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CHAPTER ONE

1.1 Background of the Study

The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence, the school environment remains an important area that should be studied and well managed to enhance students’ academic performance.

The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2001)

School environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students.

Relating this study to international occurrences are the assertions of Williams, Persaud, and Turner (2008), quoting Marsden (2005), which reported that safe and orderly classroom environment (aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among other treatments helped to contribute to students` academic performance.

The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student.

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

Previous studies have investigated the relationship of poor school environment including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behavior, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001;Moore, 2002; Stricherz, 2000; Tanner, 2000). To complement these studies, the present research will examine the aforementioned areas of school environment as it affect students performance in Nigerian schools.

Statement of the Problem

Emphasizing the importance of school environment to students academic performance, Oluchukwu, (2000) asserted school environment is an essential aspect of educational planning, he went further to explain that “unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place.

The high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. However, little is known on the impact of school environment on students’ academic performance in an urban city like Lagos State.

1.3 Objectives of the Study

The purposes of this study are:

i. To examine the relationship between school environment and the student academic performance

ii. To examine the impact of school facilities on the academic performance of students in the secondary school

iii. To explore factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary school

iv. To investigate the extent to which school location affects the academic achievement of secondary school students.

1.4 Research Questions

i. Is there any relationship between school environment and the student academic performance?

ii. To what extent do school facilities affect student performance in secondary school?

iii. What effect does class size has on the academic performance of students in secondary school?

iv. To what extent does school location has on the achievement of secondary school students?

1.5 Research Hypothesis

Ho1 There is no significant difference between school environment and the student academic performance

Ho2 There is no significant difference between school facilities and academic performance of students

Ho3 There is no significant difference between class size and academic performance of students

Ho4 There is no significant difference between school location and academic performance of students

1.6 Significance of the Study

It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school. In addition, the fact that this study is conducted in public schools, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for other schools to reflect upon the school environment as it affect the academic performance of student in secondary school.

1.7 Scope of the Study

This research work focuses on influence of school environment on academic performance of secondary school students in some selected schools in Agege Local Government Area Of Lagos State. This research work covers all public secondary schools students in Agege Local Government Area Of Lagos State. However, four public secondary schools will be used as case study.

1.8 Limitation of the Study

Apart from time-frame and shortage of finance, the major limitation to this research is the inability of the researcher to cover the whole public secondary school in Agege Local Government Area Of Lagos State as the title suggest.

1.9 Research Methodology

A descriptive research design will be use in carrying out this study. The sample for this study constitutes one hundred (100) respondents. For this research work, random sampling technique will be used. This study will be restricted to the categories of students the researcher considered essentially relevant to issues being investigated. Simple percentage statistical analysis will be used for the study.

1.10 Definition of Terms

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

School Environment: A school’s physical environment includes the school building and the surrounding.

Academic Achievement – Knowledge attained or skills developed in school subjects by test scores.

Secondary school (also”high school”)is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.

SELECTION AND UTILIZATION OF SOCIAL STUDIES INSTRUCTIONAL METHODS BY SECONDARY SCHOOL TEACHERS

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CHAPTER ONE

INTRODUCTION

Background to the Study

Social studies refers to the subject matter, possessing skills, attitudes and activities that focus on society and on individuals as members of a social group. National Teachers’ Institute (N.T.I,2000), opines that Social studies is an area of school curriculum specifically designed for the study of man and how he fits into the society by utilizing the necessary attitudes, values and skills at his reach.

Awe in Fadeiye (2005:06), is of the view that

…Social studies is a discipline if properly programmed and effectively taught should help to solve social problems that are facing developing countries like ours (Nigeria) where the old norms are fast losing their grips and without any effective substitute to replace them.

Bozimo and Ikwumelu (2009), maintain that Social studies aims at helping people develop the ability to make decisions so that they can resolve personal problems and shape policy by participating in intelligent social action. They also state that Social studies is concerned not only with knowledge but also with attitudes, skills and values. Ikwumelu (2002) holds that it gives an opportunity for important social and moral issues such as attitudes to the destitute, poverty, racialism and different types of government, cruelty to animals and children, brutality and injustice to be introduced into curriculum.

Jarolimek (1977:04), agreeing with the above view, states that Social studies

is a field of study that teaches about people, how and where they live, how they form and structure societies, how they govern themselves and provide for their material and psychological needs; how and why they love and hate each other, how they use and misuse the resources of the planet that is their home.

Social studies does not focus on purely individual problems or problems that are peculiar to a given individual, and it is not synonymous with indoctrination nor with uncritical acceptance of beliefs (Bozimo and Ikwumelu, 2008). Kissock (1981) thus holds that Social studies is a programme of study which a society uses to instill in the students the knowledge, skills, attitudes and actions it considers important concerning the relationship human beings have with each other, the world and themselves.

In Social studies therefore, man is viewed as being at the centre while his physical, political, cultural, psychological and socio-economic environments encircle him. This probably explains why Nigeria Education Research Council (NERC) in Fadeiye (2005) opines that Social studies is the relationship between man, and his physical and social environments as well as his relationship with science and technology.

Social studies can thus help the Nigerian citizens generally to develop the ability to respect the worth and dignity of individuals, it will help in the inculcation of national consciousness and national unity, instill in man a disposition for acceptance of attitudinal change or rebranding in order to tame the tide of corruption which has enveloped all sectors of life in Nigeria.

Agreeing with the above assertion, Jarolimek (1977:3), maintains that Social studies is expected to contribute immeasurably to the development of confidence, hope and positive self image in our children in conflicting ideologies, values and attitudes since it aims at:

helping young people develop competence that enables them to deal with and to some extent manage, the physical and social forces of the world in which they live. It also provides young people with a feeling of hope in the future and confidence in their ability to solve social problems.

To achieve these objectives, Adeniji (2004), suggests that all the teachers of Social studies in all affected levels of education need to be familiar with the content and methods of teaching the subject in order to interpret the content of Social studies correctly and encourage its learning. In addition, they need to acquire skills on selection and utilization of Social studies methods.

Okoro (2001:19), supporting this view, states that when Social studies instructional methods are related to the content, learning will cease to be fragmentary and memorization of unrelated facts and concepts will end. He maintains that the ultimate result of relating Social studies instructional methods and content is for a successful inculcation of such Social studies content as:

– Independent thinking and the desire to think on more individual level.

– Group cooperation or developing more favourable attitudes towards working more effectively and efficiently with others.

– Social responsibilities or respect for obligations to obey the rules of the home, schools and community.

– Empathy or developing the ability to relate and identify more closely with other peoples’ situations.

– Democratic living or the growth of improved attitudes towards increasing respect for other people’s rights.

Downey and Kelly in Ikwumelu (2002:3), observe that “social awareness and social understanding are still not being developed, students still consider either to take for granted what their teachers offer or to reject it out of hand”, probably as a result of lack of relevance between Social studies content and its instructional methods. It is only when such relevance is achieved that Social studies programme can help students think critically about their own assumptions and about the world in which they live, so that they will no longer be contented to accept their lot blindly but can learn ways of contributing towards changes.

Wheeler in Fadeiye (2005:06) equally maintains that “whether a subject is effective or not depends on the nature and quality of the learning experiences that are associated with it”. This implies that it is not only the content that determines effectiveness but also the quality of learning experiences which in some cases are dependent upon proper selection and appropriate utilization of instructional methods by the teachers. Mkpa in Mkpa (2005:10), thus suggests that “content must be related to selected instructional methods for effective and quality learning experiences to be achieved”. He maintains that in reality content and process are so interrelated that an outright distinction may not be desirable except for analytical purpose; content and process should therefore be seen as an integral part of each other and so should both be accorded sufficient emphasis as one cannot exist in isolation of the other.

Mbakwem (2005) is also of the view that proper selection and appropriate utilization of instructional methods could encourage skills acquisition and development of values. From the foregoing, it appears that the ability of Social studies to realize the lofty goals expected of it rests on the instructional methods selected and used by the teachers. With regard to the selection and use of instructional methods in teaching of Social studies, Bozimo and Ikwumelu (2009:138), opine that there is wide spectrum of instructional methods available for use in Social studies education. While some of the methods can only be used to achieve some specified objectives, others can achieve multiple objectives simultaneously.

Fadeiye (2005) asserts also that methods of teaching Social studies are many and that some are more effective than the others; to him Social studies teachers need to examine all the methods critically and experiment with them with a view to selecting most appropriate methods for classroom interaction. This thus leads to such questions as:

– What are the instructional methods available for use in teaching Social studies?

– Is there any difference between rural and urban Social studies teachers in the use of instructional methods?

– Do Social studies teachers utilize these methods properly?

– What are the possible factors affecting selection and utilization of these methods?

Different methods can be used in teaching a unit of work so that students will have the opportunity of using all their senses with a view to making learning permanent. Some of these instructional methods used in teaching Social studies are: lecture method, panel method, debate method, dramatization method, inquiring method, concept mapping, discussion, field trip method, creative activity, games and simulation methods.

Fadeiye (2005) opines that Social studies teacher needs to familiarize himself with several methods of teaching Social studies so as to make classroom more interesting and participatory. He also suggests the use of integrated methods in the teaching since Social studies is an inter-disciplinary subject. Unfortunately, some Social studies teachers fall back to a particular method as the only method of passing information to the students, and this does no good to the teaching and learning of Social studies, furthermore selection and utilization of inappropriate methods by Social studies teachers may impede the learning of Social studies (Bozimo and Ikwumelu, 2009).

Novak and Musonda (1991) maintain that gender bias from the society has permeated the school environment, curriculum, pedagogy, instructional materials, among others to influence the attitudes of the teachers in favour of the boys. Again, though boys and girls have similar abilities and capabilities, learn in the same school, taught by the same teacher using the same syllabus, girls in the end still perform very poorly in Social studies classroom (Novak & Musonda, 1991). Hornby (2000) defines selection as the process of choosing something carefully from a large group of things that may either by identical or having a common future. Utilization according to him is defined as the process of using something, especially for a particular purpose. Consequently, there is a need for a study on the selection and utilization of Social studies instructional methods by secondary school teachers especially in Ebonyi State.

Statement of the Problem

Social studies is often seen as all comers’ course and a dumping ground for those denied admission in other disciplines by the school management (Igba, 2005). According to Igba (2005), school management and ministry of education often appoint teachers that read courses like Geography, Economics, History, Government, English language and even Fine Arts to teach the subject in secondary schools in Ebonyi State. This does not enhance the teaching and learning of Social studies. This is why most Social studies students fail Social studies in external examination. Lamenting on the poor performance, the chief examiner’s report on the performance of students in Social studies examination in the July 2009 says “the performance is generally poor. It was disheartening to see the degree of ignorance among candidates of Social studies in their home country”, (Ebonyi State Secondary Education Board, 2009:12).

In addition, Onasanya (2008:) opines that Social studies education in Nigeria for long had been criticized for not quite preparing students for effective living in the society as result of inappropriate utilization of instructional methods in Social studies classroom. In support of the above, Okpalama (2008: 65) maintains that the “inability of Social studies education to actualize its expected goals of preparing students for worthy living is proved beyond reasonable doubt by the low level of achievement of Social studies students in external examination”. To Okpalama, the low level of achievement had been attributed to a number of factors by Social studies educators. For instance Mkpa (2001) attributed it to improper selection and poor uses of Social studies instructional methods, others pointed accusing finger to poor teaching methods involving selection and application of orthodox or traditional methods in Social studies classroom (Mezieobi, 1991). This probably results in poor performances in junior secondary schools Social studies examinations in the study area.

Since Social studies records poor results in the area of study, there is the need to revisit the teaching and learning of the discipline, including the methods applied by the teachers in classroom interaction. While considering the methods in use in Social studies teaching, the factors influencing the selection of such methods have to be in focus. Research has shown that successful teaching and learning are dependent upon the selection and use of appropriate teaching method(s) for classroom use, (Mbakwem, 2005). This study therefore investigated on the method(s) to be selected and used by secondary school teachers for Social studies education in Ebonyi State?

Purpose of the Study

The research focuses on the study of selection and utilization of Social studies instructional methods by Social studies teachers in Secondary schools in Ebonyi State. Specifically, it aims at;

– Identifying the available instructional methods for teaching Social studies in Secondary schools.

– Ascertaining the most widely selected Social studies instructional methods by male and female secondary school teacher in Ebonyi State.

– Finding out the most widely utilized Social studies instructional methods by male and female teachers in secondary schools teachers in Ebonyi State.

– Examining the possible factors that adversely affect selection of Social studies instructional methods by Secondary school teachers in Ebonyi State.

– Determining the factors that affect utilization of Social studies instructional methods by secondary school teachers in Ebonyi State.

Significance of the Study

The study is significant because it would help in the understanding of the pedagogical problems of Social studies and the best methods of teaching the subject in secondary schools in Ebonyi State. The findings of this study will guide Social studies teachers to appreciate the importance of instructional methods in the teaching of Social studies in our schools.

Social studies textbook authors will benefit from the findings of this study by updating their knowledge on the selection and use of Social studies instructional methods. School administrators and supervisors will no doubt fall back on the findings of this study as a guide to supervising Social studies teachers for effective performance. The study is relevant because data collected will provide the interested scholars with information on the selection and utilization of Social studies instructional methods in teaching the subject in secondary schools in Ebonyi State. The society at large will benefit from the findings of the study as the problems related to Social studies instructional methods are critically examined.

Scope of the Study

The study focuses on selection and utilization of Social studies instructional methods by secondary school teachers in Ebonyi State. The main area of the study is Ebonyi State which has three Education Zones, namely Abakaliki, Onueke and Afikpo Education Zones.

Research Questions

Five research questions were formulated to guide the study. They are:

– What are the instructional methods available for use in teaching of Social studies in Secondary Schools?

– What are the most widely selected instructional methods by male and female teachers in Secondary Schools in Ebonyi State?

– What are the most widely utilized Social studies instructional methods by male and female teachers in secondary schools in Ebonyi State?

– What are the possible factors that affect adversely the selection of Social studies instructional methods by secondary School teachers in Ebonyi State?

– What are the factors that affect utilization of Social studies instructional methods by secondary school teachers in Ebonyi State?

Hypotheses

The following null hypotheses were formulated for the study to be tested at 0.05 level of significance.

Ho1: There is no significant difference between the responses of male and female Social studies teachers on methods available for use in teaching Social studies in secondary schools in Ebonyi state.

Ho2: There is no significant deference between the responses of male and female teachers in secondary schools on selection of Social studies instructional methods.

Ho3: There is no significant difference between the responses of male and female Social studies teachers on most widely utilized instructional methods by Social studies teachers in Secondary Schools in Ebonyi State.

COMPARATIVE ANALYSIS OF SIMULATION AND DEMONSTRATION METHODS ON STUDENT’S ACADEMIC ACHIEVEMENTS IN BASIC TECHNOLOGY

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

There is a rapid development in the world today and every Nation strives to meet up with the requirement needed. She does so through science and technology. Science and technology education therefore became the factory that produces technologists, technicians, craftsmen and skilled artisans who are required to change the economy of any nation. Basic technological skills acquisition are necessary for nations to cope with the present today challenges.

Avaa (2007) pointed out that technology advancement can elevate Nigeria nation from a consumer to a producer and from developing to a developed nation. Ali (2001) defined technology as the successful application of scientific ideas, principles, laws and theories, for the purpose of developing techniques for and or providing goods and services. It is through technology that appliances such as computers, televisions, refrigerators, fan, vehicles, airplanes etc. are invented. Ali went furthers to state that science benefits technology while technology enhances the understanding of science. The contributions of science and technology to overall development of all nations cannot be emphasized. This is the reason science holds an important position in the curriculum of Nigerian educational system.

In Nigeria, science teaching and learning are emphasized in the National Policy on Education (FME, 2008). In order to inculcate the necessary scientific knowledge, skills, competencies and attitudes in various development: strategies such as World Declaration on Education for Ail (EFA) are put in place in Nigeria educational system. Other strategies like the NEEDS (National Economic Empowerment goals) of MDGS (Millennium Development Goals) are put in place in orders to meet these goals. Nigeria began to update the existing curriculum to cater for the needs of the nation who is aspiring to be among the first 20 economist in the world by the year 2020. Basic technology education became the best avenue to meet the global challenges facing Nigerian Nation. Adesoji and Olatanbosun (2008) stated that it was as a result of the recognition given to basic technology in the development of the individual and the nation that it was made a core-subject among sciences and science- related courses in Nigerian education system.

Basic technology is a course of study introduced in the year 2007 into the Primary and Junior Secondary School levels of the 9-3-4 system of education presently practiced in Nigeria. It is an amalgamation of many subjects. These subjects include; electrical/electronics, metal work, simple mechanics, wood work, technical drawing, food processing, rubber and plastic technology by the Federal Government of Nigeria (2009). However, the purposes of pre-vocational training given to students at the Primary and Junior Secondary School levels are: introduction into the world of technology towards interest arousal and choice of a vocation at the end of Junior Secondary School and professionalism later in life; exposing students to career awareness by exploring usable options in the world of work; and enabling youths to have an intelligent understanding of the increasing complexity of technology, (Federal Republic of Nigeria, 2007 ). As Comparative Education Study and Adaptation Center (2007) puts it, the objectives include:

(i) To provide pre-vocational orientation for further training in technology.

(ii) To provide basic technology literacy for everyday living and

(iii) To stimulate creativity (p. vii).

In order to achieve these objectives, the syllabus and the course books are structured and written in ways that would require the use of tools and equipment in appropriate environment. Such appropriate environment may be found especially in the laboratory or workshop.

Basic technology is an indispensable pre-vocational base on which future vocational choices are made. In their separate works, Ezeji S. C. (2004), Nwachukwu, C. E. (2006), Ogwo and Oranu, R. N. (2006) and OkoroO. M. (2006) all established that pre-vocational training requires same facilities and similar curriculum components as will be required in the real vocation, though at introductory levels. These components include; general education, theory and related courses, workshop practice, industrial training/production work, and small business management and entrepreneurial training.

The quality and quantity of practical experience gained by junior secondary school pupils in basic technology is predicated on the availability of facilities and the management of such facilities. OkoroO. M. (2006) pointed out that a good quality programme is housed in physical facilities which are adequate, well – planned and properly directed to provide realistic education. UNESCO (2001) had stressed that for quality assurance in technological development to be achieved; responsible national authorities should establish criteria and standards, subject to periodic review and evaluation, to be applied to all aspects of technical and vocational education. Such criteria and standards should include physical facilities, buildings, libraries, workshop layout, quality and type of equipment, as well as safety measures meant to create a conducive learning environment. Such a recommendation requires planning of workshop facilities to enhance instructional activities and subsequent achievement of the objectives of setting up the programme.

Some author (Olatoge and Atuwape (2004), Adesoji and Ogini (2012) blamed the poor achievement in basic technology to the poor academic background of students in Basic sciences taught at the Junior secondary schools classes (JSS 1-3) level. The main aim of teaching is to transfer knowledge to the learners. For effective teaching and learning to take place, the teacher needs to use different methods and techniques in teaching. Unfortunately poor basic technology achievement has been attributed to poor teaching methods used by teachers (Zimmerman in Nbina (2010), Angela and Ugwuegbulam (2011) and Rasari (2004). The present Nigeria basic technology classroom does not provide the fun, hands- on, challenging, interactive and collaborative environment needed by new generation of students who have be exposed to internet, computer usage, hand-set and other sophisticated gargets. The problem of this nature can only be solved by the use of simulation.

Simulations are tools that facilitate learning through representation and practice in a repeatable, focused environment (Aldrich 2004).

According to Goldsim (2011) simulation helps to identify and understand factors which control the system and or to predict the future behaviour of the system. Simulation programmes can be applied to chemistry by providing real life settings for the application of chemical concepts. Simulation includes role plays, games, computer programs that encourage students to become active participants in basic technology classroom. Simulation can be inferior substitute, imitating an original or a display of not real behaviours Simulations can be classified in many way:

– Physical simulation: Here the physical object is presented on a screen and the students learn about it.

– Process simulations: Processes that are not visible can be demonstrated using process simulations.

– Procedural simulations: Here procedures as follows in order to understand sequence of events.

– Situational Simulations: This has to do with attitudinal and behavioural changes of people. The students use this simulation to explore the effects of different approaches to a problem. (Tippler, 2003)

Simulation has three types namely:

· Live Simulation: This shows human behaviour in real life. Examples is training of soldiers in war games.

· Virtual simulations: Simulation occurs in a computer controlled setting. For example a pilot flying and air craft but is controlled from the control room.

· Constructive simulations: This does not involve humans or equipment but by proper sequencing of events. For example weather changes like wind directions. (Institute of Simulation and Training (IST) University of Florida (2002).

In this thesis life simulation will be used since humans (student) are involved. Simulation in teaching and learning of basic technology helps understanding of abstract and difficult concepts by allowing the students to experiment on the variables that form the concept than demonstration. Computer simulation helps students to develop their own understanding of basic technology concepts over demonstrations. It also helps the students to be independent problem solvers. Chen and Howard (2010) observed that the use of simulations to teach basic technology gives positive results over demonstration time. It is important to determine whether male and female students will benefit equally with the use of simulation in teaching basic technology.

Gender is any physical and behavioural difference between males and females which are social culturally based, (Okeke 2008, Ezeh 2013). Ogunleye and Babajide (2011) observed that science subjects such as basic technology are given masculine outlook by many educationists. That means that women and girls grapple with a lot of discriminations and difficulties (Okeke, 2008). Applying feminist theory in Science Education which stated that by changing the science curriculum and how science is taught with make a significant change on women participation in science. This study will then see the influence of simulation in students’ achievement in senior secondary school basic technology.

Many theorists had advocated for active participation of the learner in the learning process. Vygotsky (1978) emphasized on social interaction as the best ways of learning. To him a child learns better in collaborative activities than when he/she learns alone. Vygosky social theory is applied in this study since simulation involves role plays and computer programs that encourage students to become active participants in the application of basic technology concepts. Students are able to learn better when they have social interaction among themselves and the relevant learning resources. Simulation provides co-operative work skills and cognitive apprenticeship needed in the study of basic technology. The teacher provides simulated experiences which helps in demonstrating concepts to students and makes for the students understanding of the concepts. Many researchers had used simulation successfully.

1.2 STATEMENT OF THE PROBLEM

In the year 2007, the Universal Basic Education scheme introduced basic technology to replace introductory technology, with a desire to achieve what could not be realized through introductory technology. Same teachers of introductory technology and other workshop staff are used to implement basic technology. Workshops used for introductory technology are still being used for basic technology. According to Toby, (2000), students cannot learn skills of their chosen occupation at maximum efficiency with poor and obsolete equipment, neither will the students develop positive attitudes towards the use of tools and equipment of their trade if the laboratories/workshops are not properly managed and facilities inadequately maintained. Therefore the problem of this study, is to compare and analyze simulation and demonstration methods on student’s academic achievements in basic technology in ogbaegbemandonilga of rivers state, and put in question, is “How will basic technology workshops be learn to improve the student academic achievement in the secondary schools in Nigeria?

1.3 PURPOSE OF THE STUDY

The general purpose of the study is to analyze by comparing the two dependent variable simulation and demonstration methods of teaching on students’

its academic achievement in basic technology. Specifically, the study seeks to:

1. Analyze the difference in academic achievement of students taught basic technology using simulation method with those taught using demonstration method.

2. Determine the difference in the pre-test and post-test mean scores of students after being taught basic technology with simulation method of teaching.

3. Determine the difference in the pre-test and post-test mean scores of students after being taught basic technology with demonstration method of teaching.

4. Find out the means learning the students appreciate more with understanding.

1.4 SIGNIFICANCE OF THE STUDY

This thesis is significant in various ways to various sectors, as will be seen below; it will present in a precise manner, the importance of the simulation and demonstration methods in learning.It is believed that the findings of this research work should provide detailed information on the use of simulation and demonstration methods in obtaining a high student achievements and performance. It is also expected that the study will benefit teachers, basic technology students, researchers and the society in general.

The findings of the study should be useful to teachers. It is expected that the findings will expose the basic technology teachers to the importance of using the various informal and innovative instructional methods (such as the simulation method) which is more of student centered and commercially driven. By this exposure the teachers could acknowledge the advantage over the traditional teaching methods such as demonstration, which is teacher centered. It is possible that by this outcome the basic technology teachers would realistically adjust to the application of simulation method of teaching for effective instruction. In turn, the students would have real focus for better performance and achievements in their studies.

Subsequently, it will go a long way to enhance the basic technology students’ effectiveness in the society by being capable of carrying out what they have learned, thereby contributing to the building up of the society at the local, national and international levels.

The research will also be beneficial to the researcher. This is because the study will expose the researcher to so many related areas in the course of carrying out his research. This will enhance the researcher’s experience, knowledge and understanding on simulation and demonstration methods in learning.

1.5 SCOPE OF THE STUDY

This thesis will cover the simulation method of teaching, its academic achievements on students, demonstration teaching method, equally with its academic achievements on the students, a comparative analysis of both means and effects of gender on student achievements in basic technology studies. The Study concentrate on areas of design and construction of gadget that offer both theoretical and practical experience to the students. The study will be restricted to only schools (junior secondary school) where basic technology are taught in ogbaegbemandonilga of rivers state.

1.6 RESEARCH QUESTIONS

For a better understanding and comprehension of this research thesis, in carrying out this study effectively, the following research questions guided the study.

1. What is the difference in academic achievement of students taught basic technology with simulation method and those taught with demonstration method?

2. What is the effect of simulation on students’ academic achievement in junior secondary school basic technology?

3. Is there any differential effect of simulation on male and female students’ achievement in basic technology?

4. What is the difference in the pre-test and post-test mean scores of the students after being exposed to simulation method of teaching basic technology?

5. What is the difference in the pre-test and post-test mean scores of the students after being exposed to demonstration method of teaching basic technology?

1.7 RESEARCH HYPOTHESIS

The researcher formed some of the hypothesis which will be tested to support this study. The hypothesis will be tested at 0.05 level of significance.

The research hypothesis are as follows.

1: There is no significant difference between the mean achievement of students taught basic technology with simulation and those taught using the conventional methods.

2: There is no significant difference between the mean achievement of male and female students in Achievement Test in Simulation (ATIS).

CAUSES AND EFFECT OF EXAM MALPRACTICES AMONG SS3 STUDENTS IN SOME SELECTED SECONDARY SCHOOLS

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THE CAUSES AND EFFECT OF EXAM MALPRACTICES AMONG SS3 STUDENTS IN SOME SELECTED SECONDARY SCHOOLS (A CASE STUDY OF GWALE LOCAL GOVERNMENT AREA OF KANO STATE)

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Examination malpractice has become a normal occurrence among students world over, but more worrisome in Nigeria. Though there have been endless discussions on whether examination exercise should be expunged from school activity but there has not been any other substitute to assess the effectiveness of teaching and learning of both teachers and students respectively. Therefore, examination still remains one strong way of assessing academic activities in schools. Examination, as it were remains one of the Herculean tasks that is insurmountable for students generally irrespective of their level, sex, status or age. At the mention of examination, students begin to agitate, worry, pant, and express other general disposition of anxiety. Aside these common feelings toward examination especially in Nigeria, Ugo & Odimba (2010) submitted that there is over-reliance on results of examinations to secure higher education or to get jobs by the students; and there is high level of moral decadence in the society. Consequent upon these, students resort to various corrupt practices to achieve ‘successes’ in examinations.

Ugo & Odimba (2010) described examination malpractice as any action done or omitted which makes it impossible to use an examination in determining the level of competence of a candidate in absorbing, reproducing, and where appropriate, applying knowledge. In effect, examination malpractice is any negative deviation or departure from the recommended and accepted norms in the conduct of examination. It is reported that students have devised several ways of practicing examination malpractice, among which are: impersonation; bringing in foreign materials (books, calculator); substituting worked scripts; stealing, converting, misappropriating scripts; collusion in the examination hall (copying); mass/organized cheating involving assistance from teachers and outsiders; and insult/assault on supervisors/ invigilators (Alutu & Aluede, 2010). In describing how institutionalized and fraternal examination malpractice has become in Nigeria, Ijaiya (2002) stated that the examination malpractice practitioners employ the services of adult agents/collaborators inform of the teachers, examination agents (in form of examiners in the case of external examinations), touts/mercenaries, as well as the parents to perform the act.

The common belief on certificates as the only yardstick to measure ones qualification has led many Nigerians into buying educational certificates to prove their academic worth. Examination malpractice in Nigeria is as old as the country herself. According to (Anzene, 2014), examination malpractice was first reported in Nigeria in the year 1914, when the question papers of the Senior Cambridge Local Examinations were reportedly seen by candidates before the scheduled date of the examination. The Examination Malpractice Act (1999) explains examination malpractice as any act of omission or commission by a person who in anticipation of, before, during or after any examination fraudulently secure any unfair advantage for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates issued. Again, examination malpractice is commonly defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at an unfair advantage or disadvantage, (Akaranga & Ongong, 2013). Jimoh (2009) remarked that examination malpractice is any irregular behaviour exhibited by a candidate or anybody charged with the conduct of examination before, during or after the examination that contravenes the rules and regulations governing such examination. Onuka & Durowoju (2013) defined examination malpractice as any dishonest or unauthorized action or deed committed by a student on his own or in collaboration with others like fellow students, guardians, parents, teachers, head teacher, examination officials, supervisors, invigilators, security officers and anybody or group of people before, during or after examination in order to obtain undeserved marks or grades.

From all the definitions, it is clear that examination malpractice tends to confer undue advantage or undeserved grade to the perpetrators of the act. Again, it may be committed by not only the candidates but also by other bodies charged with the responsibilities of examination management. Undoubtedly, examination malpractice has been a social problem for decades, but the rate and manner it is perpetrated nowadays calls for serious concern. The rate of this crime has become so widespread that there is virtually no examination anywhere at all levels and outside the formal school system that there is no one form of illegal practice or another, (Nnam & Inah, 2015; Ojonemi et al., 2013). Examination malpractices are common everywhere and every examination season witnesses the emergence of new and ingenious ways of cheating, (Nnam &Inah, 2015; Anzene, 2014; Ojonemi et al., 2013; Jimoh, 2009). This study is however examining the causes and the effects of examination malpractices among SS3 students of secondary schools.

1.2 STATEMENT OF THE PROBLEM

The issue of examination malpractices has become a major problem that many researchers has carries out studies on its causes and effect on students in different part of the world though none of the researches was conducted in Kano State. In the bid to curb this ugly menace of examination malpractice, Federal government of Nigeria enacted Act. 33 of 1999 constitution. This act spelt out the various forms of examination malpractice and the penalties that are attached, which range from a fine of N100, 000 to imprisonment of 3 to 4 years. In the same vein, the state and local governments and non-governmental organizations have mounted series of workshops, seminars, campaigns and talks on the pernicious effects of examination malpractice on the students, educational sector and on the image of the nation at international level. In the same line, several academics have written and attended scholarly conferences to proffer solutions to the problem of examination malpractice; and all these efforts have yielded a little improvement on the challenge to have clean and fair examinations in the country. To further lend a helping hand to surmount this problem is the examination of its causes and effect as a way of identifying the solution; hence this study.

1.3 OBJECTIVES OF THE STUDY

The following are the objectives of this study:

To examine the causes of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State.
To examine the effects of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State.
To identify the solutions to the issues of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State.

1.4 RESEARCH QUESTIONS

What are the causes of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State?
What are the effects of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State?
What are the solutions to the issues of examination malpractice among the SS3 students of secondary schools in Gwale Local Government of Kano State?

1.6 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

The outcome of this study will be useful to education administrators, teachers and students on the causes, effect and solution to the menace of examination malpractices among secondary school students in Nigeria.
Findings from this study will be useful for future researches has it will constitute part of the empirical literature making it a guide for future researchers.

1.7 SCOPE/LIMITATIONS OF THE STUDY

This study is limited to SS3 students of selected secondary school in Gwale Local government area of Kano state. It will also cover the causes and effects of examination malpractices among them.

1.8 DEFINITION OF TERMS

Exam: a formal test of a person’s knowledge or proficiency in a particular subject or skill

Malpractices: Improper, illegal, or negligent professional activity

EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS’ ACHIEVEMENT AND INTEREST

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COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCE ORGANIZERS ON STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS

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