INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2009
Quality Control Strategies and Administrative Effectiveness in
Federal Universities in North-West Zone, Nigeria
1 Olawuyi, Ezekiel Babatunde; 2 Kwashabawa, Bala Bokwai
1 Entrepreneurship Development Center, Federal University Birnin Kebbi
2 Department of Educational Foundations, Faculty of Education &Extension Services, Usmanu
Danfodiyo University Sokoto
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000177
Received: 20 October 2025; Accepted: 28 October 2025; Published: 14 November 2025
ABSTRACT
This study examined quality control strategies and administrative effectiveness in federal universities in North-
West Zone, Nigeria. The study adopted correlational Research Design. Three objectives and three research
questions were raised to guide the study. Three null hypotheses were tested at �� ≤ 0.05 levels of significance.
Two instruments: Quality Control Strategies Questionnaire (QCSQ) and Administrative Effectiveness
Questionnaire (AEQ) were adapted. The instruments were validated by experts from the Department of
Educational Foundations and Faculty of Education and Extension Services. The instruments exhibited reliability
coefficients of 0.75 and 0.79.Population of the study comprised of 15,700 staff of Federal Universities in North-
West Zone, Nigeria with a sample size of 390 respondents proportionately drawn for the study. Null hypotheses
were tested using Pearson Product Moment Correlation Coefficient. The findings of the study revealed low level
of quality control strategies, no significant and positive relationship between Quality Control Strategies and
Administrative Effectiveness in Federal Universities in North-West Zone, Nigeria. Based on these findings, the
study recommended that university management should revisit their programme planning processes, ensuring
that plans are realistic, data-driven, and aligned with administrative objectives as well as regularly reviewing
progress, collecting feedback, and using monitoring data to inform decision-making to ensure administrative
effectiveness in federal universities in North –West Zone, Nigeria.
Key words: Quality Control Strategies, Instructional Supervision, Programme Planning, Programme
Monitoring.
INTRODUCTION
Quality has been an important part of human activities since the emergence of human history. The notion of
quality varies from that of providing a distinctive, special or even exclusive product or service, to meeting or
conforming to predetermined specifications or standard, to value for money or to fitness of purpose. Ensuring
the quality of education services in federal universities North-West Zone, Nigeria, is paramount for their
reputation and the overall development of students. Quality control strategies encompass curriculum
development, teaching methodologies, assessment practices, and administrative processes. Exploring how these
universities implement and monitor quality control measures becomes imperative. This includes assessing
accreditation standards, faculty qualifications and the integration of emerging technologies in the teaching-
learning process. The aspect of accessibility of material resources is another significant factor in quality control
in university education.
Creating a culture of quality assurance requires a paradigm change away from the current belief that public
service is a no man's job. This belief encourages indiscipline and a lukewarm attitude toward given duties in
universities. For example, when evaluating students, academic staff members should not use unethical or
dishonest methods. Furthermore, most staff and facilities are rapidly put in place to get their programmes
approved, and several universities are typically unprepared for the National Universities Commission (NUC)
accreditation visits (Uche, 2011).
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2010
In the university arena, quality control is ensuring that the facilities to work with are in good order. The staff
both academic and other administrators work together to bring out their best. Furthermore, in the university, high
level manpower are produced to drive the engine of national development. It is equally agreed that, this avenue
usually acts as catalyst in solving major problems being confronted with. It is, therefore, suggestive that internal
mechanisms designed to enhance quality in Nigerian universities seems to have been compromised. . Students
also need a change of attitude as some of them practically go after lecturers for undeserved scores. It is important
that during orientation for new students, they should be made to understand the quality trend in their institution.
In simple words, quality is the performance of the product as per the commitment made by the producer to the
consumer.
The National University Commission (NUC), regulates these universities with laid down procedures and
mechanisms. The implementation of the procedure and mechanisms of quality seems to differ among universities
and this significantly ascertains the quality of learning. University education quality control is a
multidimensional idea, which grasps all functions, activities, educating and academic programmes, research,
scholarships, capacity building, staffing, students, facilities and services to community and academic
environment which overstretched the facilities available. This will invariably influence the quality of product
from our universities.
Objectives of the study.
The main drive of this study is to find out:
1. The relationship between instructional supervision and administrative effectiveness in federal
universities in North- West Zone, Nigeria.
2. The relationship between programme planning and administrative effectiveness in federal universities in
North-West Zone, Nigeria.
3. The relationship between programme monitoring and administrative effectiveness in the federal
universities in North-West Zone, Nigeria.
Research Questions
The following research questions guided the study:
1. What is the relationship between instructional supervision and administrative effectiveness in Federal
universities in North-West Zone, Nigeria?
2. What is the relationship between programme planning and administrative effectiveness in the Federal
universities in North-West Zone, Nigeria?
3. What is the relationship between programme monitoring and administrative effectiveness in the Federal
University, North-West Nigeria?
Hypotheses
The following hypotheses were formulated and tested at 0.05 level of significance.
1. There is no significant relationship between instructional supervision and administrative effectiveness in
the federal universities in North-West Zone, Nigeria.
2. There is no significant relationship between programme planning and administrative effectiveness in the
federal universities in North-West Zone, Nigeria.
3. There is no significant relationship between programme monitoring and administrative effectiveness in
the federal universities in North-West Zone Nigeria.
METHODOLOGY
This study adopted correlational research design in order to collect data on quality control strategies and
administrative effectiveness in federal universities in North-West Zone, Nigeria. This type of research design
explains simple relationship between two or more variables as rightly posited by Creswell (2017) that; a
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2011
correlation research design is a design in which the researcher is interested in the extent to which two variables
or more co-vary, that is where changes in one variable are reflected in changes in the other. The study comprised
all the administrative, academic and non-academic staff from seven federal universities in North-west zone,
Nigeria, one from each of the seven states of North-west zone, Nigeria.
Thus, the target population of this study was fifteen thousand seven hundred (15,700) respondents, made up of
three thousand nine hundred and twelve (3,912) administrative staff, seven thousand five hundred and eighteen
(7,518) academic staff and four thousand, two hundred and seventy (4,270) non-academic staff. In this study,
four states were selected at random these were: Kaduna State, Kano State, Kebbi State and Sokoto State. The
researcher selected only one federal university in each of the four selected states. The sample size of 390 staff
was drawn from the population of 15,700 based on Slovin’s formula. Random sampling technique was used to
determine the number of participants to be drawn from each university. Proportionate sampling technique was
used to select the participants within each university. The questionnaire was made up of section A which sought
information on respondents bio data, while section B was 30-item questionnaire to determine administrative
effectiveness based on quality control strategies in federal universities in North-West Zone, Nigeria.
The study used two structured questionnaires for data collection, these are: (a) Quality Control Strategies
Questionnaire (QCSQ) (b) Administrative Effectiveness Questionnaire (AEQ).The researcher adopted a
modified 5 point Likert-type scale in which each item of the questionnaire was responded to in one of the five
response options of Very High (VH) = 5, High (H) = 4, Moderate (M) = 3, Low (L) = 2, or Very Low (VL) =1.
The mean score of 3.0 points and above on the scale of 5.0 was used as the cut-off point for satisfactory level of
quality control strategies while below 3.0 mean is unsatisfactory level of quality control strategies in federal
universities in North-West, Zone, Nigeria .The instruments were subjected to face and content validity by experts
for their inputs and observation from different areas of specialization in the Department of Educational
Foundations. The reliability of the instruments was determined using test-retest method. The computed results
produced reliability indices of 0.75 and 0.79.In answering the research questions, the researcher used the
descriptive statistics of Mean and Standard Deviation (SD) for the staff to answer the research questions. The t-
test was used to test the null hypotheses at 0.05 level of significance.
RESULTS
Research Question 1: What is the relationship between instructional supervision and administrative
effectiveness in federal universities in North-West Zone, Nigeria?
Table 1.This table shows the level of instructional supervision in federal universities in North-West Zone,
Nigeria.
S/N Item V
H
H M L VL Mean SD Decision
1. It is ensured that lecturers
attend their classes
regularly
6 8 69 178 124 1.95 0.85 Low Level
2. Lecturers use appropriate
method to teach in the
university
6 16 89 167 107 2.02 0.90 Low Level
3. Lecturers complete their
courses before
examinations.
4 15 75 191 100 1.99 0.86 Low Level
4. The university ensures that
the National Universities
0 12 59 166 148 2.06 0.88 Low Level
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2012
Commission Benchmark
are met.
5. Lecturer/Students ratio is
appropriate.
56 52 107 121 49 3.07 1.08 Moderate
Level
6. Students do attend
lectures.
6 34 140 157 48 2.56 0.88 Moderate
Level
7. Assignments given to the
students are submitted as
at when due.
12 30 140 166 37 2.54 0.86 Moderate
Level
8. Academic performance
and project work of
students are monitored.
2 23 105 191 64 2.26 0.88 Low Level
9. Support services,
counseling and mentorship
are available for students.
10 46 129 141 59 2.52 0.93 Moderate
Level
10. The public address system
is used by the lecturers in
the university.
30 55 127 126 47 2.84 0.98 Moderate
Level
Level of Instructional
Supervision.
13
2
291 1,04
0
1,60
4
783 2.38 0.91 Low Level
Key:
5.0 = VHL = Very High Level
4.0 = HL= High Level
3.0 = ML= Moderate Level
2.0 = LL= Low Level
1.0 = VLL= Very Low Level
Table 1 represents the data collected on the level of instructional supervision in federal universities in North-
West Zone, Nigeria. Item one shows a mean score of 1.95 with a standard deviation of 0.85 indicating a very
low level of lecturer’s attendance to classes. In item two, it shows a mean score of 2.02 with a standard deviation
of 0.90 indicating a very low level methods used by lecturers to teach in the university. In item three, it shows a
mean score of 1.99 with a standard deviation of 0.86 indicating a very low level of completion of courses by
lecturers before examinations. In item four, it shows a mean score of 2.06 with a standard deviation of 0.88
indicating a very low level of meeting the National Universities Commission benchmarks by the universities.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2013
In item five, it shows a mean score of 3.07 with a standard deviation of 1.08 indicating a moderate level that the
lecturer-student ratio is appropriate. In item six, it shows a mean score of 2.56 with a standard deviation of 0.88
indicating a low level of students’ attendance to lectures. In item seven, it shows a mean score of 2.54 with a
standard deviation of 0.86 indicating a low level students’ submission of assignments as at when due.
In item eight, it shows that a mean score of 2.26 with a standard deviation of 0.88 indicating a low level of
monitoring the academic performance and project work of students. In item nine, it shows a mean score of 2.52
with a standard deviation of 0.93 indicating a low level of support services, counseling, and mentorship
availability for students. In item ten, it shows a mean score of 2.84 with a standard deviation of 0.98 indicating
a low level of usage of public address system by lecturers in the universities.
The grand mean rating of the level of instructional supervision in the federal universities in North-West Zone,
Nigeria is 2.38 with a standard deviation of 0.91, indicating an overall very low level of instructional supervision
in the institutions.
Research Question 2: What is the relationship between programme planning and administrative effectiveness
in the federal universities in North-West Zone, Nigeria?
Table 2 This table shows the of level of programme planning in the federal universities in North-West
Zone, Nigeria
S/N Item VH H M L VL Mean SD Decision
1. Admission exercise in the
university is transparent
12 30 106 130 107 2.27 1.01 Low Level
2. Matriculation of admitted
students is done on time.
6 22 86 166 105 2.18 0.91 Low Level
3. Board meeting takes place in
the university as at when due.
2 18 65 156 144 1.96 0.88 Low Level
4. Students Time Table for
lectures are made available at
the commencement of
academic session.
4 18 54 156 153 1.97 0.88 Low Level
5 Examination Time Table is
adequately planned.
0 13 93 166 113 1.94 0.86 Low Level
6 The university’s convocation
attracts the cream of the
society.
0 10 107 186 82 2.03 0.84 Low Level
7 There is high quality
curriculum development in
the university.
4 28 99 174 80 2.12 0.88 Low Level
8 Lecturers without minimum
qualifications are allowed to
upgrade themselves.
18 30 140 135 62 2.66 0.97 Moderate
Level
9 Community outreach and
engagement programme is
organized.
40 74 115 111 45 3.10 1.08 Moderate
Level
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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10 Collaborative programme
with local industry and
government is in place.
56 76 85 124 44 3.18 1.10 Low Level
Total
142 319 850 1,404 935 2.34 0.94 Low Level
Table 2 represents the data collected on the level of programme planning in federal universities in North-West
Zone, Nigeria. In item one, it shows a mean score of 2.27 with a standard deviation of 1.01 indicating a low level
of transparency of admission exercise in the university. In item two, it shows a mean score of 2.18 with a standard
deviation of 0.91 indicating a low level of conducting matriculation of admitted students on time. In item three,
it shows a mean score of 1.96 with a standard deviation 0.88 indicating a very low level that board meeting
takes place in the university as at when due. In item four, it was shown that a mean score of 1.97 with a standard
deviation of
0.88 indicating a very low level of making the students’ time table for lectures available at the commencement
of academic session.
In item five, it shows a mean score of 1.94 with a standard deviation of 0.86 indicating a very low level of
planning examination time table. In item six, it shows a mean score of 2.03 with a standard deviation of 0.84,
indicating a low level of attraction of cream of the society at convocation arena. In item seven, it shows a mean
score of 2.12 with a standard deviation of 0.88 indicating a low level of curriculum development in the university.
In item eight, it shows a mean score of 2.66 with a standard deviation of 0.97 indicating a low level of allowing
lecturers without minimum qualifications to upgrade themselves.
In item nine, it shows a mean score of 3.10 with a standard deviation of 1.08 indicating a moderate level of
organizing community outreach and engagement programme for the university. In item ten, it shows a mean
score of 3.18 with a standard deviation of 1.10 indicating a moderate level of collaboration with local industry
and government programme.
The grand mean rating of the level of programme planning in the federal universities in North-West Zone,
Nigeria was 2.34 with a standard deviation of 0.94, indicating an overall low level of programme planning in
the institutions.
Research Question 3: What is the relationship between programme monitoring and administrative effectiveness
in the Federal University, North-West Nigeria?
S/N Item Statement VH H M
L VL Mean SD Decision
1. Needs assessment is given high
premium in the university.
18 22 96 164 85 2.32 0.97 Low Level
2. Graduation rate is one of the
yardsticks to monitor university
growth.
4 21 99 186 75 2.17 0.89 Low Level
3. Tetfund assess infrastructural
projects before use in the
university.
6 16 80 180 103 2.01 0.88 Low Level
4. The governing council of the
university has been a major
8 30 77 171 99 2.07 0.88 Low Level
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Table 3 This table shows the level of Programme Monitoring in the Federal University,
Key:
5.0 = VHL = Very High Level
4.0 = HL= High Level
3.0 = ML= Moderate Level
2.0 = LL= Low Level
1.0 = VLL= Very Low Level
Table 3 represents the data collected on the level of programme monitoring in federal universities in North-West
Zone, Nigeria. In item one, it shows a mean score of 2.32 with a standard deviation of 0.97 indicating a low
level that needs assessment is given high premium in the university. In item two, it shows a mean score of 2.17
with a standard deviation of 0.89 indicating a low level of using graduation rate as one of the yardsticks
monitoring university growth. In item three, it shows a mean score of 2.01 with a standard deviation of 0.88
indicating a low level of assessing TETFund infrastructural projects before use in the university. In item four,
it shows a mean score of 2.07 with a standard deviation of 0.88 indicating a low level of the governing council
being a major stakeholder in monitoring university infrastructure.
In item five, it shows a mean score of 2.52 with a standard deviation of 0.95 indicating a low level of Education
Management Information System put in place to evaluate lecturers. In item six, it shows a mean score of 2.27
with a standard deviation of 0.92 indicating a low level of departmental and faculty meetings being held
evaluating the performance of academic staff. In item seven, it shows a mean score of 2.56 with a standard
stakeholder in monitoring of
infrastructure
5. Education Management
Information System is in place to
evaluate lecturers.
12 32 121 163 57 2.52 0.95 Low Level
6. Departmental and Faculty
meetings to evaluate the
performance of academic staff is
held.
10 26 93 167 89 2.27 0.92 Low Level
7. Students’ evaluation is used to
evaluate the lecturers’
performance.
12 51 129 149 44 2.56 0.97 Low Level
8. Accreditation of programmes is
done appropriately in the
university.
2 18 102 167 96 2.11 0.91 Low Level
9. Curriculum review and revision is
done in the university.
2 24 112 182 65 2.14 0.87 Low Level
10. Research grants and funding are
made available appropriately for
users
20 72 101 149 43 2.55 1.03 Low Level
Total
94 312 1,010 1,678 756 2.27 0.93 Low Level
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deviation of 0.97 indicating a low level of using the students’ evaluation assessing the lecturers’ performance. In
item eight, it shows that a mean score of 2.11 with a standard deviation of 0.91 indicating a low level of
accreditation of programmes being done appropriately in the university.
In item nine, it shows a mean score of 2.14 with a standard deviation of 0.87 indicating a low level of curriculum
review and revision in the university. In item ten, it is shown that a mean score of 2.55 with a standard deviation
of 1.03 indicating a medium level of making research grants and funding available for users.
The grand mean rating of the level of programme monitoring in the federal universities in North-West Zone,
Nigeria was 2.27 with a standard deviation of 0.93, indicating an overall low level of programme monitoring in
the institutions.
Summary of Quality Control Strategies in Federal Universities in North-West Zone, Nigeria
Table 4. Showing the summary of Quality Control Strategies in Federal Universities in North-West
Zone, Nigeria
S/N Item VH H M L VL Mean SD Decision
1. Instructional
Supervision
132 291 1,040 1,604 783 2.38 0.91 Low Level
2. Programme
Planning
142 319 850 1,404 935 2.34 0.94 Low level
3. Programme
Monitoring
94 312 1,010 1,678 756 2.27 0.93 Low Level
Total 368 1,946 2,900 4,686 2,474 2.33 0.92 Low Level
Key: 5.0 = VHL = Very High Level
4.0 = HL = High Level
3.0 = ML = Moderate Level
2.0 = LL = Low Level
1.0 = VLL = Very Low Level
Table 4 represents the summary of the data collected on Quality Control Strategies in the federal universities in
North-West Zone, Nigeria. Item one which centered on instructional supervision shows a mean score of 2.38
with standard deviation of 0.91 indicating a low level of instructional supervision in the university community.
Item two which is programme planning shows a mean score of 2.34 with standard deviation of 0.94 indicating a
low level of programme planning in the federal universities in North-West Zone, Nigeria.
Item three, which is on programme monitoring shows a mean score of 2.27 with standard deviation of 0.93
indicating a low level of programme monitoring in the federal universities in North-West Zone, Nigeria. The
overall mean score of 2.33 with standard deviation of 0.92 indicating a low level of quality control strategies in
federal universities in North-West Zone, Nigeria.
Test of Hypotheses.
Null Hypothesis 1: There is no significant relationship between instructional supervision and Administrative
effectiveness in the federal universities in North-West Zone, Nigeria.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Table 5 Relationship between instructional supervision and administrative effectiveness in the federal
universities in North-West Zone, Nigeria.
Variables N Mean SD df r-Cal P-value Decision
Instructional Supervision 385 3.679 .472
383 .072 0.158 H01
Accepted
Administrative
Effectiveness
385 3.756 .436
Source: Researcher’s Field Work (2025) Level of Significant ∝ < 0.05
This hypothesis was tested using Pearson Product Moment Correlation Co-efficient. Table 5 shows a calculated
value(r) 0.072 with a P-value of 0.158. Since 0.158 is greater than the alpha level of 0.05 it indicates alternative
hypothesis rejected, while the null hypothesis is accepted. Thus it can be deduced that increase in instructional
supervision will equally lead to decrease in administrative effectiveness in the federal universities in North-West
Zone, Nigeria.al supervision will equally led to decrease in administrative effectiveness in the federal universities
in North-West Zone, Nigeria.
Null Hypothesis 2: There is no significant relationship between programme planning and administrative
effectiveness in the federal universities in North-West Zone, Nigeria.
Table 6 Relationship between programme planning and administrative effectiveness in the Federal
Universities in North-West Zone, Nigeria.
Variables N Mean SD df r-Cal P-value Decision
Programme Planning 327 3.719 .437
383 -.018 .725 H02
Accepted
Administrative Effectiveness 385 3.756 .436
Source: Researcher’s Field Work (2025) Level of Significant ∝ < 0.05
This hypothesis was tested using Pearson Product Moment Correlation Co-efficient. Table 6 shows a calculated
value(r) - 0.018 with a P-value of 0.725. Since -0.018 is greater than the alpha level of 0.05 it indicates alternative
hypothesis rejected, while the null hypothesis is accepted. Thus it can be deduced that increase in programme
planning will equally lead to decrease in administrative effectiveness in the federal universities in North-West
Zone, Nigeria.
Null Hypothesis 3: There is no significant relationship between programme monitoring and administrative
effectiveness in the federal universities in North-West Zone Nigeria.
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Table 7. Relationship between programme monitoring and administrative effectiveness in the federal
universities in North-West Zone Nigeria.
Variables N Mean SD df r-Cal P-value Decision
Programme
Monitoring
385 3.698 .513 383 0.106 0.038
H06
Rejected
Administrative
Effectiveness
385 33.275 4.707
Source: Researcher’s Field Work (2025) Level of Significant ∝ < 0.05
This hypothesis was tested using Pearson Product Moment Correlation Co-efficient. Table 4.19, shows the
calculated value (r) = 0.106, while the P-value = 0.038. Since 0.038 is less than the alpha level of 0.05, the null
hypothesis is rejected and the alternative hypothesis accepted. Thus, it can be concluded that significant
relationship exists between programme monitoring and administrative effectiveness in the federal universities
in North-West Zone, Nigeria
Therefore, an increase in programme monitoring will led to increase in administrative effectiveness in the
Federal Universities in North-West Zone, Nigeria.
DISCUSSION OF FINDINGS.
The finding of this study shows that there is no significant relationship between instructional supervision and
administrative effectiveness in the Federal Universities in North-West Zone, Nigeria. This finding agrees with
the study by Okeke and Chukwuma (2021), who found that instructional supervision in Nigerian universities did
not significantly influence administrative performance. Their study highlighted that while supervision ensured
adherence to academic standards, it had limited effect on overall administrative processes, which are more
influenced by organizational policies and management practices. Similarly, the current finding suggests that
administrative effectiveness may depend more on managerial strategies and institutional governance than on the
frequency or quality of instructional supervision.
This finding also agrees with the study by Ibrahim and Suleiman (2020), who observed that academic supervision
in public universities did not significantly correlate with operational efficiency in administrative units. While
their focus was on operational performance, the present study shows that supervision of teaching activities alone
does not necessarily translate into more effective administration. Furthermore, the finding aligns with the study
by Oladipo and Afolayan (2019), who noted that instructional supervision, though important for improving
teaching quality, had a negligible impact on broader institutional effectiveness. Similarly, Adamu, Bello, and
Musa (2022) reported that the administrative efficiency of Nigerian universities depended more on leadership,
resource management, and policy implementation than on instructional supervision.
However, this finding contrasts slightly with Taiwo and Oladipo (2020), who argued that regular and structured
instructional supervision could indirectly enhance administrative effectiveness by improving staff performance
and accountability. This suggests that supervision may have a more subtle or long-term impact that is not
immediately measurable in administrative outcomes. This finding also contrasts with the study by Chukwu and
Nwankwo (2018), who found that instructional supervision improved staff coordination and workflow in some
Nigerian universities, indicating a potential link to administrative efficiency under certain conditions.
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Similarly, the finding disagreed with Fashiku (2016), who reported that supervision practices, when combined
with effective feedback and professional development, positively influenced administrative effectiveness. While
supervision alone showed little effect, integrating it with other support mechanisms could be more impactful.
The finding also disagreed with Okoro and Eze (2019), who suggested that instructional supervision, if aligned
with institutional goals and performance evaluation systems, could enhance managerial efficiency, highlighting
that the lack of significant relationship may depend on how supervision is implemented.
Another finding of this study shows that there is no significant relationship between programme planning and
administrative effectiveness in the Federal Universities in North-West Zone, Nigeria. This finding agrees with
the study by Ojo and Adeyemi (2020), who found that programme planning in Nigerian universities did not
significantly affect administrative efficiency. Their study highlighted that while programme planning is essential
for curriculum delivery and academic activities, it had limited direct influence on the administrative effectiveness
of university management. Similarly, the current finding suggests that administrative efficiency may be shaped
more by resource management, leadership, and institutional policies than by planning academic programmes
alone.
This finding also agrees with the study by Ibrahim and Suleiman (2021), who reported that planning of academic
programmes in public universities did not significantly enhance administrative outcomes. While their focus was
on operational administration, the present study shows that programme planning alone does not guarantee
improved management efficiency. Furthermore, the finding aligns with Adamu, Bello, and Musa (2022), who
observed that the effectiveness of university administration depended more on leadership quality, staffing, and
infrastructure management than on the existence of programme plans. Similarly, Oladipo and Afolayan (2019)
noted that while programme planning improved academic delivery, it does not translate into measurable gains
in administrative performance.
However, this finding contrasts slightly with Taiwo and Oladipo (2020), who argued that well-structured
programme planning could enhance administrative effectiveness indirectly by improving coordination, workload
management, and resource allocation. This suggests that the impact of planning may be contextual and dependent
on implementation strategies. This finding also contrasts with Chukwu and Nwankwo (2018), who found that
programme planning positively influenced administrative processes in some Nigerian universities by
streamlining scheduling, supervision, and reporting mechanisms.
Similarly, the finding disagreed with Fashiku (2016), who reported that programme planning, when integrated
with institutional policies and continuous monitoring, could enhance administrative effectiveness. While
planning alone may have limited impact, combining it with policy enforcement and performance evaluation
could yield better managerial outcomes. The finding also disagreed with Okoro and Eze (2019), who suggested
that programme planning aligned with strategic institutional goals could improve resource utilization and
administrative coordination, highlighting that the lack of a significant relationship may depend on how planning
is executed and monitored.
Furthermore, study shows that there is a significant relationship between programme monitoring and
administrative effectiveness in the Federal Universities in North-West Zone, Nigeria. This finding agrees with
the study by Adebayo and Akinola (2020), who found that systematic monitoring of academic and administrative
programmes significantly enhanced the efficiency of university management. Their study emphasized that
continuous monitoring ensured timely identification of challenges and informed decision-making, thereby
improving overall administrative effectiveness. Similarly, the current finding indicates that programme
monitoring is a critical tool for enhancing managerial efficiency and institutional performance.
This finding also agrees with the study by Musa and Bello (2021), who reported that universities that
implemented structured programme monitoring frameworks experienced better coordination and operational
efficiency. While their study focused on operational outcomes, the present study shows that administrative
effectiveness specifically benefits from regular programme monitoring. Furthermore, the finding aligns with Ojo
and Adeyemi (2019), who observed that monitoring mechanisms, such as periodic reviews and reporting
systems, contributed positively to institutional effectiveness in federal universities. Similarly, Abubakar, Usman,
and Suleiman (2022) noted that effective programme monitoring improved staff accountability and strengthened
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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administrative processes. These studies collectively suggest that programme monitoring is a significant
determinant of administrative efficiency in higher education institutions.
However, this finding contrasts slightly with Taiwo and Oladipo (2020), who argued that monitoring alone may
not guarantee administrative effectiveness unless supported by adequate resources, competent staff, and strategic
leadership. This implies that while monitoring is essential, it works best in combination with other institutional
strategies. This finding also contrasts with Eze and Chukwu (2021), who found that poorly implemented
monitoring procedures could create bureaucratic delays that hindered administrative efficiency, indicating that
the quality of monitoring matters as much as its presence.
Similarly, the finding disagreed with Fashiku (2016), who reported that monitoring outcomes are only effective
if feedback is integrated into decision-making and capacity-building processes. While programme monitoring
shows significant correlation with administrative effectiveness, the study suggested that feedback mechanisms
and action plans are equally crucial. The finding also disagreed with Okoro and Nwankwo (2019), who
emphasized that monitoring tools need to be aligned with institutional goals and performance evaluation systems
to fully impact administrative efficiency.
Besides, the study highlighted that quality control strategies guaranteed with institutional standards will result
in improved institutional performance. Similarly, the current finding indicates that both physical upkeep and
quality assurance practices jointly influence administrative effectiveness.
This finding also agrees with Musa and Bello (2021), who reported that institutions with quality control
mechanisms experienced higher levels of operational efficiency and staff productivity. While their focus was on
overall operational outcomes, the present study shows that administrative effectiveness is directly enhanced
when quality control strategies is implemented.
CONCLUSION
From the study, correlational analyses revealed that quality control strategies which involves instructional
supervision, programme planning and programme monitoring does not have significant and positive relationship
with administrative effectiveness in federal universities in North-West Zone, Nigeria. In terms of quality control
strategies, the research established that while federal universities have various mechanisms in place such as,
internal audits, accreditation processes, and performance evaluations, the effectiveness of these strategies largely
depends on how consistently and transparently they are implemented. Institutions with a clear commitment to
continuous improvement and accountability were found to demonstrate higher levels of administrative
effectiveness.
RECOMMENDATIONS
Based on the findings of this study, it is recommended that: Universities should review their instructional
supervision practices to identify gaps in relevance or implementation. Introducing more structured, outcome-
focused supervisory approaches and providing training for supervisors may help strengthen the link between
supervision and administrative effectiveness.
University management should revisit their programme planning processes, ensuring that plans are realistic,
data-driven, and aligned with administrative objectives. Capacity-building workshops for administrators on
effective planning strategies could improve the contribution of planning to administrative effectiveness.
Universities should strengthen its programme monitoring mechanisms by regularly reviewing progress,
collecting feedback, and using monitoring data to inform decision-making. Establishing a formal reporting
system can help in maintaining high standards and enhance administrative effectiveness.
Contribution to Knowledge
Functionality and quality control mechanism in place will help in boosting administrative effectiveness in federal
universities in north-west zone, Nigeria. Furthermore, the study advances knowledge by developing and
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 2021
empirically testing an integrated framework that links quality control strategies and administrative effectiveness
in federal universities of Nigeria’s North-West Zone. It contributes theoretically by specifying mechanisms and
contextual moderators, empirically by providing primary data and quantified effect sizes, methodologically by
introducing validated measures and a replicable mixed-methods approach, and practically by offering priority
interventions, tools and policy recommendations that are immediately usable by university administrators and
policymakers. Create sector minimum standards. Federal agencies such as National Universities Commission
(NUC), and Federal Ministry of Education (FME) should set quality-control benchmarks for federal universities.
Grants or capital released could be conditional on demonstrated on quality control practices (audit reports),
Knowledge sharing across universities should be facilitated. Establish a regional forum for estate managers to
share best practice, pooled procurement options and technical training.
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