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ENVIRONMENTAL FACTORS AND ACADEMIC PERFORMANCE

INFLUENCE OF ENVIRONMENTAL FACTORS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN KADUNA (A Study of Social Development Department, Kaduna Polytechnic)

ABSTRACT

The study examines the “Influence of Environmental Factors on Academic Performance of Students in Kaduna Polytechnic”. The purpose of the study is to find out the relationship between school environment and students’ academic performance; to examine the impact of school facilities on the academic performance of students in the Kaduna Polytechnic; to explore factors perceived to inhibit students learning in the academic process of students in Kaduna Polytechnic; to investigate the extent to which school location affects the academic achievement of students in Kaduna Polytechnic and to identify whether school environment motivate students to attend school. A survey method was used along with a five point likert scale questionnaire to facilitate the collection of data from respondents. A sample of 95 were involved and served as respondents. The research questions which guided the study include; What is the relationship between school environment and students’ academic performance?; What are the impacts of school facilities on the academic performance of students in the Kaduna Polytechnic?; What are the factors perceived to inhibit students learning in the academic process of students in Kaduna state?; To what extend does school location affects the academic achievement of students in Kaduna Polytechnic? And how does school environment motivate students to attend school? Data collected was presented using statistical tables with percentage values for the Bio-data and mean value to analyze the research questions. Findings shows that the relationship between school environment and students’ academic performance is that, conducive school environment helps a student find learning interesting, conducive school environment it enhances joint learning and the impact of school facilities on the academic performance of students in the Kaduna Polytechnic is that availability of school facilities enhances learning among students. It was recommended that educational authorities must ensure the school environment must be free from noise pollution and distraction to aid students learned as expected and school facilities should be adequately provided to improve the academic performance of students in the Kaduna Polytechnic. The researcher concluded that availability of school facilities enhances learning among students and secured school in a good location allows good quick learning among students and this should be priotized by school authorities residing in Kaduna Polytechnic.

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

United Nation Education Science and Cultural Organization, (2015) postulate that education is viewed as a critical investment, not only to the individual, but also to the society. All countries of the world are prioritizing this investment especially in formal education. In recent time, Ghana is ranked the most educated country in West Africa which is reflected in its literacy rate and performance in West Africa Examination Council over the years.

Ajao, (2017) postulated that the issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the carrying out of their duties, but also in the effective coordination of the school environment.

Ajayi, (2018) & Oluchukwu, (2018) put that education is an essential factor for effective development of any country like Nigeria. The western education adopted by Nigeria is highly based on individualism, socio-economic and internationalization which are geared towards national development. Poor performance of students in other West Africa countries is attributed to a variety of factors depending on the country in question. The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement.

The school environment remains an important area that should be studied and well managed to enhance students’ academic performance.

Udoh (2019) opined that issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. Environmental influence before now have not been considered as one of the factors that affect academic performance in schools, hence it has little or no attention in educational discourse and consideration. But over the past decade remarkable studies have indicated a correlation between the environment and academic performance of students.

Environment plays major role in the life of every individual whether a students, teachers, employer or employee. Though some people are yet to believe that environment brings about better performance. Udoh (2019) identified some unhealthy practices in our schools, these include sitting of schools, inadequate facilities, poor ventilation etc. Most of our schools have no light, insufficient facilities, sick buildings and no ventilation. Under these conditions the health of students and teachers according to Udoh (2019) may be adversely affected, which will in turn reflect on students’ performance.

Onukwo (2018) put that it is pertinent to critically look at the environmental factors that influences academic performance of students, measures that can help improve them and make some recommendation because at the very heart of our educational mission is the goal of improving academic performance. Studies have shown that environmental factors to a large extent affect both the physical and psychological potentials of an individual.

This has led to the contention that many students fail to develop their potentials due to inadequate environmental stimulation. However, there are some environmental factors which have contributed to this poor performance of students which are home background, inadequate school facilities, misuse of technology such as internet and school climate such as teacher-student relationship etc.

Onukwo (2018) in his note says that a conducive environment enhances growth and development. Student feels happy in a peaceful and friendly environment where as schools sited in noisy urban streets are associated with deficits in mental concentration leading to student’s poor performance. Noise is anything that interferes with teaching/learning process. Noise produces influence on Student information processing strategies, feelings of personal control as well as their level of arousal.

Vikoo (2019) put that some communities have a history/tradition of formal education and modern education influences. The gadgets, resources, facilities in both types of community will influence the learning processes of the child. Student’s cannot single handedly achieve all their goals. So they must be equipped with adequate technological facilities such as textbooks, clients, computer, visual and audio-visual aids, photographs and posters. Vikoo (2019) views instructional material as “any device with instructional content or function that is used for teaching purpose, including books, supplementary reading materials, audio-visual and other sensory materials, scripts for radio and television instrumentation programs for computer management packaged sets of materials for construction or manipulation.

Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students. As a result to the importance of good school environment to academic performance; this study therefore, is to ascertain the influence/impact of environment on the academic performance of students in Kaduna Polytechnic.

1.2     Statement of the Problem

Ada, (2015), put that the influence of school environment on academic performance of students has been an issue of concern to all stakeholders in education. This is evident in the rate of mass failure of students in both internal and external examinations, as revealed by research studies. Despite the Kaduna State government’s effort towards the provision and renovation of infrastructures in secondary schools, students‟ performance in both internal and external examinations such as WAEC and NECO (National Examination Council) Entrance and State Common Entrance Examinations and other entrance examinations into higher institution is still very low and below expectation.  Several research studies have identified other factors such as school climate, instructional materials, discipline, teacher’s qualification, class size and over population of students in classroom as being responsible for poor academic achievement of students (Ada, 2015).

Dun (2018) put that the researcher has observed with dismay that the school environment in the study area is poor. Infrastructural facilities are in dilapidated conditions, lack of trained teachers and other facilities that promote teaching and learning are also in short fall which may tend to influence students’ academic performance in schools. School buildings and environment is one of the school facilities that influence academic performance of students. The designs of classroom and its lighting also determine if students will perform well or not. Dunn (2018) said that students perform well than in a dark. Without light it is obvious that students may develop bad sight.

Meanwhile, Location/setting of school is one of the environmental factors that influence the academic performance of secondary school student. Onukwo (2017) in his note recorded that conducive environment enhances a child’s growth and development. The high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. Motivational and emotional supports are also other factors that influence academic performance of students (Franser 2017). The absence of these hampers the student’s intellectual development considerably as such treatments invariably result in negative self-concept. Also culture influences student’s academic performance. The cultural environment influences aspiration because culturally based explanations of behaviour tend to focus on the moral codes that operate within particular families, communities or groups. As culture has to do with beliefs values, norms and socializations, research evidence have shown that the environment whether urban or rural industrial also contributes to what a student learns and how it is being learned.

Davis, (2018), notably put that studies have investigated the relationship of poor school environment including problems with student- lecturer ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behavior, and student achievement (Davis, 2018 & Tanner, 2015 and the researcher was prompted based on the above assertions to ascertain the importance of environment on the academic performance of the students.

1.3     Objectives of the Study

The objectives of this study are:

  1. To examine the relationship between school environment and students’ academic performance
  2. To examine the impact of school facilities on the academic performance of students in the Kaduna Polytechnic.
  3. To explore factors perceived to inhibit students learning in the academic process of students in Kaduna Polytechnic
  4. To investigate the extent to which school location affects the academic achievement of students in Kaduna Polytechnic.
  5. To identify whether school environment motivate students to attend school.

1.4     Research Question

            To achieve the objectives of this study, the following questions were raised.

  1. What is the relationship between school environment and students’ academic performance?
  2. What are the impacts of school facilities on the academic performance of students in the Kaduna Polytechnic?
  3. What are the factors perceived to inhibit students learning in the academic process of students in Kaduna polytechnic?
  4. To what extend does school location affects the academic achievement of students in Kaduna Polytechnic?
  5. How does school environment motivate students to attend school?

1.5     Significance of the Study

It is hoped that this study will provide information for the participants of this study who are respondents, parents, teachers, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in Kaduna Polytechnic.

Communities where this study was conducted shall benefit from this study in the area of suggesting and developing conducive environments for the educational development of the communities to support quality education delivery for the community and the state at large.

In addition, the fact that this study is conducted in some academic institutions, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for the government and educational bodies to device best means and ways of developing the educational sector in the state and beyond.

The findings of this study shall be of benefits to researchers who are in the field searching for information as regards to how environment affects educational achievements of students in Kaduna state environment and shall add to existing knowledge for researcher who might use this study for reference purpose.

1.6     Scope of the Study

This research work focuses on the influence of environment on academic performance of students in Kaduna Polytechnic in some selected schools in Kaduna State. The findings of the study shall be based on the responses gotten from the residents of Kaduna Polytechnic and limited to the respondents in the area alone.

1.7     Definition of Keys Terms

Academic Achievement: this is the measure of knowledge attained or skills developed in school subjects by test scores.                                     

School: A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers.     

School Environment: A school’s environment includes the school building and the community that host the institution.

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IMPACT OF PERSONALITY TYPE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

Abstract

This study investigated the impact of personality and motivation on worker’s burnout. Participants were one hundred and twenty one (121) comprising male and female secondary school students (SS 3) of University of Nigeria secondary school, Enugu campus, who were randomly selected. Their ages ranged between 14 to 18 years with a mean age of 31.86 years (SD = 8.66). Between subject design was adopted. One instrument was used for data collection. Type A behaviour Scale (Omoluabi 1997). Two hypotheses were tested. Analysis of variance (ANOVA) was the main statistic used for data analysis. ANOVA result showed that personality type did not significantly have impact on academic performance of secondary school students F (1, 117) = 82.50, p>.05. One practical implications of the finding is that developing extrovert personality in secondary school students is key to having more productivity among young ones. Limitations and suggestions for further studies were equally made.

 

CHAPTER ONE

INTRODUCTION

There is an international concern on academic performance of students (Romerhausen, 2013). Globally and Nigeria in particular, improving the quality of education and investment on educational and human resources are regarded as effective factors paving the way for a country’s pervasive development. Improvement of students’ academic performance is also among the basic goals of educational planning. And it’s through academic performance that students can fully actualize their talents and capabilities in line with educational goals. Notably, academic performance is considered as one important criteria of educational quality. Therefore, without doubt academic performance presently is a major issue among students, teachers, parents, school administrators, and the community at large. Researchers have made several attempts to unravel the complexities surrounding academic performance (Ikpi, Enya & Johnny, 2014). For example, psychology researchers have put forward a lot of reasons why disparities in achievement among young people exist (Ikpi, Enya & Johnny, 2014). As noted by these researchers, a lot of attention had been paid to external factors such as type of school, teaching methods, school location, instructional materials, quality of lecturers and their experience.

          Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2009). It means modification of behaviour (Dutt, 2007) that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Timothy, & Kammeyer-Mueller, 2007)

 

Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invested in fostering good academic habits for the same reason. For example they often influence concerns about school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school.

In the past, academic performance of secondary school students was not measured using the present form of using numerical method. Teachers’ observations made up the bulk of the assessment, and today’s summation, or numerical, method of determining how well a student is performing is a fairly recent invention. Grading systems came into existence in the United States in the late Victorian period and were initially criticized due to high subjectivity. However, performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing complaints by holding teachers and schools accountable for the components of every grade.

Academic performance for some researchers is defined by students’ reporting of past semester CGPA/GPA and their expected GPA for the current semester. The grade point average or GPA is now used by most of the tertiary institutions as a convenient summary measure of the academic performance of their students. The GPA is a better measurement because it provides a greater insight into the relative level of performance of individuals and different group of students.

Academic performance is the extent to which a student has achieved their short or long-term educational goals (Ward, Stoker, & Murray-Ward 1996). Cumulative GPA and completion of educational degrees such as High School and bachelor’s degrees represent academic performance.

Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat 2013) . Furthermore, there are inconclusive results over which individual factors successfully predict academic performance, elements such as test anxiety, environment, motivation, and emotions require consideration when developing models of school performance (Mosche, 1998). But individual differences in academic performance have been linked to differences in intelligence and personality (Sophie, Benedikt, & Tomas 2011). Students with higher mental ability as demonstrated by IQ tests and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement in addition to intelligence and conscientiousness (Sophie, Benedikt, & Tomas 2011). Cognitive factors or learning factors are the extent to which a person’s individual capabilities can influence their academic or learning performance. These factors include cognitive functions like attention, memory, and reasoning. Undergraduate students with high academic performance present mature learning beliefs, and a strong knowledge integration (Brenda Ann Marie 2014). Research has also found that students with higher academic performance, motivation and persistence use intrinsic goals rather than extrinsic ones (Leslie & Ingrid 2013). Furthermore, students who are motivated to improve upon their previous or upcoming performance tend to perform better academically than peers with lower motivation (Barry, & Rhonda 2011). In other words, students with higher need for achievement have greater academic performance.

          As noted earlier, research showed that there are also non-cognitive factors, personality for example responsible for high academic performance. Personality is now a relevant factor studied in relationship with academic performance. For some researchers another major factor that is believed to be responsible for academic performance in students is their personality traits.

There is some evidence that personality intricately tied with individual differences in learning styles, and it is recommended that educators go beyond the current emphasis on cognition and include this variables (type A and type B personalities) in understanding academic behaviour (Komarraju, Karau, Schmeck, & Alen 2011).

Personality is the sum total of the behavioural and mental characteristics that are distinctive of an individual (Colamn, 2009). It refers to individuals’ unique and relatively stable patterns of behaviour, thoughts and feelings (Baron, 2006). The nature of individuals varies, the personality of the individuals too varies and this is the law of nature and this varying nature has a tremendous impact on making life a success or a failure, including the life of the students.

Academic performance criteria differ substantially and may have conflicting relationships with the independent variable, personality types (Trapmann et al., 2007, Clark and Schroth, 2010; Komarraju & Karau, 2005). Extraversion (type A personality) and introversion (type B personality) factors may relate in different ways to performance, given different aspects of it (Komarraju & Karau, 2005). Extraversion-Introversion (EI) represents the process through which a person is energized. Is the individual’s primary interest in the outer world of people and things or the inner world of ideas and concepts?

The multitude of individuals’ personality may be classified as introverts and extroverts, a classification originally made by Carl Jung, and reinforced by Eysenck. Although Eyesenck believes that the concepts of Introversion-Extroversion did not originate in Jung but had a 2000 years history in Philosophy and Medicine of Hippocrates and Galden that combined Biological Constitution and Psychology (Dandapandi, 2006). The theory of person-situation interaction predicts that the extrovert will adapt best when he is asked to collaborate with others and that the introvert will adapt best when she is asked to carry out tasks independently (Santrock, 2006). Extroverted individuals are outgoing, sociable and assertive; introverts are quiet and shy (Robbins, 2005). Extraverts prefer to be in the company of others while the introverts in being alone or with a chosen few. John Bearden places ‘extroversion and introversion’ as the first dimension, considering its significance and value.

Empirical studies confirm that personality contributes to personal achievement to at least some degree in education (e.g. Neuenschwander et al., 2013, Laidra et al., 2007), to decisions about the choice of academic major and profession (e.g. Borges & Gibson, 2005, Cano & Garton, 1994, Hartung et al., 2005, Dunning, 2001, Hinton & Stockburger, 1991, Sears et al., 1997, Ditiberio & Hammer, 1993, Borges & Savickas, 2002), to performance in vocational, professional and higher education (e.g. Borg & Shapiro, 1996, Borg & Stranahan, 2002a, Borg & Stranahan, 2002b, Ziegert, 2000, Ditiberio & Hammer, 1993).

The present study is aimed at studying the influence of personality type on academic performance of students. The study would yield findings, based on which academic performance of students could be improved in tune with their personality types as ‘research is directed towards the solution of a problem (Best & Kahn, 2001).

Personality can be defined as organized patterns of thoughts, feelings and behaviors. It is consistency in a person’s way of being, that is his particular ways of perceiving, thinking, acting and reacting as a person (Hofstee, & Willem, 1994)  accounted for this negative relationship; in other words, highly extroverted students are more likely to spend their time on social and extra-curricular activities in comparison to less extroverted students.

Some studies have indicated that academic performance is positively associated with extroversion (Laidra et al. 2007; Lounsbury et al. 2003a). According to Duckworth and Seligman (2005) extroversion is one of the Personality factors having the most interesting relationship with academic performance. Although Melissa, Sampo & Panonon (2007) found a negative relationship between these two variables, Chomoro & Furnham (2003a) reporting the reverse. Based on previous studies, Dunsmore (2005) relates higher levels of extroversion to higher academic performance among students (especially at lower academic levels), and to lower academic performance at higher educational levels. Such model of results might reflect transition from informal, interactional and class-oriented environment at elementary schools to a more academic, study-oriented and knowledge-based environment at high schools and college settings. Furnham, Zhang, & Chamoro, (2006) found a negative relationship between extroversion and achievement at higher education; they believed students’ interpersonal as well as intrapersonal skills accounted for this negative relationship; in other words, highly extroverted students are more likely to spend their time on social and extra-curricular activities in comparison to less extroverted students.

Although results of studies trying to predict academic performance have yielded different results, they have consistently pointed out the role of personality characteristics in academic performance (Paunonen & Ashton, 2001). Educators have always asked whether people’s personality characteristics can help them attain higher academic achievement.

          Elements of personality type can influence outcomes on aptitude tests, which measure a student’s ability to learn (ie, future performance), as well as achievement tests, which identify what a student has learned. The correlation with the overall grade of the final academic year reveals that there is no significant relationship between extraversion and the performance during the entire final academic year. Hence, the relationship between extraversion and academic performance is controversial. Several studies have concluded that there is no reason to talk about a relationship between extraversion and academic performance (Heaven, Mak, Barry & Ciarrochi 2002; Ackerman & Heggestad 1997). Others suggest that extraversion is not clearly linked with academic performance or whether the correlation between these two variables is positive or negative. Studies have found both positive and negative correlations between this personality factors and academic performance. The inconsistency of extraversion can be explained by two ideas. First, extraversion can be a predictor of high academic performance because extraverts are more active, ask more questions, which can help them learn more effectively (Chamorro-Premuzic & Furnham 2005). Secondly, extraverts often have an active social life, and this can interfere with activities devoted to studying because the time spent for learning or documentation is reduced. For this reason, extraverts tend to have a higher number of absences in school. Introverts, by failing emphasis on socialization, have more time for themselves, time they can spend on studying (Chamorro-Premuzic & Furnham 2003, 2005]).

STATEMENT OF THE PROBLEM

The problem of underperformance/achievement has assumed a worrisome dimension in the Nigerian educational system. Desperate to make it anyhow, students have devised various illegal means to succeed in examinations, and academic activities even when they are not academically competent. And unfortunately, the system has buckled under the pressure. Examination malpractice has risen steadily to become a seemingly untameable monster. It is increasingly becoming difficult to equate competence of people with supposed academic performance as represented in their certificates. Many candidates are unable to defend the result they supposedly acquired honourably. And of course this has consistently led to inability to compete effectively in the job market which has become a serious issue. Several factors have been researched into in the past as to the cause of this social malaise, but there seem to be indications that some hidden factors may be responsible that needs unravelling. This desire to see this problem curbed gave rise to this study and the researchers’ aim is to see if there is a way in which the personality traits can help, especially from the perspective of the analytical and scientific approach of measurement and evaluation. The researcher has consequently chosen to explore this problem among the students. Academic performance among students has become crucial and can be very beneficial in career pursuit after school as well in repositioning the life of students. Over there have been stories of Nigerian students who performed excellently in various disciplines. But the percentage of these excellent performing students is still far compared to the teeming population of students in our country. Hence, one could imagine if these excellent students are of different personality. Therefore, the present study is aimed at examining the impact of personality traits on academic performance of students.

PURPOSE OF THE STUDY
The purpose of the study is to find out whether; extrovert personality type and introvert personality type will significantly impact on academic performance of students.

OPERATIONAL DEFINITION OF TERMS

Personality: This is defined in this study as the combination of characteristics or qualities that form an individual’s distinctive character which can be extroverted or introverted as measured by type A behaviour scale developed by (Omoluabi 1997).
Academic Performance: This is operationalized as the extent to which a student has achieved in his/her educational goals for the period of the study as indicated by the student’s cumulative grade point.

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USE OF PUBLIC LIBRARY RESOURCES BY SECONDARY SCHOOL STUDENTS IN ESAN WEST LOCAL GOVERNMENT AREA EDO STATE

ABSTRACT

Fundamental areas responsible for the dwindling educational standards and fortunes in our educational system today especially at the secondary school level is the area of library education and library service utilization among our pupils, as the. The mission of libraries are to provide timely, accurate, current, and reliable information to their users. Olowu (2004) posited that “librarians are devoted to improving access to information and satisfying the user’s information needs”. “There is a growing recognition in library services, particularly in public libraries, as an integral part of the national socio-economic development and improvement of the general quality of life” (Kibat, 1990). Libraries have an important role in the advancement of knowledge. “This role can be effectively carried out with well-structured and well-planned library services, which include the packaging and repackaging of information” (Iwhiwhu, 2008).

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FACTORS INFLUENCING GIRL-CHILD ENROLLMENT IN SOME SELECTED FEMALE SECONDARY SCHOOLS IN SOKOTO METROPOLIS

ABSTRACT

Enhancing girl-child enrollment in female secondary school is majorly based on socio-economic, socio-cultural, educational background of the parent, religious factors. The study purposed to establish the extent to which the factors influencing girl-child enrollment in female secondary school affect Sokoto metropolis. Four research questions were formulated to guide the study. Literature reviewed was discussed in the light of the variables affecting girl-child enrollment in female secondary school. The target population of the study was 200 girl-child from the selected secondary school in the metropolis. The sampling was used to get from the four schools with 50 students each from selected randomly for the study. Descriptive statistics involving item frequencies and percentage were used to answer the research questions and mean, standard difference, sig. (2-tailed) and 95% confidence interval of the difference was used to test all the four null hypotheses with the reliability coefficient of 0.71 which is high enough for the study.Significant relationships were found between the dependent variable and each of the four independent variables. It was recommended that government should keep updated records of enrollment of the girl-child in all schools, and schools should be built in all localities for easy access, government should enact laws against removal of girl-child from schools for marriage or any reason before completion of school and parents should consider their economic capability in planning their family size. Finally, religious leaders, the society at large and traditional leaders have big responsibility of directing and encouraging their subjects on the importance of girl-child enrollment into schools to turn around these vices, send girls to school so as to be educated, certificated, be skillful and have sources of income for sustainability and development.

 

CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

Education has a profound effect on women’s ability to claim other rights and achieve status in society. According to Ondere (2012), girls’ child enrollment is beneficial as it contributes to economic productivity, social development, intergenerational education, social equity and sustainability of development efforts. Research evidence shows that education of the female child is paramount to the development of a nation. Education in its general sense is a form of learning, in which knowledge, skills and habits of a group of people are transferred from one generation to the next through teaching training, research or simply through autodictatism (Mbilingi, 1991). Education for girls is one of the criteria path or ways to promote social and economic development (World Bank, 2009).

The introduction of the girl-child education and enrollment programme by the government of the federal republic of Nigeria emerged as a result of increasing level of illiteracy among girls child in developing countries. This however made it a thing of concern to persons concerned with development in order to involve the female folk in the process of national development. Considering that, Nigeria most populated country in Africa, it (Nigeria) shares same experience in the high number of women illiterate particularly in the northern part of the country where socio-economic, religious, parents’ level of education and cultural practices militate against women development. Successive government in Nigeria developed several policies and programmes to ensure that girls child in Nigeria are given the education every Nigerian ought to get to make them functional in the societyMunkernchern (1996:1). This is however in line with the child’s right UNICEF (1999) which stressed that;

“Every child (male or female) is entitled to receive free

end compulsory basic education and equal opportunity

for higher education based on individual ability”.

Historical development of the girl-child education in Nigeria has been that the female child had all through been relegated to the background in the area of school enrollment, attendance, completion and transition to higher school especially in the northern part of Nigeria(Mangvwat and Abama 1999). In Nigeria, although there is free education policy at all levels, access to education for all remains unattainable especially for female children and women. Some of the Nigerian administrative states like Sokoto and Zamfara, the female literacy rate is low compared to boys. In addition, statistics obtained from the two states indicated a wider gender disparity with 65.6% of male being literate against 39.5% literate females (UNICEF 2009). The same research indicates that about 33% and 20% of female children were enrolled in primary and secondary schools respectively in sub-Saharan Africa (UNICEF, 2009). Magaji (2010) observed that even though education is regarded as a human right for the realization of human dignity, many factors have been found to be responsible for the low enrollment of girls into schools when compared to the enrollment of boys. Among these factors, according to her, are poverty, culture, religious misinterpretation of Holy Book; societal negative attitude to women education, early marriage and gender biases. These factors, of course, impede the progress and development of women in society. UNESCO (2005) identified some attempts by Nigeria to promote the girl child education. Such attempts include: – Universal Primary Education (1976), the National Policy on Education (NPE) (1977); lowering of cut-off points for admission of girls into female secondary schools; scholarships into Science/Technology and Mathematics Education (STME); the promulgation of an edict banning the withdrawal of girls from schools for marriage, the production of blue print on women education by the Federal Ministry of Education (1987) and the declaration of free education for girls in many states in Nigeria (1988). Yet, many girls have not gone to school or have withdrawn from school especially in the northern Nigeria (Federal Ministry of Education (1987; 1988). This is why this paper attempts to find out those factors that are contributory to girl-child enrollment in female secondary schools problem in Sokoto metropolis and to recommend therapeutic ways of eradicating those impediments.

Education provides for both males and females in the society development, poverty alleviation and peace. Education is the first and foremost social tools that are imperative for the continued survival and growth of human society. That is why it is believed that the principle mechanism for developing human skills and knowledge is education (World Bank, 2008).The education given to learners does not only benefit the individuals who receives it but also the society in general, because it is the key to development of any nation (UNESCO, 2005).

Okafora (1971) and Ali (1988) explained that, education ideally trains manpower for the economy. It also helps to fully develop the potentials of individuals and equally help such individuals to gain employment opportunities. Thus, since education is a critical variable in modern work situations, formal education enhances labour force participation of women. Saheed (1995) argued that women’s involvement in formal education broadens their experience and also gives access to new resources and skills. To a very large extent, it should be understood that education is the main tool for imparting skills and attitudes relevant to the contribution of the individual concerned to natural development. Traditionally, Nigerian society does not see much importance in women’s education but rather in the domestic tasks. In views of this, the women’s role has come to be limited to sexual and commercial labour, satisfying the sexual needs of men, working in the fields, carrying loads, tending babies and preparing foods (Hammond and Jablav1992). Turning our historical lens on women involvement in formal education helps demonstrate that discriminations  against them sometimes overt and at other times quite unawares, has led to limited expectations for where, how and why women should be enrolled and participate in education. The belief that they would not be able to use advanced schooling led to concern that their movement in certain fields was in appropriate or unfair to men. Invariably, this goes against what Schaeffer (2005) argued that education depict individual involvement in formal training for the purpose of acquiring basic knowledge and skills necessary for living a meaningful impactful life, generally aims at the development of human beliefs. A society with bias against education of females cannot be developed without the participation of women. In both developed and developing countries, the education of female is closely linked to human security, political involvement and a society built upon mutual respect, social justice, equality and desire for peace. Therefore the education of girls is essential for the development of all and for escaping from the vicious cycle of illiteracy and poverty (UNESCO, 2006). Education aims at supporting girls to become confident, self-reliant, personally and emotionally secured, positive, socially, competent, committed and independent but cooperative, imaginative, reality oriented individuals with visions and goals to become productive members of the society (World Bank, 2007). Although it is no longer a matter of debate whether girls and women should be educated, some references to the gains to be made is required. Educated mothers are more likely to adopt desirable health and nutritional practices than the uneducated ones (UNESCO, 2007). More gains resulting from education of girls show that there is a relationship between a woman’s education and economic gains. It has been revealed by research that each additional year that a girl remains at school can result in a 10 to 20 per cent increase in post school earnings (UNICEF, 2005). By educating girls who become educated women and mothers their usefulness is increased in many aspects including raising income productivity, improving health, providing better nutrition, enhancing longevity of the family, reducing family size and indeed ushering in a more just and democratic society (World Bank, 2008). From the education of children, girls are not usually given the opportunity to have better education in spite of the lucrative benefits which society stands to gain in turns has an adverse effect on their overall performance in the society (UNESCO, 2005).

1.2       Statement of the Problem

In Nigeria, girl’s access to basic education, especially in Northern states, has remained low. The female decline into female secondary school has given rise to problems which could be examined at both the societal and individual level. At the societal level there would be a generation of illiterates and uneducated females which will lead to downward trend of the economic, religious, educational level and socio-political dimensions of the society.

However, the study is interested in investigating thesocio-cultural, economic, religious factors and level of parent education as a factor that determines girl-child enrollment in female secondary school in Sokoto metropolis. It is hoped that the study will take a global look at this problem (socio-economic, cultural, religious and level of parent education) especially in the entire Sokoto metropolis and the Northern region where the problem is seriously pronounced.

1.3       Purpose of the Study           

The purpose of the study focuses on the factors influencing girl-child enrollment in some selected female secondary schools in Sokoto metropolis. It also investigate empirically the influence of cultural, poverty (economic factors), level of parent education and religious factors affecting the girl-child enrollment in Sokoto metropolis.

1.4       Significance of the Study

The study focuses on the factors influencing girl-child enrollment in some selected female secondary schools in Sokoto metropolis.

The results of this study would be significant for a number of reasons:

  1. This study will be of benefit to educate and as a source of enlightenment to female students, parents, guidance on the values of educating the girl-child, thereby erasing all the earlier beliefs about educating the girls and the government, principals and school administrators on the development and improvement of female enrollment in schools and standardization in Sokoto metropolis and Northern Nigeria educational system.
  2. It would become a reference point for decision makers and educational planners to realize the socio-cultural, economic and religious factors affecting the enrollment of girl-child education in Sokoto metropolis.
  3. It would sensitize governments and other agencies concerned with children education in the state to be gender sensitive and ensure gender enrollment in admission, award of scholarships and recruitment into various levels and positions.
  4. The results of this study would serve to save the girl-child from all discriminations, sharp practices as well as exposure to diseases, HIV/AIDS, unwanted pregnancies, and other forms of dangers.
  5. It would serve as a point of advocacy for the rights of the girl-child to education and equality in other spheres.

1.5       Research Questions

Based on the background to the study and the statement of the problem, the following research questions were formulated in the study:

  1. Does socio-economic (poverty) status influence girl child enrollment in female secondary school in Sokoto metropolis?
  2. Does the educational background of the parents influence the education and enrollment of girl-child enrollment into female secondary schools in Sokoto metropolis?
  3. Does religious factor have any influence on the girl-child enrollments in some selected female secondary schools in Sokoto metropolis?
  4. Does cultural factor influence girl-child enrollment infemale secondary schools in Sokoto metropolis?

1.6       Hypothesis

There is no significant difference between effects of economic, religious, cultural factors, parent level of education, the opinion of elite and non-elite participants of male and female on the socio-cultural, economic and religious factors affecting the girl-child enrollment in female secondary school in Sokoto metropolis. 

.1.7      Scope of Study

This study is limited to the determinants of girl-child enrollment in some selected female secondary schools in Sokoto metropolis and factors such as economic factors, religious factor and socio-cultural factor, educational level of the parent that determines girl-child enrollment in some selected secondary school in Sokoto metropolis.The study covered only public girls’ female secondary schools.

1.9       Definition of Terms

  • Enrollment:This the rate or number of admitting student into schools in Sokoto metropolis.
  • Determinant: These are determining factors or an element that determines the nature of enrolling girl-child in schools in Sokoto metropolis.
  • Metropolis: Base on this research metropolis is the major town in sokoto which comprise of Sokoto north and Sokoto south in sokoto state.
  • Girl-child: refers to the female between fourteen (14) years and twenty (20) years. Typically these are the ages of girls who are supposed to be in secondary school.
  • Female secondary school: This is the place of gathering of females or girls child where they acquire knowledge and enrolled for education.
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Causes and Effects of Examination Malpractice in Secondary Schools

Chapter One

INTRODUCTION

 

1.1       Background to the Study

Examination has been generally accepted as the best means of assessment. It is a formal test of knowledge or ability. Infact, in a school setting, examination is a means of evaluating the quantity of knowledge a student has acquired within a specific period of time. Adekunle (2003) sees examination as an instrument used for the assessment of individual skills and knowledge-content, both in general and specific area of study.

Teaching and learning become more effective when the students are subjected to an examination process to determine the extent to which the students have assimilated the content of the instruction given and the teacher can also assess himself from the performance of the students. In essence, examinations are used to determine pass or fail of a student or group of students in the opinion. History seems to support the view that setting children against one another in trials and competitions has always been a respectable means of inciting them of deal’’. A student who knows that he might fall on examination which will in turn determine his progress or promotion will strive hard in order to pass. This once more encourages kind of competition within groups of students who will dim at nigh position in their classes.

Examinations are also used for academic stratification or for assigning grades to students. For decade, the West Africa Examination Council awards results on the basis of some stratification’s and three. The contemporary practice of (N.C.E). Students are stratified into distinction, credit merit and pass, while in the university also, students are stratified into first, second (upper and lower) or third class degrees having gone through an examination. These grades are a measure of success and prestige.  A child with a division one pass in school certificate examination will be regarded by those around him as academically precocious. He is also likely to have a place in the institution of higher learning or in job situation within the society easier than a child with a division three pass. All these conditions have combined to influence a child’s attitude to an examination; attitude which always colonnade in an urge for success in any particular examination whether or not he had prepared for it. These competitions in school have their parallel in the society.

Unfortunately, this all important means of assessing students has become ineffective as all forms of malpractice have been introduced into the system. Adesina (2000) traced the history of examination malpractice in Nigeria to 1914. When there was a leakage of the Cambridge examination. Cheating became widespread in schools hence in 1967, the Alexander Commission was set up as a special commission of inquiry to investigate the incidences of malpractice in Nigeria.

In 1977, there was a widespread leakage of the West Africa School Certificate Examination questions. Government took it as a challenge to address issues of examination malpractice. A special conference was held in that regard at Ibadan in 1986. Decrees were promulgated, schools were sanctioned, results cancelled and invigilators arrested all in a bid to curb malpractice.

The irony of it all is that despite the several attempts made by school authorities, government agencies, parents and church leaders in trying to concentise the Nigerian students on the evils of examination malpractice, this menace is still in its increase in the various schools. There is the need to find out The Causes and Effect of Examination Malpractice in Nigerian schools.

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