Tag Archives: Secondary School

Domestic Violence as Predictor of Students

DOMESTIC VIOLENCE AS PREDICTOR OF STUDENTS’ POOR PERFORMANCE

ABSTRACT

The study focused on the domestic violence as predictions of secondary students poor performance in Obafemi Owode Local Government, identify the negative influence of domestic violence as predictions of society. The study adopted descriptive survey design. The population of the study consists of male and female students in public Senior Secondary School classes (SS1-SS3) in Obafemi Owode Local Government Area of Ogun State. The study sample size is 120 public Senior Secondary School students’ (SS1-SS3) in Obafemi Owode Local Government, of Ogun State. Stratified random sampling technique was used in selection of the sample size in order to ensure equal representation based on gender and school types. The study used researcher’s developed questionnaire; tagged: ‘Impact of Domestic Violence on Student Academic Questionnaire (IDVSAAQ)’.

CHAPTER ONE

1.0       INTRODUCTION

1.1        BACKGROUND

Pupil school participation as seen in attendance, performance and class participation is related to their psychological and physical state which in turn could be influenced by family relations including domestic violence. Domestic violence is almost always accompanied by psychological abuse and in many cases by forced sex as well. Although the family Is a place where people are expected to maintain intimacy and experience greater emotional support in their relationship, domestic violence presents itself as a paradox. It is ironical that this very supportive social unit is also the arena where intimate partner violence (IPV) is more often experienced. Children from slum areas, who witness violence between their parents on top of other social challenges, are exposed to the aftermath of domestic violence such as anxiety, depression, poor academic performance, low self–esteem, disobedience, nightmares and physical health deterioration all of which may negatively impinge on their academic performance and school participation. The extent and magnitude of domestic violence cannot be precisely measured because there are many cases whereby victims fail to report thus making this vice an inter-personal and family secret. Violence between spouses or intimate partner violence (IPV) usually has far reaching consequences on children. Besides the scenes of violence being traumatic, the children may suffer short-term as well as long-term emotional imbalances, which not only affect their behaviour and performance in schools, but also may adversely affect their social and inter-personal relationships. These children may then end up being abusers themselves in what can be seen as continuity hypothesis. Children who witness violence between their parents often develop many of the same behavioural and psychological problems as children who are themselves abused.

Academic performance is an important parameter in measuring success in student. The concept of academic performance is inevitable in any formal educational institution. It expresses the learning achievement of an individual or a group at the end of an academic programme. It is a criterion for ascertaining the capabilities of  student from which his potentials could be assimilate, retain, recall and communicate his knowledge  of what has been learnt (joe, Kpolovie, Osonwa and iderima 2014). This concept has close relationship in meaning with academic achievement and academic attainment. Academic performance is demonstrated achievement as knowledge attained or skills developed in school subject usually designed by test scores or marks assigned by the teacher or both. These definitions imply that academic performance is observed and measured aspect of a student’s mastery of skill(s) or subject content(s). It suggests that academic performance is one of the three required aspects of a properly composed learning objective as noted in Singh(2010) and it denotes an expression of a learner’s attainment in properly stated behavioural objectives. Meanwhile, poor academic performances of secondary school students’ have been affected by many factors which domestic violence is among.

The domestic violence is such a factor which is the foundation for children’s development, as such in terms of family problems, family’s socio-economic status plays a vital role in educational achievements of the students. The home has a great influence on the child’s psychological, emotional, social and economic state. This is because the domestic violence in context to the child’s performance affects his reaction to life situations and his level of performance. The success at school is associated with domestic violence factors, as these factors can greatly affect young children’s cognitive skills. Disadvantaged children (children with poor social background and facing more number of domestic violence factors) start schooling with significantly lower cognitive skills than their more advantaged peers (Sharma, Basad and Gupta 2015). Dutton (2012) defines physical abuse as any behaviour that involves the intentional use of force against the body of another person that risks physical injury, harm and or pain. It includes pushing, hitting, slapping, choking, using an object to hit, twisting of a body, forcing the ingestion of an unwanted substance and use of a weapon. He further sees sexual abuse as form of domestic violence defines it as any unwanted sexual intimacy forced on an individual by another. It may include oral anal or vaginal stimulation or penetration, forced nudity, forced exposure to sexual explicit material or activity. Compliance may be obtained through actual or threatened physical force or through some other form of coercion.

Domestic violence is threatening many Nigerian families and is unfortunately increasing in our society. Many people, the vast majority of them children have been injured, disabled and killed as a result of domestic violence. Following the recent happenings where domestic violence, it has become a great priority that domestic violence is a menace that needs to be addressed as soon as possible and accorded with all  seriousness that it deserve. It was further notes that domestic violence does not recognize social classes or educational standards (Wopadovi,2014). Domestic violence is assuming national and international attention and it is a type of violence that is prevalent in many homes, and the world over. It is a form of defilement, assault, sexual harassment, and rape or battering, child abuse, for example denial of right, necessities and opportunities, threatening patterns of communication such as insults, harassment, neglectful lack of action. Domestic violence has been outlined by Amnesty international as most violent attacks on an individual or group of people or women. It involves physical, sexual and psychological violence in the family including battering, sexual abuse of female children in the household, dowry related violence, marital rape, female genital mutilation and other traditional practices harmful to any member of the household. Domestic violence may be exhibited by any member of the household (Sharma, Basad and Gupta 2015).

Adejobi, Osonwa, Iyam, Udonwa and Osonwa (2013) asserted that one negative aspect of family’s life is the effect of domestic violence on children, either as witness to, or victims of conflict which is determined by inter-parental relationship child could be severely traumatized by witnessing domestic violence or themselves being victims of this violence. According to them, domestic violence is a pattern of assaultive and coercion, the adults or adolescents use against their intimate partners. Toda domestic violence is not recognized as a serious societal problem in Nigeria (Imtionde, Aluede and Oboite, 2012). Yet, children in families in which such violence occurs have remained largely invisible as victims. Children who live in households with domestic violence are said to be at higher risk for maladjustment than children who do not live with such violence.

1.2       STATEMENT OF THE PROBLEM

Literatures have revealed a growing trend towards violence and brutality towards pupils from their parents and homes. Often this violence plays out in other forms towards fellow pupils. Further investigation revealed that the perpetrator of this crime had suffered domestic violence. This has resulted in a trend where many families are pre-occupied with the pressure of daily living to the extent that some hoes are witnessing indiscipline among pupils. The propensity for pupils to be violent is also in part influenced by domestic ecology. While domestic violence has been recognized as one of the most entrenched and pervasive forms of violence in Nigeria today, its influence on school going children have yet to receive the same degree of attention (Tony,2012). Children who are victims or witnesses of domestic violence may develop physical, psychological and behavioural problem as a result of physical, verbal, psychological and other forms of violence. This may affect their participation in school as they may go to school when they are too scared to learn and a good number of them may lag behind in class as well as in life due to exposure to domestic violence. The short-term and long-term emotional and physical aftermath of domestic violence may affect pupil’s school attendance, academic performance, and behavioural patterns in school and class participation. It’s unclear how types extent of domestic violence cause student’s poor academic performance, but this study seeks to investigate this scenario.

1.3    PURPOSE OF THE STUDY

The broad objective of this study is to examine domestic violence as predictors of secondary school students’ poor performance in Obafemi Owode Local government.

The specific objectives of the study include, examining:

  1. The influence of domestic violence on students’ school attendance in secondary schools in Nigeria;
  2. The influence of domestic violence on academic achievement of students’ in secondary schools in Nigeria;
  3. The influence of domestic violence on school behavioural patterns of students’ in secondary schools in Nigeria;
  4. The influence of domestic violence on students’ class participation in secondary schools in Nigeria.

1.4     RESEARCH QUESTIONS       

Based on above study objectives, the following questions were raised:

  1. What is the influence of domestic violence on students’ school attendance in secondary schools in Nigeria?
  2. Would there be significant influence of domestic violence on school behaviour patterns of students’ in secondary schools in Nigeria?
  3. What is the influence of domestic violence on school behavioral patterns of students’ in secondary schools in Nigeria?
  4. What is the influence of domestic violence on students’ class participation in secondary schools in Nigeria?

1.5       RESEARCH HYPOTHESIS

The following null-hypothesis were postulated in line with above objectives:

H01 : there is no significant influence of domestic violence on students’ school, attendance in secondary schools in Nigeria.

H02 : there  is no significant influence of domestic violence on academic achievement of students’ in secondary schools in Nigeria.

H03 : there is no significant influence of domestic violence on school behavioural patterns of students’ in secondary schools in Nigeria.

H04 : there is no significant influence of domestic violence on students’ class participation in secondary schools in Nigeria.

1.6       SIGNIFICANCE OF THE STUDY

The study may assist different education sector stakeholders in addressing domestic violence as a social vice and to improve the academic achievement and school participation of student  coming from the low socio-economic levels. Education sector policy makers, school administrators and teachers may use the findings of this study to formulate strategies for implementing and promoting participation of student coming from families vulnerable to domestic violence.

The local administration and social workers as well as non-governmental organization(NGOs) may use these findings in identifying such families, abused children and in formulating strategies for addressing the ills of domestic violence  and encourage socially inclusive interventions mechanisms within slum areas. The study may also benefit the legal legislative framework by providing information needed to incorporate protective las against domestic violence and school participation, basic education rights and regulations.

The results may also contribute to the national debate on domestic violence and its control as well as insights into more research on the causes, impacts and relationships of domestic violence with other element of economic and social well-being of society

1.7        SCOPE OF THE STUDY

The study examined domestic violence as predictors of secondary school students’ poor performance in Obafemi Owode Local Government. In terms of contents coverage, the study further examined influence of domestic violence on the students’ school attendance, academic achievement, school behavioural patterns and class participation in secondary schools in Nigeria.

1.8        OPERATIONAL DEFINITION OF TERMS

The following terms were defined for the purpose of this study:

Academic performance: this refers to the level of performance in school, accomplishment or success in school in terms of general average scores in examination.

Domestic Violence: this refers to physical abuse, sexual abuse, psychological abuse and abuse to property and pets.

Physical Abuse: this refers as ay behaviour that involves the intentional use of force against the body of another person that risks physical injury, harm and or pain. It includes pushing, hitting, slapping, choking, using an object to hit, twisting of a body part, forcing the ingestion of an unwanted substance and use weapon.

Sexual Abuse: this refers to form of domestic violence which is defined as any unwanted sexual intimacy forced on an individual by another. It may include oral anal or vaginal stimulation or penetration, forced nudity, forced exposure to sexual explicit material or activity.

 

Click to: DOWNLOAD @ NGN5,000/USD20

THE ROLE OF COMMUNICATION IN EFFECTIVE TEACHING AND LEARNING IN SECONDARY SCHOOLS

THE ROLE OF COMMUNICATION IN EFFECTIVE TEACHING AND LEARNING IN SECONDARY SCHOOLS OF BWARI AREA COUNCIL, FCT

ABSTRACT

Education being one of the pillars of development has a very important role to play in the lives of both the learners and the learned.  Teaching is an exciting adventure in which both the teacher and the students participate. The Teaching Philosophy includes basic communication approaches; (a) passion and communication. (b) Fairness: to understand students as individuals and students. (c) Critical thinking: as teachers should be challenged to try to deliver course materials in different ways and from different perspectives. (d) humour and fun; Pleasing students by being approachable will make them more determined to excel in their examinations. Little attention has been paid to student performances in public examinations, learning difficulties and teachers stimulating themselves in creating effective secondary schooling in Nigeria. This study examined the role of communication in effective teaching and Learning in Secondary Schools of Bwari Area Council. Effective communication skills are really important to teachers in their delivery of pedagogy, classroom management and interaction with the class. However, this study is about the fundamental role played between the academic performance of students taught with instructional materials and those taught without instructional materials by teachers in secondary school education through their communication skills. Three hypotheses were tested at the 0.05 level of significance using chi-square analysis. The results showed that teachers’ classroom effectiveness on the use of instructional materials through professional communication in the classroom and students learning styles have impact or influence on student’s academic performance in public examination. In this regard therefore, there is the need to assess the role of communication in effective teaching and learning in secondary schools of Bwari Area Council in order to establish measure of communication and strategies to use in communicating in order to make meaningful progress in the pattern of teaching and learning in Bwari Area Council. The survey therefore sought to find out the following information. The issues which emerged in this study are vital to the understanding of teacher education in communicating effectively in the teaching and learning in secondary schools. The researcher happened to apply some approaches on random sample of teachers and students at the various secondary schools in Bwari areas council. The importance of this study lies in the new trend of Mass Failure in Senior School Certificate English and Mathematics Examinations.

 

CHAPTER ONE

INTRODUCTION

 

1.1     Background of the Study

In Nigeria public discussions frequently focus on educational standards. The public’s unhappiness becomes more prominent following the annual release of the public examinations results. Student outcomes do not match the government and parental investment. All stakeholders are concerned about why the system is turning out graduates with poor results. To them, it is questionable whether or not teachers in the public secondary schools, the most important factor in the effectiveness of schools and in the quality of a child’s education is the competent to communicate and teach effectively. The National Policy of Education states, “No Education system can rise above the quality of teachers in the system” (FGN, 2006). Ogunsaju (2004) opined that the academic standard in all Nigerian educational institutions has fallen considerably below societal expectations. Blumende (2001) corroborated this view when he reported that the decline in the quality of education cannot be ignored by anyone who is aware of the significant role of education as an instrument of societal transformation and development. There is a need to focus on teachers’ adequacy and competency in respect to their pedagogical practices and strategies and mastery of the curriculum and subject content (Chall & Popp, 1990; Stuart, 2004; Rodgers, 2001). In support of the aforementioned scholars, Ekwesili (2006) institutionalized the Private Public Partnership (PPP) and School Based Management Committee (SBMC) to manage secondary education and to promote school effectiveness since students’ success depends on the amount of learning that takes place in the classroom and other related ‘how effective and efficient the teacher performs in schools’.

In the Federal Capital Territory (FCT), education remains the largest industry and government continues to ensure that funds, instructional materials and teaching personnel are made available for the sector. Government has also continuously encouraged secondary education by adopting the social demand approach towards planning the sector and by subsidizing the Senior School Certificate Examinations (SSCE) fee in the Territory over a long period of time. An indication of government interest in the general education in the FCT is reflected in the budgetary estimates of the Territory.

Academic achievement is usually established through examinations, which consist of set questions that seek to determine how much an individual perceives the subject as a result of learning. Commendable performance is an indication of effective learning. Secondary education in Nigeria has been characterized by poor performance in national examinations, especially in core subjects such as Mathematics and English Language (MoEST, 2005).

One of the most potent barometers so far, if not the strongest, of measuring school and teacher effectiveness is the performance of pupils in public examinations such as Senior School Certificate Examination (S.S.C.E.) in Nigeria. The issue of declining academic performance of secondary school students in two principal subjects (English Language and Mathematics) at the Senior School Certificate Examinations (SSCE) has generated much interest among stakeholders in the education sector, particularly in the Federal Capital Territory (FCT). The quality of education and performance of students depends on the teachers as reflected in the discharge of their duties. Over time pupils’ academic performance in both internal and external examinations had been used to determine the effectiveness of teachers and teaching (Ajao, 2001).

Teachers have been known to have important influence on students’ academic achievement and they also play a crucial role in educational attainment; because the teacher is ultimately responsible for translating educational policies and principles into actions based on practice during interaction with the students (Afe, 2001). Both teaching and learning depend on teachers: no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna 2001). Considering governments’ huge investment in public education, its output in terms of quality of students has been observed to be unequal with government expenditure. Consequent upon the observed deterioration in the academic achievement, attitude and values of secondary school students in public secondary schools, one wonders if the high failure rates and the failure of the students especially in external examinations is not a reflection of the instructional quality in the schools.

Therefore, the ineffectiveness of teachers in classroom interaction with the students could be responsible for the observed poor performance of students and the widely acclaimed fallen standard of education in Nigeria. Effective teaching of any subject will not only stimulates student’s interest in the subject but also enhance their achievement in the examination. To achieve effective teaching and learning process, there is the need for use of instructional materials.

Instructional materials are the different teaching aids or apparatus which a classroom teacher employs to facilitate his or her teaching for the achievement of the stated objective. Agun (1992) defined instructional materials as those materials which are helpful to the teachers and students and which maximize learning in various areas. The use of instructional materials in teaching these two critical subjects is very important because it provides a concrete basis for conceptual thinking motivates people to learn and captures pupils’ imagination if used correctly (Ajalla, 1997). Some scholars have also observed at one point or the other that the knowledge base in all professional fields, changes over time teaching is not an exception. With advances in educational research, and the rapidly changing demographics of students in Nigeria, the knowledge base in education will never be ‘complete’ or finished (Fafunwa, 2004; Farrant, 2004; Wasagu, 2009) in Awwalu M.I and Najeemah B.M.Y, (2012).

One of the key elements in any school and effective teaching is a Teacher. Teachers are the key propellers for school improvement. By implication, the task of a teacher, which includes sustaining education system, do not rest on his or her professional competency alone, but on the entire features of the school climate (Loukas, 2007). But, public schools which are owned by government and are predominantly occupied by citizens of lower socioeconomic status in Nigerian society and are facing challenges of educational sub-standard, lack of adequate resources, leading to poor teaching, students poor academic performance and dropping out.

Darling-Hammond (2006) opined that teacher preparation and knowledge of teaching and learning, subject matter knowledge, experience, communication skills and the combined set of qualifications measured by teacher licensure are all leading factors in teacher effectiveness. The realization of the goals of a secondary school as an educational organization hinges on effective communication among the various operating personnel. Communication helps to build relationships and facilitates achievement of goals. Thus the need for effective communication strategies for the improvement of a secondary school cannot be overemphasized.

The basic function of “education” itself relies almost entirely on communication. This can be inferred that classroom interactions between teachers and students occur rapidly in a classroom. It is indicated that teachers in secondary schools may have interactions with 150 different students in a single day. However, teachers are usually not aware or are not able to describe or remember what happens in these interactions with their students. For example, in a study conducted by Good and Brophy as cited in (She and Fisher, 2002), it was observed that teachers are usually not aware on how many questions they asked students and what kind of feedback they provided.

In any society, the teaching profession is perhaps the largest and single profession. It is however; not the most attractive but it has the greatest impact on the overall development in society. For this singular reason, effective communication improves learners’ expectations and motivation to learning in secondary school education. Communication has deep significance for human organizations since individuals make specialized contributions to the achievement of the overall goals of the organization.

Secondary education is a comprehensive type of education with a core curriculum, designed to broaden the knowledge and outlook of students who “successfully complete the junior secondary school” (FME, Status Report 2003 P.55). It is a stage, where a student enters at the age of thirteen (13) years. This statement was upheld by the World Bank, 2011, that “Secondary education is now being recognized as the cornerstone of educational systems in the 21st century.”  This is the most crucial stage of one’s life.  At this stage, teacher plays an important and crucial role at secondary school level. I would like to say that if secondary school teachers (English and Mathematics) succeeded in framing sound base of these subjects to the students of secondary level, it is justified to say that they will be able to make useful scientific discoveries. That is why, these teachers occupies the most important and crucial position in entire educational system.

The cognitive domain of learning involves knowledge and the development of intellectual skills. It includes the recognition of specific facts, procedural patterns and concepts that serve in the development of abilities and skills. Effective teaching of any subject will not only stimulates student’s interest in the subject but also enhance their achievement in the examination. To achieve effective teaching and learning process, there is the need for use of instructional materials.

It is precisely from this background that the researcher seeks to evaluate communication as an effective tool in teaching and learning (English and Mathematics) in the use of instructional materials in Secondary schools in Bwari Area Council of the Federal Capital Territory.  With hope of making concrete suggestion on how best students’ expectations and motivation to learning English and Mathematics in secondary school education can be properly enhanced through effective communication.

1.2.    Statement of the Problem

This study is to look into the “Role of Communication in effective teaching and Learning in Secondary Schools of Bwari Area Council”. It has to be kept in mind that people do not communicate by just composing sentences, but by using sentences to make statements of difficult kinds, to record, to describe, to classify, to give and ask for information, to ask questions, make requests, etc. Therefore, students acquire the language by using it. The quality of any educational system is determined by the quality of the teaching-learning process.  Teachers interpret and communicate the curriculum to learners.  They ensure that efficient and effective use the country’s investment in education, act as role models to the learners and transmit societal values from generation to generation.

The importance of English and Mathematics, occupying a unique position among subjects taught in secondary schools cannot be overemphasized. The act of teaching is fundamentally concerned with passing ideas, skills and attitude from the teacher to the learner. Concerns are being raised in recent times about the poor performance of students at public examinations like: the Senior School Certificate Examination (SSCE), the National Examination Council (NECO) and the Joint Admission and Matriculations Board (JAMB) examinations. On one hand, teachers have been blamed for failing to equip the students with the necessary skills to enable them competes in such examinations. On the other hand, teachers put the blame on students; indeed, the corner stone of good education in any secondary school is its teachers because all other factors mean little without competent teachers.

The reason for this could be ascribed to the fact that there are topics in these subjects that pose serious problem of comprehension to students.  Scholars like Mutebi and Matora (1994) emphasized the role of communication in instructional materials utilization on teaching and learning. According to them, we learn and remember 10% of what we hear, 40% of what we discuss with others and as high as 80% of what we experience directly or practice. However, the questions here are: does the use of instructional materials really influence students’ academic performance? Is teaching effectiveness enhanced by the use of instructional materials? 

A basic understanding of the priorities of today’s generations is a crucial element to help educators to better understand, relate and communicate to the learners in their teaching. The success of a school system is dependent upon the “quality of communication” in it.

1.3     Purpose of the Study

  1.  To identify the role of communication in effective teaching and classroom management.
  2.  To determine the effect of use of instructional material on student’s achievement in English and Mathematics in secondary schools. Specifically, the study intends to:
  3. find out the mean achievement scores of students taught with instructional materials and
  4. those taught without instructional materials
  5. To identify how communication and development can be used to improve student performance in examinations.

1.4    Research Question

This study intends to examine and provide answers to the role of communication for quality of teaching and learning using Instructional materials in public secondary schools in Bwari Area Council. To guide the study three research questions were posed.

  1. Does teachers’ classroom effectiveness on the use of instructional materials have any impact or influence on student’s academic performance?”
  2. What are the effects of effective communication of teachers on students’ academic performance?
  3. What are the effects of students taught by highly qualified, moderately qualified and less qualified teachers using instructional materials?
  4. What are the effects of communication in the understanding of learners’ learning styles in classroom environment?

1.5     Research Hypotheses

To guide the study, three hypotheses were formulated as follows:

H01:   There is no significant difference between the academic performance of students taught with instructional materials and those taught without instructional materials by qualified (highly, moderately and less) teachers through their communication skills.

H02:   There is no significant relationship between effective communication of teachers and students learning styles on their academic performance.

H03: There is no significant difference in the academic performance of students taught by highly qualified, moderately qualified and less qualified teachers through their communication skills.

1.6   Significance of the Study

Teachers have been known to have important influence on students’ academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating educational policies and principles into actions based on practice during interaction with the students (Afe, 2001).

  1. This study will contribute towards the achievement of the teaching and learning in the study area. The findings of this study will make a contribution to the ongoing debate surrounding effective teaching methodologies using instructional materials on students’ performances in public examinations as a measure of teachers’ communication skills.
  2. The researcher is of the opinion that the study will inform policy development towards more accurate and reliable measures of school performance, that is, value added analysis.
  3. the study would likely promote awareness in both teachers and the taught and will further improve effective classrooms control for better teaching and learning.
  4. Finally, outcomes of the study will produce recommendations that might be useful for educators and curriculum planners at the time of designing syllabi.

1.7     Scope and Delimitation of Study

This study is specifically designed to examine the role of communication for quality of teaching and learning in public secondary schools in Bwari Area Council. To this end, 8 schools public senior secondary schools drawn from 4 districts in Bwari Area Council.  A total three thousand five hundred (3500) respondents were randomly selected and bordered on two principal subjects (English and Mathematics).

In addition, the value added results from the other subjects will not be generalized. Students’ academic achievement is not the only important goal of education that can be used to judge teacher’s teaching effectiveness. Multiple indicators of teacher’s teaching effectiveness are required such as, teachers’ mastering  subject & knowledge of teaching methods, regular preparation of lesson plan for teaching, checking of student’s homework regularly, arrangement of weekly/monthly test to evaluate and assess the student’s academic achievement and performance in the subject area, attitude of students to learning, social functioning and attendance. While these are desirable, students’ academic achievement still remains the main indicator of post-basic education. The study is narrowed to students’ academic achievement only.  As the research was completed in a relatively short period of time other factors and variables are not considered. This might have an impact on the results of the study.

1.8     Basic Assumptions of the study

The study was based on the following assumptions

  1. The target respondents would cooperate and give correct information.
  2. Well performing schools had adopted Effective communication in teaching and learning ‟strategies that were not employed by low performing schools to improve academic performance.”
  3. By adopting the strategies employed by well performing schools, poor performing schools can improve their performance.
  4. It is assumed that classroom is a place where knowledge is socially constructed through interaction among teachers, students, and materials.

1.9     Definition of Terms

The following terms are defined in order to provide an understanding of how they will be used in this study. The definitions of other key concepts are presented in the relevant chapters.

Academic performance – This refers to the ability to study and remember facts, being able to study effectively and see how facts fit together and form larger patterns of knowledge, and being able to think for yourself in relation to facts and being able to communicate your knowledge verbally or down on paper.

Content relevance:  student’s perception of whether the course instruction and its content, or both, satisfied personal needs, personal goals, and career goals.

Effective learning – This refers to students‟ being available, focused and committed to undertake learning willingly.

Effective school – This refers to a school whose educators are responsible for producing acceptable results, by putting emphasis on instructional leadership, focus on vision and mission, communicating high expectations for success, monitoring of student progress, home-school relations, and creating an opportunity to learn for each student.

Effective teaching – This refers to helping students to learn by providing adequate context and content, and involving the learners in the process of responding to questions, summarizing findings and discussions and research and report on unanswered questions.

Effective teachers:  Teachers that displays certain characteristics in a class.

Instructional materials: Devices developed or acquired to assist or facilitate teachers in transmitting, organized knowledge skills and attitudes to the learners within an instructional situation (Nwachukwu, 2006).

Poor performing school – This refers to a secondary school that consistently obtains a mean grade of below C+ in Senior School Certificate Examinations.

Secondary education: A comprehensive type of education with a core curriculum, designed to broaden the knowledge and outlook of students

Teacher immediacy: a set of verbal and nonverbal behaviours that reveal a teacher’s willingness to approach and be approached by students.

Teacher clarity: A multidimensional construct that explains three broad teachers’ behaviour clusters in a classroom: – presentation or verbal clarity, structural or message clarity, and instructional process clarity (e.g., stresses important aspects of the content, assesses and responds to perceived deficiencies in student understanding.

Well performing school – This refers to a secondary school that consistently obtains a mean grade of at least C+ and above in Senior School Certificate Examinations.

 

Click to: DOWNLOAD @ NGN5,000/USD20

 

IMPACT OF LIBRARY SERVICES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS

ABSTRACT

 

This study examined “The Impact of Library Services on Academic Performance of Secondary School” with reference to Private Schools in Television, Kaduna as Case Study. Purposefully, the study assessed the school library, library services, use of library and its effect on academic performance in school and suggestions to improve library services to enhance academic performance. The researcher used research design survey to carry out the study. The sample size of the population was 100. So 100 questionnaires were administered to 100 respondents, out of which 90 were filled correctly and 10 discarded due to incorrect response. But, ninety (90) usable questionnaires provided the database in this study The data obtained was analysed using simple percentage. From the research, the findings revealed that library use can improve the academic performance of students by studying independently on a wide range of materials for class projects, individual report and class assignment. Based on the findings, conclusion was drawn and recommendations given that (i) The qualification of staff is an important factor in providing effective library service. Therefore school management should be concerned with library policy in selection of staff. There should also be staff trains and their entitlements be given during service training and also the staff should observe current developments in their field; and (ii) The provision of a well-equipped and conducive library should be made top priority in order to create good learning environment. The school authority, P.T.A and State Government should solicit for funds from corporate organizations and private individuals to enhance the library facilities.

AN ASSESSMENT AND INTEGRATION OF PRACTICAL SKILLS IN TEACHING BIOLOGY AMONG SECONDARY SCHOOL TEACHERS (A CASE STUDY OF WARJI LOCAL GOVERNMENT AREA OF BAUCHI STATE)

Abstract

The purpose of this study was to investigate the “integration of practical skills in teaching Biology among secondary school teachers.” The goal of education in Nigeria is to promote economic, technological and industrial development for national good.  To achieve the vision 2020 in education, a number of initiatives have been started to enhance practical teaching in schools as a pedagogy .This included equipping school laboratories through government funding. This study sought to establish the gap that could be filled through the practical integration in Biology. Some related literatures that were reviewed among others include the following: the concept of assessment; the concept of practical assessment; science practical process skills; practical aspect in science education

 

SECTION A

A1. INTRODUCTION

Learning science involves investigation and measuring testable concepts. Laboratory work is the hallmark of science education. It requires skills in carrying out practical investigations regarding concepts like types of foods, or tissues and organs amongst others. A skill is a developed proficiency acquired through specialized training. The training is imparted to the students through practice over time. The Biology practical skills as well as coverage of the content ascribed in the curriculum are influenced by the teaching and learning undertaken in class. Globally, practical work has become a well-established part of secondary school science (Poppe and Markis, 2011). In fact, since 1988, the National Curriculum of England placed emphasis on practical’s (Wellington, 2002) and current science teaching involves students carrying out practical work as an entity of biology, chemistry and physics lessons. Since the 19th century practicals have been part of the science classes in the United States of America and European secondary schools. Practicals are of great significance in curriculum of any practical science such as Biology (Singer et al., 2005). Students claim to find practical work as an enjoyable and effective way of learning science (Hodson, 1993) and this has also been reported in many other studies (Osborne and Collins, 2001; Jenkins and Nelson, 2005). In Nigeria, since 1963, the Biology curriculum has gone through various revisions with each revision maintaining the emphasis on practical skills at both class and examination levels. In the School Science Project (SSP) syllabus, Biology was taught through heuristic approach consequently the students’ text books were more of work-books with brief explanations of concepts (Namuddu, 1989).

The term science has to do with nature; it is derived from the latin word scientia which mean knowledge. It is a systematic enterprise that builds and organizes knowledge in form of testable explanations and predictions about the universe. It can equally be defined as a field of study which tries to describe and understand nature of the universe in whole or part.

According to hyacinth(2004), science in its broad sense refers to all human activities involving organized knowledge of natural phenomena. It alsorefers to a system of acquiring knowledge to describe and explain natural phenomena

Science is a great enterprise which nations depend on, in order to advance technologically. Science therefore, is receiving much emphasis in education because of its significance and relevance to life and society.

Biology as a branch of science and prerequisite subject for many fields of learning. It contributes immensely to the Technological growth of every nation which include medicine and surgery, forestry, agriculture, biotechnology and nursing. The study of Biology in senior secondary school can equip students with useful concepts, principles and theories that will enable them face the challenges before and after graduating from secondary school.

Biology as one of the science subject is bent in making one to be conversant with the environment he/she lives in in order to appreciate the meaning of scientific life, to develop unbiased mind to serve as an ideal future citizen. Fortunately, it is a fact that biology is the commonly chosen science subject of most secondary students as confirmed by the West African Examination Counsel (WAEC).

Students who are not motivated will not learn effectively, they won’t be able to retain information, they won’t participate in the class and some may even develop phobia to the subject in question. A student may not feel motivated for a variety of reasons, among which are they may feel they have no interested in the subject which results from lack of motivation, or find the teacher’s method of teaching unengaging or maybe the student has difficulty in learning and thus need to be attended specially

In the absence of instructional materials and practical work as methods in teaching biology, motivating the students to develop interest in biology is a difficult task. Motivated students tend to be more excited to learn and participate in the class when the teacher is teaching biology.

Teaching biology in a class full of interested students, is by far more enjoyable for the teacher and the students. Though some student are motivated with a natural love for biology, but with the inclusion of practical work and the use of instructional materials in teaching biology, even the students who are less interested or at all not interested in biology, can be inspired by biology teachers to reach their full potential.

There are some effective ways to get the student excited by encouraging them to participate in the laboratory activities, getting them involved by using one of the students in the course of demonstration, by getting creative while teaching such as dissecting a flower with the class and asking the students to draw a diagram of the dissection, relating your teaching to real life by showing the class a liver, heart, intestines of an animal you dissect or by relating what you, the teacher taught with the students immediate environment such as trees, soil etc

A2. Background to the Study

The goal of education in Nigeria is to promote economic, technological and industrial development for national good (Gacheri 2014). There is no much research conducted to show whether the youth are prepared scientifically to play effective and productive role in development of the nation. Industrial and technological developments in Nigeria will depend on skills, knowledge and expertise in science hence appropriate training in sciences is necessary as envisaged in vision 2020. Science is a great enterprise which nations depend on, in-order to advance technologically. Biology in senior secondary school can equip students with useful concepts, principles and theories .Science therefore, should receive much emphasis in education because of its significance and relevance to life and society (Chinwe, Chukele, 2008). Biology as a branch of science and the prerequisite subject for many fields of learning contributes immensely to the technological growth of the nation. This includes medicine, forestry, agriculture, biotechnology and nursing. The study enable them face the challenges before and after graduation. In any curriculum, science education is acknowledged as means of providing knowledge and skills for developing various spheres of life. Biology is one of the key sciences that play great role in developing technological skills. The process for effective learning in Biology is generally the case in other sciences which require a practical input. But the use of practical approach to teaching and learning in schools is on decline in the belief that it is time consuming as teachers rush to complete the syllabus. Development of practical process skills requires well equipped laboratories in schools and trained manpower. In Warji where research was conducted most schools lack laboratory facilities and trained lab technicians necessary in teaching science to develop process skills.

Development of practical process skills are important in acquisition of twenty first century skills which include technological development. It is on this background that this study attempted to establish the effect of practical learning and assessment on learner achievement in Biology in Nigerian schools, (Edison, 2004).

Biology knowledge is important to equip the learner with knowledge to apply, improve and maintain the health of the individual family and community. Biology syllabus recommends teaching through discussion on practical activities, field trips, demonstration and project . This encompasses theory and practical work. Shiundu , Omulando (1992) notes teaching methods or strategies currently recommended process-based approach of teaching to help students learn science process skills. These include laboratory work, field and project work. The curriculum developers in Nigeria advocate for learner-centered approaches in teaching of science in secondary schools (Nigeria Institute of Education 2006). But most teachers in schools still use traditional written approaches, whereas practical and projects are rarely used.

To achieve the vision 2020 in education, a number of initiatives have started to enhance practical teaching in schools as a pedagogy .This included equipping school laboratories through government funding. This study sought to establish the gap that could be filled through the practical integration in Biology. Assessment is defined as a direct measure of what has been learned as a result of instruction on specific objectives (Gagne, Briggs, Wagner,1988). It is a process of collecting data by measuring /testing which helps to give value judgment. Assessment comprise of two components: measurement and evaluation. Measurement is a systematic process of developing a quantitative and qualitative description of student performance (Erickson, Wentling, 1978). Evaluation is concerned with the worth of particular performance. Suggested assessment methods in biology are: Practical Work, Project work, Field trips, Oral questions,. Quizzes, written tests and examinations. Practical work should be essential constituent of school science. This is important as practical work encourages science process skills.

Practical assessment mostly deals with acquisition of practical science process skills. The biology practical skills are science process skills. They are taught as part of the biology curriculum. These skills can be acquired and developed through activities involved in the biology practical sessions. According to Maundu, Sambili and Muthwii (2005), one of the ways of assessing the objectives of teaching biology is through practical work. In practical work, an opportunity is provided for testing application of scientific procedures, manipulative abilities as well as scientific skills. The Nigeria National Examinations Council (NECO) makes use of practical examinations to test students’ acquisition of various biology practical skills which in essence are science process skills. In these examinations, students are required to carry out biology practical activities following some given instructions. The basic science process skills in biology include measuring, drawing, observation, classifying, manipulating, inferring/conclusion. Integrated skills include experimenting and interpreting (Owino, Indoshi , 2013 ).

Click to: DOWNLOAD @ NGN5,000/USD20

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.

Click to: DOWNLOAD @ NGN5,000/USD20

Determinants of Career Choice among Secondary School Students in Kachia Local Government Area of Kaduna State

Determinants of Career Choice among Secondary School Students in Kachia Local Government Area of Kaduna State

ABSTRACT

Career selection is one of many important choices students will make in determining future plans; this decision will impact them throughout their lives. This has constituted a problem as students often make wrong choice. But presently there is scanty research on the influencing factors such as gender, home background and student learning outcome on choice of career among secondary school students. Hence, this study was prompted by the present problems of change of subjects and course among students and undergraduates in the Nigeria secondary schools and universities respectively. The aim of the investigation is to find out if there exists some significant relationship between gender, home background and student learning outcome on student’s choice of career. It is also the intension of the researcher to identify some of the parental factors that influence student’s educational aspiration, such as: Educational and professional background, Economic factor, occupational and cultural factors. To accomplish the task, questionnaires were distributed and data collected. The total number of 109 students, were administered to in the four school used for the study. Information concerning student’s career choice and parent’s occupation and educational background, Economic status and cultural background were derived from the questionnaire. Data collected were analyzed using mean and frequency analysis. Students with involved parents no matter what their income and background are more likely to make more rational career choice. Also parents who are actively involved in their children education, helps to guide the children career choice. Parents should not allow their professional and educational background to overwhelm their children intellectual abilities in making choice of career. Parents should not encourage their children to choose high rated occupation because of its or their Economic Status but should engage more in guiding them to choose courses that suit their intellectual abilities. Intelligent children from poor socio-economic background should be encouraged by the government to take professional courses through scholarship, which will help them, enhance to a brighter future. Teachers should also be allowed to identify the best course for each child through continuous assessment and career counselling. Orientation workshops and seminars should be organized for parents and students aimed at changing their mind set on gender streaming. Sources of influence, such as parents or mentors, should be brought into a circle of counselling and discussion to help the student form a comprehensive career plan. Industries should invest resources for the purpose of training students, while still in secondary schools. Students should follow a career plan of informed decision-making. Teachers should also avoid being gender-biased in their appraisal of performance in class.

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Career choice has become a complex science with the advent of information technology, the emergency of post industrial revolution and job competition. And as such, education is universally recognised to be the answer to socio-economic problems of the world. Nation and individuals look up to education to provide a clue or possibly, a cure for poverty, ignorance, jobless, hunger, bad governance, poor communication system and inadequate shelter among other things. Every nation of the world aspires towards quality of life and social status. Most student who are in secondary schools do not have adequate information about occupational opportunities to help them make appropriate career choice. This has led to so many swing of career path after graduation from the university. Hence, this has highlighted career selection as one of many important choice students make in determining future plans; these decision will impart them throughout their lives. Hence it is important to figure out the factors or determinant of career choice among secondary school student; so as to see if it can help to guide student to make the right and rational career choice. Thus, with the advent of information technology, the emergence of post industrial revolutions and job competition, the choice of career has become a complex science (Okafor, 2012). These have given rise in interest to scholars on the factors influencing career choice not just among student alone, but among adults. The essence of who the student is, will revolve around what the students want to do with their lifelong work. No matter ones age, the choice of career or desire is an important question for everybody. A lot of students in secondary schools believe that their future is a glorious adventure in which they are bound to succeed (salami and salami, 2013). Many of them have the idea that they would be able to work in the public or private establishments as soon as they complete their secondary education. Student in secondary schools like many other young adults are always worried about what they will do with their lives. They are concerned about early entry into the occupational world and finding productive and rewarding place in and out rapidly, fast changing societies where employment is unlikely to be available on a scale sufficient to absorb more than a small fraction of the young people when they arrive at the labour market. How the young people of today meet the problem for tomorrow will depend upon the amount of success they make in planning for that tomorrow.

Today one has not only to make due career planning but also exhaustive career research before making a career choice so as to adjust with the evolving socio-economic conditions. (Wattles, 2009). According to Kerka (2000), career choice is influenced by multiple factors which include personality, interest, self concept, cultural identity, globalization, socialization, role model, social support and available resource such as information and finances. Hewitt (2010), suggested that most people are influenced by career that their parent favour, others follow the career that their educational choice have opened for them, some choose to follow their passion regardless of how much or little it will make them; while others choose the career that gives high income. McQuaid and Bond (2003) cited that student perception of being suitable for particular jobs also has been found to be influenced by a number of factors which include ethnic background, years in school, level of achievement, choice of science subject, attitudes and difference in job characteristics. However, research show that the choice of career among secondary school student is determined by a combination of personal abilities, personality type and other factors (Okafor, 2012). This is why Onayase and Onayase, (2009) suggested an investigation into other factors which include some environmental factor such as family background, school environment, religious and peer group influence. Career according to Cambridge Advance Learner’s Dictionary (2005) refers to ‘‘job or series of job that you do during your working life’’. Thus, choosing a career, simply means choosing a life job. However, all career have their subject requirement, personality characteristic and personal abilities while are supposed to be fully assessed before individual can be deemed to be qualified to go into specific career (Onayase and Onayase, 2009). Career choice is influence by multiple factors include personality, interest, self concept, identity, globalization, socialization, role model, social support and available resources such as information and finance (Kerka, 2000). Bandura, Barbaranelli, Caprara, Pastorell, 2001) cited that each individual undertaking the process is influenced by several factors including the context in which they live in, their personal aptitudes, social contacts and educational attainment.

Hence, factors that influence career choice can either be intrinsic or extrinsic or both. Most people are influenced by career that their parent favour, other follow the career that their educational choice have opened for them, some choose to follow their passion regardless of how much or little it will make them while other choose careers that give high income. Student percept of being suitable for particular jobs also has been found to  be influence by a number of factors including ethnic background, year in school, level of achievement, choice of science subject, attitudes and differences in job characteristic(McQuaid and Bond, 2003). In a study by Perrone, Sedlacek and Alexander (2001) on role model influence on the career decisiveness of college students it was found that role model supportiveness and quality of relationship contributed to the career choice of students. The same study indicated that majority of the student selected same gender. In a study by Natalie (2006), young adult through interaction with the context of family, school and community learn about and explore career which ultimately lead to their career choice. One consistent finding in research suggests that adolescent aspirations are influenced by their parent’s aspiration or expectations. Parental support and encouragement are important factors that have been found to influence career choice. Children may choose what their parents desire simply to please them (Taylor, Harris and Taylor, 2004). According to Oyamo and Amoth (2008), studies in Kenya showed that rural students tend to seek help from parents more than urban students and that parents more than teachers plays a major role in the career choice of students.

Hence, Okafor (2012) cited that generally, the choice of a career is influenced by parents, friends and counsellors. Variations occur from one population to the other. In Kenya, every secondary school student (SSS) makes their career choice before sitting for West African Examination Council (WAEC). The result of this final examination determining who joins University since admission into careers are determined by grades obtained from it. When these students graduate from the universities, some of them enter into occupations that are totally different from the ones they had chosen and trained for. The aim of this study is to look at how gender, home background and student learning outcome influence choice of career among Secondary school students in Nigeria, using some selected schools in Kachia Local Government Area of Kaduna State as a case study.

1.2       Statement of the Problem

Nigeria is rapidly developing her technological education, which has made the society more complex than it was in the past. The number of occupation has increased greatly and also there are many careers within one occupation. For instance, farming which was a simple occupation some years ago is now a very complex occupation within many careers to choose from.

These included poultry, farming vegetable farming, e.t.c the implication of this is specialization. This is why the family, peer group, school environment and even the larger society influence the decision any student might make in choosing a life career. This constitutes a problem as students often make wrong choice.

But presently there is scanty research on the influence of environment factors such as gender, home background and student learning outcome on choice of career among Secondary school students.

1.3     Purpose of the Study

The main purpose of the study was to examine the determinant of career choice among secondary school students in Nigeria.

Other specific purposes are to:

  1. identify the influence of home background on career choice among secondary school students.
  2. examine the effect of students learning outcome on the choice of career among secondary school students.
  3. investigate the influence of gender in choice of career among secondary school students.

1.4     Research Questions

This research work sought to provide answers to the following questions:

  1. What is the role of home background and how does it affect career choice among secondary school students?
  2. Is student learning outcome an important factor in determining choice of career among secondary school students?
  3. What influence does gender have in choice of career among secondary school students?

1.5     Significance of the Study

It has been recognized recently that for a person to make realistic decision, his level of self-efficacy can indeed be very influential. It is one thing to demonstrate interest in a particular occupational field; it is another thing to have confidence in one’s ability to successfully undertake the task involved.

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 there 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.

1.6       Scope of the Study

It would have been ideal to stretch the scope of this study to cover more schools in the chosen local government (Kachia Local Government Area) in Kaduna State, but for the minimum resources available and time factor, the area of the study of this project is limited to four (4) schools under Kachia Local Government Area in Kaduna State namely: GSS Kachia Urban, GSS Katari, GSS Korontshuwa and GSS Ariko.

1.7       Definition of Terms

For clarity, the terms used in the study were clarified as follows:

Career choice: The broad opportunities that exist for lifelong vocations. These vocations are set out in a frame work of strategies moving towards personal goals.

Environment: the complex physical factors that make up our surrounding (Britannica, 2002) and in turn act upon us for the purpose of this study they would include the forces of family, social and economic issues that both typical and non-typical students may deal with on a day-to-day basis.

Motivation: forces acting on or within a person causing an initiation of behaviour (Britannica, 2002) or what it is that moves us. In this study we will deal with the issues that help or hinder students in making career choices.

Opportunity: those choices in one’s life which are exposed either in a subtle or obvious manner. These choices or paths give the individual a selection between two or more outcomes. The outcomes of one’s choosing may or may not exceed one’s present abilities.

Personality: a characteristics way of thinking, feeling and behaving (Britannica, 2002). The personality is the collection of impression in the appearance of the student’s body and the impression believed to have been made on others, good or bad. Ones personality may embrace attitudes and opinions that affect the way we deal with interactions of people and in particular to this study, the situation of choosing a career.

Gender: not biological in nature but psychological, psychomotor feature or attributes associated to an individual weather male or female by sex.

Culture: the custom, arts, social and religious institutions and achievement of a particular people or nation.

Family: the people one lives with and sees daily.

Peers: peers are adolescents who are about the same age of maturity level.

Students: in this study, it refers to individuals who are officially admitted and registered in the secondary and non-secondary school system as full time candidates.

 

Click to: DOWNLOAD @ NGN5,000/USD20