INFLUENCE OF PEER GROUP ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

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ABSTRACT

This study was designed and carried out to find out the influence of peer groups on the academic performance of secondary school students. To achieve this purpose, for research questions were formulated. Does peer group influence have great on the academic performance of students? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have varied effects on the academic performance of male and female students? Does age determine the extent of peer group influence of academic performance of students? The research instrument used to elicit responses for the purpose of this study was the questionnaire made up of four sections.

The population sample was taken from four (4) secondary schools in Oredo Local Government Area of Edo State and the findings of this research study were. Peer group influence has significant effect on the academic performance of secondary school students. Peer influence has significantly varied effects on the academic performance of male and female students. Peer influence has significant effect on the academic performance of children from broken homes.

Age has significant effect on the extent to which peer group influence affect academic performance of students. It is concluded that peer group have influence on the academic performance of secondary school students especially at the developmental years of adolescent. It is recommended that the school in general should ensure that there is a guidance and counselling serve within its environment to help and assist children being negatively influenced by peers and also, children students with peculiar problems especially those from broken home as they have been observed to conform more to peer pressure as compared to others from stable homes.

CHAPTER ONE

 

1.0     INTRODUCTION

1.1     BACKGROUND TO THE STUDY    

The oxford advanced learners dictionary (2001) defined peer group as a group of people of same age or social status. The peer group is the first social group outside the home in which the child attempts to gain acceptance and recognition. Peer group is an important influence throughout one’s life but they are more critical during the developmental years of childhood and adolescence. Adolescents always emulate their mates in whatever form of behaviour they exhibit, particularly that which interest them thus, since socialization only refer to changes in behaviour, attitudes having their origin in interaction with other persons and those which occur through integration, a child learn more through interaction with peers.      

  Socialization being a life-long process cannot be limited to the family members alone. As a child grows older and more matured, it become more necessary for the external bodies to be involved in his/her life. The family is not expected to provide all the education required by the growing child. The school which is an established academic institution in which the behaviour of an individual is sharpened to get him/her equipped for occupational socialization. In the school system, the child gets into the social group of “like minds” and interest.

As a result of the various attitudes, skills, knowledge is acquired through role-play. Peer group as an agent of socialization is the most important socializing is the most important socializing agent for the developing child. Peer group is the pivot of social change and during interaction peers; the child’s life is transformed from the helpless child into a mature adult.    

Each peer group has its code of conduct which does not always conform to adult standards. The important thing is that each child takes his/her membership of the per very serious and attempts to do anything to ensure he/she is accepted and recognized. Lack of acceptance by t he peer disturbs the child especially at adolescent age. Some children have been known to do badly in school not because they lack the academic ability to do well but because they are disturbed by the fact they are not accepted by their peer group.

What makes learning comparative is the fact that the child has equal status with the other children. There is an atmosphere of freedom in which each child learns the way of the world from others. The peer group thus becomes more and more important to the child as he advances in age. Other ways in which the peer group can help the child include, teaching the culture of the society at large, making possible social mobility, providing opportunity for the child to play many social roles such as that of a leader, a follower, teacher or student.

The peer group also help the child to win his/her independence easily from domination and set before him a goal which is more easily attainable than the expectation of adults. This in itself provides motivation for learning and is mainly responsible for the fact that all children at one stage or the other regard their membership of peer group as very important.          

When the family is not supportive for instance, if the parents work extra jobs and are largely unavailable, their children may turn to their peer for emotional support. This also occur when the conflict between parents and children during adolescence or at any stage during a child’s development becomes so great that the child feels pushed away and seeks company elsewhere.

Most children and adolescents in this position do not discriminate about the kind of group they join. They will often turn to a group simply because the group accepts them even if the group is involved in negative tendency (Peter Smith and Anthony Pellegrini, 2001). The need for affection or closeness is often greater than the need to do the right thing. For some adolescents who feel isolated and abandoned by members of their family being part of a peer group provides such individual with acceptance and security not available at home.

In the Nigerian society today, the influence of peer group cannot be over emphasized in a child’s life most especially child education. Peer group has in one way or the other influenced the life of children both academically, socially, morally, psychologically and otherwise. It helps just like any other agent of school students in Oredo Local Government Area of Edo State. Socialization such as family, religion, mass media, and school among others help in modifying the behaviour of the child. In conclusion, therefore the influence of peer group on the academic performance of secondary school students cannot be over emphasized. The peer group forms the main basis through which the child learns lot of empirical facts about his physical and social environment, acquisition of skills and value as well as attitude for a better future. 

1.2     STATEMENT OF PROBLEM  

 Children socialize with the people with when they associate. Through interaction over many years, acceptable social customs are taught and fostered. Other children as well as adults can have a great impact on a broad range of issues in the child’s life including achievement in schools. The research is geared towards having a proper understanding of the way social interaction affect academic achievement and it is very important for parents, educators, and policy makers. The immediate environment such as peer, family, school, religion and other factors can encourage or discourage students academic performance. This research is thus an inquiry into the influence of peer group on the academic performance of secondary school students in Oredo Local Government Area of Edo State.

1.3     OBJECTIVE OF THE STUDY       

The objectives of this study include:

1. 1.  To investigate whether peer group affect the academic performance of adolescent.
2. 2.  To determine whether peer influence has any effect on academic performance of children of children from broken homes.
3. 3.  To find out whether peer influence determines variation in academic performance of male and female students.
4. 4.  To investigate whether age does determine the extent to which peer influence affects academic performance of students. 

1.4     RESEARCH QUESTIONS       

To guide this study, the following research questions were formulated

1. 1.  Does peer group influence have great effect on the acade4miuc performance of students?
2. 2.  Does peer influence have any effect on academic performance of children from broken homes?
3. 3.  Does peer group influence have varying effects on academic performance of male and female students?
4. 4.  Does age determine the extent of peer group influence on academic performance of students? 

1.5     SIGNIFICANCE OF STUDY       

The research work is carried out to examine critically the influence of peer group on the academic performance in selected secondary schools in Oredo Local Government Area of Edo State. information gathered from this work is pertinent and will go along way in unveiling the influence of peer group on the academic performance of students. The importance of this study is to know whether peer group has any influence on the academic performance of a child as well as making an effect to strike a balance in the educational system in line with the national policy on education. This study will also provide an insight into the impact of peer group on academic performance of adolescents.

Continue reading INFLUENCE OF PEER GROUP ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS →

COMMUNITY PARTICIPATION IN FINANCING PRIMARY EDUCATION 

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ABSTRACT

The success of my educational system is a collective responsibility of every component of the system in service to the organization, the successes of Nigeria primary education is hinged in cooperation between individual, parents, community and government, the position of primary education is very imperative and today the local community has bluntly refused to cooperate and participate in the financing the crucial level of education but leave it at the mercy of the government.

It is in the predicament that this study is designed to investigate the extent of the community participation in the south west local government area of Edo State. It is in this search light that structure questionnaire twenty items was designed especially on area of focus and administered on a number of people in randomly selected in the area of study. How the finding are revealed that:

1. Primary school in Nigeria is not properly financed as government is the only major source of finance.

2. Local communities do not cooperate with the government in financing the crucial level of education since the whole system in confronted with insufficient fund.

 

Moreover, the investigation is of the opinion that;

a. There is urgent need for joint participation of local community’s voluntary agencies and individual for effective performance and management of primary education in Nigeria.

b. Government should therefore seek for alternative source of finding primary education as try to evolve a participation policy in finding education in Nigeria.

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

          There is gainsaying the fact that education is very vital to the peace of socials, political and economic development of any nation. This is why most nations of the world strive to devote a sizeable proportion of their cross national income into developing the educational sector.

          According to world bank (2002) in Nigeria between 7.6% and 7.9% of our annual expenditure is devoted to education” management of primary education refer to the process of planning, directing, staffing, coordinating, budgeting for reporting our primary education system.

          Primary education in Nigeria refers to the education which children receive from the age of 6 years to 11 years plus. It the foundation level of the educational system which runs for six years and it is aimed at developing basic literacy numeracy, communication skills and transmission of the culture of the people to younger generation.

          The federal government of Nigeria has taken the responsibility of financing education in Nigeria alone, it has dissolved other source of finance and latter have them seen education as a national duty to be perform. However, community, individual and organization in the financing of education but this is not true in the real sense since government have taken over primary schools completely from voluntary agencies embarking on a laudable programme such as U.P.E and carryout the wages in school alone without a slighted resources other source.

          Although this government hold step was highly appreciated. It did not last long as a result of the economic recession brought about by deprecation of oil price in the world market government do not find it simple to bring in community to participate in financing education and the financial aspect of education is one of the major problem facing educational development in Nigeria.

          Before now, education in Nigeria has passed through some certain stage of development before the advent of formal education. Nigeria use to have indigenous system of education which involves the participation which involves the participation of all members of the communities. The western kind of education was introduction an country this education was welcome by the local communities because it create room for their participation of the local communities hence the members of the missions. When government assured the full control of education responsibility, all alone with financing it with oil money the participation of local communities were not encouraged and this enhance distortion to the entire educations system.

          But note, before this assumption of schools by the government, the voluntary agencies such as Christian, Muslim and other organization were these responsible for education. The communities were not left out their effort in participating for the financing of education, some events beyond construction of schools, staff rooms for the teachers. A case in point is that of Iguogun primary school Iguogun in Ovia South West Local Government Area of Edo State. Where communities did participate in the construction of school and even the staff rooms for the teachers.

          The efforts were focus towards government of education in these days before the take over by the government. But now the area of government expenditure is widened and the economic of the nation is in state of paralysis. In their regard the strength of government to provide the necessary schools materials is weak, now the government sick for alternative of sharing the responsibilities with other source of income.

          Sincerely speaking, there is no head hidden in the fact that Nigeria schools are below standard of normancy in view of scarcity of resource to finance their schools and its facility are out of use and irregular payment of teacher salaries. It the predicament that government transformed the funding and administration of primary education to local government has generated a lot of difficulties in the educational sector because; the local government could not afford to shoulder this responsibilities of primary schools. Primary education is left unconcerned for since federal government couldn’t make authentic policy statement about whose responsibility is it to handle this important level of education and this has been the problem since till date.

          Now, the primary education is been handle by the federal government but things are not done in a normal ways, this research therefore set act to analysis the community participation in primary school administration in Ovia South West Local Government.

 

 

 STATEMENT OF THE PROBLEM

          In the time past, analysis has shown that primary education is in a great predicament in Nigerian because of the ability of the federal government to seek for alternative source of founding education especially from the local communities, voluntary organization, individuals and philanthropists even though it has been ascertain that government alone cannot provide necessary or required materials. This has infant thrown the teaching and leaning situation in primary school into a sad condition were unrest in this order of the day.

          Ovia South West Local Government has part of this larger society (Nigeria) has her own share of their problem, and even presents a complex and peculiar situations for instance the teachers salaries are not pay regularly, the teaching and learning situation are jeopardized, the materials needed for teaching are not available, the school building are out dated (dilapidated) and the management of primary school in a state of confusion due to lack of participation of the communities in the financing of primary school system.

          Education serve as a major role or therefore necessary for the communities to contribute or rather participate adequately in the financing of primary schools especially at the level of the primary schools education as the bedrock on which the progress or failure of the whole nation hope on.

 

 

RESEARCH QUESTION

          The following are to be answered extensively as they will throw more light on the extent while primary education can be encouraged in Nigeria as a whole of Ovia South West in particular:

1.    Does availability of instructional materials and other classroom essential facilities have any effect on the standard of primary education in Nigeria today?

2.    To what extent will communities’ participation in funding primary education help in improving education of our pupils?

3.    To what extent can the joint participation between the government and local communities enhance primary school?

4.    To what extent will community involvement enhance the management of primary schools facilities and funds?

 

 

PURPOSE OF THE STUDY

          The research work is purposefully set out to investigate analysis and examine the point in which community participation in financing education in Ovia South West Local Government Area. It is a wide open and clear that the financial burden of the primary education in Nigeria at large, Ovia South West precisely cannot be over look and it cannot be left for the local government alone or else the primary education will decay and then the entire nation will collapses.

          Also, the study will also help to correct the following standard of primary education y encouraging and challenging both individual, voluntary agencies and local government/communities to reconsider response to pounding basic facilities and adequate financial and adequate financial predicament.

 

 

SIGNIFICANCE OF THE STUDY

          The need for education in our society and nation at large cannot be over emphasized because it make the people easy read but difficulties to rive, easy to govern but impossible to sustain throughout this research work we shall no the extent to which the people of the land have satisfied the extent to which the people of the land have satisfied the above statement.

          Again Ovia South West Local Government has no record about its literacy of educational programme. Therefore it is important to carry out these types of study as it will be useful to educational planners and organizers of the various educational programmes of local government in particular.

          The greatest problem that our education programmes have been experiencing till today is lack of sufficient fund to carry out educational programmes already planned activities.

          Then what shall we do to remedy this highly situation? This research work will suggest adequate solution which will be of interest to those concerned with education development plans.

 

 

SCOPE OF THE STUDY

This study is geared towards investigating the role of community participation in financing primary Education. Mean while this impediment of communities not participating in this financing of primary education can be observed throughout the state and country at large however this research work is specked to primary schools in Ovia South west Local Government and it is restricted to some village under Ovia South West Local government area of Edo state known as Iguobazuwa, Umaza and Iguogun presidely.

 

 

 

 

Continue reading COMMUNITY PARTICIPATION IN FINANCING PRIMARY EDUCATION →

THE IMPACT OF EFFECTIVE PLANNING ON TEACHING AND LEARNING PROCESS

CHAPTER ONE

INTRODUCTION

1.1            Background to the study

Planning in the context of education entails the process of setting objectives and determining the means to achieving the objectives. It entails deciding in advance what to be taught how, to teach, when to teach, who is be taught, and the evaluation of recipient.

Planning is the beginning of teaching and learning process, before a teacher goes to the class to deliver any lesson, he plans such lessons while education administrators make policy and plan the curriculum for the school to implement them.

Through planning for a lesson makes the teaching-learning encounter valuable and productive impact. Conversely, no planning leads to a wasteful and unproductive lesson. The motion pervades education at all levels and  in all subject areas (Egbe, 2008).

There appears to be widespread agreement not only on the value of planning, but also on the substance and format of plans. The plan that enlisted universal acceptance contains the purposes, experiences and their organization and evaluation.

If a lesson is to be effective, the teacher needs to make decision in these areas before the lesson. He needs to identify the objectives he intends to develop, the knowledge or subject-matter, objectives as well as the process and effective objectives. He needs to select and organize students learning experience that will develop the objective. He needs to make decision about activities to be used, materials to be gathered, amount of time to be spent, and other matters. Finally, he needs to decide what method or instrument to use to determine whether the teaching accomplished the objective of the lesson.

The notion that effective planning will give direction to teaching and result in worthwhile efficient learning has considerable logical validity. It would seem that careful, detailed planning concerning purposes, experiences and evaluation would result in useful and appropriate teacher behavior in the classroom. But is this assumption valid?

Does planning increase the effectiveness of teaching and learning?

It is against this background that the researcher deemed the subject matter.

The impact of effective planning on teaching and learning process worthy of investigation.

1.2     Statement of problem

The state of teaching is fast deteriorating in primary school in Chikun Local Government Area. Consequently, pupils become disenchanted and apathetic toward learning.

As such it becomes imperative to reappraise the impact of effective planning on teaching and learning process in Chikun Local Government Area of Kaduna State. The main pedagogical problems to consider is: Does effective planning have a beneficial effect on teaching and learning?

Hence, the subject matter of this research the impact of effective planning on teaching and learning process becomes an empirical problem worthy of investigation.

1.3     Objectives of the study

The main objective of the study is to examine the impact of effective planning on teaching and learning process in Chikun Local Government Area of Kaduna State. The specific objectives are:

i.                   To examine the beneficial effect of planning on teaching.

ii.                 To evaluate how planning affect learning.

iii.              To identify the problems militating against planning in schools in the area of the study.

iv.              To proffer possible solutions to the identified problems affecting effective planning in schools in Chikun Local Government Area of Kaduna State.

1.4     Research Questions

i.        What are the beneficial effect of planning on teaching?

ii.       How does planning affects learning?

iii.      What are the problems militating against planning in schools?

v.                 What are the possible solutions to this problems?

1.5     Significance of the study

The study will be useful to schools in Chikun Local Government Areas in particular and other schools in Kaduna and indeed Nigeria. Especially as they utilize the findings of this study as a basis for lesson, planning, administrative planning and general planning of school management. The study will be a good reference material for students, scholars and individuals undertaking similar research. It can be used as a spring board to undertake their own research.

1.6     Basic Assumptions

1.       Planning enhances teaching and learning in primary schools in Chikun Local Government Area.

2.       Planning give direction to teachers in Chikun Local Government Area.

3.       Planning lead to the actualization of the educational objective of Chikun Local Government Area.

4.       Education planning in school is confronted with problems of inadequate data and skilled personnel in Chikun Local Government Area from twelve selected primary schools with a total population of 211 respondents using the Crusious (2001) sample size technique which advocate for ten percent of the total population as the appropriate  sample size.

1.7     Scope and Limitation of the study

The study covers an examination of the impact of planning on teaching and learning process in twelve selected primary schools from in Chikun Local Government Area of Kaduna State. To this end, the study examines the beneficial effect of planning on teaching as well as learning. The study equally identify the problems militating against effective planning in schools in Chikun Local Government Area as well as making recommendation to the barriers to effective planning’s in schools.

Study covers a time from 2011 to 2012 being the timeframe for this study.

1.8     Definition of Terms

·                    Planning: The process of setting objectives and the means to attain educational goals.

·                    Curriculum: Sequence of teaching and learning in form of plans and intentions.

·                    Lesson plan: Setting specific objective in order to effectively teach what is in a scheme of work.

·                    Policy: Framework formulated in order to actualized educational attainment in a state.

·                    Forcast: Projection  into future goal attainment in school.

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