The effect of GSM on academic performance of tertiary students. using two tertiary institutions as a case study

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That ABSTRACT

This research work investigated the effect of GSM on academic performance of tertiary students in two tertiary institutions (Adekunle Ajasin University and Federal University of Technology Akure) in Ondo state, Nigeria. It evaluated how GSM affects the student overall performance and did a deep investigation on the access to GSM by students. The need and importance for GSM in this age and other similar researches was broadly discussed in the literature review. The highlighted problem which is the reason why this research was conducted was the rate at which mobile devices are used among tertiary students in this part of the world and whether this usage have a positive or negative impact on their academic performances. With a well-constructed questionnaire, over 300 responses were gathered and analyzed and it shows that though the usage of GSM is increasing rapidly, it doesn’t significantly affect their academic performances. With this research work, I recommend that aide from the poor user experience of GSM subscribers, the national education curriculum should pay attention to how GSM can be productively used by tertiary students to positively impact their academic performances as with the aid of internet, new ideas and concepts can be gotten easily.

CHAPTER ONE

INTRODUCTION

Background of study

The invention and development of telecommunication in the world began in the 1830s. The first commercial electrical telegraphy was constructed by Sir Charles Wheatstone and Sir William Forthergill Cooke and they both devise as “improvement to the existing electromagnetic telegraphy” (Robert Laslett, 1999). Samuel Morse on the other side of the Atlantic Ocean independently developed another version of electrical telegraphy that he unsuccessfully demonstrated on 2nd September, 1837. Thereafter, Alfred Vail developed another version of the technology and this was successfully demonstrated on 6th January, 1938 (Marshall 1964). The first transatlantic telegraphy label allowing transatlantic telecommunication for the first time was viewed successfully completed on 27th July, 1866. Alexander Bell invented the conventional telephone in 1876 and the first commercial telephone services were set-up in 1878 and 1879 in both Haven and London (Acitelli 1992, Flecther & Fincahm 1991).

However, Nigeria has not been left out of this race for rapid development of telecommunication, although the journey to success in the milieu had been long and tortuous. The development of telecommunications facilities in Nigeria began in 1886 when a cable connection was established between Lagos and London by the colonial administration (Omagbemi 2004). From the very beginning, it was clear that the introduction of telephone services in the country was not induced by economic or commercial motives. It was not meant to enhance economic growth, but it was originally developed as a tool for colonial subjugation (Jager and Lokman, 1999, Jones, Zenois and Griffiths 2004 and Eynon 2006).

For this reason, by 1893, government offices in Lagos were provided with telephone service, which were later extended to Ilorin and Jebba in the hinterland. A slow but steady process of development in the years that followed led to the gradual formation of the nucleus of national telecommunication networks. However, as the European mercantile activities gained foothold in the country, the first commercial trunk telephone service was established to link Itu and Calabar in 1923.

Between 1946 and 1952, a three channel line carrier system was commissioned between Lagos and Ibadan and was later extended to Oshogbo, Kaduna, Kano, Benin and Enugu. Thus, connecting the colonial office in London with the commercial centers in Nigeria. In those early days, services were primitive and the coordinated pegboard switching system was used. This later progressed to manual switchboards of different sizes, shapes, and capacities until stronger exchanges were installed into the national network at Lagos Island, Ikeja, Ebute Meta, Apapa and Port Harcourt between 1955 and 1960. The telegraphy service also witnessed a parallel development, from telegraph delivery by way of manual coordinated pegboard switching to the use of Morse code for telex switching. As at 1960, a manual telex exchange of sixty subscriber lines were in service in Lagos. All the above efforts were essentially aimed at improving internal administrative telephone services in Nigeria (Olatokun and Opesade 2008, Erinosho 2007, Obanya 2006, Ojokoh and Asaolu 2005).

At independence in 1960, with a population of roughly 45 million people, the country only had about 18,724 phone lines for use. This translated to a Tele-density of about 0.5 telephone lines per 1000 people. The telephone network consisted of 121 exchanges of which 116 were of the manual (magneto) type and only 5 were automatic. Between independence in 1960 and 1985, telecoms services become commercialized in Nigeria. The old department of Post and Telecommunications (P and T) under the Ministry of Communications became separated and Nigeria External Telecommunications Limited (N.E.T) was created to take care of external telecoms services while the old P and T handled internal network. By January 1985, the erstwhile (P and T) Post and Telecommunications divisions merged with NET to form Nigeria Telecommunication Limited (NITEL) a government owned Limited Liability Company ( Barry 2008 and World Bank 2001).

The objective of establishing NITEL was to harmonize the planning and coordination of the internal and external communications services, rationalize investments in telecoms development and provide accessible, efficient and affordable services. NITEL, the only national monopoly operator in the sector, was synonymous with epileptic services and bad management which made telephone usage then to be unreliable, congested, expensive and customer unfriendly.

According to Ajayi (2007), the years 1992 to 1999 was tagged as the partial liberalization era, when government embarked on market – oriented, partially liberalizing the Nigerian telecommunication sector via Nigerian Communication Commission (NCC) Decree 75 of 1992. The reforms include separation of the policy – making body from industry regulator and networks operators/service providers, and licensing of network operator service providers which began in 1996. Despite the huge potentials offered by the Nigerian telecom market, progress was slow due to political uncertainties and perceived policy inconsistencies as NITEL still continued to retain monopoly of power over voice telephony in both national and long distance international calls both argued that this period was dominated by chaotic, hopeless and frustrating circumstances. The Network was bad, there was weak infrastructural base, huge unmet demands, concentration of lines in selected urban centers, slow growth of subscriber base as well as limited investment.

The Nigeria’s telecom sector witnessed a major revolution in 2001 with the granting of the Global System for Mobile Communication (GSM) license to providers. The target of National Economic Empowerment and Development Strategy (NEEDS) and the Nigerian Communication Commission (NCC) for the telecommunication sector include; Attainment of Tele-density (number of telephone lines in relation to population) of 1.25 by the year 2008. Prior to this, Nigeria maintained an unenviable record as the world’s third lowest, after Mongolia and Afghanistan, with a Tele-density of 0.73% before 1999. This essentially can be achieved with the advent of mobile telecommunication (GSM) that has resulted in a dramatic increase in the total number of lines from 866,782 in 1999, to over 60 million lines, in year 2008 out of which GSM operators accounted for 57, 622, 901 lines, fixed line operators accounted for 2,537,504 code division multiple access, CDMA, operators connected 780,938 lines [6]. This recent drive in telecom reform policy initiatives has made noticeable impacts on Nigeria (Okonji 2007).

Statement of the Problem

The mobile-phone communication benefits education at several levels. Its effects on secondary school students learning are both positive and negative. Operationally, it makes class management, including attendance and administration, easier and more effective as this will enable the teachers and the school head to communicate effectively with both students and their parents. On the time-management level, it enhances coordination between teachers and students. As Tracy (2003) wrote, history is full of records of reckless and daring exploits of young man, some of which have resulted in great good and others in great evil. Some effects of mobile phone on students’ performance at the Secondary School level also include:

a. contact with their parent while in school.

b. To trace easily the teachers, classmates for solutions to educational problems.

c. To use internet to search out the useful information.

d. To use the mobile as minicomputer.

e. To use dictionary and thesaurus.

f. To listen F.M radio for entertainment.

g. To find out the translation of verses of Holy Books, and

h. To make photos and movies though which usually negate the academic performances of young mind.

On the other hand, mobile-communication activities in classrooms have negative aspects, including cheating, harassment, delinquency distraction (lack of concentration), immorality and time wasting. Additional problems emerging from use of GSM in schools include; damage to attention span, critical-thinking skills, and respect for learning and teachers. Students who are distracted lose the ability to concentrate, to plan, and to work with complex ideas and sometimes seem to reflect a general decline in civility.

          Purpose of the Study.

The general purpose of this study is to examine the effect of GSM usage on teaching and learning of higher institution students in some selected institutions. Specifically, this research work intends to examine:

1. The level and the source of their access to GSM usage.

2. The performance of students in the selected subjects.

          Research Questions

The following research questions were raised for the study:

1. What is the level of student’s access to Mobile phone (GSM)?

2. What is the level of student’s academic performance in some selected courses?

Hypotheses of the Research

Only one hypothesis was tested.

Ho1. There is no significant relationship between access to GSM (mobile phone) and student’s academic performance.

          Delimitation of the Study.

This research work is limited to selected tertiary institution, especially students that attends the following institution;

Adekunle Ajasin University, Akungba-Akoko, Ondo state.

Federal University of Technology, Akure, Ondo state.

          Operational Definition of Terms.

GSM: Global System for Mobile Communications, originally Group Special Mobile, is a standard developed by the European Telecommunication standard institutes (ETIS) to describe the protocols for second-generation (2G) digital cellular networks used by mobile phones first deployed in Finland in July 1991. (EU seeks to end mandatory GSM for 900Mhz, 1992)

Teaching:   The act, practice, occupation, or profession of a teacher.

Learning:   Act of requiring new or modifying and reinforcing existing knowledge, behaviors, skills, values or preferences and may involve synthesizing different types of information. The ability to learn is possessed by human, animal, plants and some machines.

Effect: A change which is a result or consequence of an action or other cause

 

Continue reading The effect of GSM on academic performance of tertiary students. using two tertiary institutions as a case study →

FACTORS MILITATING AGAINST THE INTRODUCTION OF COMPUTER EDUCATION IN SECONDARY SCHOOLS

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Table of contents

Chapter one

1.0     Introduction         –        –        –        –        –        –        –        –        1

1.1         Background of the study –        –        –        –        –        –        –        2

1.2         Statement of the problem         –        –        —       –        –        –        4

1.3         Purpose of the study       –        –        –        –        –        –        –        5

1.4         Significance of the study –        –        –        –        –        –        –        6

1.5         Research questions         –        –        –        –        –        –        –        6

1.6         Scope of the study –        –        –        –        –        –        –        –        7

CHAPTER TWO:LITERATURE REVIEW

2.1     Introductions         –        –        –        –        –        –        –        –        8

2.2     Brief History Computer Education in Nigeria           –        –        –        9

2.3     The Need for computer education in Nigerian Secondary schools         10

2.4     ICT Application in Nigerian Secondary Schools        –        –        –        12

2.5     Factors militating against the introduction of computer

education in secondary schools         –        –        –        –        –        16

2.5.1  The state and availability of resources in the schools       –        –        16

2.5.2  Budgetary and funding constraints militating against

computer education in schools  –        –        –        –        –        –        18

2.5.3  Availability of training manpower to teach the subject

in the schools        –        –        –        –        –        –        –        –        18

2.5.4  Attitudes of schools community towards the teaching and

learning of computers in schools        –        –        –        –        –        22

2.5.5  Availability of time           –        –        –        –        –        –        –        24

2.6     Remedies to make sure computer education is

fully implemented in schools –   –        –        –        –        –        –        25

2.7     Technical support  –        –        –        –        –        –        –        –        26

2.8     Teacher in-service –        –        –        –        –        –        –        –        27

CHAPTER THREE: RESEARCH METHOLOGY

3.1     Introduction          –        –        –        –        –        –        –        –        29

3.2     Restatement of the research questions-       –        –        –        –        30

3.3     Research Design   –        –        –        –        –        –        –        –        30

3.4     Area of study         –        –        –        –        –        –        –        –        31

3.5     Population of the study   –        –        –        –        –        –        –        32

3.6     Instruments of data collection   –        –        –        –        –        –        32

3.7     Validation of instrument –        –        –        –        –        –        –        33

3.8     Reliability of the instrument      –        –        –        –        –        –        33

3.9     Procedure for data collection     –        –        –        –        –        –        33

3.10   Method of data analysis   –        –        –        –        –        –        –        34

CHAPTER FOUR: Data presentation and analysis

4.1     Introduction –        –        –        –        –        –        –        –        –        36

4.2     Analysis on research question   –        –        –        –        –        –        36

4.3     Research Question 1       –        –        –        –        –        –        –        37

4.4     Research Question 2       –        –        –        –        –        –        –        38

4.4     Research Question 3       –        –        –        –        –        –        –        40

4.5     Research Question 4       –        –        –        –        –        –        –        42

4.6     Research Question 5       –        –        –        –        –        –        –        44

4.7     Research Question 6       –        –        –        –        –        –        –        45

CHAPTER FIVE: Summary of findings, conclusion and recommendations

5.0     Introduction –        –        –        –        –        –        –        –        –        49

5.1     Re-statement of the Problem-   –        –        –        –        –        –        49

5.2     Summary of procedures   –        –        –        –        –        –        –        50

5.3     Summary of Major findings        –        –        –        –        –        –        50

5.4     Discussing of findings      –        –        –        –        –        –        –        52

5.4.1  Research Questions 1     –        –        –        –        –        –        –        52

5.4.2  Research question 2        –        –        –        –        –        –        –        52

5.4.3  Research Question 3       –        –        –        –        –        –        –        52

5.4.4 Research Question 4        –        –        –        –        –        –        –        55

5.4.5  Research Question 5       –        –        –        –        –        –        –        57

5.4.6  Research Question 6       –        –        –        –        –        –        –        57

5.5     Implication of the study for education and learning –        –        59

5.6     Conclusion   –        –        –        –        –        –        –        –        –        61

5.7     Recommendation   –        –        –        –        –        –        –        –        62

5.8     Suggestions for further study    –        –        –        –        –        –        63

References  –         –        –        –        –        –        –        –        –        64

Appendix      A –     –        –        –        –        –        –        –        –        66

Appendix      B –     –        –        –        –        –        –        –        –        67

CHAPTER ONE

1.0     Introduction

In the globalised world, technology has become the in-thing as countries and/or organizations devise means of gaining a competitive edge over the others. In view of this, education systems in individual countries need to be tailor-made to suit this Endeavour. Information and Communication Technology (ICT) has played a major role in linking business and individuals far apart in terms of geographical distance. Transactions are being carried out in or outside offices, twenty-four hours a day. In pursuit of the objectives to ensure that the country advances its technology base, Nigeria, through the Ministry of Education, has introduced computer Education in the school curriculum. However, the introduction of computer education has failed to take off in the majority of schools, primary and secondary, rural and urban. Given this scenario, it is necessary for this study to look into factors militating against the implementation of computer education in secondary schools.

In view of the fact that secondary schools are immediate sources of manpower for industry and commerce, it is hoped that ICT literacy could have been taught to students in preparation for employment. This however, has not been the case for the majority of secondary school graduates who have gone job seeking without any knowledge of computers despite their being a prerequisite for employment in many institutions.

1.1        Background to the Study

Computer education is of paramount importance to national development and it is on this premise that the government of Nigeria sought to introduce computer studies in the education system from primary through to tertiary institutions. The Ministry of Education stipulates that schools should offer technical and vocational subjects to students. At secondary school, a student should enroll for two a technical/vocational subject among which is Computer Studies. It against this background that the government went   about distributing computer equipment in schools across the country. Complementing these efforts, private companies donated and distributed computers to various schools in the state and the country. However, despite such efforts document analysis carried out shows that the majority of schools are not offering the subject. This has been the situation prevailing even in the schools which received the donations of computer packages, for free. This, therefore, has prompted this current research study to find out why computer studies are not being undertaken in the majority of schools despite the significance of the subject to national development and in the face of support from the political and corporate leadership. The study therefore aimed at unearthing those problems hindering the implementation of computer studies in the school curriculum in Secondary schools in Chikun Local Government area of Kaduna state.

According to the National Policy on Computer Education (NPCE, 1988), the main aims and objectives of computer literacy and education in schools are considered important bearing in mind the fact that computer studies aid in National Development. The objectives of computer studies in schools include:

v The development of rudimentary knowledge about information system. Information process techniques and the role of computer in this regard.

v To impart the knowledge about the use of computer and its applications in everyday life and to develop in the learner an appreciation of computer work.

v To develop an understanding of the basic principles of operating a computer and expose learners to hands of experience using programmes packages which are relevant to the interest of the pupils on teaching aids to different subject.

v Creating an understanding of the concept of programming language and their application through problems solving methods and techniques as they apply to the programme design, coding and documentation.

v To develop reasonable level of competence in ICT applications that will engender entrepreneurial skills.

As a result of the above listed aims and objectives, there is need for the full implementation of computer studies in all levels of Education, most especially at Secondary school level.

Despite the tremendous importance of computer studies, government, schools, pupils and teachers attitude have shown that much is expected to be done to position it well. Most pupils believe that computer study is not a core subject and so do not bother to give it keen attention. Many schools do not place computer studies within the favorable perception, interest and vocational choice of majority of learners as most of them tend to consider it as unnecessary and less important.

There is an increasing demand for a work force in Nigeria in area of technological development and self-reliance; this demand cannot be met without full implementation of Computer Education in schools.

1.2   Statement of the problem

Due to the fact that computer education has failed to take off in the majority of schools, fears are that Technological development may be a pipe dream for the country. Given this scenario, it is necessary for this Study to look into factors militating against the introduction of computer education in secondary schools in Chikun Local Government area of Kaduna state. The question to be answered by this current study is: What factors have impeded the implementation of computer Education in schools?

1.3      Purpose of the Study

Through this study, Factors militating against the introduction of computer Education in secondary schools in Chikun Local Government Area of Kaduna state would be identified, specifically the study will:

1.      Identity the state and availability of computer resources in the Secondary schools in Chikun Local Government Area.

2.      Identify if there any budgetary and funding constraints militating against computer education in Secondary schools in Chikun Government Area.

3.      Identify if there are trained manpower to teach the subject in the Secondary schools in Chikun Local Government Area.

4.      Identify the attitude of the school community towards the teaching and learning of computers in the Secondary schools in Chikun Local      Government Area.

5.      Identify the time adequate for the computer lessons to be incorporated on the timetable?

6.      Identify the remedies that can be put in place to make sure computer education is fully implemented in schools?

1.4        Significance of the Study

When the Factors militating against the introduction of computer Education in secondary schools in Chikun Local Government Area of Kaduna state are identified and  the remedies that can be put in place to make sure computer education is fully implemented in schools are suggested, the  Chikun Local Government Authority may adopt and integrate such remedies for the  full implementation of computer Education in all the schools under its control. The private secondary schools in Kaduna South Local Government Area could also adopt the remedies suggested.

Teachers in Secondary schools in Kaduna State may be trained in the right direction so as to use the remedies suggested to make sure Computer Education is fully implemented in schools.

1.5         Research questions

1.   In an attempt to answer the major research question, the following sub problems stood as research questions.

2.   What is the state and availability of computer resources in the Secondary schools in Chikun Local Government Area?

3.   Are there any budgetary and funding constraints militating against computer education in Secondary schools in Chikun Local Government Area?

4.   Are there trained manpower to teach the subject in the Secondary schools in Chikun Local Government Area?

5.   What is the attitude of the school community towards the teaching and learning of computers in Secondary schools in Chikun Local Government Area?

6.   Is time adequate for the computer lessons to be incorporated on the timetable in Secondary schools in Chikun Local Government Area?

7.   What remedies can be put in place to make sure computer education is fully implemented in Secondary schools in Chikun Local Government Area?

1.6         Scope of the study

The study would identify the Factors militating against the introduction of computer Education in secondary schools in Chikun Local Government Area of Kaduna state and also enumerate the remedies that can be put in place to make sure computer education is fully implemented in Secondary schools in Chikun Local Government Area.

Continue reading FACTORS MILITATING AGAINST THE INTRODUCTION OF COMPUTER EDUCATION IN SECONDARY SCHOOLS →

ATTITUDES OF TEACHERS AND PARENT TOWARD CORPORAL PUNISHMENT IN SECONDARY SCHOOL

 

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CHAPTER ONE

1.0     INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Corporal punishment is kind of punishment the causes severe pains to the body. It can be in various forms among which are flogging, picking pains, frog jump, uprooting trees and so on. Flogging which was mostly used in secondary schools was abolished in 1959 by the federal government thus generating argument between and among parents and teachers. Parents, teacher and even the society at large are arguing that corporal punishment be re-introduce to secondary schools. Corporal punishment should be used as a social control mechanism as it helps curbs indiscipline thereby establishing and maintaining a society full morally disciplined pupil. (Sulaiman 2013).

The area of corporal punishment was widely spread in school of Europe some several centuries ago. Corporal punishment formed an important part of the curriculum; Sparta boys were subjected to the ordeals of severe flogging as a test of entrance and manhood (Boycott and king, 1975.)

Gene et al (1982) defined Corporal punishment as inflicting of bodily or social pin to the leaner. Also according to him, students who misbehave are regarded as “bad” and are in need of punishment is applied it means that all other methods of punishments must have been adopted and failed before the school administer applies corporal punishment. Hence, Corporal Punishment could be seen as presentation of unpleasant stimulus to cause a reduced frequency of emission of behavior. Also Gene views punishment as arranged in order of severity and should be used in order as far as it is necessary to control the situation.

Also when universal free secondary education was introduced in the old Western region 1955, flogging in schools was banned. However, some parents and teachers opposed to it, they argued the Nigeria children are not ready for such a change (Abiri 1976).

Most parents believed that only the use of cane reform children and make them learn. Hence, the adage “spares the rod and spoils the child” they also believed that if one is too lenient in training a child, he will bring misfortune to himself and his family. Parents also stress the importance of obedience and respect to elders and thereby demand unquestionable submission to their will. Thus. They believe that the present indiscipline in schools is due to the ban on the use of corporal punishment. (Daniel 2011).

Since 1975, there has been an increase in public attention to the problem of indiscipline in our country in general and also in our schools system in particular. Early 1977, the issue reached a critical point when the them military government concluded plans to deploy military personnel to secondary schools in order to maintain discipline. (Bulus 1988).

In July 1977, the National Policy Development Centre organized a workshop on discipline in schools as part of its own study on national discipline. Also in 1984, the military government in power launched “war against Indiscipline” in the country. However, its activities towards the use of corporal punishment in secondary school were lukewarm. Although some people view corporal punishment as an act of discipline whiles other perceive it a harsh act of discipline. The application of corporal punishment is what that pupils would not be injured It is clear that the rate of indiscipline in our schools nowadays cannot be over emphasized. This raises the question of effective disciplinary methods in the control of problem behaviors. It is therefore essential to investigate the attitude of parents and teachers towards corporal punishment on erring pupils in secondary schools. (Bulus 1988).

 

 

1.2    SIGNIFICANCE OF THE STUDY

The significance of this study is just like any other study, is to highlight the importance of punishment because it is a general view that not all forms of rewards can make a pupil to be submissive.

Punishment is intended to effect a change in behavior, or break habits. Punishment is meant to save other children from falling prey to the offender’s act. For instance, if a child is identified as a bully in the school and the behavior is not curbed, he is likely to influence a few other children to practice same. The tendency to graduate into armed robbery is glaring. In a nutshell, punishment is well administered it can accomplish the following result:

(1)   Teaching the child respect for authority.

(2)    Forcing the child to do something he was not ready to do

(3)    Blocking undesirable responses.

 

 

REASONS FOR PUNISHING CHILDREN

Punishments, whether given by parents or teachers must not be given just for the fun of it. However a child in junior secondary school in a town was noted as a perpetual truant. The efforts of parents and the class teacher to make him attend school regularly failed. To teach him that his behavior was detrimental to his academic progress and the eventual limitation of the behavior by other children in the class. Punishment is well known for the following reasons:

(1)      Setting an example for potential offenders.

(2)     Making children pay attention to class work.

(3)      Motivating students to learn assigned materials ( Blair, Jones and Simpson 1975)

 

 

1.3     STATEMENT OF PROBLEM

Corporal punishment is geared towards maintaining discipline in secondary Schools and it also curls juvenile’s delinquency in the society. However, problems arise when corporal punishment is administered on secondary school pupils. The use of corporal punishment however has generated much argument among educationist, sociologist philosophers as well as the psychologist No one argument aver this because of its controversial nature. This study will look into parents and primary school pupils. (Bello  1978).

 

 

1.4     BASIC ASSUMPTION

The main assumption of this study is to find out the attitudes of teachers and parent toward corporal punishment in secondary school specifically, the study seeks to:

1.                 Identify the attitudes of parents towards corporal punishment in secondary schools.

2.                 Identify the attitudes of teacher toward corporal punishment in secondary schools.

3.     Find out ways in which corporal punishment can be properly administered in secondary schools.

 

 

1.5     RESEARCH QUESTIONS

The following research questions were formulated to guide the study:

1.      What are the attitudes of parent toward corporal punishment in           Secondary schools in Kaduna north local Government?

2.       What are the attitudes of teachers towards corporal punishment in secondary schools in Kaduna north local Government?

3.                 What are the ways in primary schools in Kaduna north local Government?

1.6     SCOPE OF THE STUDY

The study is centered on attitudes of parents and teachers towards corporal punishment in secondary schools in Kaduna North local government area of Kaduna State. It is also delimited to the teachers and students of the selected secondary schools in Kaduna North Local Government area of Kaduna state. There are Thirteen(13) Secondary School in Kaduna North, while the school listed below: Government Girls Secondary School, Tafawa Balewa Kabala Costain, Rimi College Kaduna, Government Girls Secondary School Doka, and Government Girls Secondary School WTC Independence way Kaduna. Random sampling was used in the selection of this schools to ease our research.

 

 

1.7    LIMITATION OF THE STUDY

Due to financial constraint and the mobility, the researcher limit himself. in this study, the basis is on the significance on attitude of parents and teachers towards corporal punishment in selected junior secondary schools in Kaduna North local Government area of Kaduna State. Thus the finding will go a long way to assist both  parents and teachers as well as policy makers in resolving corporal punishment in secondary schools.

 

 

OPERATIONAL DEFINITION OF TERMS

1.      Corporal punishment: this is any kind of punishment that causes severe pains to the body.

2.      Proper punishment: it is the kind of punishment that is carefully used, to help the teacher or parents accomplish his / her goal.

3.      Counseling the offender: This is an open ended problem solving situation which a student with assistance can focus and begin to solve problems.

4.      Re-proof: this is an attempt to call the attention of the child to the fact that his conduct has been noted to be unsatisfactory, and a need for a change is require

5.      Doubtful punishment: This is punishment that may fail to achieve the desired effects.

6.     Attitude: what you think and feel about something.

7.     Parents: someone’s father or mother

8.     Junior secondary school: A school for student between the ages of 12 and 14 or 15.

 

 

Continue reading ATTITUDES OF TEACHERS AND PARENT TOWARD CORPORAL PUNISHMENT IN SECONDARY SCHOOL →

A CRITICAL APPRAISAL OF THE MODE OF IMPLEMENTATION OF NIGERIAN SECONDARY SCHOOL CURRICULUM: TOWARDS SOCIO-ECONOMIC EMPOWERMENT OF YOUTH

 

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TABLE OF CONTENT

1.0. CHAPTER ONE: INTRODUCTION

Background of the Study

Statement of Problem

Purpose of Study

Significance of Study

Research Questions

Scope of Study

Operational Definition of Terms and Variable

2.0. CHAPTER TWO: LITERATURE REVIEW

Theoretical Framework –Functional Curriculum Theory

The Concept and Meaning of Curriculum

Nigerian Secondary Education Goals and Objectives

Curriculum for Wealth Creation /self-employmen

Concept of Vocational and Technical Education

Secondary Education Curriculum Implementation in Nigeria

3.0. CHAPTER THREE: METHODOLOGY

Research Design

Population

Sample and Sampling Technique

Instruments

Pilot Study /Validation of Instruments

Procedure for Data Collection

Data Analysis

4.0. RESULTS

Testing of Research Question one: Appropriateness of the Nigerian secondary education in terms of goals, content, method, in meeting the philosophy of Nigerian educational system

Testing of Research Question two: Teaching method used in implementing the curriculum in Nigeria secondary schools

Testing of Research Question three: Number of skill-based subjects taught in Nigerian

secondary schools

Testing of Research Question four: Infrastructural facilities available in Nigerian secondary

schools

Testing of Research Question five: Proportion of specialist teachers available in Nigerian

secondary schools

Testing of Research Question six: Practical (entrepreneurial) skills students have learnt in

school with which they can create self-employment

Testing of Research Question seven: Students entrepreneurial capability i.e. Products and

services students have produced on their own

Testing of Research Question eight: Effect of school location on the mode of curriculum

implementation

Testing of Research Question nine: Effect of school type on the mode of curriculum

implementation

5.0. DISCUSSION OF FINDINGS, RECOMMENDATIONS, AND CONCLUSION

Summary of findings

Discussion

Recommendation

Limitation of the study

Conclusion and policy implication of the findings

Suggestions for further research

BIBLIOGRAPHY

APPENDIX

 

 

 

 

 

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

The universal declaration of Human Rights adopted by the United Nations General

Assembly in December 1948 guaranteed for the individual a whole range of basic freedom with

education serving as a basic right necessary for the achievement of all other freedoms.

The achievement of the right to education requires that young people be given the

opportunity necessary for the acquisition of the knowledge, skills, attitudes and values which will

enable them lead happy and productive lives as individuals and discharge their social duties for

the betterment of life in the society.

Nigeria, having realized the effectiveness of education as a powerful instrument for

national progress and development, adjusted her educational philosophy and methodology to

march the ideals and challenges of changing economic and social structure of modern society

(National Policy on Education 1981, revised 2004). Consequently, in 1982, Nigeria adjusted her

secondary educational system to encompass diversified curriculum that integrates academic with

technical and vocational subject intended to empower the individual for self-employment (Igwe

2000). According to the National Policy on Education 1981; 2004, the broad aims and objectives

of secondary education in Nigerian educational system are preparation for useful living within the

society (self-employment) and preparation for higher education. (The area that concerns this

study is the first objective – preparation for self-employment).

However, more than two and half decades after adoption of the laudable initiative, majority

of Nigerian youth are idle and some are involved in various vices due to unemployment. They do

not have the required skills to either fit into many types of jobs that are available or create jobs

(Igwe 2007). It is no longer news that the nation’s youth unemployment rate has been shooting

up the sky. The federal government recently acknowledged that about 80 per cent of Nigeria’s

youth are unemployed and 10 per cent underemployed. And the Minister of Education, Sam

Egwu, recently noted that the poor quality of graduates is worrisome. The major policy speeches

of President Yar’Ardua these days revolve around his aspiration of transforming Nigeria into one

of the first 20 largest global economies by the year 2020. This vision cannot be achieved without

viii

youth empowerment for job creation and wealth generation. Adekoya (1999) claimed that for the

Nigerian youth to be empowered economically they should be given the necessary skill

acquisition and for this to be done the curriculum should be effectively implemented. Oli (2000)

believed that to ensure a positive future for Nigeria, the youth who are believed to be the future

leaders of the country ought to be well equipped with basic skills to drive the economy.

Curriculum is a vehicle through which education is attained (Offorma 2005). The

secondary school curriculum as presently implemented is far from achieving the goals of

secondary educational system (Obanya 2004a). Several authors have noted that the National

Policy on Education was well structured and the contents were adequately defined but the

implementation calls for question (Babafemi 2007; Dike 2009). Investigation gathered shows that

students’ potentials are not properly channeled as schools lack basic infrastructural facilities

necessary for effective curriculum implementation, there are inadequate specialist teachers, and

where available, focus more on theoretical aspect leaving out the practical component.

This situation calls for a critical appraisal of the mode of implementation of Nigerian

secondary school curriculum in order to identify the root cause of the problem as well as gaps

needed for reformation. This study is timely and useful in providing the much needed empirical

data that will assist the Federal Government of Nigeria through its curriculum development

agency, Nigerian Educational Research and Development Council (NERDC), to gauge the level of

success of current implementation and be better able to plan towards an implementation that will

instill basic skills in Nigerian youth to ensure their socio-economic empowerment.

 

 

 

1.2 Statement of Problem

A good number of students who have completed their secondary education but do not wish to

continue with higher education are in dilemma. This is because they are not well equipped with

necessary skills to empower themselves. The training acquired at the end of secondary education

seems inadequate to make the school leavers competent and self-reliant, hence cannot contribute

to nation building. If the Nigerian society is not to be plagued by a breed of unemployable youth

who cannot raise the economic productivity of the country, it is desirable that a lasting solution be

provided. Thus, this study was designed to fill this gap.

 

 

1.3 Purpose of Study

The overall aim of the investigation was to assess how the curriculum was implemented in

Nigerian secondary schools with a view to identifying the root cause of the problem as well as the

underlying factors that might account for disparity, if any, on curriculum implementation.

Specifically, the objectives were to:

ix

1. determine the appropriateness of the Nigeria secondary education curriculum in terms of

the goals, content, method, in meeting the philosophy of Nigeria secondary educational

system.

2. find out type of teaching method used in implementing the curriculum in Nigerian

secondary schools.

3. determine number of skill-based subjects taught in Nigerian secondary schools.

4. assess infrastructural facilities available in Nigerian secondary schools.

5. assess availability of specialist teachers in Nigerian secondary schools.

6. identify practical (entrepreneurial) skills students have learnt in school with which they can

create self-employment

7. identify students’ entrepreneurial capability i.e. products and services students have

successfully produced/ marketed

8. determine the effect of school location on the mode of curriculum implementation.

9. find out if school type has effect on the mode of curriculum implementation.

 

 

1.4 Significance of Study

This study is significant in many ways. Most importantly, it will sensitize policy makers,

educational administrators, and curriculum planners on the need to plan towards effective

curriculum implementation in Nigerian secondary schools. This will go a long way in minimizing

the rate of unemployment among secondary school leavers thereby making them well adjusted

individuals who will raise the economic productivity of the country. Also, the result of the study will

contribute to policy formulation and practices, as inspectors from Federal and State Ministries of

Education will be sensitized on what to look out for during inspection. On a wider scale, African

countries will benefit from the study because its findings and recommendations will provide point

of reference. Above all, the Federal and state Ministries of Education as well as the Nigerian

Educational Research and Development Council (NERDC) will find the result of this study

valuable particularly in the current government effort towards implementation of the new 9-year

Basic Education Curriculum.

 

 

1.5 Research Questions

1. How appropriate is the present Nigeria secondary education curriculum in terms of the

goals, content, method, in meeting the philosophy of Nigerian secondary education

system?

2. What type of teaching method is used in implementing the curriculum in Nigerian

secondary schools?

3. How many skill-based subjects are taught in Nigerian secondary schools?

4. What are the infrastructural facilities available in Nigerian secondary schools?

x

5. What is the proportion of specialist teachers available in Nigerian secondary schools?

6. What practical (entrepreneurial) skills have students learnt in school with which they can

create self-employment?

7. What products and services have students produced /marketed on their own?

8. What is the effect of school location on the mode of curriculum implementation?

9. What is the effect of school type on the mode of curriculum implementation?

 

 

1.6 Scope of Study

Nigeria is a large country with a lot of geographical differences. There are six geopolitical zones in

Nigeria each constituting several states. To ensure national coverage, three out of the six

geopolitical zones were purposely selected for the study, namely; North Central, South East and

South West. One state was randomly selected from each zone. A total of twelve secondary

schools comprising both public and private were drawn across the three states /zones. This was

considered adequate and sufficiently representative to make tentative generalization.

1.7 Operational Definition of Terms and Variables

Critical – In this study, it means to point out fault constructively.

Appraisal – Hornby (2000) refers to it as assessment of the value or quality of something. In this

study, it refers to assessment of how the Nigerian secondary school curriculum is implemented.

Mode – Hornby (2000) refers to it as ‘way and manner in which something is done’. In this study,

Hornby’s definition is adopted. i.e. way and manner Nigerian secondary school curriculum is

implemented.

Implementation – Oxford Advanced Learners’ Dictionary refers to it as putting into effect a plan

already mapped out. Obanya (2004) defined implementation of curriculum as day-to-day activities

which school management and classroom teachers undertake in the pursuit of the objective of

any given curriculum. In this study, it means processes involved in translating educational plan

into action to bring about change in the learner as they acquire the planned experiences, skills,

and knowledge that are aimed at enabling the learner function effectively in the society. In this

regard, implementation is seen as both the means and the means to an end.

Curriculum – According to Obanya (2004a), curriculum is the total package of what is to be

taught or learnt. He describes it as a process of translating national educational of…

 

Continue reading A CRITICAL APPRAISAL OF THE MODE OF IMPLEMENTATION OF NIGERIAN SECONDARY SCHOOL →

THE EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

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ABSTRACT

The objective of this research work is to find out the effects of indiscipline on academic performance of secondary school students in Igueben Local Government Area of Edo State.

Indiscipline as a feature of Secondary schools in Nigeria was no longer a news.  Despite general consensus of every body that a relatively peaceful atmosphere is needed before a minimum amount of learning could be achieved, this phenomenon has persisted in our schools.

So the researcher used as the sample subject 100 respondents from the five different schools sampled.

Through the data analysis, it was observed that socio-economic status is significantly related to indiscipline and academic performance of secondary school students in Igueben Local Government Area in Edo State.

TABLE OF CONTENTS

CHAPTER ONE:    INTRODUCTION

1.1       Background of the Study                                                                          1

1.2       Statement of the Problem                                                                        3

1.3       Objective of the Study                                                                               5

1.4       Research Hypotheses                                                                                7

1.5       Significance of the Study                                                                         8

1.6       Delimitation and Limitation of the Study                                           9

1.7       Definition of Terms                                                                                   9

CHAPTER TWO:  LITERATURE REVIEW

2.0       Introduction                                                                                                11

2.1       Concept of Discipline                                                                                11

2.2       Necessity and Importance of Discipline among Educators

and the Students                                                                                        13

2.3       Sources of Indiscipline                                                                              15

2.4       Summary of Literature Review                                                              18

CHAPTER THREE

3.1       Research Design                                                                                         20

3.2       Population                                                                                                   21

3.3       Sample and Sampling Techniques                                                        21

3.4       Research Instrument                                                                                 22

3.5       Validity and Reliability of the Study                                                     23

3.6       Questionnaire Administration                                                               23

3.7       Method of Data Analysis                                                                         24

CHAPTER FOUR

4.0       Data Analysis                                                                                              25

4.1       Hypothesis Analysis I                                                                               25

4.2       Hypothesis Analysis II                                                                              28

4.3       Hypothesis Analysis III                                                                            29

4.4       Hypothesis Analysis IV                                                                            31

4.5       Hypothesis Analysis V                                                                              34

CHAPTER FIVE:                SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                      36

5.2       Conclusions                                                                                                 37

5.3       Recommendations                                                                                     39

References                                                                                                                44

Appendix A:  Questionnaire                                                                               45

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Discipline, according to Jemibewon (1976) is a highly desirable quality of human being or social group.  Discipline behavior is accepted as essential characteristics of any educated or cultured person.  Discipline, therefore, is a subject of great concern to parents, teachers, and administrators who are interested in the moulding of the character of young people.

In Nigeria, there appears to be a great concern about the lack of indiscipline in schools, in offices and among people in public sectors.  However, the problem of widespread indiscipline among primary school pupils and post primary schools is very clearly noticed.  Every year serious cases of rioting, arsons, damages to school property occur in several post-primary schools and universities.  In spite of the extreme cases of indiscipline that attract newspapers headlines, there are routine cases of truancy, disobedience, absenteeism, drug-abuse, fighting and other example of indiscipline in the classroom which do not appear or are reported in the Newspapers.  From indiscipline among the students, it has attracted much more attention than indiscipline among members of staff.  Parents blame teachers for the indiscipline among school children and teachers blame parents, government and school administrators for the indiscipline in the society.  Nigeria like any other nation wants to live in peace and harmony with their fellow country people regardless of their various ethnic groups and religious affiliation.  Today, education has contributed and attracted increased government’s attention among other priorities.  However, if these objectives are to be achieved, discipline must be maintained in our school system since learning and teaching cannot effectively take place under a threatened atmosphere.  But today, acts of indiscipline: riot, vandalism, lawlessness and the break down of law and order has become a way of life of our present school system.  What then could be responsible for these acts of indiscipline in our school system?  Identification of these factors is urgent if Nigeria is to achieve her goals in the committee of nations.

Statements of Problem

A research conducted by Oloruntimehire (1974) on the causes of indiscipline, in post primary schools revealed that indiscipline in Nigerian schools had been a running sore in the educational system of this country.  Indiscipline in our system had continued to persist in spite of the series of warnings from the Heads of State and concerned Nigerian that discipline should be maintained in the school system.  Thus a number of measures that were adopted, such as closing down riot schools, suspension or dismissal of ring-leaders and the mass transfer of teacher in such school have not yielded any good results.

The question therefore is; who is to blame, the teachers or the peer-group or the home or the students?

Therefore, this study is designed to investigate the causes of indiscipline among Primary School pupils or students.  The following questions have been addressed; whether:

1.     Socio-economic background had any significant influence on students’ indiscipline.

2.     School administration had any significant influence on students’ indiscipline.

3.     Societal morals have any influence on school discipline.

4.     The pressure on paper qualification has influenced school discipline.

5.     The peer-group has influence school discipline.

 

 

Objectives of the Study

The main objective of this research therefore is as follows:  To know

1.     The extent to which home background/socio-economic status influence discipline in schools.

2.     The influence of peer-groups on discipline of primary school pupils.

3.     The extent to which the pressure on paper qualification influences school discipline.

4.     Whether societal morals have significant influence on school discipline.

5.     School administration has great influence on school discipline.

This research is based on the following assumptions:

1.     That is the nation that will lose if indiscipline in schools is allowed to continue unabated.

2.     Indiscipline is a feature of our school system.

3.     That no learning takes place under anarchic condition.

4.     That the Phenomena is generally hated by well meaning Nigerians.

5.     That the solution of these problems will enhance and increased educational achievement and output.

Research Hypotheses

The research hypotheses for the study are as follows:

1.     There is a significant difference between student from higher socio-economic groups and those from lower groups in terms of academic achievement.

2.     There is a significant relationship between students discipline and their peer-group.

3.     The students discipline is significantly related to the school administration.

4.     There is relationship between the students discipline and societal morals.

5.     There is significant relationship between influence of paper qualifications and students discipline.

Significance of the Study

As a developing nation, if Nigeria is to achieve fame and progress in all field of human endeavour, proper attention should be given to the instilling of the act of discipline in our present school system.  Any nation invariably depends on the type of youths she is able to produce.  Thus, if the causal factors are identified, we would be able to know what measure that could be applied in order to solve the problem; or reduce it to a minimum.  Since indiscipline has similar causes it is certain that other institutions of learning will adopt some of the proposal embodied in this study.

Thus the outcome of this research may equally be of benefit to both the parents, teachers and government.  Consequently, if the standard of education of our youth were improved as a result of the eradication of indiscipline in our primary and post primary schools, the yearnings and aspirations of Nigerians in socio-political as well as scientific and technological field may be realized.

Delimitation and Limitation of the Study

Based on the anticipated significance of this research topic, the area of study ought to have covered the entire Local Government Area.  However, because of some limitations, the project is limited to random sampled area in Igueben Local Government Area in Edo State.  The administrative capital of this council is at Igueben and other important towns in the area are Ebelle, Amahor, Egbeki, Ekpon and Igueben.  Thus, the scope of this study is limited to the causes of indiscipline in primary schools.

Definition of Terms

For the purpose of this study, the terms given below have the meaning attached to them:

Discipline:         Educating learners to behaved normally and in accordance with the accepted rules and regulation of a society.

Indiscipline:      Indiscipline is a deviance from the normal rules and regulations and norms of the society or schools.

Education system:     Agencies and individuals who contribute in one-way or the other to the process of learning in the society.

Continue reading THE EFFECTS OF INDISCIPLINE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS →