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

 

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ABSTRACT

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

Finally, recommendation were made bared on the research findings.

 

 

 

TABLE OF CONTENTS

CHAPTER ONE

Introduction

1.1              Background of the Study

1.2              Statement of Problem

1.3              Purpose of Study

1.4              Significance of the Study

1.5              Scope of the Study

1.6              Research Questions

1.7              Limitation of the Study

CHAPTER TWO

2.0       Literature Review

2.1       Nature and Structure of Integrated Science

2.2       Qualified Integrated Science Teachers

2.3       Facilities and Equipment

2.4       Area of Difficulties Topics in Integrated Science

2.5       Causes of these Difficult Teaching Topics

2.6       Teaching Methods

2.7       Approach to the Teaching of Integrated  Sciences

CHAPTER THREE

3.0       Methodology

3.1              Design of the Study

3.2              Area of Study

3.3              Population of the Study

3.4              Sample and Sampling Techniques

3.5              Instrumentation

3.6              Validation and Reliability

3.7              Administration of Instruments

3.8              Methods of Data Analysis

CHAPTER FOUR

4.0       Analysis and Discussion

4.1              Research Question One

4.2              Findings of some difficult Teaching Topic in

Integrated Science by Teachers

4.3              Analysis of the Results

CHAPTER FIVE

Findings, Summary and Recommendation

5.1              Findings

5.2              Summary

5.3              Recommendation

5.4              Area of Further Research

References

Appendix

 

 

 

CHAPTER ONE

1.0       INTRODUCTION

1.1       BACKGROUND OF THE STUDY

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

 

1.2       STATEMENT OF PROBLEMS

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

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

 

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

 

 

1.3       PURPOSE OF THE STUDY

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

(a)                In the relation to teachings area of specialization

(b)               In relation to teachers qualification

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

 

 

1.4       SIGNIFICANCE OF THE STUDY

The identification of these difficult teaching topics in integrated science will enlighten the teachers as well as government and expose them to the area they specialized on. Being aware of these, difficult topics school authority, the government and even the science teachers association of Nigeria will be of great help in planning in-service course for the teachers in those areas of science. This also brings to light the need of equipping higher institutions and universities preparing integrated science teachers with adequate training needed for planning and execution of integrated science in our secondary schools.

The exposure of these difficulty topics will motivate the integrated science authors and publishers to give a details attention on these different area in their write up.

 

 

1.5       SCOPE OF STUDY

The study was restricted to identification of difficult teaching topics in junior secondary schools in Enugu urban area Enugu State.

1.6       RESEARCH QUESTIONS

The following research questions are proposed.

1.         What topics do the teachers find difficult in teaching J.S.S integrated science?

2.         Why do teachers have difficulty in teaching those identified topics in integrated science?

3.         How can the difficulty in teaching those topics be remedied?

4.         What influence has experience on the identification of topics as difficult?

5.         What effects of qualification on finding a  teaching topics difficult?

6.         What effect has sex on findings a teaching topics difficult?

7.         What is the effect of area of specialization in identification of a topics as difficult?

8.         What in your opinion are the possible remedies the difficulty experienced?

 

THE ROLE OF MORAL AND MORALE IN THE ACADEMIC PERFORMANCE IN ENGLISH OF PRIMARY SCHOOL PUPILS

 

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ABSTRACT

The purpose of this study is to examine the extent to which moral and morale affect the pupils studies and consequently their academic performance in English and to suggest some possible solutions to the heart-breaking problem in the school system. The basic problem that children have today is not their concentration span which is roughly as long as the life of a smoke rings, based on their stereophonic approach to studying. There is an increase in moral, social and cultural decadence. Youths now parade themselves with arrogance, cultism, vandalism and great lack of morals. The youth and children are now like sheep without a shepherd. They can no longer concentrate or remain focused even on their academic work. Moral and morale towards learning of English Language beside opinions and belief have an obvious influence on pupils behavior and consequently on their performance.

 

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

1.1         Background to the study

1.2         Statement of problem

1.3         Purpose of the study

1.4         Research questions

1.5         Significance of the study

1.6         Scope of the study

1.7         Limitation of study

1.8         Definition of term

CHAPTER TWO

Literature Review

2.0 Introduction

2.1         Definition of moral

2.2         Moral and education in Nigeria

2.3         Definition of morale

2.4         Importance of morale

2.4.1    Behavior aspect of morale

2.4.2    Cognitive aspect of morale

2.4.3    Emotional aspect of morale

2.5          Role of moral education on the academic performance of students

2.5.1    Current approaches to moral education

2.5.2    The infusion approach

2.6         Factors contributing to the development and expression of morality

CHAPTER THREE         

Methodology

3.1         Research design

3.2         Population of the study

3.3         Sample and sampling techniques

3.4         Research instrument

3.5         Validity of the instrument

3.6         Method of data collection

3.7         Data analysis

CHAPTER FOUR

Data presentation and analysis

CHAPTER FIVE   

Summary of findings, Recommendations and Conclusion

5.1     Summary of findings

5.2     Recommendation

5.3     Conclusion

REFERENCES     

QUESTIONNAIRES    

 

 

 

 

   

 CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

The problem of declining morality, especially among the youth, is an age-old and worldwide issue. This is especially true in Nigeria, Syria and South Africa where the ever-decreasing levels of morality affect communities as well as the entire country. For example, the economy of Nigeria is affected negatively due to lowered investor confidence, which is influenced by the high instances of violence and crime. As far as the family is concerned, Nigeria is also suffering. For example, more children are becoming orphaned due to HIV/Aids, and many parents have lost children and even entire families to violence perpetrated by (Boko Haram).

 

This issue has steadily gained  importance in Nigeria and has become a “National Attention” as highlighted by the President, Dr. Goodluck Ebele Jonathan, in one of his addresses on the need for peace: when he said “the lines between right and wrong are continuing to plague our communities” (Retrieved from the World Wide Web on 24 May, 2012). This viewpoint has steadily been gaining support from various arenas, including Religious, Educational and Political leaders. Morality is therefore seen as an antidote to the ever-increasing incidence of crime such as violence, Kidnapping and even HIV/Aids (Carlo et al. 1999; Judy & Nelson 2000). It is essential that the issue of morality in the country be addressed.

 

Until recent years, public schools had since deflected from their original roles in morality, though many outside the school system continued political pressure to move schools either towards or away from a value oriented curriculum. (KILPATRICK, WILLIAM, 2008). This poses questions and ideas about the appropriate approach to learning and the effect of morality in our teaching-learning process.  DUNCAN, (2009) opined that there is no doubt that things are falling apart many people behave as if there is no need for decency and diligence for things that matter. There is an increase in moral, social and cultural decadence. Youths, now parade themselves with arrogance, cultism, vandalism and great lack of morals. The youths and children are now like sheep without a shepherd. They can no longer concentrate or remain focused even on their academic works.

 

Kara (2009) stated that morale towards learning of English Language besides opinions and beliefs have an obvious influence on students’ behaviors and consequently on their performance. It is argued that those students who possess positive morale about learning have a tendency to increase more positive attitudes towards language learning. (www.ccsenet.org/ass Asian Social Science Vol. 8, No. 2; February 2012).

 

Conversely, negative beliefs may lead to class anxiety, low cognitive achievement, and negative attitudes (Victori & Lockhart, 1995). According to Alhmali (2007), the purpose of education in Nigeria is to obtain high grades and pass the exams. He went further to say that the creativity and understanding of the nature of students and their needs are not taken into account. The teachers’ role is basically to transmit information to their students effectively. There exists little knowledge about the best strategies to develop the students not just cognitively but also behaviorally and emotionally. In Nigeria, English Language textbooks are based on the communicative approach. (Orafi & Borg, 2009).

 

Meanwhile, the controversial concern is why some students attain higher grades in English language exams than others who are under the same conditions and situations. The concern on the learners’ attitudes towards the target language was emphasized by Gardner (1995), who stated that the learners’ Morale (attitudes and emotions) towards learning another language play a key role in enhancing and motivating them to learn that language. This, in turn, affects their performance, too. It is on this note, that one becomes concerned with the effect of moral and morale on the performance of students especially in English Language.

 

 

1.2     STATEMENT OF THE PROBLEM

This study therefore focuses on the effect of moral and morale in the performance of students in English Language; as these issues tend to form a cog in the academic wheel of students.

The basic problem that children have today is not their concentration span which is roughly as long as the life of a smoke rings based on their stereophonic approach to studying.

This research is to examine the extent to which moral and morale affect or influence the pupils studies and their academic performance in English Language.

 

 

1.3     PURPOSE OF THE STUDY

The purpose of this study is to examine the extent to which moral and morale affect the pupils studies and consequently their academic performance in English Language.

This is why this study has taken into consideration the effect of morale and moral on the academic performance of pupils in English Language and to suggest some solutions that would help to solve the heart breaking problems in the school systems. Another reason why this study is carried out is to contribute to research and humanity, so that the future generation can learn from and improve on it.

 

 

1.4     RESEARCH QUESTIONS

1.     Does moral affect the academic performance of the primary school pupils in English Language?

2.     Does morale affect the academic performance of the primary school pupils in English Language?

3.     Does the morale of the teacher affect the academic performance of the primary school pupils in English Language?

4.     Does the moral of the teachers affect the academic performance of the primary school pupils in English Language?

5.     Does the moral of the parents affect the academic performance of the primary school pupils in English Language?

6.     Does parent’s morale affect the academic performance of the primary school pupils in English Language?

 

 

1.5     SIGNIFICANCE OF THE STUDY

This work will play an important role in the academic setting such as:

1.     Enabling one to understand reasons for the fluctuation in academic performance of the primary school pupils in English Language?

2.     Bringing to light the part moral and morale play in the academic performance of the primary school pupils?

3.     Making some positive impact and improve the readability of pupils in the primary school.

4.     It will encourage and urge the pupils to improve their listening skills and pay more attention to things that really matter.

5.     It will serve as a document that can be referred to in order to clear some doubts in the area of related experiences.

 

 

1.6     SCOPE OF THE STUDY  

This research work covered all the primary schools in Ovia North East Local Government Area. However, six schools were selected made up of two Mission School, two private (non-mission) and two public school.

 

 

1.8     DEFINITION OF TERM

Morale: This is the state of psychological well-being of an individual or a group in terms of self-confidence, zeal, optimism, discipline and motivation especially when faced with adverse and hostile conditions.

Moral: According to the Oxford Advance Learners Dictionary is the standard of behavior, principle of right and wrong. While the New International dictionary looks at it as the conforming to what is right and wrong.

 

 

 

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AN INVESTIGATION OF THE RELEVANCE OF EDUCATIONAL PSYCHOLOGY INTO TEACHING – LEARNING PROCESS

 

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ABSTRACT

This project was on the relevance of educational psychology into teaching learning processes in secondary schools in Enugu North Local Government Area of Enugu State.  The study was specifically aimed at investigating the importance and help educational psychology has rendered to teaching – learning processes in order to achieve these objectives, the following questions were formulated and used:

What is the relevance of educational psychology into teaching – learning situations? How will the educational psychology help students adapt to teaching learning situations? It there is any way of identifying hindrances to learning and bridging the gap?  What should be done in the case of exceptional students?

 

How does educational psychology take of the students in adolescent stage? The population of the study comprises the students, teachers and patents. The sample selection way was by stratified random sampling technique. This was based on single and co-educational schools. One boy school, two girls’ schools and two co-educational schools were selected.

 

Data collection technique sued included literature review, interview, personal using explanation of results from interview, a bit of frequency distribution table and percentages. Findings by those sources arrived at. The researcher found out that the had made positive contributions in the areas of understanding of the nature of classroom, acknowledgement of individual differences, teaching methods, understanding students problems, motivation to study harder, management of adolescents, care of exceptional students and guidance and counseling educational implications were given in chapter five and some recommendations were made to enhance effective teaching – learning situation.

 

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

1.1       Background of the study

1.2       Purpose of the study

1.3       Significance of the study

1.4       Statement of the problem

1.5       Research questions

1.6       Assumption of the study

1.7       Limitation of the study

1.8       Definition of terms

CHAPTER TWO

Literature Review

2.1       Meaning of educational psychology

2.2       Brief history of educational psychology

2.3       Scope of educational psychology

2.4       Contribution of educational psychology

in teaching-learning process

2.5              Contribution of educational psychology

to practices of education

2.6       Educational psychology; a help adolescent stage

2.7       Theories of learning

CHAPTER THREE

Methodology and design

3.1       Geographical area of the study

3.2       Target population

3.3       Sample

3.4       Instrument development and validation

3.5       Data collection techniques

3.6       Planned method of data analysis

Reference

CHAPTER FOUR

Data presentation and analysis

CHAPTER FIVE

Discussion and interpretation of results

5.1       Conclusion

5.2       Implications of the study

5.3       Recommendation

5.4       Suggestions for further research

References

Appendix 1

Appendix II

 

 

 

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY 

Right from the very start of education psychology, there have been teaching and learning.

Teaching and learning take effect from birth to death.

It is impotent to now that educational psychology with enhances greater output in teaching – learning process.

There are some contributions made by educational psychology towards teaching – learning process examples are:

1)                  Educational psychology with its study attempts to develop the theories of teaching.

2)                  Educational psychology also with its study helps to improve teaching methods and materials.

3)                  The study of educational psychology attempts to solve learning problems, and to measure learning abilities.

4)                  The study of educational psychology helps to improve teaching practice in all components of the basic teaching model.

5)                  The study of educational psychology attempts to measures educational progress and how individuals learn at different ages.

With the knowledge of that, the teacher is better placed to understand his students. He will be able to diagnose when an individuals child is having some problem because learn ability is negatively affect.

He will try to find out the sources of the problems whether it is physical, emotional, social to mention but a few.

The teacher will find a way to see that the problems are solve if possible or controlled.

When a proper attention is given to a child, such a child will have a sense of belongings.

As a result of the care, there is the tendency that the child will come back from abnormality to normalcy

 

 

1.2       PURPOSE OF THE STUDY

The purpose of this study is to investigate into the relevance of educational psychology the teaching –learning process in secondary schools, in Enugu South Local Government Area of Enugu State.

The researcher being aware of this will dwell more on the relevance of educational psychology the teaching-learning process in some secondary schools in Enugu South.

The purpose of this study is to look closely at certain problems and how they hinder effective teaching and learning.

The objectives of educational psychology as summarized by S. S. Challhan (1987) are:

·         To provide teachers with some basic skills related to teaching.

·         To give teachers guidelines to solve problems associated with teaching – learning process.

·         To help teachers to understand the scientific knowledge and to instill in them a spirit of inquiry for their professional growth.

In conclusion, the researcher will no doubt unfold the possible solutions, which should of course be a welcome relief not only to teachers and students in secondary schools in Enugu South but to the school system in general.

 

 

FORMULATED QUESTIONS

To achieve these objectives stated above, the following questions were formulated;

1.                  What is the relevance of Educational psychology?

2.                  How will the educational psychology help students adapt to teaching-learning situations?

3.                  Is there any way of identifying hindrances to learning and bridging the gap?

4.                  What should be done in the case of exceptional students?

5.                  How does Educational psychology take care of the students in Adolescent stage?

 

 

1.3       SIGNIFICANCE OF THE STUDY

The high rate of learning problems and distractions in our schools cannot be over emphasized. The issue of how to enhance adequate learning has been the concern of every right thinking teacher. There is no doubt; the problems of teaching learning process have to be taken care of.

This study is geared towards x-raying certain problems that hinder adequate learning and how to tackle them in order to enhance greater productivity as regards teaching-learning situations.

The researcher therefore hopes that this project will enable teachers and students alike appreciate the role of educational psychology in bridging the gap created by distractions and problems of teaching learning process.

Furthermore, this will help teachers in this age to rectify the mistakes made before like tagging a pupil a dullard or “good for nothing even when a pupil’s intelligent quotient is above average ordinarily but he has learning problems.

Root causes of the pupil’s performance should be looked into and handled better.

The study of educational psychology provided information, ideas and practices, which facilitate learning in the classroom. It will be to the relevance of educational psychology with regards to teaching – learning theories of teaching, an aspect of human growth and development, motivation, remembering and forgetting and others.

The study of educational psychology has its significance thus:

1)                  Educational psychology with its study attempts to develop the theories of teaching

2)                  Educational psychology also with its study helps to improve teaching methods and materials.

3)                  The study of educational psychology attempts to solve learning problems, and to measure learning abilities.

4)                  The study of educational psychology helps to improve teaching practice in all components of the basic teaching model.

5)                  The study of educational psychology attempts to measures educational progress and how individuals learn at different ages.

 

 

1.4       STATEMENT OF THE PROBLEMS

There are some problems, which eventually comes up from stumbling block to learning. But can it be said that a teacher has taught when the pupils have not learnt? No. Therefore the primary concern of the classroom teacher is to make learning possible. How does he do that?

He will ask himself whether the pupils understand his teaching.

–                      To what degree dot hey understand?

–                      What happens to retention of what have been naught?

Then the teacher will find out the possible causes of he learning and retention problems.

 

 

1.5       RESEARCH QUESTIONS 

In this study, the researcher formulated and answered the following questions:

1)                  What is the relevance of educational psychology to teaching-learning process?

2)                  How will the educational psychology help students adapt to teaching – learning situations.

3)                  Is there any way of identifying hindrances to learning and bridging the gap?

4)                  What should be done in the case of exceptional students?

5)                  How does educational psychology take care of the in adolescent stage?

 

 

1.6       ASSUMPTION OF THE STUDY

The knowledge of educational psychology is a strong weapon for the enhancement of effective teaching and learning. It is assumed that this project will help teachers know and apply certain principles on diagnosis of learning problems. When the problems are diagnosed, the teacher with the knowledge of educational psychology will put in various schedules of reinforcement. He will also include motivational principles.

Educational psychology therefore provides the teaching with the clues and tools to ensure that its work is well done unlike the teacher who does not have the knowledge of or that who does not want to acknowledge the course.

It is assumed that the teacher will help the students overcome their problems, be it physical, social, emotional and others. He will tackle the ones he can and refer t eh ones he cannot solve to specialists

 

 

1.8       DEFINITION OF TERMS

Maturation:                             The ripening of a physiological feature

Absentmindedness:                  A type of forgetting due to the fact that there is no cue and the individual is also occupied with some task.

Motivation:                              The energization, sustenance and direction of behavior towards a goal, which normally restores equilibrium.

(S.R) Stimulus Response Learning:     A mechanistic learning where specific stimuli call forth conditioned response.

Diagnosis:       A statement which is the result

Mental Retardation: A condition where the individual shows a remarkable slow rate of learning and lack of intelligent behavior.

Exception Students: Includes handicapped cases as the blind, deaf, mentally retarded and also gifted students who cannot benefit much from normal class activities.

Incongruent:                When an individual is not in harmony with his environment.

Adolescence:               The period of development between puberty and adulthood.

Reinforcement: This is any stimulus that increases the probability that a certain desired behavior or response will occur.

Defense Mechanism: Putting up some behaviors to cover faults.

Neuroticism:  A condition f disorder of the mind.

 

 

 

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THE ROLE OF EDUCATION OF WOMEN IN NATION BUILDING

 

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ABSTRACT

The study was aimed at examining the role of women’s education in nation building Egor local government area was taken as a case study, using a sample-sized population of women in Edo State to achieve the objectives of the researcher.

Questionnaires were sensed on the sample size population of the women, which was fifty (50) in Edo State to obtain data. Results obtained indicated that women both young and old were encouraged to acquire education and has this reduced the rate of illiteracy and that the women has been able to help in the development of the economic especially in the areas of health social efficiency as well as the industrial sector as their contribution to nation building.

It was also found that the women were not however properly mobilized for proper action by the government and that the level of public awareness to get the women acquainted needed to be increased, it was also noted that some of the hindrance to women’s education was due to teenage pregnancy religious belief acute poverty, early marriage etc. in addition to that, it was also evident that women’s education have been playing a vital role in nation building and women have developed a new love for education and they can no longer be separated.

Conclusively, the roles played by the women in nation building cannot be ignored and should not be denied them as their efforts and contributions also determine to a great extent the level of growth of the nation. To become a developed economic, both men and women folks have a great role to play simultaneously.

 

 

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

Statement of problem

Purpose of the study

Research questions

Significance of study

Scope of study

Limitation of study

CHAPTER TWO   

Literature review

CHAPTER THREE         

Methodology

Data collection

Population of study

Sampling procedure

Method of data analysis

CHAPTER FOUR

Presentations and analysis of data

CHAPTER FIVE   

Summary Concision and Recommendation

Summary

Conclusion

Recommendation

Suggestion for further research

REFERENCES

QUESTIONNAIRE         

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

It is no longer in doubt that women play very significant role in the development process on human society (IES). Recently, the need and importance of women education has come on the increase most countries, especially developing countries have stated create an avenue through women would be educated. The world as a whole have also begin to recognize women’s education and how important it has become this evolves March 8th of the first world conference was to examine the changes for women in their bid to take their place side by side with the men and nation building.

 

In Nigeria particularly, education is valued so much that it is looked upon as a prerequisite for all the short comings of society as well as the surest means for nation building. According to Omegbe (1998) “education itself is the development of an individual through training, transmission of what is worth while to the point that he is able to fit into his environment and contribute to the best of his ability, to the well being of the society. The national policy on education stated categorically that; the Federal Government of Nigeria has adopted education as an instrument per excellent for effective nation building, because of this belief, education has been pursed single-mindedly in most part of Nigeria. It should be noted, that women account for roughly half of the world’s population, perform the third of the hours worked, receive one tenth of the worlds income and have less than one hundredth of the worlds properly registered in his name.

 

According to the World Bank Report (1996) it gave us the population of women, that women makes up a higher percentage of the rural populace out of about 70% of Nigeria’s rural populace, women account 50% hence, they bear the brunt of the difficulties of rural life. In a similar vein Okukpon (1994) “women constitute more than half of the adult population. They produce 80% of the food requirement and play a major role in the handling of food and maintenance of the home. The high rate of non participation amongst women is alarming and there is need to create awareness on the danger for not participating or playing active role in nation building. Most states in Nigeria including Edo State have shown considerable interest in women education project for enhancing women’s productivity towards nation building.

 

Fortunately, women have not rested in protesting against discrimination. They have asked for a second to some extent concessions and strategies aimed at the emancipation towards contributing their quota in the nation. Education is seen everywhere as the quickest and most effective means of transforming women. The most important role women have to play towards contributing to the building of nation is a theme that is currently in vogue and a lot of emerge and activities are channeled towards women in the country through the Federal States and Local Government Programmes. According to Edukugbo (2002) cited in Imogie (2002) gave an opinion that the property of a country depends not on the abundance of its revenue, nor the strength of its fortification, but on the numbers of its cultivated citizens, men and women of education, enlightenment and character. There are problems and set back in spite of the effect of the state agenda, Federal Government and Non Government Organizations are walking towards women education programmes. To what extent where the goals and objectives achieved so as to enable the women participate contribute to the nation building.

 

 

 

STATEMENT OF THE PROBLEMS

Since the launching of the international women’s year by the united National General Assembly Resolution of 18th December, 1973, the awareness on the importance of women’s education has increased tremendously. However, the involvement and contribution of women to nation building have still not reached its peak and the level to which it ought, there is still some level of illiteracy amongst women and this factor makes the awareness of their need to participate in nation building unpopular.  This study is therefore centred on the role of women’s education in the nation building: A case study of Egor Local Government Area. In order to provide a detailed analysis, the study will investigate into;

1.            Women education programmes in Edo State.

2.            Political, economic, social, cultural, religious and physiological problems, which confronts women education in Edo State, inspite of government and non government effort.

3.            Programme embarked upon by the government and non government agencies to bring about social change among women.

4.            The impact to such programme on the participants and notion building.

 

 

PURPOSE OF THE STUDY

The purpose of the study is to access women’s education and identify the role in nation building, most especially in Edo State. Many governments in the world including Nigeria have now come to realize the role of women in nation building, if empowered and given the chance to contrite their quota. Based on the problems already stated above, the specific objectives of the study are summarized thus:

1.            In what way does a woman in Edo State encourage the acquisition of education?

2.            To what extent do Nigeria women contribute to nation building?

3.            To what extent has the seminar/workshop contribute but to worth potential in the society,

4.            Does the woman function effectively in the modern economic system?

 

 

RESEARCH QUESTIONS

The following research questions were formulated for the study.

1.            In what way does a woman in Edo State encourage the acquisition of education?

2.            To what extent do Nigeria women contribute to nation buildings?

3.            To what extent has the seminar/workshop contribute to women’s potential in the society?

4.            Does the woman function effectively in the modern economic system?

 

 

SIGNIFICANCE OF THE STUDY 

It is an indispensable truth that education is the instrument for attaining and affecting nation building. Since education helps development and develops an individual, it enables one function effectively in any environment. The fact that women’s education will improve the life of women enhances their income, make them reliance and put them in good position to contribute their quota to nation building of their communities and the nation at large. This study will act as resource materials to any person or adult educator that might have the need to know the role of women education programmes in Edo State. This study will also act as veritable materials to the people who are involved in women’s education programmes and its participants so that they would be in a position to appreciate the positive effect too. This will not only make for progress of the programme but will ensure its institutionalization.

 

 

DELIMITATION/SCOPE

The effect of the coverage of this project work will be on Edo State and the changes that have been procured through women’s education so far in the state. Some of the variable to be considered as regards the development. That have taken place will be; looking at the women political status, their management positions, their level of literacy and if it is affecting the customs, religions beliefs, if it is doing the local government more harm than good, and most especially the socioeconomic efficiency of the state, so far through women education.

 

 

DEFINITION OF TERMS

For the purpose of clarity, the following terms are defined as they apply to this study.

Role: According to the Oxford Advanced Learners Dictionary the function or position that somebody has or expected to have in an organization, therefore, we can deduce from the point above that role is the function or position that women is expected to have in the economic.

Education: The preparation of person in order for them to affect their societies positively by becoming skilled and knowledgeable.

Women: According to Oxford Advanced Learners Dictionary are defined as adult female human beings.

Nation: A group or people who live in a particular area under the government with same language, culture and history.

Building: The Oxford Advanced Learners Dictionary sees building as to become gradually stronger.

Nation Building: The change in the attributes belonging to a particular nation or a total increase in the quality status of life of the people in a nation.

 

 

 

Continue reading THE ROLE OF EDUCATION OF WOMEN IN NATION BUILDING →

SOCIAL CONSEQUENCES OF BROKEN HOMES ON THE ACADEMIC PERFORMANCE OF CHILDREN: A CASE STUDY OF IGUEKHIHO COMMUNITY IN OVIA SOUTH WEST LOCAL GOVERNMENT AREA OF EDO STATE

 

 

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ABSTRACT

This research work was carried out in order to find out the effect of broken homes on the academic performance of a child. Some social and academic maladjustment, which are likely to affect a child’s performance in school, were identified, coupled with three hypotheses to test and proven them.

The instrument used in the collection of data was questionnaires which consisted of twenty (20) question sub headed under four sections. Parents in Iguelahia community area of Edo state was selected and a total number of 50 parents were used which formed representative and sample for the study.

The statistics methods used in the analysis of the data was simple percentages. It was discovered that children from broken homes perform badly than children from stable and happy homes. Furthermore, the findings proved that children from monogamous homes perform better in schools than their counterparts from polygamous homes.

The study proffered suggestions to alleviate the identified problems.

 

 

 

 

Table of content

Chapter one

Introduction

Statement of problems

Aims of study

Hypothesis

Significance of study

Limitation of study

Definition of terms

Chapter two

Literature review

Chapter three

Methodology

Samples description

Population and sample

Method of data collection

Method of data analysis

Chapter four

Data presentation and analysis

Chapter five

Summary

Conclusion

Recommendation

Reference

Questionnaire

 

 

 

 

CHAPTER ONE

Introduction

Man exist in society where education is one of the important process in the transmission of knowledge, skills, ideas and values in order for them to become useful to themselves and the society. It is accepted that a child’s background has a powerful effects on the life.

An African maxim says that “a child who is cared for, loved and who is aware that his parents are interested in him and his academic performance will strive to work hard so as to please his parent based on the aforementioned the time after school would be judiciously spent in diligent study and doing some assignments and home work instead of loitering or playing with friends.

The study shows that there are many factors, which affects a child’s academic performance in school, such as the cultural and economic environment in which the child is nurtured. Examples are sex (gender), ethnicity and religious background.

 

 

 

STATEMENT OF PROBLEM

The importance of education cannot be over emphasized. The problems in this research are that education has a tremendous impact on ones life. Therefore, the home is the primary source of education for a child. Every child has he or her own home background. The study digs into how the home background affect he students academic performance.

AIMS OF STUDY

The purpose of this is to investigate into the home background and students academic performance with comparative studies on whether children from broken home perform well academically.

HYPOTHESIS

The following hypothesis will be tested.

1.                 Broken marriage has become an every day occurrence in the society.

2.                 There is a correlation between the child’s/parents relationship and the students performance in school.

3.                 Most children are being brought up by single parents rather than both parents.

 

 

SIGNIFICANCE OF STUDY

Education is of vital importance to the individual as well as to the nation. Therefore the home background of a child dictates the progress of an individual in a learning situation.

 

 

DEFINITION OF TERMS

Child: A young person from birth to the age of full physical development; a boy or girl

Broken homes: A home where the marriage is unstable and has become a failure.

Academic performance: The scores an individual obtain in a class test or examination based on his learning experience in school.

Marriage: This is the legal union of a man and woman to become husband and wife

Adolescent: A young person in the process of developing from a child into an adult i.e. roughly between the age of 13 and 17.

 

 

 

Continue reading Social consequences of broken homes on the academic performance of children →