Abstract:

Property valuation is a core competence of estate management profession, the teaching of which commences in second session in the Nigerian tertiary institutions and run through the remaining sessions of the programme duration. It has been observed that many students grapple with valuation courses all through. This study therefore delves into student’s perception of the pedagogy and learning of fundamentals of property valuation taught in the second session in Nigerian tertiary institutions. Data for the study was derived from both primary and secondary sources. Questionnaires were administered to students of Estate Management in 300, 400 and 500 Levels in selected Universities in South-west Nigeria while secondary information were derived from journals, valuation textbooks and reports on student’s performance. Descriptive and inferential statistics were engaged in the analysis of data collected. Basic statistical tools such as percentages, 5-point Likert scale, relative importance index, analysis of variance and spearman’s rank correlation were engaged in the analysis. Results were presented in tables and charts and then discussed. The study showed amongst others that many students barely comprehend valuation tables and found it difficult to know when to apply some of the tables. The study also found that contact hour per week is grossly inadequate to cover the course compact. The study concludes by recommending student’s centered active learning approach in a bid to improve on pedagogy. The study further recommends combination of teaching practices such as teaching discourse, visual representations and a variety of social interaction. Effective teaching monitoring and feedback mechanism would also go a long way to improve the situation.

Keywords:

Property, valuation, basics, universities, pedagogy, tertiary, students.