FACTOR THAT INFLUENCE THE GROWTH OF CULTISM IN SCHOOL

 

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ABSTRACT

The purpose of this study is to find out the factor that influences the growth of cultism in school.

In carrying out this study, a questionnaire was designed and administered to the student in College of Education, Ekiadolor – Benin.

The data collected were analyzed and interpreted. It was observed that power, security, wealth, parents, peer groups and amongst others are he major factors that influence the growth of cultism in schools.

In the light of the findings, recommendations were proffered in the hope that if carefully considered and implemented by individuals, organization and bodies they would help in reducing cultism in schools.

 

 

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1       Background to the study

1.2       Statement of problems

1.3       Research question

1.4       Purpose of study

1.5       Significance of study

1.6       Scope of study

1.7       Limitation of study

1.8       Definition of terms

CHAPTER TWO: REVIEW OF LITERATURE

2.0       Origin of cultism

2.1       Erosion family/parents influence and secret cultism

2.2       Peer group influence and secret cultism

2.3       Society and secret cultism

2.4       Academic performance and secret cultism

2.5       Power, ego ad affection and secret cultism

2.6       Menace of cultism

2.7       Sanction and secret cultism

2.8       Category of secret cult

2.9       Initiation rites

2.10    The different stages of initiation

2.11    Materials for initiation

2.12    Meetings

CHATTER THREE

3.0       Methodology

3.1       Study population

3.2       Sampling method

3.3       Research instrument

3.4       Method of analysis

CHAPTER FOUR

4.0       Data analysis

CHAPTER FIVE

5.0       Discussion of the findings

5.1       Recommendation

BIBLIOGRAPHY

APPENDIX

 

 

 

CHAPTER ONE

INTRODUCTION

All over the world, universities have often been regarded and referred to as citadels of learning. The also applied to the Nigeria universities until recently when as a result of incessant secret cult activities the centers of learning have become centers of violence. Indeed, Gimba (2000) in referring to the cult activities in the universities as offering B.SC in violence and “MA” in cultism. As has been observed by Eneji (1996) almost everyday, there are new stories of devilish acts perpetrated by secret cults on campuses. In describing the situation of cultism. Eneji (1996) asserts from the universities to the polytechnics, college of education and other tertiary institutions and some secondary schools, come stories of violence.

 

 

According to the Oxford Concise dictionary of sociology (1996) gives the anthropological definitions of a cult as a set of practices and beliefs of a group in relation to a local god. It also gives a sociological definition of it as a small group of religious activities whose beliefs and typical secret, esoteric and individualistic. Ogumbameru (1997) defines a secret cult as an organization whose activities as kept away from the knowledge of others.

 

These activities are essentially covers, designed and are usually carried out behind closed doors. From this definition cults now popularly know as confraternities, have assumed a monstrous features in our institution of higher learning. To this end therefore our various campuses, which were hitherto a mode of intellectual quest and social uplift most have become citadel of violence and terrorism.

 

The pertinent question that one may ask is the phenomenon of cult just entering our institution of higher learning? The answer is simply no. this is because international figure have been know t be members of the pirates confraternity in their college days or universities.

Furthermore, when there was a violent clash between the Eiye confraternity and the Buccaneers at the universities of Ibadan in 1989 some notable professors and doctors at the institution were fond to the patrons and bankers of these cults.

 

The implication is that these professors and doctors were members of these cults in their own college days. We find and disturbing trend of the proliferation of campuses cult in or institutions of higher learning, such cults are Viking, the black axe, the morphine, the buccaneers, the pirates, the black arrow to mention but a few have become a familiar features in our institutions.

 

However, what arrested the attention of the government and the society at large is the introductions of violent, savagery and terrorism into the present day cult a diametrical contrast to what obtained in yester – years.

 

It is now common in or campuses that factors of naval cults violently clash even in broad day light and manta themselves down with dangerous weapons such as guns and daggers, nocturnal initiation ceremonies in which initiates are animalized and some of then die in the process making blood covenants and performing other occultic rituals, organized opposition against any kind of oppression real or imagined liberal consumption of alcohol, use of drugs, intimidation and use of violent, extortion, stealing, armed robbers, arson, sexual abuse and rape, examination malpractice, maiming, manslaughter and murder.

 

The recent occurrence are the university of Ile-Ife, Benin Ekpoma, Ibadan and of the course college of education, Ekiadolor to mention but a few artist to these facts. This is what as led to the pubic to speak against the societal evil calling to its total eradication.

 

 

1.2    STATEMENT OF PROBLEMS

The fundamental problems of cultism are the uncertain and unsafe atmosphere in or campuses even to the activities of members of secret cult. Their manner of operation is both sinister and bizarre living behind them, a frail of wants destruction. Most distressing of the problems is the spate of killing in our campuses in recent times, many lives have been terminated permanently.

 

In spite of measure put in place by the various arm of government and school administrators, aimed at combating the ugly trend of cultism, the phenomenon’s to be gaining more popularly ad prominence on our campuses.

 

Thus, the researcher intend to make an in-depth study into the factors which create the tearful climate that encourage the growth and spread of cultism in our institutions of higher learning with a view to proffer solutions to the problems.

 

 

1.3    RESEARCH QUESTIONS

Does power, security and wealth are some of he factors that influence the growth of cultism in schools? Does parents and peer groups also influence the growth of cultism? It is alleged that students of the affluent are most involved in cultism? Students whose parents are members of secret cult are likely to belong to secret cult? Does power, ego affection, menace of cultism sanction can also contribute to the growth of cultism in schools.

 

 

1.4    PURPOSE OF STUDY

The purpose of this study is to examine the factors that encourage the growth of cultism in our institution of higher ;learning with view to educate the public about the extent of the social problems.

 

1.5    SIGNIFICANCE OF STUDY

This study will provide expository factors which encourage the growth and spread of cultism in our institution of higher learning. This will therefore provide planer and implementers of policies with the factors that influence cultism in schools. These when know will enable them to fight cultism squarely and help eradicate the problems that has become a canker worm in our institution of higher learning.

 

1.6    SCOPE OF STUDY

This study will involved the total population of the college f education, Ekiadolor that is both staff and students.

 

1.8    DEFINITION OF TERMS 

Cult: A system of religions worship especially one that is expressed in rituals

Cultism: Is the state or phenomenon where person are sound together with a common beliefs

Hitherto: This means until now or until a particular time

Quest: The act of seeking or a long search or to find.

Sinister: Evil

Bizarre: Strange

Noron: New initiated cult members

 

 

 

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IMPACT OF AGRICULTURAL EXTENSION AGENT IN THE DEVELOPMENT OF AGRICULTURE

 

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ABSTRACT

This project work is brought up to investigate the impact played by agricultural extension agent in the development of agriculture in the nation using Egor Local Government Area  of Edo State as a case study.

Four research questions were raise to capture the impacts played by agricultural extension agents and questionnaires is used to elicit information from the respondents which are farmers in the study area. the questionnaire is divided into two part, part  A and B. the part A was set up to ask questions on the personal information of the respondents while section B was to ask questions that will answer the research questions asked in chapter one of this project. Multistage random sampling is used to select the respondents. Hundred (100) respondents are randomly selected and used for the study.

The questionnaire was given to the project supervisor to proof read before administering it. The questionnaire was collated and simple percentage method was used to analyze the collated questionnaires and the results were presented in chapter four of the project.

The recommendation made are, the agricultural extension agents to farmers ratio should be work upon. There should be considerable number of assigned farmer to agricultural extension agents so as to foster, learning or there should be more employment of specialist to carryout agricultural extension service, more time should be allocated to training or teaching of farmers as some of the farmers are late adopters, time of visitation should be more frequent so as to instigate encouragement from the agricultural extension agents to the farmers. If this is worked upon, it will be very hard for the farmer to forget what they have been taught.      

 

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background to the Study

Statement of problem

Objective of the study

Significant of the study

Scope of the study

Basic assumption

CHAPTER TWO        

Literature Review

CHAPTER THREE

Research methodology

Design of study

Area of study

Population of the study

Sample and samplings techniques

Research instrument

Administration of research instrument

Method of data Analysis

CHAPTER FOUR

Data analysis

CHAPTER FIVE         

Summary

Implication of findings

Recommendations

REFERENCES  

QUESTIONNAIRES

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Agricultural extension has often been conceptualized as an education process, which promotes learning it uses the combined findings of biological sciences and the principles of social science to bring about changes in knowledge, skill attitude and practices in and out of school setting (Ileubaoje 2004). Eremie (2005) postulated that an agricultural extension services has a lot play in ensuring that Nigeria achieves the million development goals.

 

It was these perceived important roles of agricultural extension that informed the establishment of the agricultural development programme (ADPs). With the re-organization and strengthening of the extension agent of the ADPS, along training and visits line in 2006, a number of activities were initiated so as to ensure that the seven features of the trainings and visits are implemented. These have led to a change in the roles performed by the extension workers thereby resulting in some level of satisfaction among both extension workers and their clients (Ajuwon 2006).

 

It is also worth noting that despite the tremendous achievements of the agricultural sector in Nigeria, the ADPs have been besotted by a myriad of problems, especially with the terminal end of the counterpart funding by the World Bank. These problems range from the Nona rail ability of facilities necessary for effective implementation and functioning of extension workers to poorly motivated staff resulting in low morale, low level of role perception and poor performance of extension workers (Banmeke and Ajayi 2005) Chikwendu et al, (2007) noted that in recent years, there have been indications of ineffectiveness in the extension agent of the ADPs.

 

The goal of every manager is to increase production and efficiency to obtain maximum result for the organization motivation for better performance depends on job satisfaction, achievement, recognition and professional growth (Adeniyi, 2001). The rural area is the predominant food and fibre producing sector of the Nigeria society and all natural resources which constitute the wealth of a nation are obtained of the rural areas. The importance of the rural in Nigeria also his in the mere fact that over 70% of the people live and derive their livelihood from there. The state of the rural areas in Nigeria’s is determined by a combination of methods which include available social, physical and institutional infrastructures as well as the people’s level of living including their levels of perceived deprivation and satisfaction with current level of living.

 

The rural areas in Nigeria is characterized by lack of public infrastructure, sub-standard education, poor health services and low agricultural productivity leading to poor standard of living for the majority. The agricultural extension agent in recent years has however played a significant role in improving agricultural production in Nigeria through advisory agent and adequate access to information on improved techniques of production agricultural extension plays a pivotal role in ensuring the awareness and subsequent adoption of the contemporary methods of agricultural management various extension teaching methods have been employed to make sure that the technologies get to the end users prominent among there is the training and visit system of the agricultural development programme.

 

The central principle or idea of the extension strategy is to produce competent and well- informed extension agents who will frequently and regularly visit farmers with relevant technical messages and bring farmers problems to research. The system of extension entails that each extension agent is required to regularly visit the farmers/farmer’s group with relevant messages that are specific to the farm practices taking place in the field at that point in time.

 

Feed back is also taken by the extension agents from farmers to the research station. The extension agent operates from the back drop belief that increased agricultural productivity depends primarily upon acceptance of improved cultural and technological change at the rural farm level and that peasant farmers can achieve improved production only if they adopt recommended to agricultural practices in place of traditional over.

 

Successful adoption of improved agricultural practices is predicated upon rural farmer’s acquiring the required knowledge and understanding of these technologies. This will improve productivity and raise the living standards of the farmers who are the beneficiaries of the agent (Lawal, Bodo Toriminobia Makanjuola (2006) the efficiency of technologies generated and disseminated however, depends on effective adoption of the technologies by the end-users.

 

 

STATEMENT OF THE PROBLEM

The failure of the various extension delivery approaches in developing counties to effectively engineer significant and sustainable agricultural growth has become a major concern to all stakeholders, including the donor community.

 

The concerns have been fueled lately by the wave of pluralism, market liberalization and globalization sweeping across the world and giving rise to initiatives that will enhance efficiency and effectiveness of not only the sub-components of extension delivery but the entire system of technology generation, dissemination and use. With a rapidly expending population, environmental degradation, political instability, economies failure and the declining budget, re-thinking the way agricultural technology is delivered to farmers has become necessary. This re-thinking engineered the way we have to investigate the impact of agricultural extension agent in the development of agricultural in Egor local government of Edo-state.

 

PURPOSE OF THE STUDY

This study is set up to investigate the impact played by agricultural extension in the development of agriculture in the nation using Egor Local Government Area of Edo State as a case study.

 

SIGNIFICANCE OF THE STUDY

Knowing the impact played by agriculture it will go a long way to encourage both the individual, government and NGO’s to see reason why they have to give more attention to agricultural extension in the country.  Also, in an attempt to evaluate the impact of agricultural extension, problems faced by agricultural extension will be look into and possible solution will be suggested which if duly followed will heap in educating and alerting existing agricultural extension agents as a result new agents on what to expect as an extension agent.

 

RESEARCH QUESTION

1.     What is people’s Understanding about agricultural extension?

2.     Have you been visited by extension agent?

3.     What impact does this visit plays in your agricultural life style?

4.     What are the problems militating the best usage of agricultural extension?

 

SCOPE OF THE STUDY

This study will look into the impact of agricultural extension on the development of agricultural in the country and the case is Egor Local Government Area of Edo-state. The populations for this study comprise of the farmers in the local government as well as agricultural extension agents.

 

 

 

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FACTORS AFFECTING THE FUNCTIONING OF CONTINUING EDUCATION CENTERS

 

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ABSTRACT

This project work is aimed at investigating the factors responsible for the functioning of continuing education centers in Oredo Local Government Area of Edo state. The study will also find possible solutions to the problems. Questionnaire was the major instrument used to collect data from the respondents. At the end of the investigation the researcher came out with the following conclusion:

1.     That continuing education centers are privately owned by people hence the students have to pay for the services rendered them.

2.     The centres are meeting the needs and aspirations of its participants because the instructors are enough, qualified and experienced though they work on part-time basis.

3.     The method of instruction consists of lectures and discussions.

4.     Adequate learning facilities are lacking in the centres e.g. library and laboratories.

5.     Because most centres are non-residential they lack some basic amenities like water and light in essence, the problem facing the centers include poor funding, lack of accommodation, inadequate equipment, poor library facilities and poor laboratory facilities. Based on the conclusion, the following recommendations among others were made;

1.     Adequate finance should be made available to the centres in form of aid from government so as to reduce the fees being paid by students.

 

 

 

TABLE OF CONTENT

Chapter One        

Background of study

Statement of the problem

Purpose of study

Objective of the study

Significance of the study

Basic assumptions

Research questions

Hypothesis

Scope of the study

Limitation of study

Definition of terms

Chapter Two       

Literature review

Chapter Three     

Research Design and Methodology

Sample and sampling method

Problems encountered during the project

Method of data collection

Data analysis

Chapter Four       

Data analysis

Chapter Five        

Summary

Conclusion

Recommendations

Suggestion and further research

Bibliography       

Questionnaire     

 

 

 

 

CHAPTER ONE

INTRODUCTION

Education is said to a life-long process. It is also defined as the training we give to the mind so as to develop mentally, spiritually, physically, morally and socially so as to be useful to the society in which we live. Education in essence is the transmission of cultural heritage.

 

The process of transmission of cultural heritage and the acquisition of these knowledge and values in the traditional African setting and Nigeria in particular was through the informal method. However, the arrival of our colonial masters gave rise to the formal type of education.

 

This led to the establishment of schools where formal learning takes place. The consequences of these schools came the influx of children from various background into schools. The situation was compounded when in 1956, the Action group, a political party in control of the western region introduced its free education policy.

 

This development led to an increase in school in-take while at the same time, the infrastructures could no longer cope with the population increase, and there was also an acute shortage of teaching personnel. The resultant effect was the drop in the standard of education.

 

Many students became drop-outs and invariably, there was need to cater for this group of youth in our society. Parents and guardians started looking for alternative ways through which they can help their wards out of this dilemma. Perhaps the whole concept of continuing education gained impetus as a result of this school problem.

 

 

BACKGROUND TO THE STUDY

Presently, there has been a gradual growth in the number of continuing education centres in Oredo Local Government. By the same token, these centres have also witnessed an increase in student’s enrollment. In most cases some of these centres are beginning to function as regular institution that one is at a lost whether the name “continuing education centres” can rightly be used for them. But one thing that has become glaring is that these centres are gradually becoming centres for in major examination especially those examinations that leads to university admission.

 

This rather ugly off-short of continuing education centres has in the past few years attracted a lot of public opinion as to the geniuses of the teaching and learning process that goes on in this centres. Perhaps, as this writer believes, there is a missing link somewhere between what goes on in these centres and the larger public. Thus, to fill in the missing link, the writer has chosen this topic in a bid to research into the factors affecting the functioning of continuing education centres. However, since Oredo Local Government has a good number of such centres, the writer has decided to use it as a case study.

 

 

STATEMENT OF THE PROBLEM

There has been little or no progress in continuing education centres especially in the area of qualified learning, facilitators, equipments, obtaining finance and adequate facilities.

Teachers constitute an important aspect of every education system. Therefore, the fullest problems to be investigated include:

1.      Are there enough qualified teachers in the continuing education centres?

2.      Do the centres have enough classrooms for learning?

3.      Do the curriculum of the literacy and vocational centres meet the needs of the adults?

4.      Has the government made available adequate funds to run the centres?

5.      To what extent has the prevailing economic climate affected the functioning of continuing education centres in Oredo Local Government Area?

These are the problems being looked into in the study and also to suggest possible solutions to them.

 

 

PURPOSE OF THE STUDY

The purpose of the study is to investigate the factors affecting the functioning of continuing education centres in Oredo Local Government Area know the extent to which the programme has been retained, identify problems of drop-outs occasioned by irrelevant curriculum, obtaining finance, adequate facilities, to suggest ways of solving the problems outlined above.

 

 

SIGNIFICANCE OF THE STUDY

The study provides an insight into the programme in Oredo Local Government Area of Edo state on the factors affecting the functioning of continuing education centres. The findings are likely to enable the government re-schedule the implementation strategy of the programme. The result of the study should enlighten adults and adult educators of the reliance and practical value of continuing education to the society. The study would find out how learners acquire vocational and illiteracy skills. The findings are likely to enable government take cognizance of the need to properly defined and design the curriculum of continuing education programme in addition, various bodies such as the universities and the Nigerian National Council for adult education will benefit from this research study and thus, intensity efforts to expand their programme in pursuance of these objectives.

 

 

RESEARCH QUESTIONS 

To solve the problems raised above, the following questions will be addressed in the study.

1.      Is the curriculum of continuing education centres relevant to the need of the student?

2.      What funds are available for the functioning education centres?

3.      What educational facilities and equipment are available for the successful literacy and vocational centres in Oredo Local Government Area of Edo state?

4.      Does the centre provide hostel accommodation?

5.      Are all tutors university graduates?

 

 

ASSUMPTION

In this study the factors affecting the functioning of continuing education centre in Oredo Local Government Area of Edo state is being traced. It has been assumed that such centres are opened to cater for the inadequacies in the educational achievements of its participant. Also, there are some factors that militate against the functioning of these continuing education centres, such factors are

1.      Lack of funds

2.      Inadequate teaching personnel

3.      Inadequate facilities

4.      Student’s un-seriousness

5.      Accessibility problem

6.      influence of peer group

 

 

DEFINITION OF TERMS                           

The following terms used in this study are defined below for the purpose of clarity.

Curriculum: It refers to the content of what is taught to the learners.

Facilitators: It refers to the teachers in adult education settings; the adult learners are matured, independent, being capable of deciding on what to learn and how to learn. Hence we say adult educators are facilitators because they assist adults to learn.

Literacy: This means the ability to read and write.

Occupation: It means any job or work done from which the people derive their means of livelihood.

Pupil: This is any person or any age for which knowledge is provided by way of regular instruction.

Vocational skills: It refers to practical knowledge on how to manipulate and or design a useful object.

 

 

 

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FACTORS AFFECTING THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN SOME SELECTED SECONDARY SCHOOLS

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ABSTRACT

The purpose of this study was to find out the factors affecting the implementation of Universal Basic Education (U B E) in Ovia North East Local Government Area of Edo state. This study used teachers in the four selected secondary schools structure questionnaires were used for collection of data. The collected date were organized using frequency tables, it includes personal contracts some students and their teachers all was to find their own options as regard to the implementation of UBE. Further more the data collected was represented in tables and written statement was to interpret then.       

TABLE OF CONTENT

Chapter One

Introduction

Background of the study

Statement of the problem

Purpose of the study

Significance of the study

Research question

Scope of the study

Limitations of study

Definition of study

Chapter Two

Literature Review

Chapter Three

Research methodology

Population and sample

Source of data collection

Sample and sampling method

Sampling design/procedure

Questionnaires

Personal interviews

Validity of instrument

Reliability of the instrument

Analysis of data

Chapter Four

Analysis of data

Chapter Five

Summary, Conclusion and Recommendations

Conclusion

Recommendations

Suggestions for further studies

REFERENCES

QUESTIONNAIRES

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The Universal Basic Education (UBE) in a broader concept and more ambitious programme than that of the universal primary education (UPE), the universal basic education is intended to inculcate more forcefully on the life of Nigerians than the universal primary education.

Although the universal basic education is a programme, it also an educational programme for the acquisition of functional literacy and skills, the type of education that will inculcate an understanding of the need for unity such that is required in Nigeria the development of conduct and attitudes that can foster unity, patriotism and tolerance, special emphasis should be place on peace and unity, that unities us in our diversity.

It is necessary to be noted what it takes to make a nation strong and self reliant, above all to impact into the citizenry a sense of belonging so as to make them for effective respond to their responsibility. Ernwaca us called upon to encourage and commission mere research in all aspect of UBE and devise ways to diffuse the funding to as wide audience as possible in order to stimulate policy and public dialogue.

The Nigeria educational system is guided by clearly defined aims and objectives, which are intended to mould the society into the defined form through the instrumentation of educational outcome from time to time and facilities a clear understanding of the successes status of our educational programme.

Education is an instrument of social, mental and economic development, through which right values and attitude for proper development are inculcated. Educational innovation consequently evolves whenever there are deficiencies in or problem with the accomplishment of objectives.

Among such innovation are the introduction of universal primary education (UPE), the 6-3-3-4 system of education, introducing technology, integrated science and so on and recently the universal basic education (UBE) was launched by president Olusegun Obasanjo in Sokoto on the 30 September 1999. The objectives of the programme include.

i.             Facilitation of growth and development

ii.            Enhancement of quality education for all citizen.

iii.           Addressing the implementation of educational policies designed to achieve the notable objectives in the national policy on education.

During the launching ceremony of the Universal Basic Education (UBE) the honorable minister of education in his speech stated that universal education in his speech stated that universal basic education is Nigeria response to the education for all nations of the global community. More so, the programme was envisaged to be a solid foundation for life along learning and evolution of Nigeria into a learning society in order to improve the average literacy rate of Nigerians from the current 51% to something close to 90%.

The primary and pre-primary level is very important because it is here the foundation should be consolidated at the junior secondary level of the programme. Despite the national policy on education (NPE) 1977m revised 1981, which has provided that the mother tongue be used as a medium of restriction to English in the upper primary classes most school around the country use English right from nursery and primary schools.

Similarly, the policy provisions for these languages to be taught as school subject are not being implemented in most schools around the country. In nomadic and adult education, the intention is to give opportunity to those who by virtue of the culture and social economic background, were they are unable to benefit from the femoral education early in life are to be treated specially along with the deft and dumb disable and blind. The treatment revolved adequate materials for learning.

STATEMENT OF PROBLEM

This study intends to find out if:

1.            Lack of qualified teachers a problem facing the implementation  of universal basic education (UBE)

2.            If finance is a constraint to the implementation of universal basic education.

3.            Whether equipment/materials is a problem affecting the implementation of universal basic education.

4.            If the attitudes of students are problem affecting the implementation.

5.            If the attitude of parents towards the implementation of universal basic education (UBE)

6.            Beliefs are problem facing the implementation of universal basic education (UBE).

PURPOSE OF THE STUDY

In connection with the statement of problem earlier state, the purpose of the study or investigating is to find out more about the problem facing or militating against the programme in Oredo local government area.

RESEARCH QUESTIONS

The research questions are listed below:

1.            Does lack of qualified teacher a factor affecting the implementation of UBE?

2.            Does lack of qualified teachers a factor affecting the performance of students?

3.            Does inadequate facilities a factor affecting the implementation of UBE?

4.            Does government failure to provide the required facilities will also affect the implementation of UBE?

5.            Does lack of finance a factor affecting the implementation of UBE?

SIGNIFICANCE OF THE STUDY

Teachers’ role in the universal basic education (UBE) is very vital and essential in the societal progress. It is therefore factual that people need to acquire those proficiencies that are completely necessary for the development of the nation. It is important to know that the quality of education we have and ensure proper delivery if there is more qualified teachers.

ASSUMPTION OF THE STUDY

In carrying out this research, the researcher made the assumption that the information given by the respondents are related to a large extent, the true situation in the schools in Ovia north east local government area of Edo State. The sample used for the study is representative of the student’s population in the local government area.

DEFINITIONS OF TERMS

Some terms have been frequently used to mention in the process of conducting this research for the purpose of promoting simplicity and clarity of work, some of these terms are defined below.

Universal: This refers to event, which affects people in the wider area.

Basic: Restricted ort limited in the foundation aspect of development

Education: This refers to the aggregate of all the process by and other forms of behaviour of positive values in the society in which we live.

Ernwaca: Educational research network for west and Central Africa

Research: AS careful study of a subject especially in order to discover new facts or information about it.

Roles: These are the various parts which one plays in the execution of the programme. It also means the contribution of a person to the achievement in certain objective.

Implementation: This means carryout a designed programme according to how it was planned.

Background: The details of a person’s family education experience etc.

Panoramic: A view of a wide area of land or a description study or set of pictures that present all the different aspects or stages of a particular subject event etc.

Project: A planned piece of work that is designed to find information about some thing. It is also what you discover from the known to the unknown.

Survey: An investigation of the opinion, behaviour etc of a particular group of people which is usually done by asking them questions in an act of e examining and recording the measurement, features etc of an area of land in order to make a map or plan of it.

Continue reading FACTORS AFFECTING THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN SOME SELECTED SECONDARY SCHOOLS →

AN EVALUATION OF THE PROBLEMS FACED BY STUDENT TEACHERS DURING TEACHING PRACTICE

 

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ABSTRACT

This study examines the evaluation of the problems faced by students during teaching practice: a case study of Abudu Campus. The study examined if the necessary teaching aids were provided for student teachers in their schools of practice. It also tried to find out if the amount of work lead given to them.

 

Moreover, the study also tried to look at the issue of non provision of accommodation, non provision of incentives and lack of office facilities as problem faced by them during teaching practice. Furthermore, the study also examined classroom management and control, finally the preparation of lesson note by student teachers in their schools of practices during teaching practice exercise. A total of two hundred (200) questionnaires were distributed to 2009/2010 academic year session.

 

The findings revealed the majority of student teachers do not have the necessary teaching aids for effective teaching. More than half of the student teachers agreed that they were given the amount of work load. They can cope within their schools of practice, furthermore, the non provision of accommodation and incentive is a problem faced by the student teachers during teaching practice

 

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction/background of the study

Statement of the problem

Scope of the study

Purpose of the study

Significance of the study

Research questions

Definition of terms

CHAPTER TWO         

Literature review

Inadequate management and control

Non provision of incentives for student teachers

Improper lesson plan/lesson note

CHAPTER THREE

Methodology

Area of study

Population

Sample and sampling techniques

Instrument for data collection

Method of data analysis

CHAPTER FOUR

Data analysis and discussion of results

CHAPTER FIVE

Summary, conclusion and recommendations

REFERENCES

APPENDIX

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO STUDY

Every stage in life is faced with its own problem, some are inherited and be minimized while others are not and have solution but due to man’s inability to proof difficulties away in life at one time or the other life is surrounded. The Nigeria students are faced with a number of problems which affect their academic as a result of this lost interest in their academic work. Furthermore, insecurity problem is another difficult being faced by students in tertiary institutions, secret cult members pose a threat to a number of students who are not parts of them, large number of students have been injured, while others have lost their lives.

 

Teaching practice has been defined by Ndagi (1980) as the teaching which those training for teaching or any education work are engaged in a specified period of time on graduation under a supervisor or supervisor guiding, directing and assessing trainee teacher. In some cases, the student teachers first under studies a master craftsman that under a classroom teacher before he or she starts to teach.

It is a very important scheme which has been in existence since the introduction of education course in teacher training certificates (T. T. C.), Nigeria Certificate in Education (N. C. E.), programme make teaching practice compulsory and no candidate is awarded certificate until teaching practice like house-man-ship in the training by medical doctors is the most important element in the professional training of teachers across the world.

 

The importance of teaching practice in teacher education programme cannot be overemphasized. It is the crucial periods of the theoretical concept in translating theory into practice the student teachers have been facing a lot of difficulties which they have dealt with for effective teaching and learning to take place.

 

This research work will therefore attempt to discuss and investigate the difficulties the student teachers undergo and will finally suggest ways for which teaching practice exercise can be improved.

 

 

STATEMENT OF PROBLEM

Student teachers faced some problems during teaching practice (finance, material) in our schools because they are perhaps not well taught or made to realize the importance of this programme and likely problems he or she might face during the exercise.

In some situations it means that their interest in the teaching practice have not been motivated. For the goal of teaching to be achieved in Nigeria. It will be necessary for the ministry of education at all levels of government to find solutions to the problem being faced by the student teachers during the teaching practice exercise.

Such problems include lack of instructional materials, incentives, accommodation and office facilities for the student teachers heavy work load given to the student teachers, lack of cooperation from their practicing schools attitude of the pupils towards the student teachers and difficulty on the part of student teacher to manage his class effectively etc. the extent to which these problems are being addressed and recommendation made constitute the problem of study.

 

SCOPE OF STUDY

These problems are limited to student teachers during teaching practice exercise and its common to all the student teachers in Nigeria schools.

 

PURPOSE OF THE STUDY

The purposes of this study are as follows:

1.   Examine the various methods adopted by student teachers during their teaching practice

2.   To investigate the problems faced by student teachers during teaching practice

3.   To suggest possible solutions to the problems of student teachers during teaching practices in our schools.

 

SIGNIFICANCE OF THE STUDY

The study will contribute immensely toward improving the standard of teaching practice exercise. The students become significant as if highlights the problems controlling student teachers in teaching practice and how these problems can be solved. The result of the finding will be of great values to the government, students and school administrators, the government will be aware of the problems student teachers face when ever they go on teaching practice and this enables them to provide adequate facilities to schools.

 

It will also contribute a great deal toward student teachers’ realization of some problems they are likely to face during the teaching practice exercise and prepare themselves against the problems before they go out for the task. This work will also enable the supervisors and teaching practice organizers to appreciate the problems student teachers face during teaching practices.

 

RESEARCH QUESTIONS

This study is based on the following research questions

1.   Do the student teachers have the necessary teaching facilities in the schools of practices?

2.   Are the student teachers given the amount of work load they can cope with in their practicing schools?

3.   Is the non provision of accommodation problem faced by student teachers?

4.   Does the lack of office facilities for the student teachers constitute a problem faced by them during teaching practice exercise?

5.   Are there incentives given by schools to student teachers?

6.   Do student teachers find it easy to control their students in the practicing schools?

7.    Do student teachers find it easy to prepare a lesson note?

 

DEFINITION OF TERMS

Incentive: token in form of cash or material items given to student teachers.

Instructional methods: the discussion method is one in which the students and the teacher exchange their ideals in order to get a better understanding of a topic. It can be a whole period or be a part of a lesson.

Teaching: the act of giving out instruction for the purpose of imparting knowledge from one person to another or a group of people.

Learning: learning means to gain knowledge of skill by study. Practice or being taught (Oxford Advanced Learners Dictionary).

Lecture method: this is one of the most widely used method of teaching, the teacher talk continuously to the students, take note of facts or ideas that are important to the lesson been taught.

 

 

 

Continue reading AN EVALUATION OF THE PROBLEMS FACED BY STUDENT TEACHERS DURING TEACHING PRACTICE →