Category Archives: Education

SELF-EFFICACY AND JOB PERFORMANCE

INFLUENCE OF SELF-EFFICACY AND JOB PERFORMANCE OF ADULT EDUCATION PRACTITIONERS IN CHIKUN LGA OF KADUNA STATE

ABSTRACT

This study finds out the influence of self-efficacy and job performance of adult education practitioners in Chikun LGA, Kaduna State. A descriptive survey design was used for the study. The population comprised of two Non-Governmental Organizations rendering social welfare services in Kaduna State namely; Hope for the Village Child Foundation which enhances community development. The research questions that guided the study were: What is the relationship between self-efficacy and social workers’ commitment to their jobs in rural areas? What is the relationship between self-efficacy and achievement of job tasks by social workers in rural areas? What is the relationship between deep understanding of job specifications and achievement of job tasks by social workers in rural areas? What is the relationship between persistence and achievement of job tasks by social workers in rural areas? Simple percentages and mean were used to analyze the data based on the research questions. Research results showed the following: There was a significant positive relationship between self-efficacy and social workers’ commitment to their jobs in rural areas in Chikun LGA, Kaduna State. There was a significant positive relationship between self-efficacy and achievement of job tasks by social workers in rural areas in Chikun LGA, Kaduna State. There was a significant positive relationship between deep understanding of job specifications and achievement of job tasks by social workers in rural areas in Chikun LGA, Kaduna State. There was a significant positive relationship between persistence and job performance of social workers in rural areas with reference to Chikun LGA, Kaduna State. It was recommended among others that Since it was found out that self- efficacy was positively and significantly related to Social workers’ cognitive engagement, program designers and managers should formulate programs and activities that will develop and maintain self-efficacy among social workers, develop activities that will also boost their cognitive engagement and interest in their job specifications. Such activities will help improve social workers’ achievement. Findings of the study proved that job performance was positively and significantly related to social workers’ self-efficacy, programme designers and managers of welfare services in Kaduna state, Nigeria are required to set high standard, aspirations and expectations for social workers by evolving programs aimed at encouraging and boosting their confidence to enhance their job performance. This should be done, by formulating realistic, specific measurable and relevant social welfare goals for social workers’ environment to build their effort, confidence, and general job performance.

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Receiving a quality education is an important cornerstone in the lives of every individual. It is imperative that students have the tools they need to be successful, tools that include self-efficacy and motivation. For some students, however, motivation is not always intrinsic. Research has indicated that the relationship between students’ self-efficacy and academic achievement is an important factor in the educational sector. In fact, one of the most powerful weapons that students should strive to develop is confidence, determination and the spirit of perseverance which are elements of self-efficacy. Students who tend to lack such attributes may likely have little or no interest in sustained academic pursuit which certainly affects better achievement outcomes (Boynton & Boynton, 2015; Spilt, Koomen, & Thijs, 2019; Skinner & Green, 2018). Students’ academic activities and achievements tend to increase by their self-efficacy. This submission has been confirmed by Zimmerman and Bandura, (1994), that academic achievement involves self-efficacy belief of students, which can regulate their learning. Additionally, the learning environment plays a significant role in heightening and maintaining student self-efficacy and interest in academic activities. When students feel a sense of control and security in the classroom, they are more engaged because they approach learning with enthusiasm and vigor and become active participants in their own education (Skinner & Green, 2018).

The lack of academic achievement among secondary students is ubiquitous. There are numerous reasons why students may lose interest in school, and self-efficacy is one of the key factors. Considering that students spend about twenty-five percent of their waking hours in a classroom, it is essential that students have a strong confidence in themselves and high spirit of I-can-do-it. This creates a problem for both the teacher and the student. Throughout an average school day, teachers frequently overhear students complaining about an assignment, a class, or even a teacher. If students have positive relationships with their teachers, they will be more engaged and thus more motivated throughout each of their classes.

Effective self-efficacy is expected to produce extraordinary results in job performance irrespective of either the manufacturing or service sectors. Hence, effective self-efficacy is about self-confidence, and self-trust in modern organizations. Nowadays, in the office and other social welfare activities, managers are assigning more self-efficacy training to social workers with opportunities to strengthen their knowledge and develop their skills and self-confidence in task performance (Hartenian, 2019). Recent studies show that a social worker can produce more output as compared to other individuals when he has a high self-efficacy (Jones, Richard, Paul, Sloane & Peter, 2017).

Self-efficacy is expected to enhance organizational cohesion or integration consequently giving rise to harmonization of efforts among social workers resulting in higher productivity. Organizational culture, job description, job satisfaction, skills and qualifications of social workers together with the organizational structure will help in enhancing the job performance of social workers towards achieving the target of the organization (Higgins,2019).

 Currently, many organizational disciplines have adopted self-efficacy as essential in achieving success and their mission statements routinely attest to the importance of self-efficacy, utilizing such words as self-worth, self-confidence, self-believe, and positive self-concept as key components (Femi, 2020). Although it is one thing for social work practitioners to assume that they have the self-efficacy components in place, it is another thing to measure the components by a defined set of attributes and then use the results of this measurement to pursue what might, in reality, be missing in the self-efficacy model within a given organization. Events of mass effect require self-efficacy among social workers in any given area, whether rural or urban areas.

Effective teamwork is therefore about creating procedures and policies for conflict resolution. Every team member has the responsibility of expressing his or her opinions without offending anyone in the team. Effective teamwork is as a result of the team leader setting a good example, which can then be emulated by all the team members in the group. To keep the team committed, positive, and motivated, the team leader has to apply the necessary leadership qualities to help achieve the organizational goals as cited by (Denhardt, 2008).

According to Abdulkadir (2012), an office professional is someone who is often found in the office making sure all correspondents are dealt with at the appropriate time. The work of an office professional which can be organizing meeting, taking minute of meetings, welcoming visitors and others is very important to the success of every organization as deficiencies in their work may have a heavy hit on the financial stands of an organization as such the need for office professionals to be part of teamwork is of great importance. An office professionals maintains the smooth running of an office through a variety of administrative and clerical duties. They handle office schedules, coordinate meetings and visits, organize files, answer phones and perform a huge array of other essential tasks. Office professionals generally work directly for organization or office management, depending on their experience may also supervise other clerical staff.

1.2       Statement of the Problem

Every organization, either large or small, struggles to acquire productivity so as to achieve success and maintain a valuable image in this present world of organizational competitions. And it is the wish of organizations to see the input they use (resources) and the output (goods and services produced) they have at the end being put in the most effective and efficient use.

The population of employees in an organization may be very large and yet that organization will be achieving a very low productivity and with no improvement in their products. Could this occur as a result of absence of teamwork in such organizations? And if it is, then, there are other organizations that have teams and yet achieve little or no productivity at all. It may be as a result of the following problems: Lack of Teamwork among their employees: That is; the failure of an organization to coordinate works into work groups in order to tap from the respective human resources of the organization process. So also, absence of teamwork may be attributed to lack of cooperation among the office professionals. Factors that militate against team work in an Organization: The conditions permanently occurring in an organization (lack of picking up of innovative ideas) like the absence of designing motivational programs, educational growth, bonuses, job rotation and the use of old technologies, and so on etc, may be attributed to as the effect of teamwork among office professionals. These problems have not been empirically verified, hence this study embarked upon in order to determine the effect of teamwork among office professionals.

1.3       Objectives of the Study

The general objective of the study was to find out the influence of self-efficacy and job performance of adult education practitioners in Chikun LGA, Kaduna State. The specific objectives are to:

  1. Find out the influence of self-efficacy on adult education practitioners’ commitment to their jobs in Chikun LGA, Kaduna State.
  2. Determine the relationship between self-efficacy and achievement of job tasks by adult education practitioners in Chikun LGA, Kaduna State.
  3. Find out the relationship between deep understanding of job specifications and achievement of job tasks by adult education practitioners in Chikun LGA, Kaduna State.
  4. Find out the relationship between persistence and achievement of job tasks by adult education practitioners in Chikun LGA, Kaduna State.

1.4       Research Questions

The following research questions guided the study:

  1. What is the influence of self-efficacy on adult education practitioners’ commitment to their jobs in Chikun LGA, Kaduna State?
  2. What is the relationship between self-efficacy and achievement of job tasks by adult education practitioners in Chikun LGA, Kaduna State?
  3. What is the relationship between deep understanding of job specifications and achievement of job tasks by adult education practitioners in Chikun LGA, Kaduna State?
  4. What is the relationship between persistence and achievement of job tasks by adult education practitioners in Chikun LGA, Kaduna State?

1.5       Significance of the Study

The study finds out the influence of self-efficacy and job performance of adult education practitioners in Chikun LGA, Kaduna State. The significance of a study of this magnitude cannot be over emphasized as it will contribute a lot to existing body of literature and all stakeholders in adult education, adult learners, parents, counsellors, and the Agency for Adult and Non-formal Education will benefit from the research findings.

Available literature shows that empirical researches in the area of the influence of self-efficacy on the job performance of adult education practitioners in the area under study is rare. If any, not as robust as the present study or in the direction of the objectives of this study. Besides, no study of this nature has been conducted within the period of this study when there are significant socio-economic pressures, advancements in adult education, teacher satisfaction etc. especially in rural areas that are seriously affected by high illiteracy level. This present study will fill this gap. The findings will provide effective guidelines in the area of programme and planning of adult education by adult education practitioners in such a manner that will enhance teaching and learning among adult instructors and adult learners for the development of adult education in Chikun Local Government Area of Kaduna State.

 The findings of the study will provide a baseline information to practitioners of adult education about the factors affecting their self-efficacy, achievement of job tasks, deep understanding of job specifications and what they need to do to remedy the situation. Furthermore, educational psychologists, adult instructors, adult education programme designers, counsellors, etc will use the findings as a reference material. They will be helped to understand the psychosocial variables responsible for adult education ptactitioners’ self-efficacy leading to their success or failure in their job performances. The study will also provide a direction for improved policy statements by policy makers in adult and non-formal education sector which will enhance the development adult education practice in Chikun Local Government Area. Such improved policy statements that will be enacted based on empirical results from this study will provide guidelines that will cater for problematic and challenging areas of directing, monitoring and evaluating adult education activities for sustainability and maximum achievement of the sector.

The scholarly importance of the study cannot be over emphasized as in-coming students and other researchers will use this work as a reference material for their own researches. They could refer to the methodology used, the methods of data presentation or the methods used in statistical analysis.

1.6              Scope of the Study

The study finds out the influence of self-efficacy and job performance of adult education practitioners in Chikun LGA, Kaduna State. An examination of the influence of self-efficacy on adult education practitioners’ commitment to their jobs in Chikun LGA, Kaduna State, the relationship between self-efficacy and achievement of job tasks by adult education practitioners in the area, the relationship between deep understanding of job specifications and achievement of job tasks by adult education practitioners as well as the relationship between persistence and achievement of job tasks by adult education practitioners fall within the scope of the study. Only questionnaire was used as the primary source of data. Results are confined to Chikun LGA of Kaduna State.

1.7       Definition of Terms

The following terms are contextually defined:

Achievement: Achievement is defined as the level of job performance results demonstrated adult education practitioners.

Adult Education: Educational provisions made for the adult population who no longer attend formal school on a regular or full time basis.

Adult Education Practitioners: All those employed in the adult education sector including the instructors, and all other non-teaching staff.

Job Commitment: To occupy a adult education practitioners’ attention and interest in their job tasks; not demonstrating off-task behaviours, participating in work activities through independently working on job tasks, contributing to work group discussions or working on job tasks with colleagues.

Low Achievement: Inability of an adult education practitioner to meet up with job performance expectations both in oral and written contributions.

Momentary Time Sampling: At ten-minute interval points when the management observes whether adult education practitioners are engaging in off-task behaviours.

Negative Relationships: These relationships include team leaders and adult education practitioners who do not foster a welcoming environment. They hold all the power and the target beneficiaries do not feel a sense of belonging or control.

Off-task Behaviours: These behaviours include sleeping, head down, excessive discussion on unrelated subjects, cell phone use not related to the job task, wandering purposelessly around the work environment, or completing work not related to the job specification.

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PARENTAL EXPECTATION AND SCHOOL DISCIPLINE

EFFECT OF PARENTAL EXPECTATION AND SCHOOL DISCIPLINE ON CAREER CHOICE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KADUNA METROPOLIS

ABSTRACT

This study finds out the effect of parental expectations and school discipline on career choice among senior secondary school students in Kaduna metropolis. A descriptive survey research was used for the study. The population comprised of teachers and SSII students of selected secondary schools in Kaduna metropolis. The research questions that guided the study were: What is the effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice? What is the effect of subjects studied in schools on secondary school students’ choice of career? What is the effect of students’ aptitude, ability and interest on secondary school students’ choice of career? The mean, standard deviation and frequencies were used to analyze the data based on the research questions. Research results showed the following: There was a significant effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice. There was a significant effect of subjects studied in schools on secondary school students’ choice of career. There was a significant effect of students’ aptitude, ability and interest on secondary school students’ choice of career. It was recommended among others that school counselors can provide a link between parental influence and young adult career options. Counselors should emphasize the role that both parents play in influencing their children’s career decisions. And that planning for career exploration in the early grades and inviting parent participation are also ways to strengthen the communication between parents and children. And also, that at the middle school and high school level, career fairs can help open the dialog between adolescents and parents regarding their experiences, preferences, and career related advice.

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Choosing a career is often considered a major turning point in a young adult’s life. This decision alone has the potential to open the door for success or close the door of opportunities. Even though career choice is perceived to be an individual’s choice, experts suggest that a variety of influences such as family, school, community, and social and economic factors are likely to manipulate one’s ultimate career decision (Ferry, 2006). Among these factors, students report that parents have the greatest influence on which career they choose (Kniveton, 2014).

Parental influence on career choices of children, both intentionally and inadvertently, can be positive and negative. By the time children move into adolescence, they begin seriously considering their futures, often looking to their parents either as role models or for career advice. A parent’s approach to this can either inspire teenagers to explore a diverse set of potential occupations or to stick to a path they think their parents will approve of. Even before your child begins thinking about college, your attitude toward their elementary and high school classwork can have a big impact on their desire to earn a degree.

In addition to becoming aware of the norms and values they portray, parents also need to know that their children will likely adopt these norms and values as their own. Rutter cited in Otto, 2020) stated that, “Young people tend … to share their parents’ values on the major issues of life … “. Furthermore, Otto (2020) said that ninety-three percent of high school juniors in his study reported holding similar values to their parents. This is significant because it dispels the myth that children and adolescents tend to defy their parents’ values and expectations. Instead, it may be more accurate to say that children are quick to adopt their parent’s norms and values, perhaps without ever exploring their own. This may be due to children’s natural desire to connect with their parents (Poulter, 2016). As a result, they seek acceptance by adopting parental values and living out their career aspirations. Jacobsen (2019) referred to this phenomenon as “hand-me-down dreams,” which is the title of her book about parental

Career plays a very fundamental and significant role in the life of the individual not only because it determines the pattern of income but also because it tends to affect the individual’s personality and concepts in life. Career therefore is a choice pursuit, life work or success in one’s profession occupied by a person throughout his/her lifetime.  In a nutshell, career is the totality of work one does in his life time and is person-centred. It is of utmost importance to every individual as he or she prepares for the future.

Career choice is something very hard to decide, especially as his life will depend on it. Henry (2013) indicated that, career is the totality of experience through which one learns about and prepares to engage in work as part of his way of living. Splete (2011) stresses that career is an enjoying process that occurs over the life span and includes homes, schools and community. Every human being needs to do one job or the other to help contribute his quote to the development of the country.

Ipaye (2018) refers to the need for one to discuss with one’s peers, school counsellors, parents and teachers on the need to choose a life span work as “career convention” or “career conference”. However, career convention according to him is an instrument of career information. This occurs for a number of reasons, which includes stimulating career thinking and widen occupational horizon, to focus attention on particular jobs in order to help an individual crystallizes his preference and to create a situation in which parents can, on one hand, meet employers and discuss the opportunities they offer and, on the other hand meet the career teachers or career officers with whom they can exchange views.

James (2014) observes that the influence home has on the child’s learning is the fundamental concepts of life.   This cause and most of the habits and basic adjustment were established during pre-school years. The highlights the fact that home and parents occupy the most important position in the child’s education. It should be stressed that work experience is not an attempt to find job for the students but an attempt to widen the horizons of students and ease the ultimate transition from school to work. This is usually based on the information given to the school by the parents, such guidance and information are necessary because most school children are adolescents and are controlled by double standards, hypocrisy, truancy, materialism, dishonesty etc. The factor that may influence choice of career, according to James (2014) includes socio-economic factors, personal or family factors, cultural factors, which include schools, peer group, age and work experience. 

The effect of parental influence on choice of career is both negative and positive this is due to security factors, no usual hazards to health, assured steady income, certainty of continued employment, career or occupational satisfaction, prestige, and social rewards. Consequently, given the relevance of career choice and school discipline in the future endeavours of the individual and the concerns of parents concerning the wellbeing of their children, this study aimed at examining the effect of parental expectation and school discipline on career choice among senior secondary school students in Kaduna metropolis. This is the thrust of the study.

1.2     Statement of the Problem

Given the natural concerns that parents have for the welfare of their children, such parents do all they can to provide the physical, emotional and spiritual needs of the children. This is more so in the area of career choice. Parents have been found to greatly impact the career selection process of their children bearing in mind that such career choice will determine their future success. Many parents are unaware of all the ways they could influence their children’s career decision. Work ethic, family values and gender stereotyping in the family may have greater impact than previously thought.

The concern of parents for their children’s professional choices is widely recognized, regardless of gender or race. Parents are often said to be a child’s first and finest instructors. Research findings corroborate this assumption, demonstrating that parents’ effect on their children’s education starts as early as pre-school. Parental influence extends beyond the parent-child bond to parental qualities, education, and money, as well as parental interactions with their children and their children’s schools (Zhao et al., 2017; Lu, 2012). Parental perspective is critical in many aspects of a child’s life, including academic, professional, and personal. For instance, Hasib et al., (2021) note that parental guidance is critical in a child’s life and has a substantial impact on two important life events namely marriage and career choice.

Motivation to become a medical doctor, for instance has typically been conceived as arising from personal interests. However, it is not uncommon, particularly amongst those from collectivist cultures, for career choice to be motivated by a desire or need to fulfil parent expectations. Whether or not this motivation has longer term effects on the career satisfaction and performance of medical students is unknown

It is clear that parents believe they have less influence over their children’s career decisions than the research supports. This perception seems to differ from the perception of children, who often report their parents to be of the highest influence. Unfortunately, few parents seem to recognize this impact and still believe that they have little to do with the career choices of their children. Besides. while parents assume that their direct career advice may be influential, they may be unaware that they can also exert a strong career influence simply by serving as examples of workers. Furthermore, parents may also be unaware of the impact their norms and values have on their child’s career choice. For instance, Biddle, Bank, and Marlin cited in Simpson, (2013) observed that rather than responding directly to external pressures, students internalize parental norms and preferences and act, therefore, in accordance with those norms.

Coupled with parental concern and expectations of their children, the nature of school discipline could determine the students’ career choice. While some students are inclined to and go for arts subjects, others are inclined to and go for science subjects. These two separate disciplines could shape the students’ preferences regarding career. Given the aforementioned, the effect that parental expectation and school discipline could have on career choice among senior secondary school students in Kaduna metropolis is the problem the study.

1.3     Objectives of the Study

The general objective of the study was to find out the effect of parental expectation and school discipline on career choice among senior secondary school students in Kaduna metropolis.

The specific objectives of the study are to:

  1. Find out the effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice.
  2. Find out the effect of subjects studied in schools on secondary school students’ choice of career
  3. Find out the effect of students’ aptitude, ability and interest on secondary school students’ choice of career

1.4     Research Questions

The following research questions guided the study:

  1. What is the effect of parents’ variables in relation to level of education, occupation and family type on the students’ career choice?
  2. What is the effect of subjects studied in schools on secondary school students’ choice of career?
  3. What is the effect of students’ aptitude, ability and interest on secondary school students’ choice of career?

1.5     Significance of the Study

The study finds out the effect of parental expectation and school discipline on career choice among senior secondary school students in Kaduna metropolis. This study will facilitate the act of making career choice among many opportunities available, since it is aimed at looking at the problems the secondary school students face in making their choice of career. The result of this study will give an educationist an insight into the problem and also help counselors in guiding students to make a more realistic occupational choice, limiting frustrations and withdrawals.

Most students who are in secondary school do not have enough information about occupational opportunities to help them make rational and appropriate career choice. Hence this research work is sought to help the student understand and explore other options in making career choice. A student tends to learn and accept information more from their teacher. Hence an uninformed teacher will tend to mislead or shy away from counselling the student with respect to career choice. This research seeks to help teachers to explore real career possibility of each student and guide them accordingly putting certain factors into cognizance.

Teachers will guide and counsel student from their own perspective. If there are no laid down guideline by the school system. Hence this research seeks to help curriculum developer to understand the role of career choice to student and to help inculcate it in the curriculum of the school. This will in turn help the student explore the career opportunities available and make rational choice of career.

The findings of this study will further assist the students in making the rightful choice of career and also help those students to lay good foundations for themselves in their field of interest, ability and talent that will invariably develop the child physically, intellectually and emotionally to become useful to him/herself and the society at large. Lastly, the findings of this study will serve as reference material for students of education, the reading public and those who wish to conduct further research in this area.

1.6     Definitions of Terms 

Adolescent: Those between the ages of 12-18years of age. 

Career: This means the choice of occupation.

Occupational Aspiration: This refers to aspiration for a high or low prestige level of job. 

Occupational Choice: This refers to psychological preference or desires the individual has regarding work status. It is the continuing process of occupational selection resulting in the eventual attainment of the occupational status.

Peer Group: This refers to age group of students. It means the association of, or the social relationship between people who fall within the same age range.

Talent: Any natural or special gift, aptitude eminent ability short of genius.   

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THE INFLUENCE OF MIXED CODING IN NIGERIA ENGLISH

THE INFLUENCE OF MIXED CODING IN NIGERIA ENGLISH

CHAPTER ONE

BACKGROUND OF THE STUDY

1.0     Introduction

The phenomena of code switching and code mixing are as old as the culture of bilingualism and multilingualism. However, code switching and mixing are commonly studied as element of spoken language, involving the attenuation of codes.

Amidst several definitions of a code wardaugh (1986:87) defines communication two or more parties used on any occasions: it therefore refers to the system by which communication take place.

Similarly, Verschueren (2003) views code as any distinguishable variant of a language, involving systematic set of geographical area, a social class, an assignment of functions or a specific context of use.

Code switching and code mixing have been viewed differently in certain areas of linguistic studies. However, Getha (2010) explains that the difference between code switching and code mixing is basically a theoretical difference based on a matter of grammatical items involved, in addition to the situation and topic.

Nigerian English is a unique form of English that has evolved over time due to the linguistic diversity and cultural richness of Nigeria. It develop as a result of English colonization and subsequent independence and it incorporates elements from various Nigerian languages, as well as Pidgin English and other non-standard varieties.

In accordance with Muysken (200:1), code-mixing means the lexical items and grammatical features of two language that exist in the same sentence. Code mixing is a normal, natural product of bilingual and multilingual language use code-mixing is a term used in the bilingualism area. Siregar(2016:3), code-mixing refers to the linguistic behaviour of a “bilingual speaker who imports words or phrases from one of his/her language into the other ones”.

Wardaugh (2014:8)state that code-mixing occurs when conversant use both languages together to the extent that they change from one language to the other in the course of a single utterance it means that the conversant just change some of the element in their utterance. Code mixing takes place without a change of topic and can involve various levels of language. For example, morphology and lexical items.

Mixed coding refer to the practice of integrating multiple languages, dialects or language varieties within a single conversation or text. In the context of Nigerian English, mixed coding often involves the blending of English with Nigerian languages, particularly Pidgin English, Yoruba, lgbo, Hausa, and other local languages spoken across the country.

The influence of mixed coding in Nigerian English can be observed in various linguistic phenomena, including vocabulary, grammar, pronunciation and discourse patterns.

One aspect of mixed coding in Nigerian English is code switching, Jowitt (1991) states that it very clear that code switching, far from constituting a breakdown of bilingual mischsprache, is a systematic and meaningful mode of communication for many bilingual communities. It is not “interference” or abnormality in the speech of a person on the contrary, code alternation represents the creative use of both languages by a bilingual community.

The influence of mixed coding in Nigerian English is complex and fascinating area of study. It reflect the linguistic diversity, cultural heritage, and social dynamics of Nigeria, and it plays a crucial role in shaping communication patterns and identity.

1.1     Statement of the Study

The influence of mixed coding in Nigerian English is a significant issue that warrants investigation. Nigerian English, as a unique linguistic variant, is deeply intertwined with the country’s diverse linguistic landscape.

The emergence of mixed coding, a linguistic phenomenon on involving the blending of English with indigenous Nigerian languages, has become increasingly prevalent in various domains of communication within Nigeria.

However, despite its pervasive presence, the in influence of mixed coding on Nigerian English remains largely unexplored. There is a lack of systematic research that delves into the effects, implications, and potential challenges associated with mixed coding in Nigerian English. Understanding this phenomenon is crucial for accurately comprehending the nature of Nigerian English, its development in various professional and social contexts.

1.2     Aim/Objectives of the Study

The aims of the study is to investigate the prevalence and frequency of mixed coding in Nigerian English.

  1. To examine the linguistic features of mixed coding.
  2. To examine the sociolinguistic factors influencing mixed coding.
  3. To assess the impact of mixed coding on language development.
  4. To examine the identity implications of mixed coding.
  5. To analyze the communication patterns of mixed coding in Nigerian English.

1.3     Research Questions

In view of the aims and objectives of this study the following will be some of the question we will seek to find answers to:

  1. What is the level of codes (code mixing) patronage among people?
  2. Do code mixing have influence on its audience?
  3. Whether code contribute in code mixing among its audience

1.4     Significance of the Study

Nigeria is a linguistically diverse country with over 500 language  spoken, yet English has gained significant status as the country’s official language. As a result, Nigerian English has emerged as a distinct variety with its own unique features; including the use of mixed coding, mixed coding to the blending of English with elements from Nigerian languages, such as vocabulary, grammar, and pronunciation.

Adegbija,E. (1994) analyzes the sociolinguistic implication of mixed coding, examining how it affect identity, language attitudes, and language policies in Nigeria.

The influence of mixed coding in Nigerian English has social implications. Language is a powerful marker of social identity and the use of mixed coding can be seen as a way for Nigerians to assert their linguistic and cultural distinctiveness. Understanding the role of mixed coding in Nigerian English can contribute to a better appreciation and acceptance of linguistic diversity and cultural hybridity.

Adegbija, E. (1994) research highlights the significance of mixed coding in Nigeria, emphasizing it roles in cultural identity expression, linguistic accommodation, language attitudes, and language policy consideration.

From a practical standpoint, studying the influence of mixed coding in Nigerian English  can have implications for language education and language planning. It can inform curriculum development, language teaching methodologies and language policy decisions.

1.5     Scope/Limitations of the Study

The study is focused on the phenomenon of mixed coding in the context of Nigerian English. Mixed coding is a linguistic phenomenon where individuals use a combination of two or more languages or language varieties within a single discourse or sentence. In case of Nigerian English, it involves the blending of Nigerian indigenous languages or pidgin English  with standard English.

The study aims to examine the various aspects of mixed coding in Nigerian English including its linguistic feature, sociocultural aspects, and its impact on communication within Nigerian society. By focusing on this topic the diversity and language contact phenomena in Nigerian English.

1.6     Definition of Terms

Code: This refers to a system of rules and conversions used for communication.

Code Mixing: this involve borrowing words or phrases from one language and incorporating them into another language.

Code Switching: refers to the practice of alternating between two or more language or language varieties in different context or situations.

Bilingual: refers to a person who is able to speak and understand two language fluently.

Multilingual: refers to a person who can speak and understand multiple language.

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INFLUENCE OF MOTHER-TONGUE ON ENGLISH STUDIES

ASSESSMENT OF THE INFLUENCE OF MOTHER-TONGUE ON ENGLISH STUDIES (A CASE STUDY OF EBIRA STUDENTS OF THE COLLEGE OF ADMINISTRATIVE STUDIES AND SOCIAL SCIENCES, KADUNA POLYTECHNIC, KADUNA)

ABSTRACT

Long before now, English Language has been given a very high status in Nigeria. The status and functions given to English in Nigeria has made it become imperative for every Nigerian citizen to learn how to speak, read and write the language. This is as a result of the pluralistic linguistic situation of Nigeria which has made it impossible for national language. This accounts for why English has been fixed prestigious domains of use in Nigeria. This study was undertaken to investigate and shed more light on the effect that mother-tongue influence has on spoken English in Nigeria. The focus of this study is on selected mother-tongue factors affecting English language in Nigeria. In order to manipulate variables properly to achieve tenable results, this study focused on the phonetic and phonological levels of mother-tongue interference. 50 Ebira learners/users of English were sampled from the College of Administrative Studies and Social Science, Kaduna Polytechnic, where Ebira is their native language. Tape recorders and smart recorders were instruments of data collection alongside (phonetic) articulation tests. The method used in the analysis of data was descriptive and quantitative. The sources of data were relevant textbooks, magazines, journals, libraries (online and offline) and the internet. The findings revealed that, the mother-tongue of Ebira learners/and users of English negatively influences their spoken English, significantly in their articulation of English consonants, vowels and consonant clusters; and intonation. The researcher conclude with some recommendations that Instructors of English Language should be advised to employ reinforcement measures on the students in order to motivate the students to learn and improve their spoken and written English.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Language is a medium of communicating ideas, information, emotions, and desires through arbitrarily produced symbols. The thoughts, ideas and feelings are connected through language. Language is a tool used for communication. Many languages are used by the people across the world. Though all the languages are meant for communication, many people use English language to communicate. English language is used by people beside their mother tongue. In the age of Globalization, it is extremely important to teach English language. Davies, (2020).

Judie (2020), in her work stated that only official language that can be understood by everyone across the world is English. The influence of mother tongue in teaching and learning English language has been debated since long. The pronunciation errors occur due to the difference in the spelling symbols and sound system between the mother tongue and English. Therefore, the problem can be solved by introducing English language in the basic school life and by promoting skills in spoken English.

The sound pattern which are likely to be confused and faltered with the mother tongue can be identified and drilled. The learners should practice these sound patterns repeatedly using a native speaker’s model voice. These measures will eliminate the impact of mother tongue in teaching and learning English language and accelerate the acquisition of English language.

The study is on the need to unveil the negative impact that mother-tongue influences poses to Nigerian speakers of the English Language at the phonetic levels using Ebira learners of the college of administrative studies and social sciences Kaduna polytechnic Kaduna as a case study.

Carrol (1964) opined that the circumstances of learning a second language are like those of the mother-tongue and that sometimes, there are interferences and occasional responses from one language system that intrudes into the other language. When there are similar units of language structure in both language, linguistic interference can result in correct language production which is termed positive transfer; correct meaning in line with most Speakers notions of acceptability.  

In terms of structural influences, every individual native language/mother tongue does have an effect, this effect is however not always negative, it can be positive as well. Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages. Studies by earlier scholars have shown that the more similar both languages are, and the more the learner is aware of the relation between them, the more likely positive transfer will occur. The place and position of English language in Nigeria is incontestable and highly significant. In addition to being a second language in all part of the country, it is the language for almost all official communication, both written and spoken. Eha, (1992).

1.2     Statement of the Research Problem

English is the universal language; little wonder therefore that the average Nigerian strives to not just speak it, but speak it with an appreciable measure of skill. Given also the plurality of Ebira languages in Nigeria and the inability of the Nigerian Government to adopt any one overall others as the official language of nations, English has been accepted by the majority to fit into this very important role. It is safe to say that majority of the Ebira students who necessarily have to use the English language every day, already have their native language as their mother tongue or first language. English is a second language for them and therefore it will inevitably pose challenges to them. Usually lexical items in Ebira language do not alow consonant clusters; English lexical items permit up to five consonants in a cluster. The English lexical item, school, for instance is realized as /skul/ by the English and /sukul/ by the Ebira people because of their native intolerance or consonant clusters. In syllabic consonants such as /tl/ in the world “little” transcribed as “Litl”, most Ebira English learners/users would insert a schwa /∂/ or short, back, rounded vowel /∂/ into the consonant cluster /tl/. This would sound like /litol/ or /litol/. This normally occurs because the syllabic consonant /tl/ is not found in the sound inventory of Ebira language. Likewise there is a change of the phonetic sound known as schwa /∂/with a short, front, unrounded vowel /æ/ or with the using diphthong /ei/ in the initial position of the word ‘around’ which is realized as /∂round/; but an Ebira speaker of English would pronounce it as /eibout/ or as /a:bout/. This is because, schwa being a short-rounded vowel not found in the Ebira sound system, has to be substituted for another vowel or vowels that is present in the Ebira sound system. Hence the focus of this study to assess the influence or phonetic factors on an Ebira student speaker of the English Language.  

1.3     Research Questions

  1. Does the transfer of phonetic features from Ebira Language negatively influence spoken English of student of CASSS?
  2. Does the transfer of phonological factors from Ebira language negatively influence Spoken English of students of CASSS?

1.4     Aim and Objectives

The aim of this study is to assess the influence or phonetic on an Ebira student speaker of the

English Language. To accomplish this aim, the detailed objectives are to;

  1. To find out the kind of influence that mother-tongue has on an Ebira student of the college of administrative studies and social sciences Kaduna polytechnic.
  2. To study how phonetic features of Ebira language intrude upon a student spoken English. iii. To carry out a contrastive analysis between English and Ebira Language.
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DRUG ABUSE STUDY HABIT AMONG STUDENTS

DRUG ABUSE STUDY HABIT AMONG STUDENTS IN SELECTED SECONDARY SCHOOL IN GIWA LOCAL GOVERNMENT AREA

ABSTRACT

This study is about drug abuse habit among students in selected secondary schools in Giwa Local Government Area. These schools includes; Govt. secondary school Shika, Govt.  girls secondary school Giwa, Govt. secondary school Yakawada, Mallam Abdulkarim college of science and Arabic school Giwa. However, there is a total population of 3,328 students in all the secondary schools in Giwa L.G.A related by the ministry of education. 55 students were selected randomly as subject for study they were randomly selected based on the population of each school. Result from the finding shows that respondents agreed with fact that students that abuse drug get their sources from drug dealers and peer group, also result revealed that most secondary schools lack trained counselors to provide adequate orientation guidance and counseling programme to students. The study recommends that; there is an urgent need to train more guidance counselors in all secondary schools in order to make students be aware of guidance and counseling activities, and to reduce drug abuse among secondary school students, such as orientation, information and follow-up services to be given to students regularly.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

The prevailing wave of drug taking and abuse among youth and adults is now becoming a serious arises in schools and the society in general. But not everybody seems to give or attribute a coherent account of the real concrete reason that are leading toward these motives on drugs taking and abuse among secondary schools students.

The problem of drug abuse among secondary schools students are at alarming peak. Students engaged themselves in taking different type of drugs such as marijuana, quarter sewage, solution, Indian hemps, cocaine injection and even human fesses to get intoxicated.

Klats (1981) said that drugs abuse is not a new phenomena on confronting in Nigeria. He further explained that survey has shows that young people are using varieties of substance like barbiturates and epitomize etc.

Egbule (2002) stated that the beginning of 20th century will be a period of great anxiety whereby people mind and life will be dominated by frustration and anxiety which will lead to series of negative behavior especially adolescent, as a result of drug taking and abuse.

Ago Ugochi (1991) opined that, this problem ironically, has been on a steady increase despite all the campaigns, seminars and lectures that have been held in order to check this manners, which become like a monster that is fast spreading its tentacles.

Guidance and counseling will be of a great importance in helping students who engaged or indulged themselves in drugs abuse habit.

1.2     Statement of the Problem

The major concern of parent and the society is the alarming rate of drug taking and abuse among secondary school student. It has invaded home, education institutions, places of work, and individual classes of children. Even though with the wide spread of schemes trying to eradicate this habit and by cutting of drug supply, still no data has been shown that drug abuse has been stopped or eliminated. Hence this project will investigate the influence of guidance and counseling role on drug abuse. Research evidence indicated   that about eighty percent of the victims of this menace are boys and girls aged between years fourteen and twenty-five. Guidance and counseling to analysis in many secondary schools in Giwa Local Government Area of Kaduna state the problem well.

1.3     Objectives of the Study

The main objectives of this study are;

  1. To determine the effectiveness of guidance and counseling programmes toward analyzing drugs among students in secondary schools.
  2. To determine the source of drugs abuse among secondary school students.
  3. To identify the types of drugs used and abuse among Senior Secondary students.
  4. To determine if there is gender difference on the types of drug used and abuse among senior secondary school.

1.4     Research Questions of the Study

The research question of this research includes;

  1. Is guidance and counseling programme effective in reducing the menace of drug abuse among senior secondary school?
  2. What are the sources of drug abuse among senior secondary school?
  3. What are the types of drugs used and abuse among senior secondary school?
  4. Is there gender difference on the types of drug used and abused among senior secondary school?

1.5     Significance of the Study

The country is capable to producing great future leader that the society will be proud of them. The program will gear the society to achieve mutual and fundamental development, enhance socio-economic and political development.

Parents: parents are recognized as the first teachers and therefore have a profound influence upon human development. They should be made to realize that their children are entitled to basic human rights. As such the parents facilitative and supportive relationship to learning school be recognized in the educational partnership of home and schools.

Schools: schools teachers has to involve parents at strategic period in order to maximize students response to opportunities and to minimize their emotional outbursts. Teacher and schools administrator should be sensitive to the specific ways in which socio-economic status, sex types, schools types; the schools have to shows concerned on the shudrend behaviour.

Counseling: One of the goals or purposes of counseling in schools in mental health counseling psychotherapists elimination or minimization of anxiety, hostility, depression, felling of inferiority and inadequacy, is all about developing programme establish schools to theatres human activities for proper guidance of our youth. Such as youth clubs, should aim at de-emphasizing the use of drugs and emphasize those where young people can play useful roles in the society.     

1.6     Scope of the Study

The scope of the study covered all senior secondary school in Giwa Local Government Area of Kaduna state, this comprises (4) government school in Giwa Local Government girls secondary school,  government secondary school yakawada, Mallam Abdulkarim science secondary school Giwa such secondary schools are the selected school that, my concentration would look into.

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INSECURITY AND MANAGEMENT OF PUBLIC SCHOOLS

IMPACT OF INSECURITY ON THE MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN NORTH-WEST GEOGRAPHICAL ZONE, NIGERIA

ABSTRACT

The study investigated the impact of insecurity on the management of public secondary schools in Northwest Geographical Zone, Nigeria. It was conducted with the objectives to: determine the impact of insecurity on the management of instructional work in Northwest Geographical Zone, Nigeria; find out the impact of insecurity on the management of school and community relationship in Northwest Geographical Zone, Nigeria; assess the impact of insecurity on the management of school climate in Northwest Geographical Zone, Nigeria; ascertain the impact of insecurity on the management of school facilities in Northwest Geographical Zone, Nigeria; and find out the impact of insecurity on the management of school records in Northwest Geographical Zone, Nigeria. These objectives were transcribed into five research questions and hypotheses respectively. The study employed the use of descriptive survey research design. The target population of the study was made up of1440 Ministry of Education Officials, 3078 principals and 50,768 teachers from North-West Zone, Nigeria. A sample size of 10 MOE Officials, 21 principals and 351 teachers, totalling 382 respondents were used in the study. The study sample size was drawn using random sampling technique. The instrument titled “insecurity and management of secondary school questionnaire (IMSSQ)” was used for data collection in the study. The instrument was pilot tested and reliability coefficient of 0.83 was obtained. The data collected in study was analysed using descriptive statistics of frequency, mean and standard deviation to answer the research questions, while Kruskal-Wallis statistics was used to test the hypotheses at 0.05 level of significance. Findings of the study showed that insecurity significantly affect the effective management of instructional work in Northwest Geographical Zone, Nigeria; insecurity did not significantly impact on the management of school and community relationship in Northwest Geographical Zone, Nigeria; insecurity has significant impact on the management of school climate in Northwest Geographical Zone, Nigeria; insecurity significantly impacted on the management of school facilities in northwest geographical zone, Nigeria; insecurity significantly impacted on the management of school records in Northwest Geographical Zone, Nigeria. The study recommended among others that Government should invest in security technologies such as provision of security gates, use of padlocks, installing CCTV camera with night vision outside and within the school buildings, alarms, lighting systems and metal detectors to physically enhance security or safety in schools.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

One of the major issues that seem to bother students, parents and stakeholders in Nigeria today is the school insecurity. Insecurity is a social disorder that causes threat to human lives and organizational activities. It is synonymous with feelings of being unsafe, lack of freedom from dangerous attacks and lack of protection from physical harm. Teachers and students in the Northwest Geographical Zone, Nigeria have experienced threat to their lives which is as a result of absence of certain factors in the school that hitherto should have enhance peace and security so as to spur the school managers to effectively function in their duty posts. It therefore confirms that safe school environment encourages peaceful co-existence, positive school climate, cordial interactions among teachers and teachers, teachers and principals, students and students, and teachers and students for the overall benefit of the school while the unsafe schools experience otherwise.

In recent times, no place can be qualified to be regarded as school if it does not possess basic security measures that will guarantee safety of lives and properties. However, it is obvious that many teachers and students alike are concerned about the daring insecurity both to lives and the school properties. Worrisome enough is when the school managers does not have control over a situation but has to rely on the cooperation of others that cannot be guaranteed, the result may be frustration or insecurity. Insecurity is a threat to learning and the prevailing peace within and around the schools which often has ripple effects on effective teaching and learning and school management (Akintunde & Selzing-Musa, 2016).

The school insecurity relates more squarely to personal and physical insecurity. This is because the school is made up of both human and material resources which are integral components of the larger society. School personnel and students as well as the material resources in schools are liable for protection and safety in this era of pervasive terrorists attacks in which schools have become a subject of attack. The 21st century is characterised with school attacks. School attacks are indicative of “targeted violence” aimed at educational institutions, by bandit or terrorist groups with a view to sending strong signals to state authorities (Mohammed, Alimba, Momodu & Ika, 2016).

For some time now, the Northwest Geographical Zone, Nigeria has been a hotbed of conflicts. Apart from the perennial conflict between the farmers and herdsmen, there are other notable security challenges, which include the activities of Boko Haram insurgency and banditry. However, in spite of government efforts, the security situation of schools in the Northwest Geographical Zone, Nigeria is deteriorating. Indeed, the lingering conflict between herders and farmers has been rated six times deadlier than the Boko Haram insurgency. Having originated in Zamfara state, school insecurity has since spread to five other nearby states, namely Kaduna, Katsina, Sokoto, Kebbi and Kano, the last of which is the abduction of schoolboys in Kankara community, Katsina State which bears the operational footprints of the Boko Haram group that has perfected the act through previous abductions of schoolgirls in Chibok and Dapchi in North-eastern Nigeria (Ojewale, 2021).

Insecurity has made the management of instructional work very difficult in Northwest Geographical Zone, Nigeria. Thus the school insecurity has hindered the smooth running of time-table which enforced to carry out the instructional work, distribution of work among the members of staff, distribution of the prescribed curriculum, teaching and learning process and termly assessment of students. More so, the issue of school insecurity has negatively affected the school and community relationship. The school management and staff no longer feel safe in the community as they usually feel before that they have common interest concerning matters in the schools. The school as well as the community now have varied view contrary to the village heads on matters of security.

O’Malley (2010) posited that the effects of insecurity on education will be felt long after the funerals have taken place, through loss of teachers and intellectuals, flight of students and staff, fear of turning up to class, grief and psychological trauma among students and personnel, damage to buildings, materials and resources, and degradation of the education system through staffing recruitment difficulties and halted investment. The attacks on schools has resulted in the killing of students, teachers and destruction of school facilities (consist of buildings, playgrounds sport field, outdoor equipment, housing areas, classrooms laboratories, workshops and libraries) and closing down of schools for a very long period in the aforementioned states already marked as educationally backward.

Again, insecurity has render the school managers incapacitated as school records that are kept in schools for the historical as well as contemporary information are damaged. The Boko Haram and banditry attacks was not only related to Katsina State, the act was equally extended to Kaduna, Kano and Zamfara States, where schools were intentionally attacked to the point where the school record written and kept safely to provide information of what happened previously and what is happening now in the school to ensure its continuity are destroyed by various means such as bombing, burning, etcetera. The fear of school attack and the attention given to Kankara school abduction has reached the level of moral panic. This study therefore assessed the impact of insecurity on the management of public secondary schools in Northwest Geographical Zone, Nigeria.

1.2     Statement of the Problem

School insecurity has become pervasive and highly devastating in Nigeria today. Often times, the armed groups threaten students and teachers and bomb and burn schools in the Northwest Geographical Zone. For instance, on 11 December 2021, about 523 boys were abducted from the Government Science Secondary School in Kankara Local Government Area (LGA) of Katsina State. In school attack, teachers as well as students are sometimes maimed, injured and killed, while school buildings and materials are destroyed by various means such as bombing, burning and so forth. This climate of insecurity has seriously retarded the management of schools, and in places even stopped, the crucial task of educating learners. Even when schools continue operating, students may not attend after a threat or an attack. Each incident affects the risk assessment that parents and students undertake nearly every day.

Regardless of the motivation for attacks on teachers, students, and schools in Northwest Geographical Zone, their effect is devastating and far-reaching: parents are afraid to send their children to school, teachers are afraid to teach, and schools are shut down. Education providers—the government and NGOs are forced to withdraw from insecure areas or are unable to expand to areas that desperately need them. In every respect, girls, who have much more limited access to education to begin with and who are typically the first to be pulled out of school because of insecurity, are disproportionately affected.

School insecurity affects the entire school and every student by influencing the management of instructional work, learner’s readiness and capacity for learning; hiring and retention of teachers, managers, and other school staff; the openness and accessibility of the school; student rights to privacy; the physical building and grounds, and the quality of learning environment more generally. As a result of school insecurity, education lacks its quality, the few available facilities were damaged, there is no harmony and good relationship between school and the community, and school records were burnt and damaged.

The problem is particularly acute outside of larger urban areas and off major roads, although early 2020 saw new attacks on previously secure schools. In Northwest Geographical Zone, where a new rash of abductions and targeting of students and schools has directly put schools in the line of fire, insecurity has cast an even more serious pall. Yet it is impossible to gauge the exact impact of insecurity on management of Public Secondary Schools in Northwest Geographical Zone, Nigeria. Thus this research investigates the impact of insecurity on the management of public secondary schools in Northwest Geographical Zone, Nigeria.

1.3     Research Questions

The following research questions were raised in the study:

  1. What is the impact of insecurity on the management of instructional work in Northwest Geographical Zone, Nigeria?
  2. What impact does insecurity have on the management of school and community relationship in Northwest Geographical Zone, Nigeria?
  3. What impact does insecurity have on the management of school climate in Northwest Geographical Zone, Nigeria?
  4. What is the impact of insecurity on the management of school facilities in Northwest Geographical Zone, Nigeria?
  5. What impact does insecurity have on the management of school records in Northwest Geographical Zone, Nigeria?

1.4     Research Hypotheses

The following null hypotheses will be tested at 0.05 level of significance:

H01:     There is no significant impact of insecurity on the management of instructional work in Northwest Geographical Zone, Nigeria.

H02:     There is no significant impact of insecurity on the management of school and community relationship in Northwest Geographical Zone, Nigeria.

H03:     There is no significant impact of insecurity on the management of school climate in Northwest Geographical Zone, Nigeria.

H04:     There is no significant impact of insecurity on the management of school facilities in Northwest Geographical Zone, Nigeria.

H05:     There is no significant impact of insecurity on the management of school records in Northwest Geographical Zone, Nigeria.

1.5     Purposes of the Study

This study was set out to:

  1. determine the impact of insecurity on the management of instructional work in Northwest Geographical Zone, Nigeria;
  2. find out the impact of insecurity on the management of school and community relationship in Northwest Geographical Zone, Nigeria;
  3. assess the impact of insecurity on the management of school climate in Northwest Geographical Zone, Nigeria;
  4. ascertain the impact of insecurity on the management of school facilities in Northwest Geographical Zone, Nigeria; and
  5. find out the impact of insecurity on the management of school records in Northwest Geographical Zone, Nigeria.

1.6     Basic Assumptions

The study is premised on the assumptions that:

  1. insecurity has hindered the management of instructional work in Northwest Geographical Zone.
  2. insecurity has negatively impacted on the management of school and community relationship in Northwest Geographical Zone.
  3. insecurity has impact on the management of school climate in Northwest Geographical Zone.
  4. insecurity has impact on the management of school facilities in Northwest Geographical Zone.
  5. insecurity has negatively impacted on the management of school records in Northwest Geographical Zone.

1.7     Significance of the Study

Findings of this study will be significance to the government, educational planners, principals, teachers, students, parents and the society at large. It will provide empirical information that will enable the government, educational planners, principals, teachers, students, parents and the society at large to gain better understanding of the state of insecurity in Northwest Geographical Zone, Nigeria. Such information and knowledge will guide the government in their subsequent plans and projection for schools.

The government will from the study be better informed of the state of insecurity in schools as well as how it affect the management of instructional work. The information provided will guide them in taking proactive security measures in place in order to secure schools in Northwest Geographical Zone, Nigeria.

From the findings of the study, educational planners will be properly guided when planning for the instructional work of secondary schools in Northwest Geographical Zone, Nigeria. By identifying and highlighting some constraints faced by school heads in the management of school climate, and by providing suggested solutions to the problems, school heads will gain insight into some aspects of their school insecurity problems and be placed in a better position on how to solve them.

Principals will also benefit from the findings of the study on an important aspect of their school life they may have been neglecting. The understanding which the result of the study will provide may serve as an eye-opener on the relevance of school and community relationship in tackling the problem of insecurity in schools.

Teachers will immensely benefit from the findings of this study as it will bring about their improvement, which will consequently make the school environment more conducive for teaching, learning and habitation by students.

Students in Northwest Geographical Zone, Nigeria in particular will immensely benefit from this study because the resultant awareness of the value and security of schools will build back the confidence of students in school security. This will also rekindle the waning interest of students in school attendance and learning. Students that have dropped out of school as a result of insecurity will be encouraged to returnback to school.

The world of academia, will benefit from the contributions which thefindings of this study will make to the corpus of knowledge as it will provide information and data base for discussion, citation and further academic researches.

The parents and the society at large will through this study get to understand the various impact of insecurity on the management of management of public secondary schools in Northwest Geographical Zone, Nigeria and will be better placed to complement the effort of the government to provide security to schools within their locality.

1.8     Scope of the Study

This study investigates the impact of insecurity on the management of public secondary schools in Northwest Geographical Zone, Nigeria. Hence, subject for the study are the principals, teachers and Ministry of Education Officials in the Northwest Zone, consisting of Jigawa, Kaduna, Kano, Katsina, Kebbi, Sokoto, and Zamfara States. The study will be delimited to the impact of insecurity on the management of instructional work, school and community relationship, school climate, school facilities, and management of school records in Northwest Geographical Zone, Nigeria.

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STUDY HABIT AND TYPES OF HOME

INFLUENCE OF STUDY HABIT AND TYPES OF HOME ON STUDENTS’ ACADEMIC PERFORMANCE IN OGBOMOSO NORTH LOCAL GOVERNMENT OF OYO STATE

ABSTRACT

Study habits are an individual ability. Some children like to read alone, some in a group, some read aloud and some silently; there is no strict yardstick to measure the type of study habits. Many students are unsuccessful in their examinations not because they are short of knowledge or ability, but because they do not have adequate study habits and study skills. Home as the first socialization unit which the child has continuous contact and it is also most powerful medium by which our value system develops. The present study was conducted on 150 senior secondary school II students to find out the influence of study habits and types of home on the students studying only in government schools as well as students belonging to either nuclear or extended family. Study habit and types of home influence questionnaire (SHTHIQ) was used to collect the relevant data. Mean, S.D.and t-test were used to analyze the data. It was observed that at 0.05 level of significance, there exist a significant relationship between study habit, home types and students’ academic performance.

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Education is the process through which an individual is developed into individuality and a person into a personality. Each person is different from the other and every individual has some unique potential in some field or the other. Education doesn‟t simply refer to the number of years an individual spends in a school. It refers to the change in behavior, attitude and culture brought about in the individual as a result of his having undergone education during a particular period. Thus, the main characteristic of any educational process is to bring about the best in the individual. Educational activities are geared towards ensuring that students achieve mastery of educational objectives. In school , the extent to which these objectives have been achieved, is determined by their level of peer pressure, time management as students‟ success are reflected in their academic performance (Ashish, 2013).

Today‟s world is moving in a speed which was unheard in the past. Everyone wants to excel. Individual‟s success affects personal and social dimensions of life. In this regard, academic performance is one of the major factors that influence individual‟s success in any educational setting. It is any body‟s guess that good habits and skills will help us to promote efficiency in our tasks. In education, proper study habits and skills entail to proficiency as well as high quality of learning (Dehghani & Soltanalgharaei, 2014). Productive study requires conceptualization and intention. It could include some skills such as note-taking, observation, asking question, listening, thinking and presented idea regarding discovering new information. Thus, learner should be interested in learning and must be able to apply needed skills. On the other hand, inefficient study leads to waste of time and learner‟s energy (Hashemian & Hashemian, 2014).

Study habits and skills like other skills can be taught and learnt. Accordingly, educational researches intend to find out effective ways to improve students‟ study habits, and most suitable age of learners where they can learn those skills.

Study habit therefore, refers to the student ways of carrying out the task of studying by using various techniques and ways in the field of study to keep him afloat along with the wise use of his/her time in studying. Either the study habit is systematic or unsystematic there could always be an impact to student’s academic performance.

The concept of study habit comprises of study attitude, study method and study skill. Attitude towards study has great contribution in academic achievement and good study pattern. Successful students adopt positive attitude towards study and do not waste time or energy”. There are different studies which have studies study habits as a correlate of academic achievement. Anwar (2013) conducted a study to investigate the degree of relationship between study habits and academic achievement of senior secondary school students of Luck now city of

U.P. (India) and found that the academic achievement of the students having good and poor study habits differed significantly in favour of those who has good study habits.

Research indicated that in higher education institutions, academic success will increase by focus on some kind of interventions directed towards learning strategies, study skills, and study behaviors such as time management, using information resources, taking class notes, communicating with teachers, preparing for and taking examinations.

Ashish (2013) opines that if students must ensure academic success throughout the entire year, it is important to ditch bad study habits and establish good ones. He further maintains that no matter what age or academic level, employing effective study strategies can make all the difference between acing a class, barely passing or worse and failing miserably. She admits that many of today‟s most common study methods or habits can lead to utter disappointment despite best efforts and intentions. To Ashish (2013), knowing exactly what does and does not work on a personal level, even tracking study patterns and correlating it with related grades and then proactively creating a study plan and schedule around the proven effective methods, is the most powerful study tool of all.

Generally, study habits can be classified into two-good study habits, and bad study habits. Good study habits according to Katelyn (2013) are sometimes referred to as positive or productive study habits. As the name implies, they are those pleasant study habits which have the tendency to improve the academic performance of students or that seem to produce good results. They are the study habits which make students successful in their studies after developing and applying them throughout their academic career.

Good study habits occur as a result of practice and knowing what methods are most effective for you as a student. When studying, stay away from distractions, such as the computer. Instead of procrastinating, work on a long term assignment daily, instead of studying the night before, study a little each night. Review what you learned in class every day when you get home, before starting homework. Also, a good tip is to review what you did in class the previous day at the beginning of class when you have a few minutes before the teacher starts talking. By learning the ways that you learn the best, you will be successful in your studies.

Katelyn (2013) therefore, identifies fourteen positive or good study habits which students can employ in order to improve their academic performance. They are: attending all classes, reviewing your notes daily, reading material prior to it being covered in class, study daily, have at least one conference with the professor, develop and learn a word list for the course, read materials to improve your background in the course (other than text), attend help session, attend learning resource lab when available, develop a list of possible questions, ask questions in class, study an old exam (when available), avoid a last minute cram session, and sleep at least 8hours the night before exams commence.

However, bad study habits generally range from procrastination, truancy, not taking note, selective reading, studying while watching television or what is generally regarded as distractive study etc. Nikki (2013) identifies bad reading habits to include studying with friends, listening to loud music, studying in uncomfortable conditions, cramming, etc.

There are several factors that tend to affect students study habits. Anything can affect students‟ study habits. Their ability to study and concentrate can be increased by finding a quiet place where they can concentrate.

Distractions such as phones, chat rooms, TM and text messaging, TV, video games, music and computers can all decrease students‟ ability to learn. Whatever is going on around and within a student‟s own mind is going to affect his study habits.

According to Cerna & pavliushchenko (2015), study habits can be affected by factors such as:

  1. Age of a student
  2. Home environment
  3. Studying materials
  4. Television and computer games
  5. Social network (face book)
  6. Students‟ determination and aspiration
  7. Financial and economic status of parents
  8. Surrounding such as entertainment center, games center
  9. The rule of the schools
  10. The teaching style of teachers
  11. The leisure of the students
  12. Some activities in schools
  13. Availability of library
  14. The nature friends and peer group
  15. Assignments and homework restriction
  16. Students‟ parents educational background
  17. Parents not interested and supportive in helping their children study
  18. Household chores
  19. Family problems
  20. Procrastination and poor time management
  21. Students‟ comfort level
  22. The noise level
  23. The lighting level and the availability of items that might be necessary to study or to enhance

The issue of the upsurge of academic failure among the youths is a menace that has stirred both the government and stakeholders in the face. There is a consensus of opinion about the fallen standard of education as a big problem that is hindering the posterity of the nation in terms of man power resources. Most students in secondary school experience academic problem that manifests itself in the form of poor academic performance. Many educational authorities have sought to find out the reasons for the downward trend in the academic achievement of secondary school students.

The family, being a powerful influence on the child and its importance as a primary agent of socialization could in no doubt enhance or hinder the academic achievement of the child depending on the social climate in the family. Variance in psycho-social emotional fortification in the monogamy and polygamy family background could be an indicator to high or low academic performance of students. Research on this aspect has not been exhaustively looked into in Nigeria where the two types of family system is actively practiced bearing in mind the intervening effect of high and low socio-economic status and emotional stability of students which is a pre-requisite to academic achievement.

Wholesome maximum development of the child is the primary concern of any established educational system. Varied views have been advanced regarding this optimum wholesome development and ways of attaining it. Despite differences of views, there is agreement on one point that academic achievement of the individual is the most important component of wholesome development. However, the goal of education cannot be restricted merely to develop the competence only in the student. In fact, it aims at developing the well-integrated person so as to enable him to get adjusted in the society. Hence, the aim of education may be put as bringing out broad personality changes in the individual which includes attitudes, interests, ideals, ways of thinking, work habits, personal and social adaptability etc. besides imparting subject matter knowledge to him. The education of a child starts at very young stage in the family. The parents are the first teachers of a child. This education is called informal education. The education plays the role of an instrument of social change which is imparted to the children initially it the home environment. Here, it is of great consideration that the socio-economic status (Socio-economic status of parents‟ means educational level of parents, the income of family, environment in the family and standard of living of the family) of parents plays an important role in the academic achievement and social behavior of the students.

In home environment there are a number of factors which contribute towards the wholesome development of the child namely, staying facilities, means of recreation, parental personality, administrative and supervisory policies at homes, humanistic relations and democratic discipline among the family members etc. All these factors help in creating conducive home environment for learning and development. The income of family, education level of parents, the quality of life in family, home environment and standard of living influence the educational and social development of children.

The family is the child’s first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant persons in the family.

Family structure suggests whether a family is intact or broken. A broken family in the context of this research work is a family that has split or separated for various reasons such as death of a parent, separation, divorce or abandonment that may lead to children being raised by single parents, stepparents or relatives. On the other hand, an intact family refers to a family in which both biological parents are present and living together in the home.

The intactness of a family may not necessarily mean that it functions well or that the children are being well catered for, as all manners of normal conflicts and problems as well as life threatening issues do occur in intact families as well. Structural analysis of families is important because family is the most important and informal socializing agent that moulds the child in society and the future of the child depends upon it. It helps children to recognize and achieve important societal goals. Impliedly, family setting and background play important role in strengthening or upsetting student‟s academic performance. The purpose of this study is to examine the probable contributions of family structure to the academic performance of secondary school students in Ogbomoso North Local Government Area of Oyo State.

It is appropriate to say that families are different in terms of various factors – socioeconomic status, level of education, size, cultural background, parental involvement in both academic and extra-curriculum activities of the children, domestic issues, organizational and physical closeness, and so on – that affect student’s academic performance.

In the same vein, socio-economic background is another factor that may affect academic performance of students. This background refers to the parent’s educational attainment, occupation, level of income and social class placement. When a child’s needs are not properly addressed, his learning ability could be affected due to lack of motivation.

Generally, the home has been identified as an overwhelming factor affecting students‟ performance academically. It would appear, then, that broken homes may present a very serious danger to the emotional, personality, and mental adjustment of the young adolescent. This impinges on students‟ academic achievement.

How a student takes his or her studies, greatly determines his/her level of academic achievements. The level of preparation and learning strategies developed and employed consciously by students, go a long way to influence their level of academic performance (Ebele & Olofu, 2017).

Thus, study habit is one of the greatest students or learning factors that hugely influences students‟ academic achievements. If undermined by students at all levels, teachers, administrators, parents and guardians, school counselors and the government, then, the trend and menace of students‟ abysmal performance in both internal and external examinations would continue to boom and become more devastating and alarming(Grades are certainly the most well-known indicator of academic performance. Grades are the student‟s “score” for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance an instructor opinion of the student as well. Grading systems vary greatly by county and school; common scales include a percentage form 1- 100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above. Academic performance is a key aspect of educational system. It is a yardstick through which students’ progress, teacher`s effectiveness and over all educational standard is determine. It could be defined as the ability of the students in school work which meet or exceeds the expected grades. Study habits are usually defined as students‟ ability to manage time and other resource to complete an academic task successfully. „Study habit‟ is the amount and kind of studying routines which the student is used during regular period of study occurred in conducive environment.

According to Cerna & Pavliushchenko (2015), academic performance refers to the outcome of education; the extent to which the student, teacher or institution have achieved their educational goals. Academic performance is the ability to study and remember facts and being able to communicate one‟s knowledge verbally or written on paper (Answers, 2010). In the context of this study, academic achievement refers to the extent to which students have achieved mastery of the objectives of the subjects they are exposed to in school. According to (Aremu and Sokan 2003) academic achievement has been observed in school subjects‟ especially Mathematic and English language among secondary school students. The trend of poor achievement of secondary school students has also been confirmed by the West African Examination Council (WAEC). The WAEC result analysis for the years 2007, 2008, 2009, 2010 and 2011 revealed the following statistics of the performance of Nigerian student in secondary schools in public examination. The percentages of students who passed during the years were report to be 22, 54, 13.76, 22.54, 24.94, and 25.99 percent respectively. That is, on the average, less than a quarter (21.94 percent) of the students that sat for the May/June West African Senior Secondary School Certificate Examinations obtained credits in five subjects including English and mathematics during the five years (WAEC, 2007-2011).

According to the West African Examination Council Zonal Coordinator, revealed the statistics of the 2012/2013 WAEC. A total of 324, 998 candidates registered for the Examination 168,835 are Males: while 141,242 are Females: candidates who registered for the WAEC examination. Withheld results, the results of 51,876 candidates, representing 16. 73% of candidates are being withheld by the WAEC Board, based on various reports, mostly for these candidates alleged involvement in examination malpractice, while another Statistics shows that a whooping number of 250,487 candidates representing 80. 78% have 2 credits and above, while 217,161 candidates, representing 70. 03 of the total 2012 WAEC candidates, have three credits and above. Several factors have generally been identified as causes of poor academic performance. Morakinyo (2003) believes that the falling level of academic performance is attributable to teachers‟ non-use of verbal reinforcement strategy. Welsh (2007) also found that the attitude of some teachers to their job, poor teaching methods and the like influence students‟ academic performance.

Academic performance is a key aspect of education system. It is a yardstick through which students‟ progress, teacher`s effectiveness and over-all educational standard is determine. Academic performance can be measured through some instruments (Sikhwari, 2014) such as examination and test and the marks, grades and percentage obtained are giving as the results (Awan, Noureen, & Naz, 2011). This result is, what is used to determine student progress, teacher`s effectiveness and the standard of education. Academic performance of students is conceived as the reflection of their ability in academic work (Okeke, & Attah, 2010). Olibie and Ezeoba (2013) see it as how well a student performs in test and examination. The scores of the students indicate their performance which could be either low or high depending on the standard that is set. Student’s score that meets the standard or is above is said to be good or excellent performance and scores below is a poor performance. Ashish (2013) defines poor academic performance as a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard

Academic performance of a student is a key to educational progress. It determines whether the student will be due for admission, promotion and transition or not (Nyagosia, et al 2013). One other thing tie to academic performance is that it indicates teacher’s effectiveness. Akiri (2013) submits that academic scores of students` are predictors of teachers` effectiveness. This means that high academic performance of students indicates the teacher is effective while poor academic performance indicates teachers` ineffectiveness. The view of Olorundare (2011) is in that direction but, noted that a student could possibly have a good grade in a class of ineffective teacher likewise, in a class an effective teacher, a student could possibly fail. Factors that contribute to teachers‟ effectiveness according to Oredein (cited in Akiri, 2013) includes; teachers relationship with students, teaching experience and qualification, which influence on teaching and learning could be positive or negative that would in either good or poor academic performance (Akiri, 2013). Academic performance of student has been used to describe the quality or standard of the educational system. The prevailing poor performance of students in school and public examination has been seen as the outcome of poor quality of the educational system in Nigeria. Educationist such as Olorundare (2011:4) doubt if the poor performances of students as witness now is not “a reflection of the institutional and structural qualities in the schools.

1.2     Statement of the Problem

Most students in Nigerian secondary schools are in greater risk of poor academic performance in both internal and external examinations (WAEC and NECO). For instance, the available records of WAEC result analysis from 2005- 2011 show a continuous decline in students overall performance in school certificate examinations.

Government, parents, teachers and students blame one another for students‟ poor performance in schools. Parents blame teachers for lack of dedication to duties. The teachers blame government for poor salaries hence they are poorly motivated, parents also accuse government for not equipping the schools with learning materials, government blame parents for not doing good homework and the students are blamed for lack of discipline and dedication to their studies.

In light of the above issues, the outstanding and relevant question is: what is the influence of study habit and types of home on academic performance of secondary school students?

1.3     Objectives of the Study

Generally, the purpose of the study was to find out the influence of students’ study habit and types of home on academic performance among senior secondary school students in Ogbomoso North Local Government.

Specifically, the purpose of the study is to find out:

  1. The influence of parental level of education on academic achievement of senior secondary school students.
  2. The influence of family size on students‟ academic
  3. The influence of parental motivation on students‟ academic achievement
  4. Determine the relationship between Students‟ study habit and academic
  5. Examine the relationship between Students’ home type (monogamy and polygamy) and their academic performance.

1.4     Research Questions

The study will provide answers to the following research questions:

  1. What is the influence of parental level of education on students‟ academic achievement?
  2. What is the influence of family size on students‟ academic achievement?
  3. What influence does parental motivation have on students‟ academic achievement?
  4. What is the relationship between Students‟ study habit and academic performance?

1.5     Research Hypotheses

The following hypotheses will guide the studying and will be tested at 0.05 level of significance

  1. There exists a significant relationship between parental level of education and students’ academic achievement
  2. There exists a significant relationship between family size and students’ academic achievement
  3. There exists a significant relationship between parental motivation and students’ academic achievement
  4. There exists a significant relationship between Students‟ study habit and students’ academic achievement.

1.6     Scope of the Study

There are many factors affecting the academic achievement of students but this study will only investigate study habits and the home environment or type. Besides, this study will examine only some selected secondary schools in Ogbomoso North Local Government of Oyo State in which data will be collected from samples of Population.

1.7     Significance of the Study

Theoretically, the findings of this study are considered significant because it can help in providing empirical information in identifying and explaining the various study habit and types of home variables and the influence of the variables on students‟ academic performance. This will help in better understanding of the phenomenon. Moreover, it is expected that the findings will help to explain the functionality of the theoretical postulations Maslow‟s motivational theory. According to Maslow, motivation is very important in learning, and a learner under motivated condition, exhibits purposeful behaivour aimed to achieving the set goal. The students is motivated to learn when their physiological need like shelter, food, water, rest and safety needs like love and belonging.

The satisfaction of these needs leads to the quest to satisfy higher needs which boarder on self- esteem and self- actualization. The understanding of this theory especially as it relates to students teachers and parents would be of particular significance to researchers in the field of education and family studies.

Practically, the finding of this study will be useful to the following: the teachers, students, parents, school guidance counselors, Parents Teachers Association (PTA), educational administrators and the society at large.

The finding of the study will be of immense help to the teachers. The teachers will realize the necessity of individualizing their teaching by structuring their teaching methods and instructional resources to take care of the divergent parental backgrounds of the students.

This method may yield more positive result than the traditional system which assumes that all children have similar family background. The findings of the study will also help teachers to exercise patience with slow-learners as they vary methods of instruction to accommodate divergent family background.

The findings will be of immense importance to students. The students will realize that their poor performance might not necessarily be their fault alone, especially those from low status families. Such knowledge will go a long way to reduce frustration in the students and also reduce drop- outs which occur as a result of frustration. Rather, the students should be made to adjust and help themselves by studying hard at home and also make proper of the books and materials that are provided for them at the school library.

Through the findings of this study, parents will realize the importance of improving their educational standard so as to influence their children‟s academic performance. Parents will also understand the need for them to improve their socioeconomic status so as to be able to provide the necessary motivation in form of learning materials and other things which will enhance their children‟s learning and their academic performance. They will equally acknowledge the importance of positive motivations and encouragement and provide some, by making the family environment more conducive for their children.

The school guidance counselors will also benefit from the findings of this study.

They will be in position to guide and counsel students in the area of personal social interactions, academic performance and career choice.

The findings of the study will help Parents Teacher Associations (PTA) of schools in promoting the academic performance of student. This is because at PTA meetings, parents know their functions and responsibilities at home, to help solve their children’s problems both home and school environment.

The findings of the study will be of immense help to educational administrators.

They will use the findings in the formulation of policy that will regulate equal educational opportunities for all children irrespective of their family background in the distribution of equipment, facilities and amenities to schools.

The findings of this study will help the society at large in identifying how family environmental variables such as what parents’ level of education, parents’ income, parents’ occupation, parents’ motivation and family size on student‟s academic performance. This will act as a check on increasing low academic performance among students, occasioned by the fact that some parents, teachers and counselors do not have adequate knowledge/input required of them.

1.8      Definition of Terms

Influence: An effect of one factor on the other.

Study: Ability to apply the mind to learning or understanding of a subject especially by reading.

Habits: The tendencies or dispositions to study and read in a certain or particular way.

Home Type: In this study, it refers to the family where the students are brought up.

Achievement: Refers to the grades both per subject and overall that the students obtain in test and examination. It‟s also refers to performance.

Motivation: Refers to being neither intrinsically nor extrinsically motivated to perform an activity

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E-LEARNING IN NIGERIAN UNIVERSITY EDUCATION

PROSPECTS AND OF E-LEARNING IN NIGERIAN UNIVERSITY EDUCATION USING NATIONAL OPEN UNIVERSITY OF NIGERIA AKURE STUDY CENTER

ABSTRACT

This study was designed to investigate the Prospects And Challenges Of E-Learning in Nigerian University Education, a case study of National Open University of Nigeria Akure Study Center. The design of the study was questionnaire, specifically Frequency count, Percentage, Mean, t-test and ANOVA look into the Prospects And Challenges Of E-Learning in Nigerian University Education with a view to find out the area of strength and weakness in Computer usage .upon identifying weakness ,the study aimed at providing recommendation for improvement. 140 students and staffs participated in the study by providing data which was sought through the use of questionnaires. The instrument required information on Computer training background competence and literacy level of the Students and Staffs. Result level shows that acquaintance level necessary for the use of e- learning facilities by students were very high and Inability to operate computer and internet devices makes e-learning boring to National Open University of Nigeria students. Although, some staff and student of NOUN don’t know how to operate computer and learning new software’s to enhance e- learning does not waste student/staff time but inequality of access to technology is the prior challenges of e-learning among the student of NOUN. Also, E-learning is alternative to the face-to- face teaching method; E-learning complements face-to-face teaching method, and increased collaboration learning and interaction. There are significant challenges and prospects of E-learning in Nigerian University education such as inappropriate maintenance, no stable internet provider to support easy and fast learning and teaching, and this problem can be alleviated since there is no any significance difference between education via electronic means and conventional means if Government can. To counter the effect of challenges, Nigeria education can be ascertain if Government make internet accessible, provide adequate personnel on maintenance and finance e- learning.

CHAPTER ONE

INTRODUCTION

 1.1     Background to the Study

E-learning refers to the use of ICTs i.e. Information and Communication Technology to enhance and support teaching and learning process. E-learning ranges from the way student use e- mail and accessing course work online while following a course on campus to programs offered entirely online. Advances in ICT have revolutionized higher education in many ways like increasing access to post-secondary instruction, improving the availability of educational resources, facilitating meaningful interaction among learners, outmoded educational system and as such better prepare students and the average citizen for the information age, and or accelerate national development efforts (Albirini, 2006).

The term e-learning is not a new phenomenon in promoting education in some parts of world. Presently, some institutions in Nigeria are using it to promote distance education (DE) and life long learning. E-learning according to Sale (2002), is the use of electronic technology to deliver education and training applications, monitor learner’s performance and report learner’s progress. Hedge and Hayward (2004), defined it as an innovative approach for delivering electronically mediated, well-designed, learner-centered and interactive learning environments to anyone, anyplace, anytime by utilizing the internet and digital technologies in concern with instructional design principles. It is all about learning with the use of computers. In this age, learning with the use of computer is simply online ways of acquiring knowledge through the internet or through the offline – CD-ROM; the online involves the use of Internet Explorer/Navigator. It may be in form of Audio, Visual, and or Audio/Visual. The process and applications of e-learning technology include computer-based learning, web-based learning, virtual learning, blended learning, hybrid models, internet learning, networked learning, Tele-learning, computer-assisted learning  and online classroom and digital collaboration where contents is delivered via the internet, intranet/extranet, audio and or video tapes, satellite TV and CD-ROM (Arbaugh, 2000; Achuonye, 2004; Ukoha, 2007).

In Nigerian schools, the commonest type of e-learning adopted is in form of lectures note on CD-ROM which can be played as at when the learners desires. The challenge of this method is that the numbers of students per computer in which these facilities are available are un-interactive as compared to when lectures are been received in the classroom. Some institutions adopted the use of intranet facilities; however, this is not well maintained because of incessant power problem and high cost of running generating set. Most students in Nigeria go to the cyber café but because there are people of diverse intension on the net at the same time, and the bandwidth problem, a multimedia interactive cannot be done. Despite all these and other challenges facing e-learning in Nigeria educational institution, institutions such as University of Ibadan, Obafemi Awolowo University, University of Benin, University of Abuja, University of Lagos, National Open University of Nigeria among others has the facilities for e-learning. The number seems very low (compared to other parts of the world and the usefulness of the e-learning in the economy development) because of location of most institutions, bandwidth issue and mostly the challenge of electricity. Though most of the educational institutions (private and public) have started setting up their ICT centres for internet services alone without actually taking into consideration other components of e-learning centre.

The focus of this research work is to find out the challenges and prospects of e-learning in National Open University of Nigeria ( NOUN ) , Akure study centre, therefore it is of paramount necessity to take a look into the foundation / history of National Open University of Nigeria (NOUN ) as well as her mode of Operations and her academic activities.

The National Open University of Nigeria (NOUN), was established in July, 1983, by an Act of the National Assembly as the first distance learning tertiary institution in Nigeria when it became crystal clear to the then Federal Government that the ever growing demand for education by her people cannot be met by the traditional means of face-to-face classroom instructional delivery. The institution was closed down few weeks after its establishment and the Act that established the University was suspended in 1984 by the then Federal Military Government that overthrew the civilian government. Many years after the closure, the compelling reasons that informed the earlier establishment of the university as well as the need to fill the gap created by the Federal Government clamped down on mushroom outreach study centers of many conventional universities all over the country and the need to take advantage of emerging developments in the field of ICTs which have revolutionalized the techniques and methods of instructional deliveries in the distance learning mode necessitated the reactivation of the suspended NOUN Act of 1983 in 2002. This paved the way for the resuscitation of the NOUN.

Keegan (1998) once said of Online-education as being “Characterized by the separation of teachers and learners which distinguishes it from self study and private tutoring, the use of a computer network to present or distribute some educational content, the provision of two-ways communication via a computer network so that students may benefit from communication with each other, teachers, and staff ”, linking it with the description of e-learning which Arbaugh, 2000; Archuonye, 2004 and Ukoha, 2007 said, “ e-learning implies the abilities of people to use information technology and the internet to learn improve their learning skills and strengthen their capabilities in the information society ”.

The emergence and proliferation of new information and communication technologies (ICT), had introduced an unstoppable revolution into education particularly in the areas of teaching and learning. The Internet and the web have further raised the revolutionary tempo especially through the enhancement of e-learning. For most open and distance learning providers, e-learning had added another dimension to the issue of access. While Open and Distance Learning, ODL, itself is hailed by nations as bailing them out of the problem of providing access to education to the masses, e-learning is further extending the frontiers by further removing distance from education and helping individuals who can, to access education anywhere, anytime, at their own pace and at any place. E- Learning or On-line education offers students excellent opportunities for individual communication with their study materials, study resources, and their tutors. It is the interactive exploits technology and communication systems to improve the learning experience. It has the potential to transform the way we teach and learn across the board (i.e.24 hours / 7 days) throughout the year. It can raise standards, and widen participation in lifelong learning. It is important to bear this in mind that E- learning as learning facilitated online through network technologies involves the utilization of virtual technologies in the practice of teaching, learning and assessment (Lee, Hong and Ling, 2002) and at National Open University of Nigeria, e-learning activities started with the most basic use of audio tapes and progressed to the use of CD-ROM, interactive videos and now, the university has a most standard e-learning laboratory using one of the best Learning Management Systems, LMS.

The National Open University of Nigeria, NOUN, sprang from the ashes of the defunct National Open University, which was abruptly closed down by a military government in April 1984, barely one year after its establishment. In the year 2000, after an international workshop co- hosted by the Commonwealth of Learning, COL, and the Nigerian Federal Government, the years 2001 – 2010 were declared a decade of open a distance learning in Nigeria. Thereafter, a time-line was drawn for series of activities and implementation strategies. One of such strategies was the resuscitation of the defunct Open University which now had to be re-named National Open University of Nigeria (NOUN). Electronic learning which is basically the use of Information and Communication Technologies (ICTs) to enhance and support learning / teaching and research (Eteng and Ntui, 2009). It was clear in the mind of the planner’s right from the beginning that e- learning or on-line learning would play a major role in the teaching and learning delivery system of the university.

The National Policy on Education (FRN, 2004. Pg 17) places emphasis on the provision and utilization of Information and Communication (ICT) when it states that “In recognition of the prominent roles of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate Information and Communication Technology (ICT) into education in Nigeria”. Educational institutions are getting more interested in improving their programme with ICT tools and applications to introduce flexibility in the teaching and learning process.

The following gives step-by-step description of the e-learning activities of the university i.e. National Open University of Nigeria.

Objective:

The main objective of the NOUN e-learning efforts is to encourage staff and students of the university to adopt an innovatory approach to educational provisions and instructional deliveries and imbibe the culture of using technologies to support such provision and deliveries.

Specific objectives:

Some of the specific objectives are:

  1. To sensitize staff and students of the university towards the use of e-learning
  2. To develop capacity in e-learning and provide leadership in this aspect of ICT utilization in Nigeria and within the West African sub-region.
  3. To raise general awareness of the academic community of e-learning
  4. To provide systemic and continuous support for staff and students in the use of e-learning
  5. To initiate a culture of innovation which will lead to experimentation in educational
  6. To include e-learning in the portfolio of teaching and learning tools at
  7. To establish and disseminate good practice in this area of teaching and learning in Nigeria and within the West African sub-region.
  8. To provide, as part of the university’s strategic plan, a sound infrastructure for the development and delivery of e-learning tools and services.

1.2     Statement of the Problems 

The call for utilization of e-learning in various educational sectors / unit on instructional delivery is to infuse and inject efficiency and effectiveness in Curriculum implementation. However, in developing countries like Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and email facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others. Other studies indicates that there is dearth of professional trained and skills teachers for e- learning, lack of facilities, infrastructures and equipments (Jegede and Owolabi, 2008).

It is against this background that the present study is to be carried out to determine the extent of various challenges facing e-learning as well as to examine its prospects and benefits to the education industry if well utilized.

1.3     Purpose of the Study

The purpose of this study is to investigate and identify the challenges and prospects of e- learning in Nigerian university education using National Open University of Nigeria, Akure Study Center as a case study and to recommend possible solution.

1.4     Research Questions and Hypotheses 

Research Questions:

In trying to find solutions to specific problems arising from e-learning, the following research questions were asked.

  1. Are students really acquainted with the required knowledge necessary for the use of e-learning facilities?
  2. What is the attitude of students and staff of NOUN to the use of e-learning facilities towards teaching and learning?
  3. Does National Open University of Nigeria have enough e-learning facilities and equipments?
  4. To what extent is the e-learning facility being used towards the achievement of teaching-learning goals in NOUN?

Research Hypothesis:

H01:      There are no any significant challenges and prospects of E-learning in Nigerian University education.

H02: There is no significant difference between education via Electronic means and conventional means.

H03: There are no significant impacts of e-learning towards academic performance of students’ achievement in NOUN.

1.5     Delimitations of the Study

This study will focus on almost all selected departments across all faculties/schools in the National Open University of Nigeria, Akure Study Center, few of these schools are:

  1. School of arts and Social sciences;
  2. School of Agricultural sciences;
  3. School of Education;
  4. School of Earth Sciences;
  5. School of Law;
  6. School of Management Sciences; and
  7. School of Science and
  8. Theology and psychological study
  9. Research study
  10. Counseling and Business study

But the faculties and range which will not be able to cover with this research are as follow:

  1. School of medical
  2. School of applied science
  3. Space and Marine school

This is because much of practical work is required and can best be achieved with hands-on learning.

1.6     Significance of the Study

An attempt to embark on this study might provide a diagnostics basis for solving problems or challenges facing e-learning as well as knowing the prospects of e-learning in Nigerian university education. It might also help to change the altitude of students as well as teachers/lecturers towards e-learning. Also, it will find out the role of Government to the development of e-learning through the provision of e-learning equipment.

In addition, it will make the teachers/lecturers, Students and government to be aware of the challenges and prospects of e-learning in Nigerian university education.

1.7     Definitions of Terms

Prospects: Prospects is from the Latin word prospective which means “a view or outlook”. A prospect is a way of looking ahead and expecting good things, a possibility that something fabulous or great will happen. It is like potential in that it is something that might be but is not yet. There is also the potential for something bad to happen, but prospects usually look good.

Challenges: Challenges refers to a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.

E-Learning: E-learning refers to electronic learning. This means using a computer to deliver part, or all of a course whether it is in a school or a full distance learning course.

Education: Education refers to the process of receiving or giving systematic instruction, especially at a school or university. The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgement and generally of preparing oneself or others intellectually for mature life.

University Education: This refers to an optional final stage of formal learning that occurs after secondary education. It is otherwise known as higher education, post – secondary education, tertiary education or third-level education.

Distance Education: Distance education refers to a method of studying in which lectures are broadcasted or classes are conducted by correspondence or over the internet, without the students needing to attend a school or college.

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SOCIAL COST OF EDUCATION AND QUALITY EDUCATION

IMPACT OF SOCIAL COST OF EDUCATION ON THE QUALITY OF PUBLIC SECONDARY EDUCATION IN IGABI LOCAL GOVERNMENT, KADUNA STATE

ABSTRACT

The study investigates the impact of social cost of education on the quality of public secondary education in Igabi Local Government Area, Kaduna state. The objectives of the study are to: determine the impact of school supplies cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State; assess the impact of instructional materials cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State; find out the impact of salary cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State; examine the impact of utilities cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State; and ascertain the impact of regular maintenance cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State. These objectives were transcribed into five research questions and five hypotheses respectively. Survey research design was used in the study. The target population of the study is made up of 360 participants. In all, there are 5 Ministry of Education officials, 14 principals, 341 teachers in Igabi Local Government Area, Kaduna State. A sample size of 3 ministry of education officials, 7 principals and 186 teachers were sampled from Igabi Local Government Area, Kaduna State, making the total of 196 respondents. The instrument titled “social cost of education and quality public secondary education questionnaire (SCEQPSEQ)” was used for data collection in the study. The validated instrument was pilot tested, the reliability co-efficient was determined using Cronbach Alpha statistic and a reliability coefficient of 0.79 was obtained. The data collected in the study was analysed using descriptive statistics; frequency counts, mean and standard deviation to answer the research questions. Kruskal-Wallis was used to test the five null hypotheses at 0.05 level of` significance. Findings of the study revealed among others that school supplies cost had no significant impact on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria. Instructional materials cost had significant impact on the quality of public secondary education in Igabi Local Government Area, Kaduna State. More so, salary cost had significant impact on the quality of public secondary education in Igabi Local Government Area, Kaduna State. Recommendations were made in the study to include that: The Kaduna state government should adhere strictly to the UNESCO benchmark, which calls for investing 26% of the annual budget and 6% of the gross domestic product in education. Kaduna state government in collaboration with stakeholders should give top priority to the finance of instructional materials that make learning more practical and accessible, especially at the secondary school level because it acts as a stepping stone for higher education.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Educational organisations have become throughout the world so complex that they require detailed investigations into their various dimensions. Social costs is one such important dimension. This cost may be in the form of infrastructure creation, salary of teaching staff and non-teaching employees, tuition waiver/scholarship to students and such other heads. From wherever the funds are obtained, it is one of the most important preconditions for making education available, and also augmenting the quality of education provided.

It is even more crucial now that education is widely seen as an investment activity. The cost of education therefore, refers to the cost incurred by the state government for providing education to the citizens (Kumar, 2014). However, the chance of acquiring quality education largely depends on the right funding of secondary education (Lugaz & Grauwe, 2016). Educational cost is also a measure of what a student, an institution of learning, or the public has to give up in order to educate an individual or a group of people. Cost of education may be incurred by producers (educational institutions) or consumers (students and their parents) (Babalola, 1995). In its broad usage, cost implies the resources (money, materials, and men) used up for the operation of a business enterprise (Aghenta, 1993). Cost in education represents the real resources in terms of money and sacrifices that are used up to produce an educated person.

Generally, costs in education are classified into social and private costs. Social costs represent social investment or government expenditures on education while private costs are incurred by the students and their households. Social and private costs are further divided into direct and indirect costs. Direct social cost refers to the actual direct expenditures by government and direct private cost refers to the actual direct expenditures by students or their parents in providing education. Direct social cost of education which is the focus of this study is further distinguished as recurrent social cost and capital social cost. The crucial distinction between recurrent and capital cost lies in the source of finance (Paudel, 2018).

Direct social cost is usually divided into two categories for accounting purposes: recurrent cost and capital cost (Paudel, 2018). Recurrent cost is the costs of educational inputs or services which is expended in a period of one year: it consists of personnel costs (salaries, employment benefits and supplementary benefits paid to teachers, school administrators, and other school staff) and non-personnel costs (costs of instructional materials, teaching aids, school supplies, minor repair and regular maintenance, utilities, and student welfare) (Tsang, 1995). They are financed from current income or revenue, while capital expenditures are financed by loans from international agencies as well as other sources of income (Akpotu, 2008). Direct social cost of education implies the actual financial expenditures on education by government, which includes teachers and non-teachers’ salaries and allowances, expenditures on books equipment, stationary and transport, imputed rent on educational buildings, maintenance cost and other expenditures on goods and services (Paudel, 2018).

According to Levin and McEwan (2003), personnel costs are the costs for human resources in education including those who serve full-time, part-time and voluntary. It involves the role, qualifications and time spent in the provision of education. Input time also covers the use of the time involved in education programmes. Meanwhile, input costs for facilities are expenses for building, facilities and the space used for education programmes. Costs of materials include expenses for computers, printed materials, books, stationaries and references. Cost of inputs varies according to the level of education.  The cost at higher education may be higher than at the school level.

Furthermore, students must spend on new sets of equipment – the basic requirement in their studies such as uniforms, laboratory or workshop attires, as well as special equipment according to the course and type of study. Cost of transportation at schooling level refers to the daily journey to school. Funding determines to a large extent, the quality of education. In turn, the quality of education determines the knowledge acquisition and success of the students both in the internal and external examinations. So, in effect, funding avenues affect learners’ progress. Issues related to financing of education are crucial for understanding overall educational development.

There are ways in which the government finance teachers’ salaries, target support to vulnerable groups, laboratory equipment, building of new schools, especially in arid areas and provision of teaching/ learning materials in all public schools (Githinji, 2012). Yet, in Igabi Local Government Area, Kaduna state, government are been criticised for not able to meet such cost, which results in high transfer/loss of qualify teachers, lack/obsolete instructional materials, dilapidated infrastructures etc. that diminishes the pool of qualified people from diverse backgrounds who will enter the professional and political ranks that make important public policy decisions. Whereas every school’s mission ought to be to educate students to become knowledgeable, socially skilled, healthy, caring, and responsible citizens.

The Kaduna state government remains an important player in providing education services, but making high-quality education accessible for all in the State requires innovative programmes and initiatives in addition to public resources and leadership. However, the government scheme for the provision of social cost of education was inefficient and therefore adversely affected the quality of teaching and learning. Thus this study explored the impact of social cost of education on the quality of public secondary education in Igabi Local Government Area, Kaduna state, Nigeria.

1.2     Statement of the Problem

It is obvious that education is largely financed by the government. However, the government finance of public secondary education in Igabi Local Government Area, Kaduna state is increasing but grossly inadequate. For instance, the recurrent expenditure allocated to overheads increased appreciably from just 6% in 2001 to 14% in 2005. Nevertheless, the level of overhead funding remains seriously inadequate. In real terms, total expenditure on secondary education in Kaduna State fell by 21.6% during this period (Abubakar & Bennell, 2007). Governmental commitment on accessible education and equal opportunity in education from both government and private sectors enhances education opportunity for those who cannot afford to pay for education. Nonetheless, the rate and ratio of the investment on education from the government is a debatable issue. In this context, it is difficult to answer the questions about the overall finance size of the government in education easily because it is too vague, in general involves nature of the government in practical.

Recently, the focus has also being shifted not only on the importance of government social cost of education but on the determinants of quality of public secondary education in Igabi Local Government Area, Kaduna state. Many people believe that the quality of education in public secondary schools is on the decline and, they blame the inefficient government finance of education. The inadequate funding has been criticised on the ground that it can never get the students quality education like their counterparts in private schools. In other words, no one should expect quality education in public schools if funding continue to be abysmally inadequate (Martim, 2008). It is arguable that this trend could have impacted negatively on the quality of public secondary education.

On the part of the government, the social cost of education, and especially at secondary school level, became necessary in order to maintain the quality of academic programmes, and improve access to secondary education (Orodho, 1995). Since searching relevant literatures in the study area, few studies, if any, have focused on trying to examine the impact of social cost of education on the quality of public secondary education in Igabi Local Government Area, Kaduna state and how school administrators are coping with the harsh economic realities that they find themselves rapt into.

More so, despite tuition fee waiver in public secondary schools, children from poor backgrounds have continued to be marginalized as some public schools charges are in excess. Therefore, financing education through social cost could be one of the major problems facing public secondary education in Igabi Local Government Area of Kaduna State. This situation might be the root cause of shortage of qualified teachers, inadequate or lack of instructional materials, absence of relevant utilities, and lack of proper maintenance of school infrastructures in public secondary schools in Igabi Local Government Area of Kaduna State. Hence the study sought to investigate the impact of social cost of education on the quality of public secondary education in Igabi Local Government Area, Kaduna state.

1.3     Objectives of the Study

The objectives of the study are to:

  1. determine the impact of school supplies cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria;
  2. assess the impact of instructional materials cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria;
  3. find out the impact of salary cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria;
  4. examine the impact of utilities cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria; and
  5. ascertain the impact of regular maintenance cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

1.4     Research Questions

The following research questions were answered in the study:

  1. What is the impact of school supplies cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria?
  2. What impact do instructional materials cost have on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria?
  3. What impact do salary cost have on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria?
  4. What impact do utilities cost have on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria?
  5. What is the impact of regular maintenance cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria?

1.5     Research Hypotheses

The following null hypotheses were formulated for the study:

H01:     There is no significant difference in the opinions of Ministry of Education Officials, Principals, and Teachers regarding the impact of school supplies cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

H02:     There is no significant difference in the opinions of Ministry of Education Officials, Principals, and Teachers regarding the impact of instructional materials cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

H03:     There is no significant difference in the opinions of Ministry of Education Officials, Principals, and Teachers regarding the impact of salary cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

H04:     There is no significant difference in the opinions of Ministry of Education Officials, Principals, and Teachers regarding the impact of utilities cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

H05:     There is no significant difference in the opinions of Ministry of Education Officials, Principals, and Teachers regarding the impact of regular maintenance cost on the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

1.6     Basic Assumptions

The study is based on the assumptions that:

  1. school supplies cost incur by the government ensure the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.
  2. instructional materials cost incur by the government enhance the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.
  3. salary cost incur by the government boost the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.
  4. utilities cost incur by the government guarantee the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.
  5. regular maintenance cost incur by the government boost the quality of public secondary education in Igabi Local Government Area, Kaduna State, Nigeria.

1.7     Significance of the Study

Findings of this study would be beneficial to school administrators, ministry of education, NGOs, government, parents, students, and other researchers. Necessary information applicable to the impact of social cost of education on the quality of public secondary education would be revealed to the school administrators. The finding would also encourage further interest and inquiry into governmental commitment on accessible and quality education.

The outcome of the study provides useful guide to educational planners and managers as it provides information on the actual cost involved in financing secondary education. The finding also gives an insight into the pattern of educational expenditures. The finding would also be helpful to NGOs which may wish to assist in financing secondary education in terms of provision of necessities that are not included in the social cost.

The findings would help government to make choices and take varied decisions regarding social cost of education. It would help to shed light on the relationship between social cost and quality of public secondary education in terms of infrastructure creation, salary of teaching staff and non-teaching employees, tuition waiver/scholarship to students and the ongoing battle for funding. The finding would help the government to take into account the uneven distribution of resources, students, and other inputs across schools. Additionally, resource constraints are a fact of life in education, and the constraints have been particularly severe in the early part of the 21st century. Thus, the finding of this study would create an awareness to government how inadequate social cost affects the efficiency of public secondary schools.

Students in Igabi Local Government, Kaduna State will immensely benefit from this study because the resultant awareness of the value and state of social cost will bring about their improvement, which will consequently make the school environment more conducive for teaching, learning and habitation by students. The study will also add to the growth of knowledge impact of social cost of education on the quality of public secondary education.

The finding of the study will be used as basis of research in other local government areas of Kaduna state. It will provide empirical information and data base that will enable parents, researchers and other stakeholders to gain better understanding of the impact of social cost of education on the quality of public secondary education in Igabi Local Government Area, Kaduna state.

1.8     Scope of the Study

The study explore the impact of social cost of education on the quality of public secondary education in Igabi Local Government Area, Kaduna state. The study is delimited to Igabi Local Government Area. It further delimits to only public secondary schools within the Local Government Area, for good representation. The participants of the study are the Principals, Teachers and ministry of education officials. Questionnaire would be used to gather the participants’ opinions on the interplay between the variables of the study such as school supplies cost, instructional materials cost, salary cost, utilities cost, and regular maintenance cost on the quality of public secondary education in Igabi Local Government Area, Kaduna state.

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APPLICATION OF ICT AS A TOOL FOR EFFECTIVENESS

APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AS TOOL FOR ENHANCING TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN SABON GARI LOCAL GOVERNMENT, KADUNA STATE, NIGERIA

ABSTRACT

The study investigated application of information and communication technology (ICT) as tool for enhancing teachers’ effectiveness in primary schools, Sabon gari local government area, Kaduna State, Nigeria. Four objectives were formulated in the study which are to: find out if the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; determine whether the use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; investigate if the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; and ascertain if the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State. The study adopted descriptive survey research design. The target population of the study was made up of 28 head-teachers and 439 teachers. A sample size of 14 head-teachers and 219 teachers were sampled from Sabon gari local government area, Kaduna State, making the total of 233 respondents, used in the study. The instrument tagged “Information Communication Technology and Teachers’ Effectiveness Questionnaire (ICTTEQ)” was used for data collection in the study. The instrument was pilot tested in order to determine the reliability co-efficient. The reliability co-efficient was determined using Cronbach Alpha statistics and a reliability coefficient of 0.84 was obtained. The data collected was coded into a computerized database using Statistical Package for Social Sciences (SPSS) version 21.0. The descriptive statistics of frequency, mean and standard deviation were used to answer the research questions, while Chi-square (c2) was used to test the hypotheses at 0.05 level of significance. The study established that the use of computers enhanced teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; effective use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; while the use of palm tops does not enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; and the use of digital cameras enhanced teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State. The study recommended among others that Kaduna State government should make fund available for the provision of ICT media in schools and that teachers should be trained on the use of ICT media through organized seminar and conferences. This would go a long way in check-mating underutilization of ICT resources in primary schools.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Information and communication technology (ICT) is increasingly becoming part of our everyday lives and is certainly a major aspect of organisational life. Much has been claimed for the contribution ICT can have upon the educational practices. There is substantial evidence that, in the right hands and used appropriately for specific purposes in specific contexts, ICT can be an effective tool in supporting teaching and learning. However, it is now firmly established that its introduction into schools does not by itself improve the quality of education or raise attainment. Encouragingly, there is growing and widespread awareness that the pedagogical and technical expertise of the teacher is absolutely critical here. Kaduna State Government, as elsewhere, are emphasising teacher development as the key to effectively implementing policy and curricula, to using ICT to enhance teaching and learning, and to raising educational standards. In Sabon gari local government area, Kaduna State, however, a major impediment is the lack of qualified teachers. This problem is further exacerbated by growing poverty and lack of funding for their salaries, and the exponential rise in student population in the last two decades (Afe, 2002; Olakulehin, 2007).

Information and communication technology (ICT) offers the potential to meet the learning needs of individual learner, to promote equal opportunity, to offer material and also promote independence of learning among learners. For teachers, ICT is not only an essential tool, but it offers opportunities for professional development. It can be used for linking and networking to other educational establishement. Cuban (2001) is critical about the developments in the use of ICT in schools claiming that the overhead projector and video made little impact on teaching styles and so computers should not be treated differently. Computers are totally different from other technologies, because the internet can provide information about everything in the world and also enable unique forms of interactivity.

More so, with the use of ICT, profound changes to the learning process are also taking place. ICT can change the role of learners, as students as opposed receivers of information from the teacher in the classroom. Students can take responsibility for their own learning (student-centre approach). The teacher’s role has changed from standing as an authority in front of the class to the one of managing and facilitating learning, moving around to different groups helping, suggesting, encouraging and learning along with the learners (Alasoluyi, 2015). With the kind of ICTs, learners and teachers utilised their knowledge networks to teach and train each other. Evidence suggests that knowledge has been transferred from all the participants. It is also evident that the effective use of ICT, and planned activities was embraced by all that were involved.

Effectively introducing technology into schools is also largely dependent upon the availability and accessibility of ICT resources (such as hardware, software and communications infrastructure). Clearly if technology cannot be accessed by the teacher, then it will not be used. Also, the state funding for such resources is scarce, and that ICT resources tend to be more available in urban than rural areas. Extensive review of the literature on developing use of ICT in Kaduna State to enhance teaching and learning shows that while the process has previously been painfully slow (Sadiku, 2006; Liverpool, 2002), the situation has been improving in the last few years. Schools are increasingly being equipped with computers for teaching, learning and administrative purposes, connectivity is improving and students are enthusiastic about using computers for learning, despite the lack of equipment available.

However, there is an almost universal emphasis on teaching basic skills for software use and information gathering, whereas research indicates that integrating ICT into subject learning is far more effective for students. The skills emphasis is reinforced by the lack of technology located in classrooms and a corresponding concentration on purpose-built computer labs. Furthermore, many teachers are working in conditions that are not conducive to supporting ICT use. Hence, the main challenge is to develop future teachers who know how to use the modern technology to improve student learning. Given the fact that most of the teachers are computer illiterate, teachers are required to understand the application of ICT within the education and training system. This further requires an understanding of the technology, its application to various learning areas and the ability to manage information and knowledge.

1.2     Statement of the Problem

Information and communication technology has become a very important part of the educational delivery and management processes. ICT to a great extent facilitates the acquisition and absorption of knowledge, and hence can provide extraordinary opportunities to developing teachers for enhancing their educational systems thereby raising the level of quality of instructional delivery (Blok, Oostdam, Otter & Overmaat, 2002). Learning is all about information gathering. This can best be achieved if teachers can access, store, process, retrieve and apply this information in the learning process. The ability of teachers to manipulate information and communication apparatus will aid in tapping from its vast resources, as a result, enhance student’s learning activities.

The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). Information is central to the development of a nation or a people. Yet, teachers are not provided with current information that will enhance their effectiveness in primary schools in Sabon gari local government area, Kaduna State and research activities, such as; equipping the school e-library with modern computer and large reading space to enhance teachers effectiveness and efficient utilization of library resources. Also, teachers do not have adequate access to internet facilities within the primary schools in Sabon gari local government area, Kaduna State as a result of constant power failure.

More so, the basic problem of this research is that, teachers in Kaduna State, especially, those in Sabon gari local government area who are the focus of this study, are not proficient and or conversant with Information and Communication Technology; therefore, do not possess the essential skills to use it in order to take the enormous advantage of its resources. This study therefore investigated application of information and communication technology (ICT) as tool for enhancing teachers’ effectiveness in primary schools, Sabon gari local government area, Kaduna State.

1.3     Objectives of the Study

The study was carried out with the objectives to:

  1. find out if the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State;
  2. determine whether the use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State;
  3. investigate if the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; and
  4. ascertain if the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

1.4     Research Questions

The study posed the following research questions:

  1. To what extent does the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?
  2. How effective is the use of overhead projector and video in enhancing teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?
  3. To what extent does the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?
  4. To what extent does the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?

1.5     Research Hypotheses

The following hypotheses were raised and tested in the study at 0.05 level of significance:

H01:     There is no significant difference in the opinions of head-teachers and teachers on the extent to which the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

H02:     There is no significant difference in the opinions of head-teachers and teachers on the effective use of overhead projector and video in enhancing teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

H03:     There is no significant difference in the opinions of head-teachers and teachers on the extent to which the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

H04:     There is no significant difference in the opinions of head-teachers and teachers on the extent to which the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

1.6     Basic Assumptions

The study was carried out with the assumptions that:

  1. The use of computers enhances teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.
  2. Effective use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.
  3. When palm tops are effectively used has the tendency of enhancing teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.
  4. Appropriate use of digital cameras enhances teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

1.7     Significance of the Study

This study would be significant in a number of ways to Ministry of Education, policy makers, school administrator, principals, students, teachers, parents and students on research. Findings from the study stands out in the sense that it will provide necessary and useful information needed by government to aid policy formulation on the use of ICT in the educational sector, particularly primary school. It would reveal to the government on the need to providing necessary and adequate ICT facilities not only to the study area but in all educational sector or institutions of learning in the country for the use of staff and students to enhance effective performance in teaching and learning activities to various disciplines.

It also indicates how the findings can be applied to solving the problems in teaching and learning with ICT. As for now, the primary schools in Sabon gari local government area, Kaduna State was fairly introduced to ICT in the aspect of teaching and learning. Hence, findings from this study would make an impact that will enable the system improved to some level of standards of an exploitation of ICT for effective performance of teaching and learning.

Expectantly, teachers who are less confident using ICT to promote the development of more complex teaching and learning processes, such as strategies of analysis, synthesis, evaluation and organisation would benefit from the study. The findings of the study will reveal to them the importance of these skills for navigating the net and for taking advantage of the enormous amount of information available. This means that the role of the teacher would be fundamental to contributing to the growth of these skills and for orienting a useful application of ICT. Similarly, this study however, will serve as an eye opener for teachers on the great advantage of using ICT infrastructures in teaching and learning.

The findings will be important to both state and federal ministry of education and other stakeholders, on the need to conceptualize, adopt, build up ICT capabilities, implement ICT, and take the advantage of enjoying the great resources of ICT. The study will essentially be significant, because the result of findings will help supply information for planning ICT resources, such as expanded internet access, training, and utilization of ICT by all stakeholders.

To curriculum planners, the study will provide bases to integrate ICT into the curriculum in all facets of the general educational content, which will be in consonance with the present challenges of globalization. The study will also contribute to the depth of literature on ICT use among teachers in primary schools. Finally, the study will serve as a reference document that will provide a stepping stone for further studies in the area of ICT use by future researchers.

1.8     Scope of the Study

This study entitled “application of information and communication technology (ICT) as tool for enhancing teachers effectiveness in primary schools, Sabon gari local government area, Kaduna state” was carried out with the view of enlightening on how the use of computers, overhead projector and video, palm tops, digital cameras enhance teachers’ effectiveness in primary schools. This study was delimited to only public primary schools in Sabon gari local government area, Kaduna State. Head-teacher and Teachers were used as respondents in the study.

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