Community Participation in the UBE Programme in Cross River State from 2006 – 2012

(Educational administration)

Click here to download our android mobile app to your phone  for more materials and others

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

 GTBANK
Account Name : Chi E-Concept Int’l
ACCOUNT NUMBER:  0115939447

First Bank:
Account Name: Chi E-Concept Int’l
Account Name: 3059320631

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

Read Also: ENGLISH LANGUAGE AND LITERATURE PROJECT TOPICS

LINGUISTICS AND COMMUNICATION STUDIES PROJECT TOPICS

chapter one

introduction

1.1    Background of the Study

The emphasis on multi-sectoral approaches to solving the problems of poverty, and other human development challenges in the developing societies of the world has become the emerging trend since the turn of the new millennium.  This paradigm shift is influenced by the premises that the resources available at the disposal of the government is inadequate to cater for the enormous challenges facing mankind in his social environment.  This therefore means, the government, the private sector, community and other relevant stakeholders must partner and collaborate.

This new approach has been described by developmentalists as Public Private Partnership (PPP) approach to addressing the human development challenges in the society.  It is within the context of the above that the whole concept of community participation in the running of the Universal Basic Education (UBE) Programme of the federal government came into being.

Community participation in the delivery of Basic Education Programme simply means the active involvement and participation of the members of the communities where schools are located in the management and implementation of the Universal Basic Education (UBE) Programme as envisaged by the government.  The essence of this participation and involvement of the communities is to elicit the spirit of commitment and ensure project sustainability and eventual ownership of the project and school.

The concept of community participation in the provision of social services has been described as botton-up approach to development.  According to Egwu (2004), it is an evolving concept which builds on community resources, expertise, supplies and the best way to utilize the development Latent Potentials which are abundant in the communities.

The Universal Basic Education Programme of the federal government was a brain-child of the Chief Olusegun Obasanjo’s administration on assumption of office as President and Commander in Chief of the Federal Republic of Nigeria in 1999.  The programme was launched in Sokoto State in 1999 by former President Obasanjo in 1999.  The UBE Programme is a new educational reform which focuses on the issues of access, equity and quality in the delivery of Basic Education.  The Programme is intended to provide a free, compulsory, Universal Basic Education for every Nigerian child of school age as contained in the enabling law, UBE Act of 2004.  The programme is primarily aimed at eradicating illiteracy, ignorance and poverty in all facets in Nigeria because education is regarded as the panacea to human and development problems of any society.

The objectives of the UBE Programme includes among others as contained in the UBE Act of 2004:  developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion, provision of free, Universal Basic Education for every child of school age; reducing drastically the incidence of school dropout from formal school system; catering for the learning needs of young persons who for one reason or another have had to interrupt their  schooling through appropriate form of complementary approaches to the promotion of basic education; and ensuring the acquisition of the appropriate levels of literacy, numeracy, communicative and life civil values needed for laying a sound and solid foundation for Life-Long Learning (UBE Act, 2004).

The origin and antecedent of the present UBE Programme of the government can be traced to the various international treaties and agreements of the last Millennium.  Some of these were, the Jomitien declaration and framework for Action on Education for All (EFA) in 1990, the Ouagadougou Pan-African declaration on Education of girls and women held in 1992, the Darkar – Senegal World Education Forum on Education for all which proposed the six EFA goals in 2000, and lastly and importantly, the World Millennium Summit which articulated the Millennium Development Goals agenda (MDG) in 2015.

It suffices to note that, the UBE Programme is a roadmap to achieving the needs of the National Economy Empowerment Development Strategic (NEEDS) and the Vision 2020 Agenda of the government which were all conceived within the Framework of the MDG thrust.  The National Economic Empowerment Development Strategy (NEEDS) Agenda also stresses on partnership and collaboration.

It is suffice to state here that the Motto of the Universal Basic Education reads thus “Education of all is the responsibility of all”.  This motto undoubtedly captures and delivers the message that the provision of Basic Education to the Nigeria child is through collaboration and partnership.

The UBE Programme’s major goal as outlined in the enabling Law, UBE Act 2004 and Policy Guideline is; to engender positive changes which include making programme implementation more responsive to the needs of the people and ensuring that parents and communities are actively involved in the provision of Basic Education delivery.  The UBE process involves, advocacy and mobilization of support to ginger education participation, empowerment of communities to take greater interest in education and eventual ownership of the schools amongst others.

The Universal Basic Education Programme is Nigeria’s response to the call for “Education for All” as well as the Millennium development goals number 1–3 which are directed at addressing problems of development, illiteracy and poverty, gender equity and elimination of gender disparity in schools by 2015.  In line with this policy thrust and direction, the UBE Act of 2004 mandated the UBE Commission in section 9 of the Act to perform these functions amongst others:

Carry out mobilization and sensitization of the general public and enter into partnership with the communities and other stakeholders in Basic Education with the aim the overall of achieving Objectives of the compulsory, free Universal Basic Education in Nigeria. (UBE ACT 2004:4).

Communities as major stakeholders in the Universal Basic Education Project are expected to collaborate with the government in the following areas in the implementation of Basic Education.

§     Prompt repair and renovation of blown-off school roofs.

§     Construction/innovation of school through Self-help.

§     Mobilization for enrolment of School Aged Children in schools.

§     Provision of infrastructural and Instructional materials in school to support effort of Government.

§     Assistance in procurement of books for School Libraries to improve reading and writing skill of Pupils.

§     Provision of school Uniform and books to wards/children.

§     Assist in provision of Teaching/Learning materials in Schools.

§     Pooling of resources to assist the schools in areas of needs.

§     Provision of friendly environment for teaching/learning in School.

§     Encourage enrolment and retention of pupils in school.

§     Checkmate Child Trafficking through enrolment of School Aged Children.

The Universal Basic Education (UBE) Programme being a programme of the federal government is implemented in the 36 States of the Federation including the federal capital territory through the various States Universal Basic Education Boards (SUBEB).

It is on the background of the above that this research work, “Community Participation and the UBE Programme in Cross River State from 2006 – 2012” was examined.

1.2    Statement of the Problem

The study sought to examine community participation in the implementation of the Universal Basic Education Programme in Cross River State from 2006 to 2012.  The essence of the study was to determine the extend to which communities are involved in the implementation process of the UBE programme as contained in the policy documents and enabling law, CRS, law No. 1 of 2006.

The realization of the Universal Basic Education Programme of the federal government requires the collaboration of the government with communities and other stakeholders since government alone cannot achieve this.  Communities are expected to perform some of the following roles:  ensure the maintenance of infrastructure and facilities for the UBE programme in their local school; prompt responds to renovation of blown- off school roofs through Community Self-help Initiative; Mobilization for enrollment/retention of pupils in school; provision of logistic support and enabling environment for the implementation of the UBE programme; assist government to address challenges of out-of-school children in the State; identify and respond to the needs of the schools among others. Unfortunately due recognition is not accorded Community Members inspite of the critical roles these grassroot Stakeholders play in the implementation of Educational Programmes such as the UBE Programme in Cross River State.

Consequently, there is dearth of information on the level of participation of Community Members in the implementation of the Universal Basic Education (UBE) Programme in the study area.  Therefore, it is imperative to ascertain the level of Participation of Community Members in the implementation of the Universal Basic Education Scheme in Cross River State.

Thus, this study investigated the level of Community Participation in the implementation of the Universal Basic Education (UBE) Programme in Cross River State from it inception in 2006 to 2012.

1.3    Research Questions

The following Research questions were designed to guide the study:

a.             How have community members participated in the implementation of the UBE programme in the state?

b.             To what extent do communities participate in the implementation of Self-help project of the UBE programme in the state?

c.             What is the extent of community participation in the mobilization of pupils for school enrollment and retention in the UBE Programme in the state?

d.             What is the contribution of members of the community in the provision of infrastructure and instructional materials in the UBE Programme in the state?

e.             What is the extent of parental contribution to the education of the children/wards in the UBE Programme in the state?

1.4    Objectives of the Study

The main purpose of this study was to examine community participation in the implementation of the Universal Basic Programme in Cross River State.

The objectives of the study were identified as follows:

a.           To determine the various ways communities had participated in the implementation of the Universal Basic Education Programme in the State.

b.           To identify the different ways communities had participated in the implementation of the Self-help of the Universal Basic Education Programme in the State.

c.           To determine the level of community participation in the mobilization of pupils for school enrollment to achieve the objective of the UBE programme.

d.           To determine the level of community commitment and participation in the provision of infrastructural/instructional materials for the UBE programme in schools.

e.           To ascertain if the level of community participation had enhanced the implementation of the UBE programme in the State.

f.             To identify challenges inherent in the effective mobilization of the community members to achieve access, quality and equity in delivery of basic education in the State.

g.           To identify the extent of parental support for the education of their children/wards.

1.5    Statement of the Hypotheses

The following hypotheses were formulated to guide the study:

a.      the level of community participation has no influence on the implementation of the UBE community initiated Self-help projects.

b.      the level of community participation has no impact on increased enrollment of pupil in schools.

c.       the level of community assistance in infrastructural/instructional material provision has no impact on the success of UBE programme.

d.      parental level of support for wards education has no influence on the successful implementation of the UBE programme in my community.

 

Continue reading Community Participation in the UBE Programme →

TIMELY RELEASE OF RESULT AND ACADEMIC PERFORMANCE OF STUDENT IN BUSINESS EDUCATION

Click here to download our android mobile app to your phone  for more materials and others

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

 GTBANK
Account Name : Chi E-Concept Int’l
ACCOUNT NUMBER:  0115939447

First Bank:
Account Name: Chi E-Concept Int’l
Account Name: 3059320631

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

Read Also: ENGLISH LANGUAGE AND LITERATURE PROJECT TOPICS

LINGUISTICS AND COMMUNICATION STUDIES PROJECT TOPICS

ABSTRACT

The research provides an appraisal of timely release of result and its effect on  academic performance of  student in business education. It   appraises the nature of academic result  and determines the importance of its  timely release.   It Stresses the effect on students academic performance and as measure for corrective and early preparation of studies .The research is particularly important as it provide an assessment guide to both students and teachers alike on the significance of timely release of academic result.

INTRODUCTION

Academic result serves as feedback on the assessment  of students performance on subject or course examination .Feedback that is both affirming and corrective is necessary for people to learn . Defined as information on the results of one’s efforts, feedback that is clear, specific and timely motivates students to improve. Since feedback is most often connected to grading that follows assigned work or assessment activities, Walvoord and Anderson , say that grading “…encompasses tailoring the test or assignment to the learning goals of the course…offering feedback so students can develop as thinkers and writers, communicating about students’ learning to appropriate audiences, and using results to plan improvements in the classroom…”  Thus assessment provides feedback for both learners and teachers. Conversely, the absence of prompt useful feedback reduces interest in learning. When instructors provide students with prompt feedback followed by discussion of incorrect responses, they are using one of the most powerful predictors of positive student outcomes. Walberg’s meta-analysis of studies of educational interventions that had the greatest impact on student achievement in K-12 classrooms, found that instruction that incorporated feedback and correctives was one of most potent  A few years later, higher education began focusing on giving prompt feedback as one of its “Seven principles for good practice in undergraduate education” . The authors explain, “Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses” . Most recently, study of the human brain suggests that we are biologically wired to seek and use feedback

1.1  BACKGROUND OF THE STUDY

It is imperative to note that If students are to benefit from feedback, it must not only be timely and frequent, but also useful for improving performance by addressing three areas: what students did well, what students need to improve on, and how to make this improvement. Feedback can take a variety of forms:  formative,assumptive,  individual,group,  written,coded comments, and  charts and rubrics of essential characteristics of assignments. Although giving detailed feedback is important, it may be even more important to give it in a timely manner . However it is pertinent as well  to encourage students to carefully read and use feedback.The research intends to provide analysis of timely release of result and its effect on academic performance of student in business education.

1.2  STATEMENT OF PROBLEM

Timely release of academic result has incessantly been an issue of concern not only to students but to the larger academic society.Delay in the release of result reduces the moral of students and overall academic performance.The problem confronting this research is to determine timely release of result and academic  performance of students in business education

1.3  RESEARCH QUESTION

1   What is the nature of academic result

1     What  constitute timely release of result

2     What  is the effect of timely release of result on the academic performance of the students in business education

1.4     OBJECTIVE OF THE RESEARCH

1  To appraise the nature of academic result

2  To determine the effect of timely release of result on the performance of students in business education

1.5    SIGNIFICANCE OF THE RESEARCH

The research shall highlight the effect of timely release of result on the academic performance of students in business education

It shall provide a source of information for students, teachers,lecturers,and academicians

1.6   STATEMENT OF THE HYPOTHESIS

1   Ho  Therate of timely release of result  is high

Hi   The rate of timely release of result is low

2   Ho  academic performance of students in business education is low

Hi  academic performance of students in business education is high

3     Ho  The effect of  timely release of result on the performance of students is low

Hi  The effect of timely release of result on the performance of students is high.

1.7    SCOPE OF THE STUDY

The research focuses on the appraisal of timely release of result and its effect on the performance of students in business education

1.8   DEFINITION OF TERMS

RESULT DEFINED

Academic result serves as feedback on the assessment  of students performance on subject or course examination .Feedback that is both affirming and corrective is necessary for people to learn . Defined as information on the results of one’s efforts, feedback that is clear, specific and timely motivates students to improve

PERFORMANCE DEFINED

The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed.

Continue reading TIMELY RELEASE OF RESULT AND ACADEMIC PERFORMANCE OF STUDENT IN BUSINESS EDUCATION →

The influence of learning disabilities on students’ academic performance in Northern Education Zone of Cross River State, Nigeria. (Education)

Click here to download our android mobile app to your phone  for more materials and others

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

 GTBANK
Account Name : Chi E-Concept Int’l
ACCOUNT NUMBER:  0115939447

First Bank:
Account Name: Chi E-Concept Int’l
Account Name: 3059320631

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

Read Also: ENGLISH LANGUAGE AND LITERATURE PROJECT TOPICS

LINGUISTICS AND COMMUNICATION STUDIES PROJECT TOPICS

 CHAPTER 

ONE

INTRODUCTION

 

1.1              Background to the study

Schools are established to equip the youths with essential skills needed for functionality as useful and knowledgeable citizens of the country. However, examination of school records shows that students’ academic performances have remained for long very unimpressive. Obviously, this is not healthy for the growth of the country.

In a study, Polom (2011) analyzed West African Examination Council (WAEC), examination in Mathematics and English Language administered in 2010, and discovered that only 27.40% of the students made at least a pass and above in the two core subjects. He equally reported that the number of those who had credit and above in a foreign Language like French Language declined from 21.34% to 17.22% (WAEC Office Data base, Calabar, February, 2012).

Poor student’s performance in WAEC Examination has for some time now been a matter of great concern to education stakeholders. Concrete evidence of students’ poor performance in   examinations could be seen in the results obtained each year in externally administered examinations like the WAEC examinations. As presented in Table 1, for example, students’ results in English Language and Mathematics provide a disturbing trend. In Mathematics only about 25% of those who attempted the examination in 2006 had credit passes and above. About 41% and 31% had passes and failing grades respectively.

TABLE 1

Trends of students’ performance in Senior Secondary Certificate Examinations in Mathematics and English Language from 2006-2010 in Cross River State

Subject                          Year       No of Candidate       Pass at Credit        Ordinary Pass            Fail

Who sat for                (Al-C6)                 (D7-E8)                  (F9)

the Exam

Mathematics    2006           1,149,277                472,582                    357,31             286,744

(24.95%)                 (41.12%)         (31.09%)

2007          1,249,028               583,920                   333,740           302,764

(46.75%)                 (26.72%)                     (24.24%)

2008         1,268,213              726,398                   302,266            218,618

(57.28%)                 (23.83%)                      (17.24%)

2009        1,348,528              634,382                    344,635            315,738

(47.45%)                  (25.56%)          (23.41%)

2010        1,306,535             548,065                    363,920           355,382

(41.95%)                  (27.85%)          (27.20%)

 

 

 

 

 

 

English

Language

2006

1170523

375007

(32.48%)

39994

(34.13%)

342311

(29.65%)

2007

1270137

385106

(30.32%)

448739

(35.33%)

38246

(33.21%)

2008

1292910

452777

(35.02%)

491952

(38.05%)

411533

(31.83%)

2009

137009

569272

(41.55%)

607361

(44.33%)

25127

(18.34%)

2010

133138

467714

(35.13%)

512049

(38.46%)

387032

(29.07%)

WAEC Office Data base, Calabar, February, 2012.

The situation improved in 2007 when about 47% of the candidates had credit passes or above in 2008, 57.28% of the candidates also had credit passes but the situation reversed itself in 2009 and 2010 when only about 47% and about 41.95% of the candidates respectively had credit passes”. Similarly for English Language those who had credits passes declined from about 32.48% in 2006 to 30.32% in 2008.The results improved to 35.02% in 2008, then 41.55% in 2009 but moved down to 35.13% in 2010. These unsteady but declining trends are disturbing.

Apart from the concerns of parents, teachers and the state government, the incessant failure of students in WAEC and NECO senior school certificate Examination (SSCE) has always been a source of worry for the Government of this country. In December 2012, Federal Ministry of Education organized a two-day summit in Abuja to discuss the issue. In the summit, the then minister of education, Prof. Ruqayyatu Rufai, expressed the Federal Government displeasure at the students’ poor performances. She noted with regret that less than 30 percent of over a million students, who sat for the examination within the last six years, obtained credits in five subjects, including English Language and Mathematics.

The effect of this is that more than 70 per cent of school leavers are always armed with school certificate result that do not qualify them  for higher education. Besides, the high proportions of school leavers are always unable to gain employment as a result of poor academic performance. The result of persistent poor learners’ performance in schools is always a serious disruption in the overall manpower supply for the economy. Students who have poor academic record would find it difficult to cope in a competitive society. Individuals who fail in school may not be adequately and mentally equipped to face life squarely.

In presenting a report at WASCE monthly seminar, the Head of Research Division revealed that the percentage of failure rate for English Language and Mathematics in the past five years surpasses that of the percentage of credit level passes. In all these, the accusing fingers from different quarters have pointed at teachers. That is why in looking for solution, efforts had been directed at helping teachers to improve upon the services they render in schools. Teachers have in synergy with Parents Teachers Association (PTA) taken appropriate steps towards improving academic performance of students in several ways. For example, they have been mounting extramural classes to give students more time to learn than what official school time allows. This apart, principals keep time book for teachers and attendance register for students.

On its part, the Cross River State government has embarked on several capacity building critical to successful teaching and learning improvement in the following broad areas: policy, training and pedagogy, infrastructure development, teacher welfare and empowerment. Essential facilities and equipment that have implications for school learning like ICTs, laboratories and collateral equipment cum libraries are now available in most schools. A lot have also been spent on training and retraining of teachers to arrest the ugly trend.

Despite huge government investment in education and steps taken to improve performance of students’ in school, students’ academic performance is yet to produce acceptable result. The researcher became interested in this problem as a result of concern from education stakeholders and researchers continuous search for solution to poor academic performances.

According to Isangedighi (2011), the amount and quality of learning the individual is capable of, his involvement in learning activities; and the overall balance achieved in his development as a person depends to a large extent on his personal status as a composite unit. He also noted that, some of the difficulties some learners encounter that serve to undermine their abilities to achieve as much as others, are classified as learning disabilities. To that extent the researcher is of the view that learning disabilities could be responsible for poor academic achievement of secondary school students.

Poor academic performance is a serious problem that requires the attention of all stakeholders in education from Ministry of education to the student themselves. Since learning disabilities have been observed to be difficulties that could undermine students` ability to perform well academically. The researcher is therefore interested in helping the school system find a dependable solution to the problem of student poor academic performance. This study is concerned at determining if learning disabilities could be associated with poor academic performance among students. Areas of learning disabilities considered for the study include; hyper distractibility, eye-hand coordination, spatial awareness disorder, figure-ground relationship, dyslexia disorder, hypo-activity and impulsivity.

Learning disabilities as seen by MacArthur (2009) is not a single disorder, but is a category of disorders in any of seven specific areas: receptive language (listening), expressive language (Speaking), basic readings skills, reading comprehension, written expression, and Mathematic calculation.  These disorders are manifested in a variety of ways including listening, thinking, talking, reading aloud, writing, and spelling or in Mathematics calculation. The broad question the study will answer is whether learning disabilities could influence the academic performance of the affected students.

1.2       Theoretical framework

Some theories were chosen to serve as the framework of this study. They include:

1.         Cognitive learning theory by Max Wertheimer (1942)

2.         Learning environmental theory by Pelton (1981) and Garbasino (1987)

3.         Kurt Lewin’s field theory by Lewin (1946)

 

1.2.1    Cognitive Learning theory by Max Wertheimer (1942)

Cognitive learning theory is a conceptual framework that describes how information is absorbed, processed, and retained during learning. It was propounded in Berlin by a German psychologist Max Wertheimer in 1942. Cognitive learning theory holds that humans generate knowledge and meaning through sequential development of an individual’s cognitive abilities; such as the mental processes of recognition, recollection, analysis, reflection, application, creation, understanding, and evaluation.

The Cognitivists’ learning process is adoptive learning of techniques, procedures, organization, and structure to develop internal cognitive structure that strengthens synapses in the brain (Wolf, 2010). When we say the word “learn”, we usually mean “to think using the brain” this basic concept of learning is the main viewpoint in the cognitive learning theory. The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. The cognitivists posit that the memory system is an active organized processor of information. They view learning as an internal mental process (including insight) information processing, memory and reception.

Learning disabilities are caused by neurological dysfunction and that they are casually correlated with basic psychological process. It is also believed that learning disabilities is as a result of minimum brain destruction and dysfunction in the central nervous system owing to neurological developmental lag resulting in clumsiness, restlessness and inattention. And learning is a process by which neurons joined by developing the synapses between them so, a relative influence of brain damage account for ineffective cognitive process which manifest during learning. With reference to brain damage, and neurological developmental lag, it can be deduced that they are casually correlated with basic psychological process. The idea behind this theory therefore is that a child who suffered from ineffective cognitive process does not perform well academically.

1.2.2    Learning Environmental Theory by Pelton, (1981) and Garbasino, (1987)

This theory was propounded by theorist named Pelton (1981) Garbasino (1987). The focus is on potentially dominant role of certain societal conditions and values. It takes a look at a boarder structural and cultural abuse as emanating from lack of motivation or skill on the part of the parents. The environment encompasses all things around the individual that has influence or offer an impression. Children are greatly inspired and motivated, as well as deterred by the environment around them. Environmental learning theory is the understanding that the child’s environment shapes learning and behaviour and it is also thought that learning and behaviour are reactions to the environment. This perspective encourages families, schools, and educators to understand that the child develops and learns new skills in reaction to items she finds around her. Environment according to Julian B. Rotter in his social learning concept focused on the idea that personality represents an interaction of the individual with his or her environment, individual’s experience play a role because the individual and her reaction encourage learning. The relative influence of environment on behaviour accounts for many learning disabilities in an individual’s life. That is, a child who lives in an environment which is not psychologically stimulating may manifest signs of maladjustment and perceptual problem. In all these, it can be concluded that unfavourable nature of some environment such as illiterate home background, school where there are poor facilities and child abuse etc. influence children academic performance which may result in poor academic performance in school.

1.2.3    Kurt Lewin’s Field theory by Lewin, (1946)

This theory was propounded by Lewin in 1946. The main point is that learning is a function of the persons and his environments. This formular provides the foundation for learners’ theoretical construct of life space (LSP), which refers to the sum of all the personal and environmental factors in interaction. Such personal factors may include illiterate home background and hereditary factors which lead to some abnormal brain structure or functioning etc. Environmental factors may include: poor and deprived environment, lack of psychological stimulation, malnutrition, illiterate home background and school where there are poor library facilities etc.

The relative influence of environment on learning accounts for many causes of learning disabilities in an individual’s life. That is a child who lives in an environment which is not psychologically stimulating, may manifest signs of learning disabilities. This goes to confirm Isangedighi (2007) that learning disabilities are caused by differences in brain structure and functioning and this differences which are in themselves link with certain genetic, and environmental factors as the factors could have brain damage arising from such factors as maternal poor nutrition, illness, use of alcohol or any maternal condition that can lead to reduced birth weight of the child.

The brain is the most incredible network of information processing and interpretation in the body as we learn things, so any little alteration by way of accident, injury or illness in infancy or early childhood may negatively interfere with learning. With reference to environmental factor, it can be deduced that individual living in an environment devoid of adequate Language and sensory stimulation could have learning difficulties which manifest during class activities.

1.3       Statement of the problem

Parents, teachers, education authorities and government agencies have over the years shown concern over observed increasing rate of poor academic performance among secondary school students in Nigeria in general and northern Cross River State in particular. Beneficiaries of education no longer perform up to expectation. The colossal level of students’ failure in the country is a clear indication of the fact that there are significant problems. Data from West African Examination Council (WAEC) and National Examination Council (NECO) results in the last decade or so show that less than 30% of the students who have attempted examinations had been able to emerge with credit pass or above in Mathematics and English Language (Todaro and Miles, 2012).

The problem of poor academic performance among students has become an issue of concern to education stakeholders. Parents spend their hard earned money despite the difficult economic situation to see that their children are given quality education. The government on her own part has trained and employed quality teachers with improved curriculum to ensure better performance, all to no avail. The Cross River State Government in particular has time without number, embarked on teacher training programmes not only to help teachers’ update their knowledge and skill development but also to ensure some improvement in the academic performance of students. In spite of all these, the ugly trend of academic failure still prevails.

It is against this background that the researcher being passionate about youth empowerment through education by helping the system solve the problem of poor academic performance in school. The thrust of the study is to investigate if learning disabilities impact on academic performance of students in Northern Education Zone of Cross River State. The pertinent question is; does learning disability influence students’ academic performance?

1.4              Purpose of the study

The purpose of this study was to determine whether learning disabilities have any influence on students’ academic performance in Northern Education Zone of Cross River State, Nigeria. The study also determines if:

1.               Hyper distractibility influences students’ academic performance.

2.               Eye-hand co-ordination influences students’ academic performance

3.               Spatial awareness disorder influence students’ academic performance.

4.               Dyslexia influences students’ academic performance.

5.               Hypo-activity influences students’ academic performance.

6.               Impulsivity influences students’ academic performance.

1.5              Research questions

The following research questions were posed to guide the study:

1.                  What proportions of the students in Northern Education Zone were high in learning disabilities?

2.                  To what extent does hyper distractibility influence students’ academic performance?

3.                  To what extent does eye-hand coordination influence students’ academic performance?

4.                  How does spatial awareness disorder influence students’ academic performance?

5.                  To what extent does dyslexia disturbance influence students’ academic performance?

6.                  How does hypo-activity influence students’ academic performance?

7.                  To what extent does impulsivity influence students’ academic performance?

1.6              Statement of hypotheses

The following null hypotheses were formulated for the study:

 

Continue reading The influence of learning disabilities on students’ academic performance in Northern Education Zone →

FUNCTIONAL ACCOUNTING EDUCATION CURRICULUM FOR SUSTAINABLE YOUTH EMPOWERMENT

Click here to download our android mobile app to your phone  for more materials and others

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

 GTBANK
Account Name : Chi E-Concept Int’l
ACCOUNT NUMBER:  0115939447

First Bank:
Account Name: Chi E-Concept Int’l
Account Name: 3059320631

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

Read Also: ENGLISH LANGUAGE AND LITERATURE PROJECT TOPICS

LINGUISTICS AND COMMUNICATION STUDIES PROJECT TOPICS

ABSTRACT

The research profers an analytical and theoretical framework  of functional accounting  education curriculum for sustainable youth empowerment. It appraises the nature of a functional accounting education curriculum and determines its significance in youth empowerment.The research seek to determine functional accounting education curriculum for youth empowerment in Edo state.

INTRODUCTION

The primary goal of accounting education is to produce competent and ethical professional accountants capable of making a positive contribution over their lifetimes to the profession and society in which they work. In the face of increasing changes that they will meet later as professional accountants, it is essential that students develop and maintain an attitude of learning to learn, to maintain their competence later as professional accountants .The accounting program curriculum  should provide a foundation of professional knowledge, professional skills, and professional values, ethics and attitudes that enable them to continue to learn and adapt to change throughout their professional lives. These capabilities will enable professional accountants to identify problems, know where to find this knowledge and know how to apply it in an ethical manner to achieve

appropriate solutions. The balance of these elements may vary but what is

required is to develop the knowledge base, strong skills and ethical values in order to produce competent professional accountants with appropriate values, ethics and attitudes.

1.1    BACKGROUND OF THE STUDY

The field of accounting offers stimulating and challenging work that is constantly evolving. The accounting education program seeks to prepare the student for a general accounting career and eventual entry to any of the four major fields of accountancy: public practice, commerce and industry, government and education.Specific sample job opportunities are the following:Entry-leveljobs.Public Practice: Auditor, Tax Accountant, Management Consultant, Financial Adviser, Forensic AccountantCommerce and Industry: Cost Analyst, Investment Analyst, Financial Accounting & Reporting Staff, Management Accounting Staff, Tax Accounting Staff, Internal Audit Staff, Financial Analyst, Budget Analyst, Credit Analyst, Cost Accountant.Government: State Accounting Examiner, NBI Agent, Treasury Agent, State Accountant, LGU Accountant, Revenue Officer, Audit Examiner, Budget Officer, Financial Services SpecialistEducation: Junior Accounting Instructor

Middle-level positionsPublic Practice: Senior Audit Manager, Senior Tax Manager, Senior Consulting Manager/Financial Advisory Manager

Commerce and Industry: Comptroller, Senior Information Systems Auditor,

Senior Loan Officer, Senior Fraud Examiner, Senior Forensic Auditor

Government: State Accountant V, Director III and Director IV, Government

Accountancy and Audit, Financial Services Manager, Audit Services Manager, Senior AuditorEducation: Senior Faculty, Accounting Department Chair

Advanced positionsPublic Practice: Partner, Senior Partner, Senior Consultant/Financial Advisor

Commerce and Industry: Chief Financial Officer, Chief Information Officer

Government: National Treasurer, Vice President for Finance/CFO (for

GOCCs), Commissioner, Associate Commissioner, Assistant Commissioner, (COA, BIR, BOC)

Education: Vice President for Academic Affairs, Dean

The research intends to investigate functional accounting education curriculum for sustainable youth empowerment in edo state.

1.2       STATEMENT OF THE PROBLEM

The need to provide sustainable youth empowerment has often being viewed from other dimensions than through accounting education. Accounting education profers numerate and financial skill required for the management and accountability of monetary and other resources needed in both entrepreneurial and large enterprises.The need for a functional accounting educational curriculum is therefore imperative.The problem confronting this research is to determine functional accounting education curriculum for sustainable youth empowerment in edo state.

1.3  RESEARCH QUESTION

1   What is the nature of a functional accounting curriculum

1        What is the significance of a functional accounting education

2        What is the role of functional accounting education curriculum in sustainable youth empowerment in  edo state

1.4    OBJECTIVE OF THE RESEARCH

1     To determine the nature of a functional accounting education curriculum

2    To appraise the role  of functional accounting education curriculum for  sustainable youth empowerment in Edo state

1.5   SIGNIFICANCE OF THE RESEARCH

The research shall profer a new dimensional approach to youth empowerment through functional accounting education curriculum

It shall elucidate the nature of functional accounting education curriculum for youth empowerment

It shall serve a veritable source of information on accounting education curriculum

1.6       STATEMENT OF HYPOTHESIS

1    Ho      The level of accounting education in edo state is low

Ho      The level of accounting education in edo state is  high

2     Ho     The    level  of youth empowerment in edo state is low

Hi       The  level of    youth empowerment in edo state is high

3      Ho    The effect of fuctional accounting education curriculum on sustainable youth empowerment in edo state is low

Ho   The effect of  functional accounting education curriculum on sustainable youth empowerment in edo state is high

1.7    SCOPE OF THE STUDY

The research  shallprofer an analytical and theoretical framework of functional accounting curriculum for sustainable youth empowerment in edo state.

1.8     DEFINITION OF TERMS

ACCOUNTING EDUCATION DEFINED

Accounting Education means that education which teaches recording and maintaining books of accounts . This education came in existence after mathematics and Economics science . In the point of facts , if It should be said that above education is the base of accounting education . In accounting education , we learn what is way of recording our different transactions. With this education , we can calculate our business’s result relating to different transactions and events . It is not easy to find to reward or return on investment made by businessman .

CURRICULUM DEFINED.

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.

 

IMPACT   OF  ENVIRONMENTAL FACTOR ON CHOICE OF CAREER AMONG YOUTHS IN NIGERIA

 

Click here to download our android mobile app to your phone  for more materials and others

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

 GTBANK
Account Name : Chi E-Concept Int’l
ACCOUNT NUMBER:  0115939447

First Bank:
Account Name: Chi E-Concept Int’l
Account Name: 3059320631

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

Read Also: ENGLISH LANGUAGE AND LITERATURE PROJECT TOPICS

LINGUISTICS AND COMMUNICATION STUDIES PROJECT TOPICS

ABSTRACT

The research provides a conceptual and theoretical appraisal of  the impact of environmental factor on choice of career among youths in Nigeria. It analyzes environmental factors, career choices among youths and environmental factors that influence their decision of a choice of career.

1.1 BACKGROUND OF THE STUDY

Education is universally recognized as the answer to socio- economic problems of the world. Nations and individuals look up to education to provide a cure for poverty, ignorance, drought, excessive rainfall, mental deficiency, joblessness, bad government, poor communication system, hunger and inadequate shelter among other things. Every nation of the world aspires toward quality of life and social status. Career selection is one of many important choices students will make in determining future plans. This decision will impart them throughout their lives. The essence of who the student is will revolve around what the student want to do with their life- long work. The choice of career has been a serious problem among the secondary school students in Nigeria. No matter what one’s age is, the choice of career or desire is an important question for everybody.

A lot of student in secondary schools believe that their future is a glorious adventures in which they are bound to succeed. Many of them have the idea that they would be able to work in the public or private establishments as soon as they complete secondary school education. Some have planned to become lawyers, engineers, medical doctors, accountants and so on. Students in secondary schools like many other young adults are always worried about what they will do with their lives, the kind of adult they will become. They are concerned about early entry into the occupational world and finding productive and rewarding places in and out rapidly, fast changing societies where wages employment is unlikely to be available on a scale sufficient to absorb more than a small fraction of the young people when they do arrive at the labour market.

CHAPTER 1

1.1 BACKGROUND OF THE STUDY

The conflict of choice of career among youths constitute an educational social dilemma in our society and nation .therefore constructive analysis must be made to this issue with a view to proffering recommendations and guide to enable youths to make proper decision of future career.

These constructive analysis lie within the environmental factors in which the youth operates or is domiciled. The youth are largely influenced by this environmental issues; so if not guided may be propelled to make wrong choices. It is the fragility and significance of these issues that stresses the importance of a research of this nature. The research shall appraise the impact of environmental factor on choice of career among youths in Nigeria.

1.2      STATEMENT OF THE PROBLEM

The problem confronting this research is to appraise the impact of environmental factor on choice of career among youths in Nigeria. There exists a great conflict on the selection of a choice of career among the youths. Analyzing these factors would help profer possible solution to guide the youths in right career choices.

1.3      RESEARCH QUESTION

1       What is the nature of environmental factors  influencing the choice of career       among the youths?

2            What is the nature of career choices facing the youths?

3            What is the impact of environmental factors on the choice of career among         the youth in Nigeria?

1.4           OBJECTIVE OF THE STUDY

1      To appraise the nature of career choices facing the youth in Nigeria

1            To determine the impact of environmental factors  on the career choices of         the youth in Nigeria

1.5    SIGNIFICANCE OF THE STUDY

The study shall facilitate possible solutions to helping youths make right decision on the choices of future career.

It shall provide detail source of information on career decision choices for the youths, etc.

1.6    STATEMENT OF HYPOTHESIS

1            Ho    The conflict of wrong career choices among youths is high

Hi     The conflict of wrong career choices among youth is low

2              Ho    Conflict of environmental factor s is high

Hi     conflict of environmental factor is lo

3              Ho    The impact of environmental factors on career choices among youths             is low

Hi    The impact of environmental factors on career choices among         youths is high

1.7      SCOPE OF THE STUDY

The study focuses on the appraisal of the impact of environmental factors on the choice of career among youths in Nigeria

1.8      DEFINITION OF TERMS

 

CAREER CHOICE: The broad opportunities that exist for lifelong vocations. These vocations are set out in a framework of strategies moving toward personal goals.

ENVIRONMENT: The complex physical factors that make up our surroundings and in turn act upon us. This include the forces of family, political, social and economic issues that both typical and non- typical students may deal with on a day- to- day basis.

MOTIVATION: Forces acting on or within a person causing initiation of behavior or what it is that moves us.

OPPORTUNITY: Those choices in one’s life which are exposed either in a subtle or obvious manner.

PERSONALITY: A characteristic way of thinking, feeling and behaving. The personality is the collection of impression in the appearance of the student’s body and the impressions believed to have been made on others, good or bad. One’s personality may embrace attitudes and opinions that affect the way we deal with interactions of people and, in particular to this study, the situations of choosing a career.

PEERS: Peers are adolescents who are about the same age of maturity level.

QUALITY OF LIFE: The depth in the content of richness and fullness in our day- to- day existence. This includes observed and unobserved criteria that contribute to the fulfillment with our expectations and aspirations.

Continue reading Impact of environmental factor on choice of career among youths in nigeria →