ATTITUDES OF TEACHERS AND PARENT TOWARD CORPORAL PUNISHMENT IN SECONDARY SCHOOL

 IN SELECTED  NIGERIAN POLYTECHNICS.

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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.

IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU URBAN AREA IN ENUGU STATE.

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THE NATURE AND CONSEQUENCES OF JUVENILE DELINQUENCY IN NIGERIA: A STUDY OF ENUGU NORTH LGA, ENUGU STATE

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Identification of difficult teaching topics in integrated science and the causes of their difficulty were carried out in the research. Questionnaire was used to elicit the require information and the results obtained analysed using mean and percentages. Results of the analysis showed that while some topics were difficult to the teachers. Other were easy. The causes of the difficulty as indicated were also found out.

Finally, recommendation were made bared on the research findings.

 

 

 

 

 

 

 

 

TABLE OF CONTENTS

CHAPTER ONE

Introduction                                                                            1

1.1            Background of the Study                                                        1

1.2            Statement of Problem                                                    4

1.3            Purpose of Study                                                           5

1.4            Significance of the Study                                                         5

1.5            Scope of the Study                                                                  6

1.6            Research Questions                                                       6

1.7            Limitation of the Study                                                  7

CHAPTER TWO

2.0     Literature Review                                                                    8

2.1     Nature and Structure of Integrated Science                             8

2.2     Qualified Integrated Science Teachers                                     9

2.3     Facilities and Equipment                                                         12

2.4     Area of Difficulties Topics in Integrated Science           14

2.5     Causes of these Difficult Teaching Topics                     17

2.6     Teaching Methods                                                                   19

2.7     Approach to the Teaching of Integrated  Sciences         21

CHAPTER THREE

3.0     Methodology                                                                 25

3.1            Design of the Study                                                       25

3.2            Area of Study                                                                25

3.3            Population of the Study                                                 26

3.4            Sample and Sampling Techniques                                 26

3.5            Instrumentation                                                             26

3.6            Validation and Reliability                                              27

3.7            Administration of Instruments                                                27

3.8            Methods of Data Analysis                                             27

 

CHAPTER FOUR

4.0     Analysis and Discussion                                                         29

4.1            Research Question One                                                  29

4.2            Findings of some difficult Teaching Topic in

Integrated Science by Teachers                                                32

4.3            Analysis of the Results                                                            37

CHAPTER FIVE

Findings, Summary and Recommendation                              39

5.1            Findings                                                                         39

5.2            Summary                                                                       41

5.3            Recommendation                                                           42

5.4            Area of Further Research                                               43

References                                                                      44

Appendix                                                                       48

 

 

Chapter one

 

1.0     INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Science and technology are concepts in national development which remain indelible in the mind of African and third world leaders according to Ochu and Ekezie (1974).

In Nigeria science was introduced into secondary school system as far back as (1880).

It was first taught as general science and later speared into physics, chemistry and biology. With the introduction of the core science subject, the general science came to be seen as the science subject which was suitable for the less able and it was recommended to the least science oriented and for those who do not intend to pursue science. Syllabus was therefore devised to contain basic elements of biology, chemistry and physics, which should be taught primarily to pupils in the low secondary school classes. (Anani 1977).

Although attempts were made to raise the status of general science with the introduction of a double credit O/level, yet people still questioned the rationale of mere putting together subjects. There was in the early sixties a new wave of thought about science in school rather than open into professional restricting under the conditions of normal classroom culture.

There is a hesitancy on the part of both school teachers to try out innovations in classroom teaching. Activities are rarely included in the classroom deliberation and laboratory programme are seldom organized as an opportunity of exploration. Agarkara (1998), stated that teachers learn very little from experience in the classroom on that capacity of mastering science and new technology logics. Since Iloputaife and Eze (1994) has tried to propose the following tasks.

Lip dating and improving the qualify of science teaching integrating scientific  education and human features, developing a comprehensive approach for science curricula. Focus has been put on teachers processes so as to promote the teachers understanding of scientific method and rationality but the reality of lack of resources in most countries has impeded them adjusting both the contents of their curriculum and textbooks in consequence, and the training of their integrated science teachers which often remains of very poor quality. The curriculum is inter disciplinary and it is supposed to provide the teachers to see the concept and the pedagogical principles which unify the separate subject matter thus harmonizing the knowledge derived from the integrated.

The course is supposed to provide the teachers with a broad view of science which enlightens his interactions with his environment of this mental manipulative and social skills unesco –  unicef (1971).

Essentially, integrated science is designed to develop interest in the teaching that his is encourage to pursue further student in science discipline.

Secondary school was to lay a solid foundation in the learners early study of science for further studied.

A significant proportion of Nigeria J.S.S integrated science. Teachers do not achieve as well as they should in integrated science examination, Iloputaife and Eze, (1994).

 

1.2     STATEMENT OF PROBLEMS

Based on the background of the study. Here, one or two problems are shown.

First, some teachers have the problems of finding some topics difficult to teach in integrated science. This was also confirmed by research evidence in Nigeria, Desai (1994) indicates low   integrated science attainments of teachers. The condition was amplified by the alarming low number of qualified teachers in integrated science area irrespective of the crucial role of integrated science Neera (1996).

Second, as a result, there are some problems in the implementation of the curriculum Olarewaju (1987), besides achievement has been shown to be very low and unimpressive Okebukola and Jegede, (1999). These might negate the philosophy behind the introduction of the integrated science core curriculum as J.S.S leave. Also Jegede (1999) and Akueailo (1998) undependably in their studied tend to show that the teaching of integrated science in Nigerian secondary school are inadequate.

 

1.3     PURPOSE OF THE STUDY

The purpose oft his study is to identify the difficult teaching topics in J.S. integrated science curriculum.

(a)              In the relation to teachings area of specialization

(b)             In relation to teachers qualification

(c)              In relation to availability of instructional materials in Enugu urban area Enugu State.

 IN UZO-UWANI LOCAL    GOVERNMENT AREA .

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This study was carried out to find out the factors militating against effective teaching and learning of mathematics in secondary schools in Uzo-Uwani local government area of Enugu state. There are five (5) research questions formulated to guide this study. There are eighteen (18) secondary schools in Uzo-Uwani local government area of Enugu state. Out of these secondary schools, ten (10) schools were randomly selected through ballot method. In each of the ten (10) schools selected for the study, two (2) classes of SSII were randomly selected using ballot method; this implies that 440 students were selected for the study. Also six (6) mathematics teachers were randomly selected in each schools used for the study through ballot method, this implies that sixty (60) mathematics teachers were used for the study. The questionnaire was used to collect and analyze the data. The instrument were validated by three (3) experienced mathematics lecturers and two (2) experts in measurement and evaluation all from the department of science and computer education of Enugu State of Science and technology (ESUT), and the test-retest method was used to determine the reliability of the instrument. The data collected from the students were analyzed using the mean respondents’ scores. The result showed that the factors militating against effective teaching and learning of mathematics in secondary schools are as follows; students have negative attitude towards the learning of mathematics, students in mathematics have very poor background, parents have negative attitude towards the learning of mathematics, the learning environment are not well conducive for learning, most of the mathematics teachers are not qualified. It also discussed the implication of the findings and finally recommendations were made to enhance students’ achievement in mathematics.

TABLE OF CONTENTS

CHAPTER ONE

Introduction                                                                                                           1

Background of the Study                                                                                     1

Statement of the Problem                                                                                   6

Purpose of the Study                                                                                            7

Significance of the Study                                                                                     8

Scope of the Study                                                                                                            9

Research Question                                                                                                 10

 

CHAPTER TWO

Literature Review                                                                                                            11

2.1      Mathematics Education                                                                           11

2.2      Academic Performance                                                                            14

2.3      Factors that Contributes to Poor Academic Performance             15

2.4      Quality of Mathematics Teachers                                                          15

2.5      Negative Attitude of Students of Mathematics                                 20

2.6      Effective Use of Instructional Materials                                               22

2.7      Provision of Mathematics Laboratory                                                 23

2.8      Recruitment of Qualified Mathematics Teachers                              24

2.9      Lack of Adequate Funding from Government                                   25

2.10   Poor Students’ Background in Mathematics                                      27

2.11   Parental Related Factors                                                                          29

2.12   Unconducive School Environment                                                        30

2.13   Mathemaphobia                                                                                        32

CHAPTER THREE               

3.0      Research Method                                                                                       34

3.1      Research Design                                                                                         34

3.2      Area of the Study                                                                                       35

3.3      Population of the Study                                                                           35

3.4      Sample and Sampling Techniques                                                         36

3.5      Instrument for Data Collection                                                              36

3.6      Validation of the Instrument                                                                  37

3.7      Reliability of the Instrument                                                                   37

3.8      Method of Data Collection                                                                      38

3.9      Method of Data Analysis                                                                          38

3.10   Decision Rule                                                                                               39

CHAPTER FOUR

4.0      Presentation and Analysis of Data                                                        40

4.1      Research Question 1                                                                                 40

4.2      Research Question 2                                                                                 42

4.3      Research Question 3                                                                                 44

4.4      Research Question 4                                                                                 46

4.5      Research Question 5                                                                                 48

 

 

CHAPTER FIVE

5.0      Discussion of Findings, Conclusion, Implications

and Recommendations                                                                                        50

5.1      Discussion of Findings                                                                               50

5.2      Conclusion                                                                                                   52

5.3      Recommendations                                                                                     54

5.4      Limitation of the Study                                                                             55

5.5      Summary of the Study                                                                             55

5.6      Suggestion for Further Study                                                                 57

REFERENCES                                                                                                            58

APPENDIX I                                                                                                  63

APPENDIX II                                                                                                 64

QUESTIONNAIRE                                                                                        65

APPENDIX III                                                                                                            70

CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND OF THE STUDY

The focus of this study is secondary school education. Secondary education is the stage following primary education. It is generally the final stage of compulsory education. In some country, it is a period of compulsory and a period of non-compulsory education. Secondary education is characterized by transition from the typically compulsory education to selective education for adult.

The content and philosophy of Nigeria education must reflect the past, present and drive into the future of Nigeria society in term of the role the individual is expected to play in the present national building process (Vision 20:2020)

Education is the best legacy given to a child; it is the producer of human capital. It is the truth of existence and centre of life. Every human-being depends on education for truthful, peaceful and wise co-existence. It has witnessed active participation by non-governmental agencies, communities and individual as well as government parastatals in order to bring education to the country. Education is an instrument for national development, it fosters on the worth and development of individual to be self-reliant, just and building egalitarian society (Federal Republic of Nigeria [FRN] 2004).

Mathematics is all embracing and all encompassing. In virtually all spheres of human endeavor, mathematics was used as an aid in commerce farming and control of environment. Mathematics also proved it usefulness in areas of medicine, engineering, administration and aviation just mention but a few. This was when people felt incomplete without the basic knowledge of arithmetic.

Mathematics calls for adequate concentration and adequate practices. As learners are involved in these activities they develop interest and get motivated, which are well oriented, they enjoy and concentrate there on, no matter how complicated and involving activities maybe.

According to statistics, academic performance in mathematics among secondary school students has bees on the decline since the end of civil war in 1970. The decline is mostly affecting secondary schools in Uzo-Uwani Local Government Area.

The efforts of the Nigerian government in highlighting the importance of mathematics study in schools by making it compulsory for all students and in addition to the efforts of Mathematics Association of Nigeria (MAN) towards the development of mathematics, student still perform poorly in this subject in both internal and external examination.

Obodo (2004:18) highlighted on this by saying that “A teacher achieves this concentration by beginning the lesson in an officious manner with respect to awaking the interest of students and sustaining if through skillful instructional management. In most cases, teachers fall to observe this skillful instructional management and the obvious result is that the more the teacher teaches, the more confused the student will be and the deeper the aversion and fear for the subject”.

Children need to understand spoken and written expression which involves mathematical concepts and number relationship. They must be able to solve problems involving addition, subtraction, multiplication and division.

Consequently and currently in Nigeria, students are allowed to study some course on gaining admission into universities because of their poor performance in West African School Certificate Examination (WASCE) or National Examination Council (NECO). In consonance, this study will look into the lapses to the government, curriculum develops, textbooks, publisher, teachers and students, families and their members at large and others involved in the education sectors. The constraints in poor achievement in mathematics, as an adage has it “A problem identified is halfway solved” it implies that knowing the constraints will be of immense help in solving it.

According to Leeichi (2007:41), “Learning is the human activity which least needs manipulation by others” this means that everybody is endowed with the ability to learn but an expert (a qualified teacher has to manipulate the endowment, otherwise it becomes disused). Teaching and learning of mathematics is not exceptional.

Without effective teaching and learning of mathematics there will be poor performance in mathematics work. Considering the recovery and terrible failure of secondary school students in SSCE, the researcher was forced to ask; what are the factors militating against effective teaching and learning? Some of the pertinent questions often ask are: How widespread is the incident of poor external result among Nigerian students? What is the role of the notation special center in the whole problem? And to what extent have the parent and teacher contributed to the factors militating against effective teaching and learning to student in public examination especially the one being conducted by WAEC and NECO?

Obodo (2004:14) opined that “A shortage of qualified mathematics teachers will result to poor teaching and learning of mathematics and consequently poor achievement and performance of students, which invariably will lead to the production of another generation of poor student achievers who will eventually turn-out to teach mathematics poorly tomorrow”.

This illustrates that any student who develops phobia for mathematics cannot learn well. Mathematics is a language of size and order. This explains why some students develop sudden fever whenever it is time for mathematics lesson in a school.

According to National Policy on Education, stated by Obodo (2004), the aims and objectives of secondary education should be as follows:-

1.)              To provide necessary mathematical background for further education

2.)              To stimulate and encourage creativity

3.)              To develop the ability to recognize problems and to solve them with related mathematical knowledge

4.)              To develop precise, logical and abstract thinking

5.)              To develop computational skill

6.)              To generates interest  in mathematics and to provide a solid foundation for everyday living

7.)              To foster the desire and ability to be accurate to degree relevant to the problem at hand

From the above objectives of mathematics, it became quite obvious that even the entire world

race depends on the knowledge of mathematics to achieve it aim and objective. But with recurring and terrible failure among secondary school students in SSCE, how can this aim be achieved.

The focus of this study, the researcher wants to know the factors militating against effective teaching and learning of mathematics in secondary schools.

1.2      STATEMENT OF THE PROBLEM

Okpara (2010) stated that over the years students have shown high rate of mass failure in mathematics. He further stated that the problem of mass failure could be attributed on the quality of teaching in schools, saying that unless there was improvement in the teaching and learning in schools, there is little the examination body could do to salvage the already bad situation.

The government, parent, policy makers, mathematics educators, mathematics and different professional organization are bothered about what could be responsible for this factor militating against effective teaching and learning of mathematics.

The researcher is worried about this unfortunate development and he asked, “What are the factors militating against effective teaching and learning of mathematics in secondary schools”?

IMPACT OF SINGLE PARENTING AND ITS EFFECT ON CHILD EDUCATION IN SELECTED SCHOOLS IN

 EGOR LOCAL GOVERNMENT AREA

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This project deals with the causes and problems of single parenting and its effects on the child’s education in some selected secondary schools in Egor Local Government Area, Uwelu Secondary School, Egor Secondary School, Useh Secondary School, Evbarekhe Secondary School, in Ego Local Government Area of Edo State. The purpose of this study is to identify the causes and problems of divorces and the effects on the performance of children in secondary schools. In pursuance of the study, certain problems which require solution were identified and they are:

(i)         Students from broken homes suffer a lot of psychological and emotional problems.

(ii)       Insecurity and unruly attitude of step-parents of these students lead them to steal items that does not belong to them in school.

Questionnaires were circulated among 120 respondents, a hundred were retrieved and their responses were analyzed by the simple percentage techniques owing to the result of finding, the following recommendations were made. Parents should build their family on sound foundation of love, mutual understanding and good planning in order to bring up children who will be useful to themselves and to the society at large.

                          TABLE OF CONTENT

Chapter one: introduction       

Background to study

Statement of problems

Purpose of study

Significance of study

Research questions

Scope of study

Limitation of study

Definition of terms

Chapter two: Literature review      

Scientific approach

Courtship

Family organization

Educational background

Theoretical basis of the causes of divorce

Single parenting and the future of the family

Chapter three: methodology

Source of data

Population and sample

Sampling techniques

Instrument for collecting data

Validation of data

Reliability of the instrument

Method of data collection

Data analysis techniques

Chapter four

Analysis of data

Discussion

Chapter five 

Summary, findings, recommendations and conclusions

Findings

Recommendation

Conclusion

REFERENCE  

QUESTIONNAIRE

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Marriage of a youth in ancient society was parts of the responsibilities of his parents. The young man had no choices and no say. He accepted his wife his joy and thanks. In some cases, a wife was married for him at a time he could certainly not afford to keep a wife all maintenance was borne by the parents. In the past marriage were a matter within the clan or within clan’s and its environs parents were not anxious to see their suns getting married to girls from distant places or other tribes.

Marriages arranged by parents on the basis of family friendship ties rarely broke up in the past. Single parenting in the ancient times was also very rate, because of penalties of proven infidelity and fear of offending elders of both families in Nigerian, there are four clearly defined types of marriage we have the church or statutory marriage those performed at the mosques and marriage contracted according to native law and customs of any ethnic group. The purpose of marriage is to have children and establish a family. When these children eventually arrive, they are regarded as blessing from God and are social and economic assets to their parents. The family, this time needs a home to live in and feel secured. Thus, home is a place where a family lives and also a place where one secures love. It is a place which provides all individual needed in order to fit into the society successfully. A home provides for food, physical, mental, psychological and spiritual; development of its members. A home is built on love and mutual understanding and good planning is able to meet its goals in a home where love and understanding are lacking, such a home is bound to crack and fissure in all direction. This broken homes are homes or families where either the father or the mother has ceased to be further member of such a home of family through divorce, desertion to mention but a few.

Single parenting therefore can be defined to be personal misfortune for either of the spouse ion any society but it is a universal escape for the inevitable tension is marriage. Single parenting as a matter of fact breaks the bonds, which once united two individual and their family. Marriage is a big step in life, in which a person plans as a career or even business, certainly you either fail or succeed. This bond dissolution can occur as a result of extra marital practices by either of the partners, early marriage, a solution where either of the spouses is not ripe enough for marriage before getting married.

The proper upbringing of children is a more important objective of the family than the happiness of the parents. This is because the early of child life are the formation of personality and these are the years that are spent mainly in association with parent’s siblings and the family. The home as the child’s immediate environment forms the basis for personality development, which accompanies the individual throughout life. As a result of single parenting or broken home children fails to develop ties to one or few important person in the family and when these ties are disrupted, children are taught at school impaired in developing close relationship in adulthood. They feel better and carryover critically as a happy person and at the same time cannot concentrate on anything taught at school. When a mother is out of a home, leaving the children under charity and mercy of step-mother, these children are prone to many problems such as poor feeding, negligence not inspired to study or learn, diseases and sicknesses, emotional disturbance (fear, insecurity) as such they are not likely to perform up to expectation in school. For a marriage to be successful there is the need for the couples to be in harmony-mentally, physically, and spiritually. In other words, the husband and the wife must have a common goal and each has to contribute his or her own quota towards its fulfillment and the key ward should be love.

STATEMENT OF PROBLEM

There are many problems with single parenting or broken homes which at the long run reflect on the performance of children in schools. Some of these problems are;

1. Meeting of a gap on the children’s existence because there is no adult to guide and direct their behavior and desires as children learn by imitation.
2. There is increase in domestic work and redistribution of household chores, which leaves the children with little or no time for their studies
3. Also, it has been observed that children from broken homes suffer some other problems such as non-provision of some basic material needs like non-provision of some basic materials needs like food, clothing and learning material
4. In security, step parent do not show much love and affection to their step children. Thus, these children suffer from mental retardation, personality improvement and are always miserable. They show behavioral responses like lying, stealing, building and playing truant in school.

In view of this, the researcher is forced to wonder whether extra-relationship and financial problem could lead to broken home, and if broken homes, are they causes of decrease in the performance of children in schools. In that, a closer look at the turn out of secondary school graduates these days reveals a lot of half-cooked, half-boiled and half-baked scholars academically, socially and otherwise.

PURPOSE OF STUDY

MOTIVATION AND PRODUCTIVITY IN PUBLIC ENTERPRISES. A CASE STUDY OF DELTA STATE WATER CORPORATION

 IN SELECTED  NIGERIAN POLYTECHNICS.

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CHAPTER ONE:       Introduction

1.1   General Background        –       –       –       –       –       –       –

1.2   Statement of problem      –       –       –       –       –       –

1.3   Purpose of the  study       –       –       –       –       –       –

1.4   Research Questions –       –       –       –       –       –       –

1.5   Significance of the study  –       –       –       –       –       –

1.6   Limitation of the study     –       –       –       –       –       –

1.7   Definition of terms/ concept    –       –       –       –       –

CHAPTER TWO

2.1   Review of literature  –       –       –       –       –       –       –

2.2   Theoretical framework     –       –       –       –       –       –

CHAPTER THREE

3.1   Area of study    –       –       –       –       –       –       –       –

3.2   Population of study  –       –       –       –       –       –       –

3.3   Sample size      –       –       –       –       –       –       –       –

3.4   Sampling method/ Techniques        –       –       –       –       –

3.5   Data collection Technique/ Instruments –       –       –

3.6   Validity and  Reliability on its instruments      –       –

3.7   Administration of the instruments   –       –       –       –

3.8   Method of Data analysis –       –       –       –       –       –

CHAPTER FOUR

4.1   Analysis of Data Collection      –       –       –       –       –

4.2   Principle finding      –       –       –       –       –       –       –

CHAPTER FIVE

5.1   Interpretation   –       –       –       –       –       –       –       –

5.2   Summary –       –       –       –       –       –       –       –       –

5.3   Conclusion      –       –       –       –       –       –       –       –

5.4   Suggestion for further Research      –       –       –       –

Reference –       –       –       –       –       –       –       –       –

Questionnaire –       –       –       –       –       –       –       –

 

ABSTRACT

This is public cutlery on the ineffectiveness characteristics  of the  public sector. The question here is what actually is responsible  for the  general low  performance of workers in the  public sector?. The gap between poor motivation and low productivity in state-owned – corporation has to be filled. The environment in which its average  worker performs his job seen to be unfavorable to his or her maximum  contribution to the goals  and  objective of the  organization for these reasons, therefore this  research work is aim at  identifying roles motivation is playing in enhancing the  productivity of Delta State Water Corporation and  other  state enterprise. Recommendations were also forwarded based on the scientific approach of data collection. Some of these recommendations include that the tool of motivation should be made by the management to identify factors that are dearest to the heart of the workers and use them mostly. Secondly, strict supervisor or adherence to rules does not always provide positive results.

 

 

 

CHAPTER ONE

GENERAL BACKGROUND

1.1   INTRODUCTION

In the traditional African economy the necessity to study the motivation of workers would not have existed. This is  because , in the traditional set up , a family group consisted  a self-sustaining unit  appropriating any surplus  for their  own  use. The workers owned the means of production as well as the  products  of their labour.

But in the modern industrial capitalist economy, a  worker trades his labour  power  and skill and gets  as reward   only an infinitesimal bit  of the huge  profit derived from his  labour. He  is isolated  for making decisions  as to   the products of his labour  are utilized  or disposed  of.

How them does the  workers keep  going on knowing  full well, that all his efforts are  geared  towards  increasing the profit of his  capitalist  employer?. This bring up the issue of motivation.

As pointed out by Hicks (1972), people do not  work in organizations for the  sake of  work  itself  but rather  with the  ultimate hope  that they will achieve  their  individual objectives by hoping their organizations accomplish their  objectives; in this  sense , the  degree  of  commitment  of members to actively participate and contribute   through collective efforts is based  on their perception that the  organization would  enhance their  aspirations. Expectations of workers  and what  is obtainable in the work-place, made  mark, (1884), to assets  that the  gap between  the expectations of workers and the  realities of work  results  to deprivation and alienation.

The state  is the  greatest  employers of labour  like the  private  sector. The  choice  of the state  owned  establish like the Delta STATE  WATER  Corporation is founded  on the  reason stated  above, that  is to  say the  state  is one of the highest  employer of labour.

State and  public enterprises  are  set up or established  the sole  aim of the making profits. In other words, they are  non-profit making organization, but  established to  provide  services that would  not have  been  taken adequate  care of  the private  establishment is to  make profit, relate d  to the  profit that is  operation make  so that  it contains  an  incentive element depending  on profit. It may not be  outrageous to say  that  any  motivational measure  taken  by these  enterprise  may  not necessary  arise  from a  genuine desire to improve  the working conditions and quality  of services  but rather  would be predicated  on the  one-sided  wished to increase the profits of the capitalist  employers.

Motivation is  state-owned  corporations therefore is a  function which  management performs  to stimulate  employers, effective  and efficient  contribution to the achievement or organizational  goals and  quality  production.

1.2   Statement of Problem

A common accusation against  modern  industrial  society is that  it has  made  work dull and spiritless  especially for the workers.

The environment, the average workers performs his job is seen to be unfavourable and inimical  to his  or her  maximum contribution.

Hoe to get members of an organization to work willingly for the attainment of its objective  and goals  has been a major problem.

Managers of labour make a  lot of  assumptions about what  motivates  or should motivate  their workers without taking time  to find  out whether  these  assumptions are  valid or not.