IMPACT OF EDUCATION IN RURAL DEVELOPMENT PROCESS

(A CASE STUDY OF MUSHIN LGA, LAGOS STATE)

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CHAPTER ONE

INTRODUCTION

 

Background to the Study

According to National Population Commission (2012) it is generally believed that Nigeria has a total population of 170 million people, out of this number 67% live in the rural areas while the remaining 34% live in the urban centres. Nigeria is a country in Africa continent located in West of Africa close to the equator extending from latitude 4˚N to14˚ and from longitude 3˚E to 15˚E. Except for the Atlantic ocean to the south, Nigeria is surrounded by French-speaking countries; Niger, Cameroun and BeninRepublic. Nigeria is a third world country which means it is a developing country.

However, the fact that most of the population reside in the rural areas indicate that rural areas need more of infrastructural development such as good roads, electricity, good and well equipped schools for the growth and betterment of the people living in the rural areas. But in Nigeria, the reverse is the case. More attention is given to the urban centre for the detriment of the rural areas, as a result of the notion that urban centre are more populated; so they need more basic infrastructure than the rural areas. This perception has caused imbalance between the urban centre and the rural dwellers by creating a wide gap. By this gap the urban centre are growing immensely living the rural areas in a state of stagnation and depreciation which is growing at an alarming rate.

In the case of Mushin Local Government Area of Lagos State being one of the local governments with a population of about 1.6 million people in which 74% of them living in the rural areas lack basic infrastructure for growth and development. Moreover, it is generally agreed that education has impact more substantially in rural area development process in developing nations. Therefore, education has a controlling influence over the development of rural societies, communities, individual or group of individuals and families which leads to the reduction of low income rate, poverty and rural-urban migration.

Although, education has made a significant impact on rural areas in terms of marking personnel maintenance, system of supplying farm production, health care and good governance, but failure of government to tackle rural development and recognition of the importance of rural areas and rural people to the economic development still remains an issue.

The major aim of education is learning which is achieved through the teaching and learning process. According to Plato (437-337 BC) “Aesthetic education brings grace to the body and nobility to the mind. Until man in his physical and sensuous mode of being has been accustomed to the laws of beauty, he is not capable of spiritual liberty”. Therefore education would be incomplete without due consideration being given to rural areas. Education holds a significant place in this regard, so far as it forms a very convenient and powerful medium for individuals express themselves in a variety of ways in any situation including his mental skill in relation to overall academic performance. However, it is sad to note that some schools in rural areas have no rooms allocated for teaching even some with class rooms lack furniture; in some schools, teaching is carried on in makeshift classrooms and this can be uninspiring and boring. Inadequate and half-baked teachers in some secondary schools are also an issue of concern in this study (Madeki S.J (2008)).

Education impacts social change, by improving individual social position as well as standard of living. Education also increases critical ability of rural people to diagnose their needs, assert their right, taking greater control of decision affecting their lives. Education has the potential to respond to the transformation of rural areas, increase labour force and enhancing security. As the pivot of the educational system, the National policy on Education (FRN, 1981) noted that teachers in all educational institutions including the universities, should be professionally trained because is considered as a tool to be used for the integration of the individuals into the society to achieve self-realization, develop national consciousness, promote unity and strive for social-economic, political, scientific, cultural and technological progress.

Durojaiye (1996) indicates three aspects that are of immediate relevance to education:

1.  The learner, his growth and development, his needs and motivation, his individual characteristics and achievement, his nutritional state and the child-rearing approached employed by his parents.

2. The learning situation, the school and wider society, the cultural context and effects on learning.

3.  The learning process and the teacher who makes them happen including his method, approaches and personality.

Education has brought about phenomenal changes in every aspect of human’s life.

Brown (2011) opines that education is a process which brings about changes in the behaviour of the society. It enables every individual to efficiently and effectively participate in societal activities and make a positive contribution to the progress of the society. Education create awareness in the rural areas regarding their right to education as stipulated in Article 26 of the United Nation Declaration of Human Right (1984) which says that:

1.  Everyone has the right to education.

2.  Education shall be free at least in elementary and fundamental

stages

3. Primary education shall be compulsory

4. Education shall be made generally available and higher education shall be equally accessible to all in the basis of merit.

The concentration of education in urban centres rather than rural areas has done more harm than good; it accelerates rural-urban migration, generating youth unemployment. This makes rural areas undergrowth or underdeveloped. Education enhances the capacity of people, expanding the area of competence and changes orientation and attitude which significantly improve the life style of people both in rural areas and urban centers. According to World Bank (2002) Education policy and programme must be carefully designed at both national and local levels.

Impact of education in area of health is indisputable especially in area of mortality rate. However, in other to lower Maternal Mortality Rate (MMR) Infant Mortality Rate (IMR) and achieve the lowest possible Total Fertility Rate (TFR) in rural areas education has a crucial role to play in girls that dwell in the rural areas, better education of a female child or pass through a process of learning can drastically reduce maternal and infant mortality; it will also bring about positive impact for family health, birth spacing, few children and fertility related issues, better care of children, seeking right services and counsel at the right point in time and the right places, and promote health and survival and life expectancy along with economic productivity for a better standard of living.

Education can initiate social change by transforming the out look and attitude of man; it can also bring about a change in the pattern of social relationship and thereby causing social change. This social change can be good behaviour, respect to elders, obeying one’s culture and all these have been the impact of education in rural development process. Be that as it may, education in Nigeria is now more of a private enterprise, but a huge government venture that has witnessed a progressive evolution of government complete and dynamic intervention and active participation. The federal government of Nigeria has adopted education as an instrument par-excellent for effecting national development.

 

 

Statement of the Problem

This research is an attempt to investigate the discrepancies between urban and rural areas in terms of educational rural development process.

The gap between urban and rural areas arising from conduciveness of environment, availability of manpower and facilities in the teaching and learning process.

Other issue of textbook selection or recommendation is a matter of concern to curriculum planners, the teachers and even the ministries of education.

Research Questions

1.       Is there any relationship between education and provision of   basic infrastructure in Mushin Local Government Area of Lagos State?

2.  Is there any relationship between education and rural         development process in Mushin Local Government Area of Lagos State?

3.       Is there any impact of education in rural areas in Mushin Local Government Area of Lagos State?

4.        Is there any difference between education and social changes in Mushin Local Government Area of Lagos State?

 

 

Hypotheses

This research is based on the following hypotheses.

1.       There is no significant relationship between education and      provision of basic infrastructure in Mushin Local Government Area of Lagos State.

2.       There is no significant relationship between education and      rural development process in Mushin Local Government Area of Lagos State.

3.       There is no significant impact of education in rural areas in Mushin Local Government Area of Lagos State

4.       There is no significant difference between education and social         changes in Mushin Local Government Area of Lagos State.

Purpose of the Study

The purpose of this research is to look at the impact of education in rural development process in Mushin Local Government Area of Lagos State.

It is also to investigate whether there is any existing relationship between education and rural development process in Mushin Local Government Area.

Also to find out if people in rural area benefit from basic infrastructure in Mushin Local government Area.

To determine the impact of education in rural area in Mushin Local Government Area.

To investigate if education has improved social changes in rural area of Mushin Local Government Area.

 

 

Significant of the Study

This study when completed will be beneficial to the students, tertiary institutions, teachers and ministries of education. In addition, the study will try to provide adequate and enough information for planners of educational policies and curriculum with a particular reference to rural development process. No doubt, the study will help ministries of education to make useful and important recommendations on how to develop rural areas.

The curriculum designers could receive vital information about the problem being suffered in rural areas in teaching and learning and may adopt a system of solving the problems that will eliminate the difference and bridging the wider gap between urban and rural areas.Be that as it may, the study will no doubt enrich the libraries with useful copies of papers as researchers in Mushin Local Government Area in particular and Nigeria at large. It will also provide relevant information to researchers who might be interested in the educational research.

 

Scope of the Study

This study is designed to show areas to which the research work is carried out; it includes both the male and female staff of Mushin Local Government Council because the research is not affected by sex.

 

Limitation of the Study

This study is meant to cover all the senior staff of Mushin Local Government Area of Lagos State. But due to financial constraint, only 40 senior staff were used for the research. The result from this study will be used to generalize all the senior staff in Mushin Local Government Area, Lagos State.

 

Definition of Terms

Impact: a marked effect or influence.

Imbalance: A lack of proportion or balance.

Stagnate: Showing little activity.

Immensely:  To a great extent, extremely.

Pivot: The central point.

Discrepancy: A difference or lack of compatibility between two or more facts that should be similar.

 

 

 

 

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INFLUENCE OF GUIDANCE ON ACADEMIC PERFORMANCE OF STUDENTS

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CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND TO THE STUDY

Guidance can be said to have started all over the world as a movement at the beginning of 20th Century as a reaction to change process in an industrialized society. Guidance services were set up within the department of education in September 1968 when a consultant Louis, made recommendations and was sent over to Nigeria by United Nation’s Educational Scientific and Cultural Organization (UNESCO), (Summit, 1997). Globally, guidance as a major service is an essential element in management of discipline among the people in any society. It could be difficult for any society to function well without the maintaining of discipline.

School guidance programs have therefore been introduced to assist students overcome numerous challenges they experience at home and at school in other to yield positive result in their academic achievement and performances. Nziramasanga (1999) states that because of many environmental pressures imposed on the family, parents tend to spend little time with their children to give them the necessary guidance which might go a long way to affect their academic performances. However, the parents expect the school to provide solutions to the indiscipline caused by their negligence in their children (UNESCO, 2002). Nigerian adults have become more concerned with earning money and are less bothered by traditional practices that formerly contributed to the upbringing of young people.

In Nigeria, the need for guidance and counseling in schools has been recognized when a survey was done on 20 school counselors selected from different states of the federation and the main problems examined. It was noted that, there is great need for a clear rationale and guidelines for Guidance and Counseling programs, and also the Guidance Counselors (Taylor and Francis, 1998).

The main goal is to help the counselee learn to deal more effectively with himself anytime he/she is in trouble and the reality of his environment so as to improve the counselee’s academic performances.

Allis and Kame (1999) conducted a survey in Alexandria in Egypt on indiscipline among 2170 preparatory and secondary school students attending mainstream governmental schools, in this study Indiscipline among school students and its predictors were investigated. Few indiscipline cases were related to family background whereas the majority was related to the children themselves and according to the research it has a major effect on the academic performance of these students. Schools are social organizations which have several objectives to achieve and role in guidance of students in shaping their academic performances.

Guidance is a rudimentary ingredient that plays a crucial role in school system and insists on upholding the social and moral values of students. It is intended to suppress, control and redirect behavior. In a school system all students must be aware of the rules laid down through thorough guidance before disciplinary action can be administered, in which this has been a key factor to better academic performance in students. (Franken, 1998). The idea of relating discipline and guidance helps to determine the value of G&C to students in schools with respect to their academic performance.

Schools as well as parents share the responsibility of promoting values and standards which we believe will help younger people to establish not just sound academic performances but sound behavioral codes for their lives, hence parents and schools should ensure good discipline is maintained among students at all times. However, greater effort should also be made by the Ministry of Education to offer competent Guidance and counseling  teachers not only to help students to perform well in their academics but also in developing an understanding of one self and of others, supporting students to deal with their personal- social, academic and career related concerns.

Guidance also helps to facilitate development of effective study habits, motivation, identifying learning or subject related problems, helping students to see the relevance of school years in life and for future, developing skills, right attitude and interests to help making a choice in career.

Guidance and counseling, thus, promotes holistic development of every student. This shows the need for every teacher to become a ‘guidance minded’ teacher in the course of carrying out his/her duties with aim of making impacts in the students’ lives.

A major turning point in adolescents’ lives involves the career choice that they make while in senior secondary school. However, this decision plays a major role in establishing youth in a career path that opens as well as closes opportunities depending on the strength of guidance they are subjected to. Adolescents with special needs like those with severe mental retardation may not even complete secondary school education because of their unique characteristics, proper guidance will assist these adolescents in their career development as early as possible. Guidance expose students to numerous career development activities in order to help them choose occupations, prepare for, enter into them successfully.

1.2      STATEMENT OF PROBLEM

It is a great concern for stakeholders to see students still performing poorly in their academics despite the numerous ways in which they are guided either by their teachers or parents which seems to be caused by inability of the students to follow the laid down rules and regulations. Despite the fact that, guidance and counseling programs are made available in both homes and in schools, there is still great height of indiscipline among student which contributed has influence on their academic performance. The researcher intended to examine the influence of guidance on academic performance of students.

1.3      OBJECTIVES OF STUDY

The following are the objectives of this study;

1.                 To determine the influence of guidance on academic performance of students

2.                 To examine the relationship between discipline and students academic performance

3.                 To determine factors affecting students academic performance

1.4   RESEARCH QUESTIONS

1.  What is the influence of guidance on academic performance of students

2.  What is the relation between discipline and students academic performance

3.  What are the factors affecting students academic performance

1.5   HYPOTHESIS

HO: There is no significant relationship between guidance and students’ academic performance

HA: There is significant relationship between guidance and students’ academic performance

1.6   SIGNIFICANCE OF STUDY

1.  The outcome of this research will help in educating and concomitantly serving as a guide to both parents and schools on the effect of guidance on the academic performance of students.

2.  This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic.

3.1      SCOPE/LIMITATIONS OF STUDY

The study of influence of guidance on academic performance of students will involve students and teachers of selected secondary schools in Ekiti State who will participate in this research.

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

3.2      DEFINITION OF TERMS

Academic: someone considered to be scholarly

Performance: the accomplishment of a given task measured against preset known standards of accuracy, completeness, cost and speed

Student: a person formally engaged in learning, especially one enrolled in a school or college

Guidance: the act or function of guiding, leadership and direction.

Influence: is the power to have an important effect on someone or something

REFERNCES

Allis, M.S & Kamel, M.I.(1999) Children Experiencing Violence. II: Relevance and Determinants of Corporal Punishment in Schools, Child Abuse and articles (Internet source).British Journal of Guidance and Counselling Volume 26, Issue 2. RSSCited Challenges. Publishers Enterprises (PEG), Malta.

Franken, R. E (1998) Human Motivation (4th edition) Brooks and Sole: Pacific Grove. Guidance And Counselling Programme in Malawi Secondary Schools Neglect.

Nziramasanga, C.T. (1999). Report of the Presidential Commission of Inquiry into Paris: iac.

Sammut, J.M. (1997). Careers Education and Guidance in Malta-Issues and Taylor, M. & Francis, H. ( Online), (1998) School Counsellors Perceptions of a the Education and Training. Harare: Government Printers.

UNESCO. (2002). New Roles and Challenges for Guidance and Counselling.

 

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TEACHER QUALITY AND WORK ENVIRONMENT AS DETERMINANTS OF SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE

 

 

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CHAPTER ONE

INTRODUCTION

1.1            BACKGROUND TO THE STUDY

The importance of qualified teachers and school environment in secondary schools today in particular cannot be overemphasized. Reason being that school environment has a major effect in the quality of education students received. This implies that schools that fail to provide the necessary learning facilities and create a conducive atmosphere for teaching and learning coupled with qualified teachers may hardly put in the best in their students especially in the area of academic performances.

The quality of education not only depends on the teachers teaching performances, but also on how he/she can control the school environment effectively (Ajao, 2001). Many factors might contribute to students’ poor achievement in school which may include: poor study habits and lack of available resource materials, poor school climate, indiscipline, inadequate facilities, teachers’ ineffectiveness, the teaching method and the type of learning environment available for both the students and the teachers, Teacher’s ineffectiveness as a cause of student’s poor performances can narrowed down to their qualification in the subject(s) being taught. Learning can also be said to occur through one’s effective interaction with one’s environment. Environment here refers to availability of facilities that are of good help to facilitate students learning and yield a positive outcome on their academic performances. This environment ranges from books, audio-visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practical are arranged (Farrant, 1991 and Farombi, 1998).

On the other hand, the extent at which some teachers, exhibit high level of indiscipline within the school environment does not seem to portray them as role models. Thus, they rather encourage indiscipline among students by their attitudes as this may have negative influence of students’ academic achievement.

Teachers on the other-hand can make or mar the school curriculum; therefore, their adequacy and quality such as qualification, experience, attitude and personality for better service delivery needs to be assessed by the school authority on a regular basis, so that students’ academic performance won’t be jeopardize with.

The availability of qualified teachers is a major determinant in the performance of students in schools Akinsolu (2010). Coonen (1987) emphasizes that teachers who has undergone in-service training were more effective in classrooms as compared to teachers who had not undergone any form of training.

Many scholars and researchers generally are not in agreement that the school environments, which include teacher administration, play a critical role in positive academic performances than other variables (Patrick, 2005). The important role of the teachers in the learning is unquestionable. Teachers have been said to have a lot of influence on their classroom practices. Teachers should have and apply specific teaching skills and abilities that can be reflected in their students’ performance in the subject they teach, in which the students will be able to make connection between what is taught in school and its application in problem solving in real life.

 

1.2            STATEMENT OF PROBLEM

The influence of teacher quality and school environment on positive academic achievementof students has been an issue of concern to all stakeholders and researchers ineducation. This is crystal clear in the rate of mass failure of studentsin both internal and external examinations which might be narrowed down to lack of basic infrastructural facilities like good buildings and classrooms and teacher qualification, experience and competence. However, several research studies have fail to identified other factors such as school climate, discipline and physical facilities, teacher quality, type of location of school and over population of students in classroom as being responsible for poor academic for poor academic achievement of students. However, the researcher is examining the effect of teacher’s quality and work environment on secondary school students’ academic performance.

1.3            OBJECTIVES OF STUDY

The following are the objectives of this study

1.     To examine the teacher’s quality as determinants of secondary school students academic performance

2.     To determine the effect of work environment on secondary school students academic performance

3.     To identify factors that affect secondary school students academic performance

 

 

1.4            RESEARCH QUESTIONS

1.     What are the effects of work environment on secondary school students academic performance?

2.     What is the correlation between the teacher’s quality and secondary school students academic performance?

3.     What are the factors encouraging secondary school students academic performance?

 

 

1.5            HYPOTHESIS

Hypothesis 1

HO: Teacher’s quality does not determine secondary school students’ academic performance

HA: Teacher’s quality determine secondary school students academic performance

Hypothesis 2

HO: Work environment does not have any effect on secondary school students academic performance

HA: Work environment does have effect on secondary school students’ academic performance

 

 

1.6            SIGNIFICANCE OF STUDY

·        The outcome of this study will form a useful guide for school management/boards on type of school environment that can facilitate better learning among secondary school students.

·        The result of this study will also go a long way to help in maintaining discipline among teachers because of the major role they play in student’s academic performance.

·        The outcome of this research work will also go a long way in educating school management and board on the quality of teachers that are been employed.

·        This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic.

 

 

1.7            SCOPE/LIMITATIONS OF STUDY

This study on teacher’s quality and work environment as determinants of secondary school student’s academic performance will cover the assessment of a selected secondary school, its environment and the teachers.

1.       Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

2.                  Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

 

1.8     DEFINITION OF TERMS

1.     Teacher: a person whose job is to pass information and orient students about certain subjects

2.     Student: a person formally engaged in learning, especially one enrolled in a school or college

3.     Environment: the setting or conditions in which a particular activity is carried on.

4.     Performance: the accomplishment of a given task measured against preset known standards of accuracy, completeness, cost and speed

REFERENCES

Ajao, A. (2001). Teachers effectiveness on students’ academic performance. Journal of Education and Practice 5 (22).

Akinsolu, A. O (2005). Resource utilization and internal efficiency of public secondary schools in Osun State, Nigeria. Unpublished PhD dissertation.Department of Educational Management, University of Ilorin.

Farombi, J.G. (1998). Resource concentration, utilization and management as correlates of students’ learning outcomes: a study in School Quality in Oyo State.Unpublished Ph.D. Thesis, university of Ibadan.

Farrant,J. S. (1991). Principles and practice of education (Tenth Impression Singapore: Longman.

Patrick, B. (2005). Why children must not be Compared In Education Sight for Quality Information Magazine, Kenya

 

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EFFECTIVENESS OF INFORMATION COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING, CASE STUDY ON BASIC TECHNOLOGY

 

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

Nigeria like other developing countries is still in the initial stages of integrating ICT in teaching and learning process in the education sector. Though it is limited by a number of barriers, there are many factors influencing the use of ICT to make teaching and learning effective in schools of learning in Nigeria. ICT is an electronic means of capturing, processing, storing, communicating information. The use of ICT in the classroom teaching and learning is very important for it provides opportunities for teachers and students to operate, store, manipulate, and retrieve information, encourage independent and active learning, and self-responsibility for learning such as distance learning, motivate teachers and students to continue using learning outside school hours, plan and prepare lessons and design materials such as course content delivery and facilitate sharing of resources, expertise and advice. This versatile instrument has the capability not only of engaging students in instructional activities to increase their learning, but of helping them to solve complex problems to enhance their cognitive skills (Jonnasen & Reeves, 1996). Pernia (2008) defines ICT as technologies used to communicate in order to create, manage and distribute information. She adds that a broad definition of ICTs includes computers, the internet, telephone, television, radio and audio-visual equipment. She further explains that ICT is any device and application used to access, manage, integrate, evaluate, create and communicate information and knowledge. Digital technology is included in this definition as services and applications used for communication and information processing functions associated with these devices.

Generally, three objectives are distinguished for the use of ICT in education (Plomp et al, 1996):

(i)          The use of ICT as object of study; refers to learning about ICT, which enables students to use ICT in their daily life.

(ii)        The use of ICT as aspect of discipline or profession; refers to the development of ICT skills for professional or vocational purposes.

(iii)      (iii) The use of ICT as medium for teaching and learning; focuses on the use of ICT for the enhancement of the teaching and learning process Drent & Meelissen, 2007).

It is a fact that teachers are at the centre of curriculum change and they control the teaching and learning process. Therefore, they must be able to prepare young people for the society in which the competency to use ICT to acquire and process information is very important.

Several studies argue that the use of new technologies in the classroom is essential for providing opportunities for students to learn to operate in an information age. It is evident, Yelland (2001) as argued that traditional educational environments do not seem to be suitable for preparing learners to function or be productive in the workplaces of today’s society. She claimed that organizations that do not incorporate the use of new technologies in institutions cannot seriously claim to prepare their students for life in the twenty-first century. This argument is supported by Grimus [2000], who pointed out that “by teaching ICT skills in educational institutions the students are prepared to face future developments based on proper understanding” (p. 362).

 

ICT originally is applied to serve as a means of improving efficiency in the educational process . Furthermore, it has been shown that the use of ICT in education can help improve memory retention, increase motivation and generally deepens understanding [Dede, 1998)]. ICT can also be used to promote collaborative learning, including role playing, group problem solving activities and articulated projects [Forcheri & Molfino, 2000]. ICT allow the establishment of rich networks of interconnections and relations between individuals. Some authors maintain that technology has the power to change the ways students learn and professors teach [Kozma, 1999]. However, the effectiveness of ICT despite all the accrued benefits needs proper studies especially in developing countries like Nigeria where a lot of factors is still militating against the use of ICT.

 

 

1.2   STATEMENT OF THE PROBLEM

Basic Technology as a subject has been affected by ICTs, which have undoubtedly affected the teaching and learning of the subject (Yusuf, 2005). A great deal of research has proven the benefits to the quality of teaching and learning (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999;). However, this research will examine the effectiveness of ICT on teaching and learning Basic Technology.

 

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

(i)          To ascertain the level of ICT use on teaching and learning Basic Technology

(ii)        To examine the effectiveness of ICT on teaching and learning of Basic Technology.

(iii)      To identify the factors limiting the use of ICT in teaching and learning Basic Technology.

 

1.4   RESEARCH QUESTIONS

(i)          What is the level of ICT use on teaching and learning Basic Technology?

(ii)        What is the effectiveness of ICT on teaching and learning of Basic Technology?

(iii)      What are the factors limiting the use of ICT in teaching and learning Basic Technology?

 

1.5   HYPOTHESIS

HO: ICT use is not effective on teaching and learning of Basic Technology.

HA: ICT use is effective on teaching and learning of Basic Technology.

 

1.6   SIGNIFICANCE OF THE STUDY

The significance of the study is centered on the students, teachers, educational planner, administrators, government and the general public.  There are a lot of benefits to derive on the effective use of ICT in teaching and learning of Basic Technology.

The findings of the study will encourage teachers and students to develop skills and competencies in ICT technologies for teaching and learning in schools.

Curriculum planners will be made to design curriculum that will implement effective approaches to ICT technology driven education at the 21st century in schools syllabus contents which will improve students’ skills and competencies for employability and self sustainability.

The study will provide improved performance in terms of teaching and learning abilities of teachers and. It will also promote conveniences and flexibility of students through self paced and time, as well as increased access to best quality instructors through sharing of knowledge across borders, via online internet connectivity.

 

 

Scope of the Study

The scope of this study is on the evaluation of the use of ICT materials in schools with a view of determining if it is effective for teaching and learning Basic technology. Therefore, the study will cover the secondary schools in Edo State while the teacher and students of senior secondary schools will be involved in determining the effectiveness of ICT on teaching and learning of Basic Technology.

 

REFERENCES

Davis, N.E., & Tearle, P. (Eds.). (1999). A core curriculum for telematics in teacher training. Available: www.ex.ac.uk/telematics.T3/corecurr/tteach98.htm

Dede “Learning with Technology”. Yearbook of the Association for Supervision and Curriculum Development (Alexandria, VA: ASCD), 199-215, 1998

Drent, M., & Meelissen, M. “Which Factors Obstruct or Stimulate Teacher Educators to Use ICT Innovatively?”. Journal of Computers & Education, (ARTICLE IN PRESS), 2007

Forcheri, P. &Molfino, M. T. “ICT as a tool for learning to learn”. Boston, MA: Kluwer Academic. pp 175-184, 2000

Grimus, M. “ICT and multimedia in the primary school”. Paper presented at the 16th conference on educational uses of information and communication technologies, Beijing, China, 2000

Jonassen, D.H., & Reeves, T.C. “Learning with Technology: Using Computers as Cognitive Tools”. In D.H Jonassen (Ed.), Handbook of research for educational communication and technology (pp. 693-719). New York: Simon and Schuster, 1996

Kozma, R. B. “Designing and developing effective educational software”: Lessons from the EDUCOM Award Winners. EDUCOM Annual Conference, San Diego, CA, 1991

Pernia, E.E. (2008). Strategy Framework for Promoting ICT Literacy.

Plomp, Tj., ten Brummelhis, A.C.A., &Rapmund, R. “Teaching and Learning for the Future”. Report of the Committee on Multimedia in Teacher Training (COMMITT). Den Haag: SDU, 1996

Yelland, N. “Teaching and learning with information and communication technology (ICT) for numeracy in the early childhood and primary year of schooling”. Australia: Department of Education, training and Youth Affairs, 2001

 

 

 

 

 

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KNOWLEDGE AWARENESS AND BENEFITS OF NATIONAL HEALTH INSURANCE SCHEME AMONG CIVIL SERVANT

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

Ever since Emperor Otto Von Bismarck of Germany enacted the mandatory legislation on the “sickness funds” for working Germans in 1883, different models of health insurance have continued to evolve worldwide albeit with the same general insurance principles. In the developed world, insurance in one form or the other is a veritable and sustainable tool for financing healthcare. The National Health Insurance (NHIS) was launched in Nigerian on October 15, 1997 and was passed into law in May 1999. The original scheme has been modified to include healthcare for less privileged persons in the country (FMH, 1998).

According to the World Health Organization (WHO) in 2005, Nigeria was ranked 197th out of 2000 nations; life expectancy was put at 48 years for male and 50 years for female while healthy life expectancy (HALE) for both sexes was put at 42 years. Nigeria accounts for 10% of global maternal mortality with 59,000 women dying annually from pregnancy and child birth; only 39% are delivered by skilled health professionals. In order to provide equitable distribution of health, the NHIS was introduced in Nigeria. The need for the establishment of the scheme was informed by the general poor state of the nation’s healthcare services, excessive dependence and pressure on the government’s provision of health facilities, dwindling funding of health care in the face of rising cost, poor integration of private health facilities in the nation’s healthcare delivery system and overwhelming dependence on out – of – pocket expenses to purchase health.

Like any other insurance scheme, the premium for the NHIS is the amount charged by the insurance compared with the promise to pay for any eventual “covered medical treatment” for the designated “coverage”. Consequently health insurance makes it possible to substitute a small but certain cost for a larger but uncertain loss (chain) under an arrangement in which the healthy majority compensate for the risks and costs of the unfortunate ill minority. The NHIS currently represents 15% of one’s basic salary. The employer is to pay 10% while the employee contributes 5% of his/her basic salary to enjoy healthcare benefits. The contribution made by the insured person entitles his/her spouse and four children under the age of 18 to full health benefits (FMH 2005).

NHIS was designed to provide minimum economic security for workers with regard to unfavorable losses  resulting from accidental injury, sickness, old age,  unemployment and premature death of family wage earner. NHIS is made compulsory because the government based on past experiences predicted that some citizens cannot engage in the scheme and the government also has the duty to protect the general welfare of all citizens (Ibiwoye and Adedeke, 2007). It is also the government’s belief that NHIS will help to break the vicious cycle of poverty in the country. It is also a form of social support for workers (Jutting, 2003). There is lack of health care coverage and little equity. Access to healthcare is limited and most Nigerians are unable to pay for health services and health facilities are far from being equitably distributed. All these contributed to the limitation in health services (Samin and Awe, 2009). The available health services are very expensive and the common man cannot afford it; only the privileged few can get access to good health. This study aims at assessing the level of knowledge, awareness and benefits of NHIS to the civil servants in Uyo LGA.

1.2   STATEMENT OF THE PROBLEM

Insurance is a veritable tool for healthcare financing, it has been used by most advanced countries in its various forms to fund healthcare. It is only recently being applied by poorer developing nations to address the glaring problem of inadequate healthcare provision, which was hitherto financed exclusively from public taxation. The health sector can be subdivided into two main categories, healthcare infrastructure and healthcare financing. Health funding relates directly to all production and financial activities and resources expended on goods and services consumed by or provided to the human population for the purpose of improving health.

Awareness and interest towards government policies and programs can be aroused by individual attitude and behaviour. Whenever there are negative perception and attitude and knowledge towards these policies and programs, such policies and programs are bound to fail. Awareness of these government programs and activities makes the governed to have positive attitude and perception towards these programs, thus, improving their participation and responsiveness to these programs. The National Health Insurance Scheme (NHIS) was introduced in Nigeria with the promulgation of degree No. 35 of 1999.5 with the broad objective of ensuring that every Nigerian has access to good health care services at affordable costs. Participants are expected to pay capitation fees to licensed Health Maintenance Organizations (HMOs), which would allow the subscriber to have access to registered health care providers. In this degree, Federal Executive Council approved National Health

Insurance Council (NHIC) as an omnibus regulator of the entire NHIS, which perhaps will correspond to the institution/corporate body. Also National Health Insurance Fund (NHIF) was established to manage deductions from public sector employees and employers while HMO would receive contributions from their organized private sector counterparts. These study seek to determine the level of knowledge, awareness and benefits of NHIS among civil servants in Uyo LGA.

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

1.  To examine the level of knowledge and awareness of NHIS among civil servants in Uyo LGA.

2.  To identify the benefits of NHIS among the civil servants in Uyo LGA.

3.  To determine the factors limiting the successful implementation of NHIS in Uyo LGA.

1.4   RESEARCH QUESTIONS

1.  What is the level of knowledge and awareness of NHIS among civil servants in Uyo LGA?

2.  What are the benefits of NHIS among the civil servants in Uyo LGA?

3.  What are the factors limiting the successful implementation of NHIS in Uyo LGA?

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1.  Given the inefficiencies experienced in public hospitals, it was expected that the populace would readily embrace the scheme. For some reason this does not appear to be the reality. Outcome of this study will increase the knowledge, awareness of NHIS in Uyo LGA by making the civil servants understand the benefitsd of the scheme.

2.  This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study will cover all the objectives of NHIS and the benefits with a view of increasing the knowledge and awareness of the scheme.

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

REFERENCES

Federal Ministry of Health Abuja FMH (1998). The National Health Policy and strategy to Achieve Health for all. FMH, Abuja.

FMH (2005). Operational Guideline of National Health Insurance Scheme. FMH Abuja.

Jutting J (2003). Health Insurance for the poor – Determinants of participation in Community Based Health Insurance Scheme in Rural Areas, Elsevier Ltd Paris

Ibiwoye A, Adeleke AA (2007). The Impact of Health Insurance on Healthcare provision in Developing countries. Ghananian J. Development Stud. 4 (21) 49-58

Sanusi RA, Awe AT (2009). An assessment of Awareness level of National Health Insurance Scheme consumers in Oyo state Nigeria. The Medwell J. 4 (2) 143-148.

 

Continue reading KNOWLEDGE AWARENESS AND BENEFITS OF NATIONAL HEALTH INSURANCE SCHEME AMONG CIVIL SERVANT →