes brings UNESCO recommendation to mind that a class should have not more than 35 students per teacher for optimal educational outcomes.
“It is a bad thing but a norms” – A Lecturer’s Perceptive
In an interview with IndyPress, Mr. Peter, an associate lecturer and GES facilitator, shared his thoughts on the challenges of teaching GES 104.
“I just feel it’s a bad thing. But it’s a norm. I didn’t expect to see the class like this, but over the years, we have been teaching like that. Sometimes with light, sometimes without light,” Mr. Peter said.
He expressed concern on the impact this has on teaching effectiveness, particularly the strain it puts on the teacher’s voice. “What I know is that it will only stress or strain the voice of the teacher or the lecturer. You keep talking in a noisy class without a public address system. It’s not professional, and it’s not good. It does not portray the university in the right light,” he added.
Commenting on a situation where students are asked to prepare for tests without the sufficient coverage of course contents, Mr. Peter emphasized students’ rights to speak up. “What you can always say is to complain about courses covered or not covered. If the university is setting tests based on what they have taught, everything is justified already. That is what you people should fight for or talk about.”
As put on the CGS portal, the Centre aims to provide students with a well-rounded liberal education that broadens understanding of social, cultural, and natural environments. The centre also has the objective of developing strong English language skills for effective communication in academic, professional, and social settings. Additionally, it aims to equip students with essential knowledge beyond major disciplines in a bid to foster success in future careers and personal lives.
To achieve its goals and objectives, the Center for General Studies must create a conducive learning environment.
Priority should be given to UNESCO’s recommendation that a class should have not more than 35 students per teacher. This can however only be realized through adequate funding of public education by the government.
It is essential that Professor Amosun, the Director of Centre For General studies, along with other principal officers, take proactive steps to address the learning challenges faced by students at the University.
