ANALYSIS OF PRIVATE UNIT COST OF TEACHER EDUCATION IN PUBLIC TERTIARY EDUCATIONAL INSTITUTIONS IN SOUTH-SOUTH NIGERIA.

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ABSTRACT

The study analyzed the private unit cost of teacher education in public tertiary institutions in South-South Nigeria. It was aimed at finding out the actual private unit cost and also examined the various components of the private unit cost of teacher education in public tertiary institution in South-South Nigeria. The variations if any in the private unit cost of tertiary education along the variables of type of institution, programme of study, gender of students, year of study, place of residence and ownership of institution were also studied. Eight research questions were raised and answered while three hypotheses were formulated and tested.

A descriptive survey, employing the ex-post facto research design was adopted for the study. The population of the study consisted of full-time teacher education students in the twenty public tertiary institutions in the South-South Nigeria. A sample of 2,030 respondents was selected from twelve public colleges of education and universities, through a purposive, stratified random sampling techniques. A teacher education private unit cost checklist was constructed, validated and administered to the sample. Data collected were analyzed with the use of frequency counts, pie chart, bar graphs, percentages, z-test for independent samples and multiple regression statistics.

The findings revealed that the total private cost was N427,514,175.00, while the private unit cost  was N210,598.12. The private unit academic cost was N75,332.00 (35.77%), while the private non-academic unit cost was N135,266 (64.23%). Vocational and Technical Education had the highest private unit cost of N215,234.32 (31.30%), followed by sciences N211,147.66 (23.37%), Arts and Social Sciences N210,721.49 (23.21%) and Languages N206,593.12 (23.11%). Female students had a higher private unit cost of N227, 983.79 (51.50%) while that of their male counterpart was N194, 844.90 (48.50%). The private unit cost of students in rented apartments was the highest with N299, 896, followed by those in school hostels with N206, 650.64 and family apartments, N164, 289.74. Year one students had a private unit cost of N233, 074.50, year two, N195, 483.15, year three, N205, 460.65, while year four was N204, 074.82. State owned tertiary institutions’ students had a higher private unit cost of N239, 228.09 than Federal institutions students with N179, 014.60. The study also revealed that significant differences exist in the private unit cost of teacher education students based on the type and status of ownership of institutions. It was concluded that the private unit cost of teacher education in public tertiary institutions is high in favour of female students, university students, vocational and technical education students, year one students, state owned institutions and students in rented apartments. It was recommended among others that multinational companies and agencies such as Chevron, Mobil and Shell should offer education students scholarship as they do for other tertiary education programmes such as law, engineering, and accounting.

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

Background to the Study

Statement of the Problem

Research Questions

Hypotheses

Purpose of the Study

Significance of the Study

Scope and Delimitation of the Study

Definition of Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Theoretical Framework

Conceptual Framework

Overview of Teacher Education in Nigeria

Development of Higher Education in Nigeria

Concept of Cost in Education

Types of Cost in Education

Concept of Unit Cost

Determinants of Cost in Education

Components of Private Cost in Teacher Education

Cost of Tertiary Education in some Countries

Relevance of Cost Analysis in Education

Summary of Literature

CHAPTER THREE: METHODOLOGY

Research Design

Population of the Study

Sample and Sampling Techniques

Research Instrument

Validity of the Instrument

Method of Data Collection

Method of Data Analysis

CHAPTER FOUR: PRESENTATION OF RESULTS,

INTERPRETATION AND

DISCUSSION OF FINDINGS

Research Question 1

Research Question 2

Research Question 3

Research Question 4

Research Question 5

Research Question 6

Research Question 7

Research Question 8

Hypothesis 1

Hypothesis 2

Hypothesis 3

Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS

Summary

Conclusion

Implications for Educational Planning

Recommendations

Suggestions for Further Research

Contribution to Knowledge

REFERENCES

APPENDICES

1. Letter of Introduction to Institutions
2. Checklist on Private Unit Cost of Teacher Education
3. List of sampled public tertiary institutions

LIST OF TABLES

Table 1: Federal allocation to all levels of Education in

Nigeria between 2000 and 2012

Table 2: Distribution of selected tertiary institutions

Table 3      Distribution of respondents by type of institution

Table 4: Distribution of respondents by programme of study

Table 5: Distribution of respondents by gender

Table 6: Distribution of respondents by level study

Table 7: Distribution of respondents by type of residence

Table 8: Distribution of respondents by ownership of institution

Table 9 Private unit cost of teacher education

Table 10: Unit cost of teacher education

Table 11: Private unit academic cost of tertiary institution

Table 12: Unit non-academic cost of teacher education

Table 13: Private Unit cost of teacher education

by type of institution

Table 14: Private unit cost by programme of study

Table 15: Private unit cost by gender of students

Table 16: Private unit cost by year of study

Table 17: Private unit cost by type of residence

Table 18:  Private unit cost by ownership of institution

Table 19: z-test of independent sample of private unit

cost in tertiary institutions

Table 20: z-test of independent sample of ownership of

Institution

Table 21: Private unit cost of the variables of study

Table 22: Regression analysis of variables

LIST OF FIGURES

Figure 1: Typology of cost in education

Figure 2: Private cost of education

Figure 3: Private unit cost of teacher education in tertiary

institutions in South-South Nigeria

Figure 4: Academic cost component of teacher education

Figure 5: Non-academic cost of teacher education

Figure 6:  Private unit cost in naira by type of institution

Figure 7: Private unit cost in naira by programme of study

Figure 8:  Private unit cost by gender of students

Figure 9: Private unit cost based on year of study

Figure 10: Private unit cost based on place of residence

Figure 11: Private unit cost based on ownership of institution

CHAPTER ONE

INTRODUCTION

Background to the Study 

The rejection of the natural resources-national wealth nexus by human capital exponents such as Schultz (1961), Harbison and Meyer (1964), among others led to the popularization of education and training of human resources as veritable means for achieving sustainable national development. This development brings to the fore the need for teacher education institutions that would produce teachers necessary for fast tracking the education process.

In the teacher production process a lot of resources are needed. These include fiscal, materials and personnel resources. Fiscal resources which address the cost of production is perhaps one of the most important factors in the provision and procurement of the education in any nation or state. When the cost of the education enterprise is undermined the system as well as the stakeholders could face grave consequences. This opinion therefore emphasizes the need for stakeholders to  recognize the need to have a reasonable idea of the social and private cost burden of education in general  and teacher education in particular to facilitate the attainment of national educational goals.

Knowledge acquired through formal education is known to be a determining factor in the process of economic growth and development of nations. In the same manner teacher education is regarded as a major source of producing the required teachers needed for generating and disseminating the knowledge for national development. The cost of producing qualified teachers needed for national progress is worthy of immense considerations by stakeholders.

Nwadiani, (2005), opined that teacher education is of pivotal importance in the educational enterprise when considered against the background of the invaluable roles teachers play in the transmission of knowledge, value and building of a complete man. In recognition of the role of teacher education in nation building, the Federal Republic of Nigeria (2004:39) identified the objectives of teacher education as follows:

1. To produce highly motivated, conscientious and efficient classroom teachers for all levels of our educational system.
2. To encourage and further the spirit of enquiring and creativity in teacher.
3. To help teachers to fit into the social life of the community and society at large and to enhance their commitment to national objective (goals).
4. To provide teachers with the maintenance and professional background adequate for their assignment and make them adaptable for any changing situation.
5. To enhance teacher commitment to the teaching profession.

The realization of these objectives is not without any reasonable cost implication on the part of all stakeholders. Education generally is an expensive enterprise when considered against the backdrop of high capital and recurrent cost it demands; hence the need for all stakeholders to share in the cost. For instance, according to the Nigerian Commission for Colleges of Education NCCE (2000) the total recurrent and capital allocation for Federal Colleges of Education between 1993 and 1998 were N5,789,240,000 and N2,687,326,185, respectively, while the federal allocations to federal universities in Nigeria between 1998 and 2009 were N577,723,105,913:00 and N74,0540,74,425:10 respectively (NUC, 2012). Thus, adequate financing is a necessary determinant for a successful implementation of teacher education as part of general education.

Presently, according to the Federal Ministry of Education (2013) there are 129 Universities, 57 Polytechnics and 65 Colleges of education providing teacher education programme. All these institutions require infrastructure, equipment, and personnel in the right proportion. The provision of these resources require a lot of funds. It must be noted that No state can effectively run teacher education programmes that compromise cost on the altar of charity. If relevance and competitiveness are considered in line with global trend, the cost implications of providing teacher education is imperative.

According to Harbison (1973), Akangbou (1987), and Nwadiani (2002), and the realization that educated human resources are the active factors of production rather than natural resources that are passive has influenced nations to increase their investment interest in education in their national budgets. These renewed investment interests tend to affect the social cost of providing education to citizens.

Without adequate funds, manpower resource which is vital for development cannot be harnessed in the right quantity or quality.

In Nigeria for instance, inspite of the other competing sectors of the economy fiscal allocations to education (teacher education), which by implication is the social cost of providing education at all levels of the educational system tends to be relatively high.

The data in table I showed the level of fiscal allocation to education in Nigeria for some years.

Table 1: Federal Allocation to all levels of education in Nigeria between 2000 and 2012

Year

Total Budget Trillion (N)

Education Allocation Billion (N)

Budget (%)

UNESCO Standard (%)

2000

0.702

44.225

8.30

26

2001

0.894

39.885

2.00

26

2002

1.064

10.2

5.09

26

2003

1.446

64.76

11.83

26

2004

1.189

72.22

7.80

26

2005

1.8

92.59

8.30

26

2006

1.9

166.7

8.70

26

2007

2.3

137.48

6.06

26

2008

2.45

210.5

10.00

26

2009

2.9

168.44

13.00

26

2010

4.6

3.49

6.40

26

2011

4.972

356.4

7.94

26

2012

4.750

426.53

7.90

26

Source: Education Sector Report (2009) and Federal Ministry of Education, Department of Planning and Statistics (2012).

Data in Table 1 shows the annual allocation to education in Nigeria and the corresponding percentages from 2000 to 2013 respectively. Despite the increasing volume of allocations over the years, they are grossly inadequate when compared to the United Nations recommendation of 26% for developing countries like Nigeria. This inadequacy could be traceable to the unstable national economic status of the country.  It further showed that the highest Federal Fiscal allocation to education in Nigeria was 13% in 2008, while 2001 recorded the lowest allocation of 2.0%. These low figures have grave implications on teacher education. This is so because whatever is available will be thinly shared among the subsectors of the education industry. They include pre-primary, primary, secondary, tertiary including teacher education and the parastatals in education.

Adebayo (2012), observed that the percentage allocation for teacher education in Nigeria for the past five years has been between 8% to 10% of the total education budget. This implies that more funds are needed for teacher education.

For example Edo State allocation to College of Education,  Ekiadolor between 2008 to 2014 shows a meager sum when compared to the annual budget of the state within the same period. This is presented in table 2.

Table 2: Edo State allocation to College of Education, Ekiadolor between 2008 to 2014. 

Year

Edo State Budget                  (N Billion)

Allocation to College of Education (NMillion)

Percentage

2008

60.70

240m

0.04

2009

 

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THE PROBLEMS AND PROSPECTS OF USING TEACHING AIDS IN THE TEACHING OF CHEMISTRY IN SOME SELECTED SECONDARY SCHOOLS IN EDO STATE

A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA OF EDO STATE

 

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ABSTRACT

This study was to examine the problems and prospects of using teaching aids, which is reduced among students and people of Oredo Local Government Area. The objectives were to enlighten individuals on the problems and prospects of using teaching aids in teaching chemistry in secondary schools in Edo State to explore the numbers of ways people can benefit from programmed together with a view of knowing the merit and demerit. And if necessary to ensure that the people practice the principle of using teaching aids and learning chemistry. This study was obtained using questionnaires without 15 items. The data collected were coded, analyzed through the use of simple percentages the analysis were carried out to facilitate discussion of the research questions.

 

 

 

 

TABLE OF CONTENT

Chapter One:    

Introduction

Background of the study

Statement of the problems

Purpose of the study

Research question

Research methodology

Significance of the study

Scope and limitation of study

Definition of terms

Chapter Two:    

Review of Related Literature

Chapter Three  

Research methodology

Introduction

Population

Sampling techniques

Validity of instrument

Problems of data collection

Analysis of data

Chapter Four    

Data presentation and analysis

Chapter Five     

Finding, conclusion and suggestions for further studies

Finding

Discussion of finding

Implications of the findings

Conclusion

Suggestion for further studies

Reference

Questionnaire            

 

 

 

CHAPTER ONE

INTRODUCTION

1. BACKGROUND TO THE STUDY

This study examined the problems and prospects of using teaching aids in teaching of chemistry in some selected secondary school in Edo State a case study of Oredo LGA. Though, many people would agree that there is an observable fall in standard of education in Edo State especially some selected secondary school in Oredo Local Government Area of Edo State. Nobody in his wildest imagination would have believed that secondary schools in Edo State has fallen to an abysmally low level as Nigeria education observer study came up with a report that in some selected secondary schools in Edo State of Nigeria has degenerated in the past ten (10) years.

This was reported as one of the lead headlines in the vanguard Newspaper, one of the Nigeria’s major daily newspapers quoted the educational observer sponsored study that; the teachers in some selected secondary schools in Edo State of Nigeria are poorly trained on the use of teaching aids, unproductive on the job and inadequate teaching aids most especially chemistry. According to this report, the poor performance of teachers in some selected secondary schools in Edo State of Nigeria; poor mastery of chemistry sas a subject and lack of requisite technical aids skills. It was ascertained in the report that the deficiencies in both vital areas.

Through the study may have identified major areas of the decline in the actual problem may have its roots at secondary school level. For it is at secondary school level that the potential student is given adequate foundation in the use of teaching aids in teaching chemistry ads science subject. A mastery of writing and understanding chemistry is highly desirable, yet its teaching and learning is beset by a myriad of problems at the secondary school level (Kolawole, 1998).

 

 

1. PROBLEM OF THE STUDY

Majority of the teachers who employed into some selected secondary schools in Edo State have no ample opportunity to learned chemistry through the help of teaching aids their educational levels, some of those teachers who are employed to teach students in some selected secondary schools in Edo State, didn’t qualified to that teaching job.

1. PURPOSE OF THE STUDY

This research would enlighten individuals on the problems and prospects of using teaching aids in teaching chemistry in secondary school in Edo State. To explore the numbers of ways people can benefit from programmed together with a view of knowing the merit and demerit. And also to ensure that the people practice the principle of using teaching aids and learning chemistry and how to stop the illiterate in use of chemistry in Nigeria population.

 

 

1. SIGNIFICANCE OF THE STUDY

The essence of this work is to create awareness to the general public on the problems and prospects of using teaching aids in teaching chemistry in Edo State and also a way of helping them understand the required observation in keeping the rules and regulation of teaching and learning chemistry.

Above all, the research work will also to a great extent act as a springboard to anyone who may wish to make further development on the area referring to the subject matter.

 

 

1. SCOPE OF THE STUDY

This study is limited to some secondary schools in Oredo Local Government Area of Edo State.

 

 

1. RESEARCH QUESTIONS

The following research questions have been formulated to guide the study.

1. Is the attitude of secondary school teachers towards chemistry encouraged?
2. Do the chemistry teachers use appropriate teaching aids in teaching chemistry frequently?
3. Does chemistry teachers in some selected secondary in Edo State qualified for teaching chemistry as a subject?
4. Are there enough teaching aids in some selected secondary school in Edo State?

 

 

1. DEFINITION OF TERMS

Population: This is the total number of organisms living together in one geographical area or it is also the total number of people living together in a particular habitat.

Information: This is a process on enlightening individual on chemistry as a subject.

Aspiration: This also means or defined as ambition or goal.

Devastating: Is simply defined as overwhelming or shocking

Restricted: This defined as limited or constrained

Chemistry: This is a branch of science which deals with the matter its composition and properties.

Teaching aids: These are materials which are used to enhance the easy transfer of learning. They are of different kinds, audio, audio-visual and visual aids.

 

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THE PROBLEM AND PROSPECT OF TEACHING AND LEARNING PHYSICS IN SECONDARY SCHOOL LEVEL

(A Study Of Federal Government College Malali Kaduna, Kaduna State)

 

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ABSTRACT
The study examines problems and prospect of teaching and learning physics in secondary school level with reference to federal government college Malali Kaduna. A survey method was used for the study, the population consisted of all the male and female teacher of federal government college Malali Kaduna out of 65 academic staff, 35 were involved in the study. A questionnaire developed by the researchers based on likert 5 –point scale was used for the study mean scores and frequencies were used to analyze the data based on the research questions. Research result show that the prospect of teaching and learning physics lies on the modification and improvement of the traditional lecture method used in teaching. The study also identified negative attitude of students in secondary school level towards learning physics as a factor that affect their ability to learn the subject furthermore, the teaching techniques applicable in teaching physics is secondary school are the traditional lecture method used from time-immemorial, lecture-demonstration technique and cooperative group teaching technique, the problem militating against teaching and learning of physics in secondary school level include unavailability of qualified teachers, teachers lack of competencies, constraint of complex scientific language used in teaching physics in secondary school level, lack of modern laboratory apparatus as well as lack of effective teaching techniques and inconsistency in government policies.

 

1.1 BACKGROUND OF THE STUDY
The attitude towards physics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning physics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).
Students attitude towards physics to a large extent have an impact on their interest in leaning physics. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable
attitude towards its.

In this regard, Cheng (2004), in a study conducted regarding students learning in physics, found out that in the students evaluation, consistent with their notion that physics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.

Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of physics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning physics their perception about physics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.

However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.

As such, physics as a dynamic branch of science is difficult to describe, thus, in learning physics, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).

It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning physics in secondary school level” as an issue worthy of investigation.

 

1.2 STATEMENT OF THE PROBLEM
A lot of studies shows the poor performance of students in physics this is attributed to the notion that physics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, physics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.

 

1.3 PURPOSE OF THE STUDY
The present study is to determine the problem and prospect of teaching and learning physics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.

 

 

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THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS

(A CASE STUDY OF SOME SELECTED PRIMARY SCHOOLS IN IGABI LOCAL GOVERNMENT AREA OF KADUNA STATE)

 

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CHAPTER ONE

1.0   INTRODUCTION

1.1   BACKGROUND OF THE STUDY

The science curriculum at any time and place is determined by the existing theories and ideas about the nature of science. Because such theories and ideas have varied from place to place and from time to time, even for the same place; the science curriculum and its introduction have never remained static. Several programmes have been set up in various parts of the world to develop science curriculum and teaching, with an aim to suit the prevailing situation in such areas. As a result of the changing views about science, its content and materials have been subjected to modification in accordance with the reigning theories. In the 1960s the U.S.A, set up a programme called Science a Process Approach (S.A.PA.) which was developed and sponsored by the America Association of the Advancement of Science (A.A.A.S). For the A.A.A.S, science processes should precede the contents that is to say, the programme encouraged a study of the science procedure which would result in the child having the opportunity to develop intellectual skills similarly there were programmes in the United Kingdom, for example, The Nuffield Junior Science and the African Primary Science Programme (A.P.S.P) was based in East and West African.

The relative backwardness of primary education in the Northern states of Nigeria stimulated the consideration by the Federal Government, the governments of the then six northern states, and UNESCO to form a joint project which would improve the quality of primary education (Lassa, 1977:1). Discussion resulting from such moves were held at Zaria between the Institute of Education (A.B.U Zaria), the government of the six Northern states UNESCO and UNESCEF. The outcome of that meeting was the initiation of a programme called UNICEF/UNESCO programme but later became the Primary Education Improvement Project (P.E.I.P).

In June 1970, a writing panel made up of T.T.C. Tutors, ministry personnel and others met to decide on writing syllable and books on science and other subjects. Decisions centred on having a fresh science syallbus which was based mainly on units taken from the African Primary Science Programme (A.P.S.P) but preference was made to the Nuffield Junior Science Programme and materials for science. Later, however, the panel decided to abandon this approach and follow the steps suggested by the Nigerian Educational Research Council (N.E.R.C) through adopting a process approach method similar to that of the American science. A process approach.

By December 1971, the first book titled Primary Science One was instructions for the teaching of 26 lessons. This book centred on activities, which would provide opportunities to practical process type skills such as observation, classification measurement, etc. Brown, (1978:2) and these activities involved both the teacher and the pupils. By 1972, Primary Science one was on trial in 66 piloted schools. A panel meeting in June 1972 established the guideline for primary school three, part of it was written by the end of the year, the whole book being completed by June 1974. Primary science four was produce in 1978. Book four came out in 1976 and book five and six came out in the 1980.

 

 

1.2   STATEMENT OF THE PROBLEM

It is important while discussing the P.E.I.P to realize as in any other programme of its dimension there bound to many challenges which if not well met will cause the down fall of the programme; for example there could be administrative, financial and manpower challenges.

Integrated science or primary science is identified as a problem approached discipline through which man studies and learns about problems of survival in his environment. The aim of this research is to identify problems leading to poor performance in pupils and teachers in some selected primary schools in Igabi Local Government Area to recommend possible solutions that can help in improving its teaching. In our search for these problems, the following questions are asked:

1.  What are the classes that are taught primary science?

2.  What is the number of qualified integrated science teacher in your school?

3.  How many of these teachers teach integrated science?

4.  What are their qualifications?

5.  Are the materials used by the teachers (i.e. textbooks) suitable for both the teachers and learners?

6.  Are there other teaching aids used by the teachers apart from the textbooks?

7.  What methods are used in imparting the knowledge of integrated science to the learners?

8.  Do the school provide a special workshop for the teaching of the subject?

9.  Is there current and recommended approved primary science syllabus in the school?

 

 

1.3   SIGNIFICANCE OF THE STUDY

This research is aimed at the causes of poor performance in primary science in our primary schools today. Thereby giving necessary suggestions and practical ways by which the instruction can be improved so that its set goals and objectives can be achieved. The researchers decided to choose:

1.          L.E.A. Primary School Jaji i.e. child friendly

2.          Army Children’s School Jaji

3.          L.E.A. Primary School Birni Yaro Tasha

4.          L.E.A. Primary School Tudun Wada Rigachikun

For sample studies with the believe to the researchers that this will be of immense help to the integrated science teachers in the classroom and also to the educational planners.

 

 

1.4   DELIMITATION

This research work concentrated on four (4) primary schools in Igabi Local Government and its environs.

1.     L.E.A. Primary School Jaji – child friendly

2.     Army Children’s School Jaji

3.     L.E.A. Primary School Birni Yaro Tasho

4.     L.E.A. Primary School Tudun Wada Rigachikun

Considering all the problems faced in teaching integrated science, it would require a wide and more detailed research and bigger book than this. Thus, the application of the evidence found is not to be generalized with other schools in the state but restricted to primary schools in Igabi Local Government Area only.

 

 

1.5   DEFINITION OF TERMS

i)      Integrated Science: A jointed knowledge that is based on testing and providing facts.

ii)     Primary Schools: Schools in which children receive formal education before going to secondary school.

iii)    Teaching: Passing knowledge to somebody with some guided activities.

iv)    Curriculum: Course content design for the learner.

v)     S.A.P.A: Science – A Process Approach.

vi)    A.P.S.P: Africa Primary Science Programme.

vii)       A.I.E.P: Primary Education Improvement Project.

viii)     Teaching Aids: Materials use in aiding teaching and learning.

ix)         Integrated Workshop: A special room exclusively meant for teaching Integrated Science.

 

1.6   HYPOTHESIS

Hypothesis have been advanced to guide the study:

1.     That there was language problems, that is, the science terminologies cannot be easily translated into local languages.

2.     That there are no enough trained teachers for this discipline Integrated Science.

3.     That there are inadequate teaching aids for the teaching of the subject.

4.     It was assumed that the same ministry is concerned with the running of the schools in terms of personnel enrolment and retention funds and other facilities.

5.     There is still a problem in teaching controversial topics

 

 

 

 

Continue reading The Teaching Of Integrated Science (Its) In The Primary Schools, Problems And Prospects →

THE IMPACT OF PUBLIC LIBRARY SERVICES TO THE PEOPLE OF KADUNA STATE

[A CASE STUDY OF KADUNA STATE LIBRARY BOARD, KADUNA]

 

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CHAPTER ONE

INTRODUCTION

1.1            Background to the Study

The Chambers Universal Learners Dictionary define a library as a building or room containing a collection of books or some other collection, for example, gramophone records.

Shair (1963) also defines a library as an organization of one or more trained people who use carefully selected or organized books, periodicals and other similar materials as a means of giving to those who may appropriately use it to the fullest extent of their need or desires the information, enrichment or delight which is to be heard from the written word.

The library can be defined as an institution that is mostly concerned with the methods, skills, and system for acquisition, storage, preservation and dissemination of recorded and non-recorded materials. The library is generally grouped into six (6) which are national, academic, school, private, special and public libraries.

The public library is a library which carters for the informational needs of everybody in the society. It is not restricted to anybody or a particular group of people. The implication of the word ‘PUBLIC’ is that the library is expected to serve everybody in the community in which it is situated; hence it is also called “The People’s University”.

According to Gates (1976), the public library can be defined as a library authorized by state law, supported from general public funds or special taxes voted for the purpose and administered for the benefits of the citizens of the country, town, city or region which maintains it on the basis of equal access to all. Ikokoh (2003) defines public library as a library provided wholly or partly from public funds and the use of which is not restricted to any class or person in the community, but is freely available to all.

The public library primarily exists to serve the entire members of its locality referred to as the general public. Nuhu (1994) observed that the public library has the same universal objective of serving the general public towards the educational upliftment and awareness of rural and urban persons, to enhance and develop their potentialities. The public library has the traditional role of acquiring books and audio-visual materials, and making them available to patrons regardless to citizenship, age, educational level, economic and social status or any qualification or condition. It must therefore be a depository of a variety of books and other informative materials and provide needed services for the members of the immediate community it serves. The public library has proved to be of the best means of providing books and non-books materials and making them available and accessible for its diverse users.

Public libraries are now acknowledged to be an indispensable part of community wide range of reading materials for all ages and centres for community information services. The public library that provides services to the general public, is also responsible for serving special categories of the public, such as children, members of the armed forces, hospital, patients, prisoners, workers and employees. In other words, it is a library established by the state to provide wide service and supervised by either a ministry or a library board.

The public library first started in the early 19th Century in Europe and America. In England for instance, industrial cities like Manchester, Russia and Detroit in the United States had public libraries so as to meet the informational needs of the industries. Boman (1989) in addition said that the growth of education and printing encouraged the use of books. For that reasons, the first public library Act in England was promulgated in 1850. It empowered that any town council with a population of 10, 000 (later 5, 000) people was entitled to one public library.

Emmanuel (2006) asserts that public libraries in Nigeria were modeled after the Bristish. They started about fifty years before independence with the establishment of libraries in Lagos. The Modern public library movement in Nigeria can be said to have started from the foundation in 1910 and 1920 with the Tom Jones Library in Lagos. He further added that the Tom Jones Library had acquired the character of a public subscription library in which the public can subscribe to membership and get books for a particular period of time. The Lagos Library which was established in 1932 was also on public subscription.

Baba (2007) also added that the Lagos book club established its rules of operation at a general meeting on 3rd June, 1932 with Sir Allan Burns, the Chief Secretary of Nigeria being largely responsible for the establishment of the Lagos book club. He was also one of the foundation members of that library. He prepared a forward to the rule that will guide the use of the library at that time. He further said that the genesis of the present day public library services in Nigeria, is traceable to reading rooms which were established by British Colonial administration between 1938-1945. The functions of the reading rooms were merely to disseminate information that were tailored to solicit the support of the British inhabitant. The reading rooms were very instrumental in propagating the British Interest during the Second World War. These reading rooms were spread in many crannies of Nigerian and acted as catalyst of the colonial masters.

After the collapse of the reading rooms, it was decided that each region should have its own independent library services. This was one of the resolutions of the Ibadan seminar on the development of public library in Africa which was held in 1953. This seminar was organized jointly by the Nigerian Government and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The resolution further recommended that the regional libraries be run by library boards beginning with Eastern Nigeria.

 

 

1.2            Statement of the Problem

The role of libraries cannot be overemphasized in a developing country like Nigeria. The public library especially is an agency for continuing education for the young and the old. The improved social status of an individual or the community obviously depends largely upon knowledge and hence reading is one of the most important means for the acquisition of knowledge. To this end, therefore, the public library is the only ‘free’ agency that provides a variety of reading services for every individual no matter his status, educational background and age.

A close examination of the public libraries in Kaduna State has revealed that the services provided to the users are poor and inadequate, most of the collections found in these libraries are outdated and inadequate. In other words, they are not actually serving the entire information needs of the people. Access to information post to be a big problem. Therefore, one tends to ponder if these inadequacies are due to lack of sufficient funds to purchase current materials for its vast users, or poor services due to insufficient staff, or because of the reading habit of the users etc.

These questions and more are intended to be answered by oral interviews of staff and patrons of the public libraries in Kaduna state through the use of questionnaire, observation and personal experience. The answer given could be useful in the improvement of public library services in Kaduna State and could also serve as a contribution to knowledge.

 

1.3            Research Questions

The study seeks to provide answers to the following questions.

§     Who are the users of the public libraries in Kaduna State?

§     Why do they use these libraries?

§     What are the services rendered in the Public libraries in Kaduna State?

§     Are the services adequate for the information needs of users?

 

 

1.4            Objectives of the Study

The main objectives of the study is:

§     To appraise the use of the public library.

§     To apprise the services in the public libraries in Kaduna State.

§     The study is also to examine the impact of these library services on the educational and political development of the people of the state.

 

 

1.5            Significance of the Study

The research work has been designed to establish the effectiveness and efficiency of the public library services in Kaduna State. It will also reveal the justification for the establishment of these libraries.

The recommendations made in this work will be helpful to the state government in improving the services of the public libraries in the state.

 

 

1.6            Scope and Limitations

The study covered the public libraries supretended by Kaduna State Library Board. Their services were also appraised.

The limitations encountered during this research work included funding and time constraints. Due to lack of funds, I was unable to cover the situations in other state public libraries.

The time given for this study was short to get data from users of all the public libraries in the state.

 

 

1.7            Definition of Terms

Public Libraries: These are libraries established by the state and local governments for the entire members of their communities.

Library Services: These are services offered by the libraries to their patrons, for example, reference services, current awareness services, circulation services etc.

Library Board: It is an autonomous statutory body that is responsible for the overseeing of public libraries in a state.

Impact: This is a strong effect or impression on users of the libraries.

 

 

 

Continue reading THE IMPACT OF PUBLIC LIBRARY SERVICES TO THE PEOPLE OF KADUNA STATE →