Category: Education

Comparing the Academic Performance of Male and Female Students in English Language Among Selected Schools in Asaba Metropolis

ABSTRACT

This study compared the academic performance of male and female students in English Language Among selected schools in Asaba Metropolis. Two (2) research questions and a null hypothesis guided the study. A review of related literature was done based on the research questions raised and variables in the study. A descriptive survey research design was adopted for the study. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  The sample of the study comprised of 209 male and female senior secondary school students selected through simple random sampling technique to represent the entire population.  The instrument used for data collection was a structured questionnaire             which was validated by an expert in Measurement and Evaluation, Federal College of Education (Technical) Asaba. The validator inspected the questionnaires to ensure that the items were in line with the research questions. The modifications, corrections and suggestions made by expert were included in the final draft copy which enhance face and content validity of the instruments. The researcher administered 209 copies of the questionnaire to senior secondary school students in Oshimili South Local Government Area of Delta State and same were retrieved and analysed using mean and standard deviation statistics. Findings of the study revealed among others that there is no significant difference in the academic performance of male and female students in English Language among selected schools in Asaba Metropolis. It was recommended among others that schools in Asaba Metropolis should continue to provide targeted support to male students to maintain and enhance their performance in English Language.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education plays a pivotal role in shaping individual potential and societal progress, serving as a fundamental tool for acquiring knowledge, skills, and values necessary for personal and community development. Within the Nigerian educational context, English Language holds a unique status as it serves not only as a core subject but also as a medium of instruction across various disciplines. Consequently, proficiency in English is crucial for students’ academic success, as it impacts their comprehension, communication, and performance in other subjects.

            English as a global lingua franca that serves as a medium of communication among people from diverse linguistic backgrounds. In Nigeria, English is a unifying language across the country’s multiple ethnic groups, allowing for social, economic, and political interaction. Its role in educational and governmental domains underscores its value in promoting national integration and development (Okeke, 2017) describes. Adebayo and Musa (2019) define English as a second language and a significant tool for educational instruction and administrative processes in Nigeria. As the language of instruction, it supports knowledge acquisition and academic performance, particularly in secondary and tertiary education. This critical role in academics emphasizes the necessity for students to attain proficiency for academic success. Eze and Okechukwu (2021) consider English a symbol of modernization, linking Nigeria with global economic and technological advancements. It is instrumental in international business and diplomacy, reflecting the country’s involvement in global affairs. English thus serves not only as a means of communication but also as a bridge to global economic participation and modernization. Adamu (2022) views English as a language of empowerment that provides access to diverse professional and educational opportunities. In Nigeria, English proficiency is often required for jobs and career progression, making it crucial for economic mobility. By facilitating personal and professional growth, English has become an essential skill for navigating modern socio-economic landscapes.

Academic performance on the other hand according to Roy (2021), is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. In other words, academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.  Academic performance generally refers to how well a student is accomplishing his/her tasks or studies. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement (Olaniyi, 2021). Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important procedural knowledge such as skills or declarative knowledge such as facts (Johnson, 2020). Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years.

The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

            Additionally, Ibrahim (2017) defines academic performance as the measurable outcomes reflecting a student’s level of achievement in educational tasks and assessments. This performance is typically evaluated through tests, assignments, and examinations that gauge understanding and mastery of subject material. In Nigerian schools, academic performance is crucial as it often influences students’ access to further educational opportunities and career paths. Olawale and Ojo (2018) describe academic performance as an indicator of the knowledge and skills a student has acquired in a given period. They emphasize that this measure not only reflects the student’s intellectual abilities but also factors in motivation, learning environment, and teacher effectiveness. This holistic perspective underlines the importance of supportive educational systems in achieving positive academic outcomes. Chukwu and Okafor (2020) explain academic performance as the level of academic achievement or progress that a student demonstrates, which is often a reflection of both intrinsic and extrinsic factors. Their research suggests that factors like parental involvement, teaching methods, and socio-economic status significantly impact student performance. Consequently, understanding these influences is essential for addressing gaps in student achievement in Nigerian schools. Adebisi (2022) views academic performance as a benchmark for evaluating student success and progress within an academic setting. This metric is important for both educators and policymakers, as it aids in identifying areas where students struggle or excel. In Nigeria, academic performance has broad implications, often determining students’ future educational trajectories and their readiness for the workforce.

Furthermore, academic performance of male and female students in English Language has been a subject of considerable research, revealing significant differences influenced by various factors, including gender roles, teaching methodologies, and social environments.  Research indicates that female students often outperform their male counterparts in English Language subjects. For instance, Adebayo and Oyetunde (2020) conducted a study examining the academic performance of male and female students in English Language and found that female students had higher average scores than males. This trend is often attributed to girls’ greater motivation and engagement in language-based subjects, as well as their tendency to excel in reading and writing tasks (Oladipo & Adetunji, 2021).

Conversely, male students sometimes display strengths in oral communication and practical applications of language, which may not always be adequately measured in traditional assessments (Bello, 2023). This disparity in performance can be linked to differing classroom behaviors; females are often more collaborative and communicative, while males may exhibit competitive tendencies (Adetayo & Alabi, 2022). Furthermore, the influence of socio-cultural factors cannot be overlooked. Gender stereotypes that associate women with communication skills may encourage higher performance in language subjects among girls, while boys might be socialized to prioritize subjects like mathematics and sciences (Osuji & Olaniyan, 2022). Moreover, the teaching approaches adopted in schools can also impact performance. Adebayo (2022) emphasizes the need for educators to implement gender-sensitive pedagogies that cater to the distinct learning preferences of both genders, potentially bridging the performance gap.

Hence the need to compare the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Statement of the Problem

The persistent disparity in academic performance between male and female students across various subjects, including English Language, highlights critical questions about the factors influencing these differences and their implications for educational equity and development. In Asaba Metropolis, a region marked by a diverse student demographic and a range of socio-economic background, sthis issue is particularly relevant. As a core subject and the primary language of instruction in Nigerian schools, English Language significantly impacts students’ overall academic success and future opportunities. Research indicates that English proficiency is closely linked to academic achievement across subjects, making it a strong predictor of success in higher education and employment (Femi, 2019).

Although several studies have examined the impact of socio-economic status, school environment, and parental involvement on academic outcomes, few have specifically focused on the performance gap between male and female students in English Language within the context of Asaba Metropolis. Furthermore, cultural expectations and gender roles in Nigeria may influence students’ engagement with English language, potentially affecting their performance. For instance, gender-based stereotypes may lead to differences in encouragement and support levels for male and female students, impacting their motivation, confidence, and academic outcomes in English Language.

The limited empirical understanding of these gender-based differences in academic performance in Asaba Metropolis creates challenges for educational policymakers, educators, and stakeholders working to promote gender equity and improve educational outcomes. If unaddressed, this gap could sustain unequal access to opportunities for male and female students, restricting the educational advancement and socio-economic potential of one group relative to the other.

It is against this backdrop that this study is carried out to compare the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Aims and Objectives of the study

The main objective of this study is to compare the academic performance of male and female students in English Language among selected schools in Asaba Metropolis. Specifically, the study seeks to:

1. Investigate the academic performance of male students in English Language among selected schools in Asaba Metropolis
2. Investigate the academic performance of female students in English Language among selected schools in Asaba Metropolis.
3. Examine the difference in the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Research Questions

The following questions guided the study:

1. What is the level of the academic performance of male students in English Language among selected schools in Asaba Metropolis?
2. What is the level of the academic performance of female students in English Language among selected schools in Asaba Metropolis?

Research Hypothesis

H_O1. There is no significant difference in the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Significance of the Study

This study would be beneficial to students, teachers, parents, school management and future researchers.

For students. insights from this study can foster a supportive learning environment, helping them leverage strategies shown to benefit either gender. Additionally, the study may reveal social or environmental factors impacting performance, equipping students with knowledge to overcome challenges unique to their demographic or personal background. For both male and female students, the findings may further promote healthy competition and collaboration, encouraging mutual support rather than reinforcing stereotypes about gender-based abilities. By highlighting the areas where each group excels or needs improvement, the study empowers students to seek help in specific areas, strengthening their English proficiency and overall academic performance.

For teachers, would inform instructional strategies, enabling educators to adapt their teaching methods to better meet the diverse needs of male and female students. Teachers can design targeted interventions, such as differentiated instruction, to ensure both groups receive support tailored to their specific learning styles and challenges. The study also helps teachers recognize possible external or internal factors influencing English Language performance. Teachers can address these aspects through personalized encouragement, classroom discussions, or inclusive teaching approaches. This awareness allows teachers to create a balanced learning environment, where each student feels empowered to participate actively and perform to their potential. Additionally, findings from this study may encourage teachers to engage in professional development activities focused on gender-responsive teaching techniques. It provides evidence-based insights into effective practices that can reduce performance gaps, enhance engagement, and foster an inclusive classroom culture.

For parents, insights from the study can help them understand any potential gender-related differences in academic performance, enabling them to provide tailored support that aligns with their child’s unique needs in English Language learning. This study would also encourage parents to adopt a more proactive role in their child’s education. By recognizing patterns in academic performance, parents may feel more inclined to communicate with teachers and school administrators to understand and address any learning barriers their child may face. Furthermore, by becoming aware of potential performance differences between male and female students, parents can foster a balanced and supportive atmosphere at home, reinforcing the idea that both genders can succeed equally in academic pursuits.

For school management, identifying any performance disparities between male and female students, they would make informed decisions on curriculum design, resource allocation, and policy development that address specific learning needs and foster a balanced academic environment. With the study’s findings, school management would implement gender-sensitive policies and targeted programs to support English Language learning. Additionally, management might introduce tutoring programs, language clubs, or mentorship initiatives to provide additional support based on students’ needs. Furthermore, the study equips school management with data to evaluate and improve the school’s existing support systems. It could highlight the need for gender-responsive resources such as tailored learning materials, psychological support, or counseling services.

For future researchers, they would build upon the findings of the study to explore more complex and nuanced aspects of gender dynamics in education, especially within the Nigerian context or similar educational settings. This study offers a benchmark, allowing future researchers to replicate or expand upon the methodology in different regions, subjects, or educational levels. They could investigate whether the observed trends hold true across varying cultural or socio-economic backgrounds, or they might explore longitudinal studies that track performance changes over time. Additionally, researchers could delve into factors contributing to any performance disparities, such as societal expectations, access to resources, teaching methods, or psychological influences, providing deeper insights into the causes and implications of gender differences in academic performance. By building on this foundational research, future scholars can contribute to a broader understanding of how to effectively address and bridge gender gaps in education. This ongoing body of research has the potential to inform policies, teaching practices, and parental support strategies that promote equity and excellence in English Language performance and other academic areas across diverse student populations.

Scope of the Study

This study is focused on comparing the academic performance of male and female students in English Language. The study is delimited to some selected schools in Asaba Metropolis, with particular emphasis on the academic performance of male students, female students and the difference in the academic performance of male and female students. Respondents of the study are public secondary school students in the study area.

Definition of Terms

Academic Performance: Academic performance refers to the level of success a student achieves in their educational pursuits, often measured through grades, test scores, and other assessments. It reflects a student’s comprehension of subjects and ability to apply knowledge in academic settings. Factors influencing academic performance include personal effort, instructional quality, and family support.

Male and Female Students: Male and female students are terms used to categorize students based on gender, typically identifying those who are biologically male or female. Gender can influence learning preferences, social interactions, and academic interests, contributing to varied educational experiences and outcomes. Addressing gender-specific needs in educational settings can help enhance overall student development and performance.

English Language: English Language refers to the study of English as both a subject and a medium of instruction, emphasizing grammar, vocabulary, comprehension, and communication skills. In many countries, it serves as a foundational language for academic and professional purposes. Mastery of English Language skills is critical for students to excel in other subjects and in future career paths.

Secondary School: Secondary school is an educational level that follows primary school and typically serves students aged 11 to 18, preparing them for higher education or vocational careers. It offers specialized instruction in various subjects and aims to develop students’ intellectual and practical skills. Secondary school is a crucial phase in formal education, influencing students’ academic and career trajectories.

Pages:  69

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Strategies for Effective Learning Outcomes in Primary Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State. Four research questions guided the study. The study adopted descriptive survey research design. The population of the study comprised all the three hundred and forty-four (344) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred and twelve (112) teachers were selected from 10 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique. The instrument used for data collection was a structured questionnaire, titled “Strategies for Effective Learning Outcomes in Primary Schools QUESTIONNAIRE (SELOPSQ). To ensure the validity of the instrument, copies of the questionnaire were sent to two experts Measurement and Evaluation in Federal College of Education (Technical) Asaba for face and content validation. One hundred and twelve (112) copies of the validated questionnaire were administered to the teachers from the 10-selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and same were retrieved and analyzed. The method for analyzing the data collected is frequency counts, percentage, mean and standard deviation statistics. Findings of the study revealed among others that interactive teaching methods promote learning outcomes in public primary schools in Oshimili South Local Government Area. It was recommended among others that teachers and school administrators should adopt interactive teaching methods, facilitated by regular training from the local education authority.

CHAPTER ONE

INTRODUCTION

• Background to the study

Education is a hallmark of personal and societal development, serving as the foundation upon which individuals build their knowledge, skills, and values. It empowers people to make informed decisions, fosters critical thinking, and promotes social cohesion. In today’s rapidly changing world, education plays a crucial role in preparing individuals for the challenges and opportunities of the future. It not only shapes individual identities but also drives economic growth, technological advancement, and cultural exchange, making it an essential element for both personal fulfillment and the progress of communities globally.

Primary education forms the foundation of a child’s learning journey, and ensuring effective learning outcomes at this stage is critical to the overall educational development of a nation. In many countries, especially in developing regions, primary schools face challenges related to poor learning outcomes, low retention rates, and inadequate instructional delivery. Nigeria, for instance, is confronted with these issues, which hinder the educational system’s ability to provide quality education for all children.            In Nigeria, primary school serves as the foundational stage of education for children typically between the ages of 6 and 11. It is the first six years of formal education, which aims to equip pupils with fundamental skills in literacy, numeracy, and social development. This stage of education is critical for shaping a child’s early learning experiences and preparing them for secondary education and beyond (UNICEF, 2024). Nigeria’s primary education is integrated into the Universal Basic Education (UBE) program, which guarantees free and compulsory education for children up to junior secondary school. The curriculum includes core subjects such as English, mathematics, social studies, and religious education, with the goal of ensuring every child gains essential academic and life skills. However, disparities in implementation exist due to regional differences in resources and teacher training (Nigerian Educational Research and Development Council, 2023). According to UNICEF, primary schools in Nigeria aim to lay the groundwork for lifelong learning by teaching critical thinking and problem-solving skills. These schools not only focus on academic subjects but also prioritize the development of social and emotional learning. This approach helps children adapt to a rapidly changing world, though challenges such as inadequate infrastructure and teacher quality often limit effectiveness (UNICEF, 2024). Nigeria’s primary school curriculum is designed to ensure pupils receive a well-rounded education. It emphasizes both academic content and personal development, preparing pupils for secondary education and broader societal participation. However, the curriculum’s effectiveness is hampered by inconsistencies in its implementation across different regions due to disparities in resource availability and teacher training (Primary School Curriculum Standards, 2023).

Under Nigeria’s Compulsory, Free Universal Basic Education Act, primary school is a legally mandated education stage. It provides free education for all children, focusing on making basic education accessible regardless of socio-economic background. The primary school level is critical in ensuring literacy and numeracy skills, but many regions still face challenges in meeting these legal obligations due to poor infrastructure and lack of trained teachers (Federal Ministry of Education, 2022; UNICEF, 2024)​. Primary School as a Vehicle for Social and Civic Development: In Nigeria, primary education plays a dual role in not just academic instruction but also instilling social values and national consciousness. The curriculum includes civic education and moral instruction aimed at developing children’s sense of responsibility and awareness of their rights and duties as citizens. These early lessons are crucial for building a sense of national unity and identity (NERDC, 2023; Adeyemi, 2020)​. Nigerian primary schools serve as the stage for developing essential skills such as critical thinking, problem-solving, and communication. The government, through curriculum reforms, emphasizes competency-based education to prepare pupils for future academic challenges and workforce demands. This shift toward a skills-oriented curriculum is part of broader efforts to adapt the education system to 21st-century needs (NERDC, 2023; Adeyemi, 2020)​.

On the other hand, learning outcomes are statements of what learners are expected to know, understand, and be able to do after completing a learning activity or program. They are focused on the learner’s achievements rather than the teacher’s input. In this definition, learning outcomes are linked to measurable skills or competencies, which help to structure assessments and align them with the intended curriculum. By doing so, learning outcomes ensure the alignment of teaching strategies and assessment tools to foster pupil learning (Biggs & Tang, 2011). Adam (2016) defined learning outcomes as clear, concise statements that describe the specific knowledge, skills, and attitudes learners are expected to acquire through a course. They are pupil-centered and focus on the intended results of education rather than the process of teaching. Adam emphasizes the need for outcomes to be assessable and observable, guiding both curriculum design and pupil evaluation. The clarity of learning outcomes helps teachers to tailor their pedagogical approaches to achieve these set goals effectively (Adam, 2016). Kennedy et al. (2019): Kennedy (2019) described learning outcomes as measurable results that pupils achieve after completing a learning process. They articulate the skills, knowledge, and attitudes pupils should demonstrate after participating in a course. The purpose of clearly defined outcomes is to provide pupils with transparent expectations and ensure consistency in evaluation methods. This structured approach to education makes it easier to design and deliver courses that are aligned with real-world demands (Kennedy et al., 2019). According to Fraser and Bosanquet (2018), learning outcomes define what pupils should be able to demonstrate in terms of knowledge, skills, and values upon completing an educational experience. These outcomes are used to guide teaching practices, assessment methods, and curriculum development, ensuring that they are pupil-focused. By emphasizing competencies and abilities that are relevant to the workplace or further education, learning outcomes help to improve the employability of graduates (Fraser & Bosanquet, 2018). Anderson and Krathwohl (2020) describe learning outcomes as actionable goals that provide a clear framework for evaluating pupil progress. These outcomes focus on what pupils can perform after a learning experience, categorized according to Bloom’s Taxonomy, which includes cognitive, affective, and psychomotor domains. This model is instrumental in creating specific objectives that help educators measure a variety of learning aspects beyond just factual recall, such as critical thinking and problem-solving skills (Anderson & Krathwohl, 2020).

Several factors influence learning outcomes at the primary level, including teaching methods, curriculum design, learning environments, teacher competency, and instructional materials (Femi, 2017). In recent years, various strategies have been introduced and implemented to address these challenges. These strategies often emphasize interactive teaching methods, the integration of technology, pupil-centered learning, and continuous assessment as essential to improving learning outcomes. Interactive teaching methods can be defined as approaches that promote collaborative learning where pupils and teachers actively engage in the teaching-learning process. According to Gokhale (2019), collaborative learning encourages pupils to work together to achieve a common educational goal, enhancing problem-solving skills and critical thinking. These methods often involve group discussions, peer learning, and group projects, which provide pupils with opportunities to learn from one another. Through collaboration, learners gain exposure to diverse viewpoints, fostering a deeper understanding of the material. Interactive teaching methods also refer to the integration of digital tools and multimedia resources to facilitate engagement. As described by Zeng and Zhang (2014), this method allows teachers to incorporate digital platforms like smart boards, educational software, and mobile devices into the classroom. Such tools create an immersive learning environment where pupils can interact with content in dynamic and visual ways. The use of technology in interactive teaching fosters pupil-centered learning, where learners can access personalized content and participate actively through simulations and virtual collaboration. Problem-based learning (PBL) is another form of interactive teaching, wherein pupils learn through the process of solving complex, real-world problems. According to Savery (2015), PBL encourages pupils to take an active role in their learning by researching, collaborating, and presenting solutions to given problems. This method shifts the teacher’s role to that of a facilitator, helping pupils navigate through challenges and develop critical thinking skills. PBL enhances learner autonomy, motivation, and the ability to apply theoretical knowledge in practical situations. Interactive teaching can also be defined as inquiry-based learning, where pupils are encouraged to explore topics through questions, investigations, and evidence-based reasoning. According to Levy, Lameras, and Leacock (2014), this approach focuses on engaging pupils in active exploration of content, promoting a deeper understanding of the material. Inquiry-based learning empowers pupils to direct their learning process, developing skills such as hypothesis formulation, data collection, and analysis. By interacting with the subject matter and asking questions, pupils become more invested in their learning. The flipped classroom is another form of interactive teaching, where traditional learning structures are reversed. Bishop and Verleger (2017) describe this method as one in which pupils first access instructional content (such as videos or readings) outside the classroom and then engage in hands-on activities and discussions during class. This shift allows more time for interactive activities, problem-solving, and collaboration during class sessions. The flipped classroom model fosters self-paced learning, with pupils coming to class prepared to participate actively in discussions, thus enhancing their comprehension and retention of knowledge.

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable.  According to Farombi, (2019), instructional materials include books, audio-visual, software and hardware of educational technology.  He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on pupils’ learning and academic performance. The insight from Farombi on linking instructional resources to pupils’ academic performance serve critical in the provision of quality education. According to Oni (2018), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows pupils to learn more comfortably therefore influencing positively their academic performance. Instructional materials are sometimes lacking, not available or not suitable. This is because they are very expensive and some are sophisticated to come by in our local environment. However, the pupil teachers should endeavour to improvise most of the materials with available materials in and around the school and in the domestic environment. Improvisation of instructional materials and equipment becomes necessary when their originals are not readily available. For this reason, pupils teachers should make use of raw materials in the environment, waste and realizable material, and pupils’ collection, and assistance from the local repairers like carpenter, painter, blacksmith, etc in facilitating improvisation of instructional materials to aid meaningful teaching and learning.

Learning is facilitated and consolidated effectively when instructional materials are selected, properly organized, relevant and adequately structured into the lesson activities. When pupils have access to instructional materials, learning retention has more permanent impression created in their minds than when verbal instructions are given out like the lecture methods often used by teachers in Nigerian institutions (Agogo, 2020). The task of the pupil teacher therefore is to realize that verbal language is no longer enough, he must master the use of concrete materials to present concepts, principles, laws and theories to the pupils.     Writing on the role of instructional materials in teaching and learning, Balogun (2020) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (2021) emphasize that when instructional materials are provided to meet relative needs of teaching process, pupils will have access to the reference materials mentioned by the teacher, and also each pupil will be able to learn at his or her own pace. The overall result is that pupils will perform much better. instructional materials are essential tools in learning every subject in the school curriculum. They allow the pupils to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to pupils in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf, 2018), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2017) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the pupils in the third world countries.

Yusuf (2018) further said that, the next instructional materials are the chalkboards. The chalkboard is the teaching aid that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles and displayed pertaining to a single topic (Nichollos, 2020). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2017), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2017) also said that Audio-visual aids are the teaching aids use for the teaching learning process. It assists in the teaching-learning processes. The use of audio visual aids. It can be used to encourage teaching and learning activities. It can also help to reduce the rate of forgetting example of this, include maps, graph, diagrams among others.

In another development, the use of instructional materials makes dierent continents to shape their rules and regulations, to accommodate the other. This they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. An instructional material makes adult learners understand more easily when the teacher makes use of working model. It makes the teachers task easier and more effective. Olardi (2019) has highlighted the impact of instructional materials that teachers use to improve the adult learners from understanding and perception of the subject as an enhanced aids. It brings clarity and creates recognition that allow them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to adult learners. Teaching and learning through the use of instructional materials facilitates, stimulates and aids adult learners to take active interest in any topic introduced by the teaching. In structural materials has emotional impact on the adult learners of and affects their attitude towards what is presented as the topic to study by the teacher. It provides both the teacher and adult learners with relevance and meaningful source of information. Kay (2018), Instructional materials stimulate the adult learners desire to learn. It assist learning process by making assimilation and memorization of materials easy. Also, it helps to hold attention, include greater acquisition and, as well as objectives which may be in accessible to many adult learners.

Technology on the other hand is defined as the collection of techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation (Robert, 2016). This emphasizes the diverse nature of technology, highlighting that it encompasses both tangible products and intangible processes. Techniques and skills are vital as they indicate that technology is not merely about devices but also about how humans apply knowledge and methods to solve problems. Furthermore, the mention of scientific investigation underscores technology’s role in advancing knowledge and innovation, thereby driving societal progress. According to Merriam-Webster, technology is “the practical application of knowledge especially in a particular area” (Merriam-Webster, 2020). This stresses the importance of applying theoretical knowledge to real-world situations, demonstrating that technology bridges the gap between scientific understanding and practical usage. It indicates that technology is dynamic and context-specific, changing as new knowledge is acquired and new challenges arise. The emphasis on practical application also implies that technology is an enabler for efficiency and problem-solving in various fields, including medicine, education, and engineering. The National Academy of Engineering (NAE) defines technology as the innovation, change, or modification of the natural environment to satisfy perceived human needs and wants (NAE, 2020). This definition emphasizes the relationship between human desires and technological development, suggesting that technology emerges as a response to human needs. The notion of modifying the natural environment highlights the transformative impact of technology, which can lead to significant changes in society and the environment. Additionally, this definition invites a discussion about ethical considerations in technology, as it raises questions about sustainability and the long-term effects of technological advancements on both humans and nature.

In the same vein, Rouse (2019) defines technology as the means by which humans modify nature to meet their needs or desires. This perspective reinforces the concept that technology is inherently human-centered, as it is driven by the quest to improve living conditions and achieve specific goals. The act of modifying nature implies a level of control and influence that humanity exerts over the environment, leading to innovations that enhance quality of life. Moreover, this definition suggests that technology can evolve over time, adapting to changes in human society and the natural world, further underlining the ongoing interplay between humans and their technological creations. Naylor (2018) describes technology as the application of scientific and mathematical knowledge to solve problems or create new products. This brings attention to the foundational role of science and mathematics in technological development, highlighting that technology is often the outcome of rigorous scientific inquiry and experimentation. By framing technology as a problem-solving tool, this definition illustrates its practical utility in various fields, from engineering to medicine. It also suggests that as scientific knowledge expands, so too does the potential for technological innovation, indicating a continuous cycle of advancement where technology and science are deeply interconnected.

   Worthy to note is that different strategies can be used to enhance learning outcome at any level of education, especially at the primary school level. Hence the need to assess the strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State.

1.2 Statement of the problem

In recent years, the importance of effective learning outcomes in primary education in Oshimili South has become increasingly recognized as a crucial foundation for lifelong learning and success. Despite the global emphasis on quality education, many primary schools continue to struggle with inadequate learning outcomes, which adversely impact pupils’ academic performance and overall development. This problem is particularly evident in various educational contexts, where disparities in educational resources, teaching methodologies, and curricular implementation contribute to inconsistent learning experiences.

A significant challenge lies in identifying and implementing effective strategies that cater to the diverse needs of primary school pupils. Factors such as teacher qualifications, classroom environments, instructional approaches, and parental involvement significantly influence the effectiveness of learning strategies. However, there remains a lack of comprehensive assessment tools to evaluate these strategies systematically. Many schools rely on traditional teaching methods that may not align with contemporary pedagogical practices or the unique learning styles of individual pupils. As a result, pupils often exhibit disengagement, low motivation, and suboptimal academic performance.

Moreover, there is a growing body of evidence suggesting that socio-economic factors, cultural contexts, and community involvement play critical roles in shaping learning outcomes. Yet, these aspects are frequently overlooked in the development and implementation of learning strategies. The absence of a holistic approach to assessing and improving educational practices limits the potential for enhancing pupil learning experiences.\

It is against this backdrop that this study seeks to assess the strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State.

1.3 Aim and Objectives of the study

This study is focused on assessing the strategies for effective learning outcomes in primary schools in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. examine the effectiveness of interactive teaching methods in promoting learning outcomes public primary schools in Oshimili South Local Government Area.
2. analyze the role of instructional materials in enhancing pupil learning in public primary schools in Oshimili South Local Government Area
3. assess the influence of the use of technology on learning outcomes in public primary schools in Oshimili South Local Government Area
4. Factors affecting effectivenes of startefgies for effectives learning outcomes in primary schools in Oshimili South Local Government Area of Delta State

1.4 Research questions

The following questions were raised to guide the study:

1. How effective is interactive teaching methods in promoting learning outcomes public primary schools in Oshimili South Local Government Area?
2. How does instructional materials in enhancing pupils’ learning in public primary schools in Oshimili South Local Government Area?
3. How does use of technology influence learning outcomes in public primary schools in Oshimili South Local Government Area?
4. What are the factors affecting effectivenes of startefgies for effectives learning outcomes in primary schools in Oshimili South Local Government Area of Delta State?

1.5 Significance of the study

The study would be of great significance to pupils, teachers, parents, school management, government and future researchers.

The study aims to equip pupils with effective study techniques, critical thinking skills, and lifelong learning habits. By implementing robust learning strategies, pupils can achieve higher academic performance. When they engage with material aligned with their learning styles, they are more likely to excel in assessments and gain a deeper understanding of subjects. This improved performance fosters a positive feedback loop, where success enhances confidence and further academic outcomes. Effective strategies can accommodate various learning styles, boosting pupils’ confidence and motivation to actively participate in their education. By identifying effective learning strategies, the study can promote the adoption of teaching methods that are more engaging, interactive, and tailored to diverse learning preferences. This approach can make the learning process not only more enjoyable but also more effective for pupils. With proven strategies in place, pupils are likely to see significant improvements in their academic performance across different subjects, further boosting their confidence and motivation. Effective learning strategies often emphasize the development of critical thinking, problem-solving, and analytical skills, which are vital for pupils’ long-term academic and professional success. The study may reveal insights into how various strategies benefit different types of learners, potentially leading to more personalized educational approaches. As pupils experience success through effective learning strategies, they are more likely to remain engaged and motivated in their studies. Additionally, as they become more aware of effective learning strategies, they can develop improved self-study skills and a stronger sense of control over their learning journey.

The study also provides valuable insights into pedagogical practices, enabling teachers to refine their instructional techniques and adopt evidence-based strategies that foster better learning outcomes. The findings will help teachers create structured and supportive classroom environments, thereby improving pupil behavior and engagement. Furthermore, the results will encourage collaboration among teachers, promoting the sharing of best practices and leading to a more cohesive educational approach. By equipping teachers with research-backed strategies, the study allows them to make informed decisions regarding their teaching methods. Understanding new and effective learning strategies serves as a form of ongoing professional development, keeping educators updated with the latest in educational research. By implementing proven strategies, teachers can enhance their effectiveness, potentially leading to better pupil outcomes and increased job satisfaction. The study may also highlight how different strategies work for various subjects or types of learners, enabling teachers to customize their approach.  The study may provide insights into effective assessment methods that align with these learning strategies, assisting teachers in evaluating pupil progress. The shared knowledge of effective strategies can foster greater collaboration among teachers, leading to a more unified educational approach throughout the school.

School management can utilize the study’s findings to develop strategic plans focusing on the adoption and implementation of effective learning strategies across the institution. The study can inform decisions regarding resource allocation, ensuring that the necessary tools, training, and materials are available to support effective learning strategies. It allows for the establishment of performance indicators based on these strategies, which can be used to evaluate the success of teaching methods and the overall performance of the school. The study provides empirical evidence to guide decisions about curriculum design, resource allocation, and school policies. By implementing effective learning strategies school-wide, management can anticipate improvements in overall academic performance and other key metrics. The findings can also guide the development of targeted professional development programs for teachers, ensuring they are equipped with the most effective teaching strategies. Understanding which strategies are most effective can help optimize the use of school resources, both in materials and personnel. Implementing evidence-based strategies can contribute to fostering a culture of continuous improvement and excellence within the school. Schools that effectively implement these strategies may gain a competitive advantage in attracting pupils and high-quality educators. Additionally, the study can provide benchmarks against which school performance can be measured, enhancing accountability to stakeholders.

Moreover, the study can empower parents with knowledge about effective learning strategies, enabling them to support their children’s education at home. This fosters stronger relationships between parents and schools, as parents can collaborate in reinforcing effective strategies outside the classroom. Parents gain insights into how different strategies affect their child’s learning, allowing them to advocate for effective practices within the school system. By understanding effective learning strategies, parents can better support their children’s education at home, reinforcing what is taught in school. This knowledge facilitates more meaningful discussions between parents and teachers regarding a child’s educational journey. When parents see that their child’s school is implementing research-based strategies, it can boost their confidence in the quality of education provided. Parents may be more inclined to participate actively in their child’s education when they understand the rationale behind specific learning approaches. The study can also help parents set realistic expectations for their child’s learning progress and understand the factors contributing to academic success. They might apply some of these effective learning strategies to their own pursuits, fostering a culture of lifelong learning within the family.

The findings can inform educational policies and initiatives aimed at improving the quality of primary education and learning outcomes. Governments can make informed decisions regarding funding and resource allocation based on the proven effectiveness of these strategies. The study provides a framework for evaluating educational effectiveness, leading to increased accountability for schools and educators. It lays a solid foundation for creating or revising educational policies grounded in empirical evidence. Understanding which strategies are most effective can guide the allocation of limited educational resources at national or regional levels. Insights from the study can inform the development of national curricula that incorporate proven learning strategies. The findings can also be used to enhance teacher training programs at the national level, ensuring that new teachers are equipped with effective strategies. The study could contribute to the development or refinement of national educational standards and benchmarks. Implementing effective learning strategies on a nationwide scale could potentially improve the country’s standing in international educational rankings.

Lastly, the study can serve as a foundation for future research into educational strategies, allowing researchers to explore specific aspects of effective learning in primary education. It encourages researchers to consider the perspectives of various stakeholders when investigating educational strategies, promoting a more comprehensive understanding of learning outcomes. Findings can inspire innovative approaches and technologies in education, leading to new research directions and advancements in teaching methodologies. The study can act as a springboard for more specialized research into specific learning strategies or their application in various contexts. The methods employed in this study may inform future research designs in educational studies. The findings might spark interest among researchers in related fields such as psychology, neuroscience, or sociology, leading to interdisciplinary studies. The study could form the basis for long-term research tracking the impact of these strategies throughout pupils’ academic careers. Researchers might also be inspired to conduct similar studies in different cultural or socioeconomic contexts, fostering a global understanding of effective learning strategies.

1.6 Scope / Delimitation of the study

This study assessed the strategies for effective learning outcomes in Primary schools. The study is delimited to public primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on interactive methods of teaching, instructional materials and the use of technology. Respondents of the study are primary school teachers in Oshimili South Local Government Area of Delta State.

1.7 Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of primary schools, making it the most suitable for this study.

1.8 Definition of Terms

Primary School: A primary school is an educational institution that provides the first stage of formal education for children, typically covering ages 5 to 11 years. It focuses on foundational subjects such as literacy, numeracy, and social skills, laying the groundwork for further education.

Learning: Learning is the process through which individuals acquire knowledge, skills, attitudes, or competencies through experience, study, or teaching. It involves the integration of new information with existing cognitive frameworks, enabling individuals to adapt their behavior and understanding in response to their environment. Learning can occur in various contexts—formal, informal, or experiential—and encompasses a wide range of activities, from memorization and problem-solving to critical thinking and practical application. Ultimately, learning is a lifelong journey that fosters personal growth and development.

Learning Outcome: A learning outcome is a specific statement that describes what a pupil is expected to know, understand, or be able to do after completing a particular course, program, or instructional unit. Learning outcomes are measurable and help educators assess the effectiveness of teaching methods and the extent of pupil learning. They can encompass various domains, including knowledge acquisition, skills development, and attitudes or values. By clearly defining learning outcomes, educators can better align their teaching strategies and assessments to ensure that pupils achieve the desired educational goals.

Strategies: Strategies refer to planned approaches or methods employed to achieve specific goals or outcomes. In the educational context, these are techniques or frameworks used by teachers to facilitate effective learning and enhance pupil engagement. The term strategies refer to carefully crafted plans or methods designed to achieve a specific goal or solve a problem. In many contexts, a strategy is a long-term approach that involves analyzing current situations, identifying challenges or opportunities, and then outlining a course of action that can lead to success.

Effective Teaching: Effective teaching is the practice of employing instructional methods and approaches that significantly improve pupil learning and understanding. It involves engaging pupils, differentiating instruction, assessing learning, and fostering a positive classroom environment.

Teaching Methods: Teaching methods are the various approaches and techniques used by educators to impart knowledge and facilitate learning. Common methods include direct instruction, inquiry-based learning, collaborative learning, and experiential learning, each with its own focus and application.

Instructional Materials: Instructional materials are resources and tools used to support teaching and learning. These can include textbooks, workbooks, digital resources, multimedia content, manipulatives, and other materials designed to enhance the learning experience.

Technology: Technology in education refers to the use of digital tools, software, and devices to facilitate teaching and learning. This includes computers, tablets, interactive whiteboards, online learning platforms, and educational apps that can enhance pupil engagement and access to information.

Pages:  101

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Gender Disparities in Secondary Education in Oshimili South Local Government Area, Delta State

ABSTRACT

This study examined gender disparities in secondary education in Oshimili South Local Government Area, Delta State. Five research questions guide the study. The study adopted descriptive survey research design. The population of the study comprised 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area, Delta State. The sample of the study comprised of 209 senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area, Delta State. The instrument used for data collection is a structured questionnaire titled, “Gender Disparities in Secondary Education Questionnaire (GDSEQ). A draft copy of the questionnaire was validated by two lecturers; one from School of Secondary Education (Businesses) and the other from Educational Measurement and Evaluation, both in the Federal College of Education (Technical) Asaba. The validators inspected the questionnaires to ensure that the items were in line with the research questions. The modifications, corrections and suggestions made by the validators were included in the final draft copy which enhanced the face and content validity of the instruments. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire was administered on secondary school students in Idemmili South Local Government Area of Anambra State using split-half method. Data collected were analyzed using Pearson Moment Correlation Coefficient which yielded a correlation of 0.76 indicating the level of the consistency.  The researcher administered 209 copies of the questionnaire to the respondents in the selected schools in Oshimili Local Government Area, Delta State and 207 retrieved and analysed using mean and standard deviation statistics. The decision rule is that any item with a mean score of 2.50 and above was regarded to be in agreement with the item statement whereas any mean score less than or below 2.50 was deemed to be in disagreement with the item statement. Findings of the study revealed among others that there are economic and cultural factors that contribute to gender inequality in secondary education in Oshimili South Local Government Area, Delta State. It was recommended among others that government agencies, non-governmental organizations, and community leaders should implement sensitization and scholarship programmes.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The issue of gender inequality can be considered as a universal feature of developing countries. Unlike women in developed countries who are, in relative terms, economically empowered and have a powerful voice that demands an audience and positive action, women in developing countries are generally silent t and their voice has been stifled by economic and cultural factors. Economic and cultural factors, coupled with institutional factors dictate the gender-based division of labor, rights, responsibilities, opportunities, and access to and control over resources (Olagunju, 2018). Women in Nigeria have been plagued by limited access to education. Disparity in access to educational opportunity is a pressing gender equity issue in Nigeria (World Bank, 2003).

To begin with, gender is perhaps most apparent in the social differences between females and males. These differences indicate how individuals are viewed, and how they view themselves. The differences between males and females are learned and deeply rooted, but also cultural, contextual and subject to change over time. Through interacting with other key factors, such as ethnicity, religion, class and sexual orientation, gender critically indicates identity. Fayomi & Olu-Owolabi (2017) posit that gender resonates on the differences between men and women and the unequal relationships that result from that. The term indicates that the differences between men and women are not inevitable products of biological sex differences. They also went ahead to explain that gender refers to a set of culturally conditioned traits associated with maleness or femaleness (Fayomi & OluOwolabi, 2018). Kabonesa (2020) also opines that ‘gender’ refers to the social and cultural construction of female and male identities. She goes further to explain that the social and cultural constructions about men and women lead to socially constructed roles, responsibilities, obligations, attitudes and relationships between men and women. The differentiated perceptions and expectations of men and women lead them to occupy specific positions and/or space in society. In addition, the differences that arise from these social constructions, attitudes, perceptions and expectations change over time; vary within and among cultures; and vary within specific political and economic contexts. Meanwhile, Parker, Lozana & Messner (1995)  state that indeed, gender relations have changed and continue to change in the African continent, as elsewhere, with changes in the socioeconomic and political stability.

Gender should be distinguish from the term “sex”, this is due to the fact that, most times the concepts are used interchangeably, the word Gender is used to describe social and personality differences between men and women, it refers to that which society defines as masculine and feminine while sex on the other hand refers to the term that is used to classify species into either female or male, female alone can give birth and breast feed while male hormonal and genital structure differ from that of female (Webb & Tossel, 2020). According to UNESCO (2003), gender refers to all cultural expectations associated with femininity and masculinity but goes beyond biological differences of sex.  Butler (2021) defines gender as a kind of doing, an incessant activity performed, in part, without one’s knowing and without one’s willing. She argues that gender is not a fixed attribute but a fluid variable that shifts and changes in different contexts and times. Butler emphasizes that gender is performative, meaning that it’s not something one is, but rather something one does. This performance is shaped by societal norms and expectations, but also has the potential to subvert and challenge those norms. Connell (2020) l conceptualizes gender as “a way in which social practice is ordered. She views gender as a multidimensional structure that operates at individual, interactional, and institutional levels. Connell emphasizes that gender is not just about individual identity, but also about power relations, labor divisions, and cultural symbolism. She argues that gender arrangements are historically constructed and subject to change. Halberstam (2018) defines gender as a system of social, cultural, and political meanings attached to bodies and behaviours. He emphasizes the fluidity and flexibility of gender, particularly in relation to transgender and non-binary identities. Halberstam argues that gender is not a binary system but a spectrum of possibilities. He explores how gender norms are enforced through social institutions and cultural representations, and how these norms can be challenged and subverted. Connell and Pearse (2021) Connell and Pearse define gender as “the structure of social relations that centers on the reproductive arena, and the set of practices that bring reproductive distinctions between bodies into social processes. They emphasize that gender is not just about individual differences but is deeply embedded in social institutions such as the economy, politics, and culture. The authors argue that gender relations are historically dynamic and subject to change. They highlight the importance of understanding gender in a global context, considering how gender relations are shaped by and shape processes of colonialism, globalization, and economic development.  Oakley (2018) defines gender as a matter of culture, it refers to the social classification of men and women into ‘masculine’ and ‘feminine’. She distinguishes between sex as biological and gender as socially constructed. Oakley argues that gender roles and expectations are learned through socialization processes beginning in early childhood. She emphasizes how gender intersects with other social categories such as class and race to shape individuals’ life experiences.   West and Zimmerman (2021) conceptualize gender as something that is “done” rather than an inherent characteristic. They argue that “doing gender involves a complex of socially guided perceptual, interactional, and micropolitical activities that cast particular pursuits as expressions of masculine and feminine ‘natures’” (West & Zimmerman, 2021). This perspective emphasizes gender as an ongoing social process rather than a fixed attribute. They explore how gender is produced and reproduced through everyday interactions and how it is embedded in social institutions. He emphasized the fluidity and multiplicity of gender identities, advocating for a more inclusive understanding of gender that goes beyond the male-female binary. She explores how language shapes our understanding of gender and advocates for new ways of thinking and talking about gender that can accommodate a wider range of identities and expressions. Ahmed (2017) conceptualizes gender through the lens of phenomenology, focusing on how gender shapes lived experiences and bodily orientations in the world. She argues that “gender is an effect of how bodies take up objects, which involves how they occupy space and which in turn directs their bodies in specific ways. Ahmed explores how gender norms become embodied and how they shape individuals’ interactions with the world around them. She emphasizes the role of repetition in reinforcing gender norms but also highlights the potential for deviation and resistance. Ahmed’s work contributes to understanding gender as a lived, embodied experience that is shaped by and shapes social and material environments.

Gender disparities on the other hand refers to the systematic differences in the outcomes that men and women achieve in the labor market, education, and other spheres of life” (Goldin, 2021). Goldin emphasizes that gender disparities are not just about pay differences but encompass a wide range of outcomes. She argues that these disparities are deeply rooted in societal structures and historical contexts. Goldin’s research shows that while some gaps have narrowed over time, others persist due to complex factors such as occupational segregation and the unequal division of household responsibilities. She particularly highlights the “motherhood penalty” as a significant contributor to gender disparities in career advancement and earnings. Gender disparities are the observable and often measurable differences between men and women in terms of their status, access to resources, and power within a given society or context (Bohnet, 2018). Bohnet focuses on the measurable aspects of gender disparities, emphasizing the importance of data-driven approaches to understanding and addressing these issues. She argues that gender disparities are often perpetuated by unconscious biases and structural barriers. Bohnet’s research explores how small changes in decision-making processes and organizational structures can have significant impacts on reducing gender disparities. She advocates for “behavioural design” approaches that can nudge individuals and institutions towards more equitable practices. Bohnet’s work also highlights the economic costs of gender disparities, arguing that addressing these issues is not just a matter of fairness but also of economic efficiency. Gender disparities are the manifestations of power imbalances between men and women, shaped by social structures and cultural practices that privilege certain forms of masculinity (Connell, 2020). Connell views gender disparities through the lens of power relations. She argues that these disparities are not simply about individual choices but are deeply embedded in social institutions and cultural norms. Gender disparities are the differences in opportunities and outcomes between men and women that persist despite formal equality, often due to deeply rooted social norms and economic structures (Duflo, 2019). Duflo focuses on how gender disparities manifest in developing countries and how they interact with economic development. Her research demonstrates that while economic growth can help reduce some gender disparities, it is not sufficient on its own. Duflo emphasizes the role of targeted policies and interventions in addressing specific aspects of gender inequality. She has conducted numerous randomized controlled trials to evaluate the effectiveness of various interventions aimed at reducing gender disparities in education, health, and economic participation. Duflo’s work also highlights the potential for virtuous cycles, where improvements in women’s status can lead to broader societal benefits.

            Gender disparities are the systemic inequalities between men and women that result from the social construction of gender roles and expectations, often invisible to those who benefit from them (Kimmel, 2018). Elaboration: Kimmel, a sociologist specializing in men and masculinities, emphasizes the role of social construction in creating and maintaining gender disparities. He argues that these disparities are often invisible to those who benefit from them, particularly men. Kimmel’s research explores how traditional notions of masculinity contribute to gender inequalities and how these notions can be harmful to men as well as women. He advocates for engaging men in efforts to reduce gender disparities, arguing that gender equality benefits everyone. Kimmel’s work also examines how gender disparities intersect with other forms of social inequality and how they are reproduced through institutions such as education, media, and the workplace. Gender disparities are the concrete manifestations of women’s subordination in society, rooted in systemic practices of male dominance and female disempowerment (MacKinnon, 2017). He views gender disparities through the lens of power and domination. She argues that these disparities are not accidental but are fundamental to the structure of society. MacKinnon’s work particularly focuses on how legal systems and social institutions perpetuate gender inequalities. She has been influential in developing legal approaches to addressing issues such as sexual harassment and violence against women. MacKinnon’s perspective emphasizes the need for radical changes in social and legal structures to truly address gender disparities.

Gender disparities are the unearned advantages and disadvantages conferred on individuals based on their gender, often invisible to those who benefit from them (McIntosh, 2020). McIntosh, known for her work on privilege, extends her analysis of “invisible knapsacks” to gender disparities. She argues that these disparities are often unrecognized by those who benefit from them, particularly men. McIntosh’s work emphasizes the importance of recognizing and acknowledging these unearned advantages as a first step towards addressing gender inequalities. She explores how gender disparities manifest in everyday interactions and institutional practices, often in subtle ways. McIntosh’s approach encourages individuals to reflect on their own experiences and privileges, and to use this awareness to work towards greater equality. Gender disparities are part of a complex system of intersecting oppressions, where gender interacts with other social categories such as race, class, and sexuality to produce unique forms of disadvantage” (Crenshaw, 2019). Her definition of gender disparities emphasizes how these disparities cannot be understood in isolation from other forms of social inequality. Crenshaw’s work demonstrates how women of color, for example, may experience gender disparities in ways that are qualitatively different from white women or men of color. She argues that addressing gender disparities requires a nuanced approach that takes into account these intersecting identities and experiences. Crenshaw’s perspective has been influential in both academic and activist circles, encouraging more comprehensive approaches to understanding and addressing social inequalities. Gender disparities are the outcomes of gender regimes – the patterns of gender arrangements in institutions and everyday practices that structure gender relations in a given society” (Connell & Pearse, 2021). Connell and Pearse provide a sociological perspective on gender disparities, emphasizing the role of institutions and social structures. They argue that gender disparities are not simply the result of individual choices or biases, but are embedded in the very organization of society. Their work examines how gender regimes operate at multiple levels, from intimate relationships to global economic systems. Connell and Pearse’s approach emphasizes the historical and cultural specificity of gender arrangements, arguing that these can change over time and vary across cultures. They also explore how gender disparities are maintained through everyday practices and interactions, as well as through formal institutions and policies.

Gender disparities are the material consequences of the performative nature of gender, where socially constructed norms and expectations create and maintain differences in power and opportunity (Butler, 2022). Elaboration: Butler, a philosopher and gender theorist, approaches gender disparities through the lens of performativity. She argues that gender is not an innate characteristic but is continually produced through repeated actions and behaviours. From this perspective, gender disparities arise from the ways in which society rewards certain performances of gender while punishing or devaluing others. Butler’s work challenges essentialist notions of gender and encourages a more fluid understanding of gender identities. She explores how this performative understanding of gender can inform efforts to address disparities, emphasizing the potential for change through subversive performances and the challenging of gender norms. Butler’s perspective also highlights the role of language and discourse in creating and maintaining gender disparities.

Gender disparities in schools is noticeable in several areas. There is a noticeable gender disparity in enrollment rates at the secondary school level in Nigeria. Students’ enrollment is the process of arranging to attend an institution and specific classes. This term may also describe the number of students that currently attend a school or a course. Student’s enrollment refers to the act of signing up for school and/or specific classes or co-curricular activities at that particular school (Robert, 2019).  Enrollment refers either to the number of people signed up for school or other services or the act of signing up for school or other services. Enrollment is the process of registering or being registered for a course, college, university, or group. It can also refer to the number of people who have registered for a particular course or program (Robert, 2019). Before the beginning of every semester in every higher institution, new students are registered. The process of the registration is known as enrollment. Therefore, enrollment is the process of registering students for a fresh academic year of session. It can also be referred to as the number of people who are registered at an institution or on a course. This term may also describe the number of students that currently attend a school or a course. Student enrollment refers to the act of signing up for school and/or specific classes or co-curricular activities at that particular school. The enrollment process is completed after a student is granted admission to a particular school (Justin, 2019). This term may also describe the number of students that currently attend a school or a course. Enrollment can be seen as the body of people (such as students) who register or enroll at the same time. The meaning of the word enrollment is taking admission or initiating for attendance in school or office. If a student wants to take admission in any school or college for any course, there is an enrollment process (Obed, 2018). The student has to fill-up the form and then submit it to the college or school. ender refers to society’s division of humanity, based on sex, into two distinctive categories. Gender guides how females and males think about themselves, how they interact with others, and what position they occupy in society as a whole. Thus ,gender also operates as a dimension of social inequality. This inequality, which has historically favoured males, is no simple matter of biological differences between the two sexes. Females and males do of course differ biologically, but these disparities are complex and in consistent. Gender roles are attitude and activities that a culture links to each sex. Gender roles are the active expression of gender identity. The first question people usually ask about a new born child in Nigeria is: “Is it a boy or a girl?” Such a question carries a great deal of significance for the child’s entire life. In global perspective, the preference for boys is more pronounced in Africa and most Asia countries. Discrimination against females is common in these countries. Iloegbunam (2018), said one of the ironies of history is the fact that despite the role women play both at home and in the society, they have remained unnoticed and even belittled. This is borne out of the notion that women’s function of being homemakers and caring for children is not important. Women therefore are to be seen and not heard. This has grossly affected women enrolment in education. History has revealed discrimination against women in education. A review of the history of education revealed that even among the ancient cities of Athens and Sparta, girls were excluded from the education given to the boys (Clement, 2019). Athens devoted much time to sports and athletics and the boys were trained in gymnastics and various types of sports and not the girls. The Spartans trained their children right from cradle to be strong astute soldiers. An educated man from their own assessment, was a brave soldier who could withstand the winter, cold and dare the enemy with courage and determination and the training for this usually began when the child was five years or below. Eventually all the soldiers then were men

Studies have shown that girls are less likely to be enrolled in secondary schools compared to boys. This is particularly evident in rural areas and the northern regions of Nigeria, where cultural and socio-economic factors play a significant role in limiting girls’ access to education. According to the United Nations International Children’s Emergency Fund (UNICEF), girls’ net enrollment rate in secondary schools in Nigeria is lower than that of boys, especially in the northern states where early marriage, poverty, and cultural practices contribute to the gender gap (UNICEF, 2023). Gender disparity is also observed in retention and dropout rates. Girls are more likely to drop out of secondary school than boys due to factors such as early marriage, teenage pregnancy, and household responsibilities. These factors are prevalent in both urban and rural areas but are more pronounced in rural communities. The Global Partnership for Education (GPE) reports that in Nigeria, the dropout rate for girls in secondary schools is significantly higher than for boys. This is largely due to socio-cultural expectations that prioritize girls’ domestic roles over their education (GPE, 2020). There is a significant gender disparity in the choice of subjects, particularly in Science, Technology, Engineering, and Mathematics (STEM). Boys are more likely to enroll in and perform better in STEM subjects, while girls are often underrepresented in these areas. This is influenced by societal stereotypes and a lack of encouragement for girls to pursue these fields. A study by Salami, & Onibon, 2017) found that girls in Nigerian secondary schools are less likely to choose STEM subjects due to gender stereotypes and a lack of role models in these fields (Salami & Onibon, 2017). There are disparities in learning outcomes between boys and girls, with boys often performing better in national examinations. This disparity is linked to differences in classroom participation, access to learning resources, and societal expectations regarding gender roles. The Nigerian Educational Research and Development Council (NERDC) has highlighted that girls’ performance in national examinations is generally lower than that of boys, particularly in subjects like mathematics and sciences (NERDC, 2018). In many parts of Nigeria, cultural norms and practices hinder girls’ education. Early marriage, preference for boys’ education, and traditional gender roles that see girls as future homemakers contribute to the educational gender gap. The World Bank (2020) reports that cultural barriers are a significant factor in gender disparity in Nigerian secondary schools, particularly in the northern regions where cultural practices such as early marriage are prevalent (World Bank, 2020). Gender-based violence and harassment within the school environment disproportionately affect girls, leading to increased absenteeism and dropout rates. The lack of safe and gender-sensitive school environments exacerbates the gender disparity in education.  According to ActionAid Nigeria (2019), gender-based violence in schools is a major factor contributing to the lower retention rates of girls in secondary education (ActionAid Nigeria, 2019).

Discrepancies between males and females in access to schooling, school completion rates, and participation in employment opportunities are still more the norm in some regions of the world than others. Limited access to education plagues women in Nigeria as well as in Sub-Saharan Africa. Disparity in access to educational opportunity is a pressing gender equity issue in Nigeria (World Bank, 2021).  Oniye (2018) opines that education supports men and women to claim their rights and recognise their potentials in the economic, political and social arenas. It’s otherwise known as the one most powerful means to take individuals out of hardships.  Though, many individuals, most importantly ladies, are still exempted from education in the Federal Republic of Nigeria. Education ought to be a basic of any approach to handle the gender-based discrimination against ladies that continues to be dominant in our society. According to the Gender Statistics (2020), the present wave of globalization has greatly improved the lives of women worldwide, especially the lives of women within the developing world. Even so, ladies are still deprived from several areas of life, such as employment, health and civil rights, beside education. Studies have shown that consistent with the U.S. Agency for International Development and also the World Bank, 57% of the 72 million elementary school-aged youngsters who don’t attend school, are females. Also, females are 4% less probable than boys to finish primary education (Gender statistics, 2020).

While several advantages are created with regards to the overall level of education worldwide, and more youngsters are currently attending elementary school than ever (King, 2013), there’s still no worldwide gender parity in education. In each revenue bracket, there are more female youngsters than male youngsters who don’t seem to be attending school. Jensen, (2000) states that typically, ladies within the poorest 20% of the families have the least probability of obtaining an education (Jensen, 2010). This difference doesn’t essentially modify in adulthood.

Statistics show that, of the 774 million illiterate adults worldwide, 64% are females – a datum nearly unmoved from the early Nineties (Gender Statistics, 2020). The UN Millennium Development Goal (MDG) is to push gender equality and empower females, thus using education as its target and also the appraisal of gender inequality in education as its indicator of progress. Through the efforts of the international community, the United Nations hopes to eliminate gender inequality in primary and secondary levels of education no later than 2015. Gender disparity in education is tremendous. Females are less probable to access education, to stay in school or to progress in education. Despite nearly thirty years of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), and 20 years of the Convention on the Rights of the Child (CRC), females still constitute around 56% of the 77 million youngsters not going to school, and women constitute 2 thirds of the uneducated adults. Even the ladies, who do sign up at school, could have irregular turnouts thanks to other demands on them, and also the incontrovertible fact that their education might not be prioritized. Females are more probable to repeat school years, to drop out early and to fail key subjects, and in most countries, girls are less promising to finish the transition to secondary schooling. Inevitably, the disparity in society has a sway on the availability and content of education.

A student’s academic performance may be linked to their social identity. Gender differences in academic performance vary with the subject or discipline of study, for example, men may perform better in mathematics whilst women may perform better in biology (Richardson & Woodley 2018). Each subject, or discipline, has its own profile of how gender and other social variables interact to affect academic performance. For example, ‘research has found that there are instructional methods, learning styles, and interests that can be characterized as distinctly female’ (Weber & Custer 2017). Any differences in the academic achievement between male and female students may be dependent on the discipline or field of study (Smith, 2016).

Stereotypes can constitute powerful social pressures to behave in certain ways, ‘indeed, the culture and atmosphere at all levels within an institute will to some extent flow from the sorts of beliefs, values and norms possessed by individuals within that institute’ (Leman, 2020). Such stereotypes can be found in gender-biased visuals, language, teaching approaches and academic staff attitudes (Kerkhoven, 2016). Indeed, there can be strong contradictions between academic staff’s championing of gender issues in education and their acceptance of responsibility to implement change in their own practices, particularly with reference to curriculum development (Hinton-Smith et al. 2021).

Hence the need to examine gender disparities in secondary education in Oshimili South Local Government Area, Delta State.

1.2 Statement of the Problem

In Nigerian educational system, there is still much gender inequality in spite of all steps taken by the Federal Government to give equal gender opportunity to education such as the provision of the Universal Free Primary Education (UPE) in 1976 and today, the Universal Basic Education (UBE). The female gender is still lacking behind in education and this has much implication in the social-economic status of the females in the nation. If drastic measures are not taken, education in Nigeria may be all male affairs as the females dominate the markets, the farms and the homes to make more babies and increase poverty in the land.

Females are the largest group denied the right to formal education in the world. Obanya (2020) opines that gender disparity is a well-known feature of Nigeria‟s educational landscape. In the same vein, Odili as cited in Fapohunda (2019) points out that despite efforts at increasing the supply of females in education through massive campaign, building of more schools, subsidies for female pupils, etc., the demand for female education is still very low. Gender inequality between males and females has contributed to educational inequalities in terms of making career choices, where some courses are highly dominated by male than female and such has great implications not only on the education sector but the nation as a whole (Omoregie & Ihensekhien, 2019).

The question now is what the areas of the gender disparity we are talking about? Are there observed disparity in terms of enrolment or subject preference? How does the disparity influence students’ academic performance?

It is against the light of the above that this study is carried out to examine gender disparities in secondary education in Oshimili South Local Government Area, Delta State.

1.3 Aims and Objectives of the Study

The main purpose of this study is to examine gender disparities in secondary education in Oshimili South Local Government Area, Delta State. Specifically, the study seeks to:

1. To assess the impact of economic and cultural factors on gender inequality in access to secondary education in Oshimili South Local Government Area, Delta State
2. To explore the perceptions of male and female students regarding gender roles and expectations in Oshimili South Local Government Area, Delta State.
3. To analyse the relationship between gender disparities in secondary education and overall socio-economic development in Oshimili South Local Government Area, Delta State.
4. To investigate the effectiveness of current policies and programs aimed at promoting gender equity in secondary education.
5. To identify the challenges and barriers faced by girls in accessing educational opportunities and resources in Oshimili South Local Government Area, Delta State.

1.4 Research Questions

1. What economic and cultural factors contribute to gender inequality in secondary education in Oshimili South Local Government Area, Delta State?
2. How do male and female students perceive gender roles and expectations in Oshimili South Local Government Area, Delta State?
3. What is the correlation between gender disparities in education and socio-economic development indicators in Oshimili South Local Government Area, Delta State.?
4. How effective are existing policies and programs in addressing gender inequality in secondary education in Oshimili South Local Government Area, Delta State?
5. What specific challenges do girls in Nigeria face in accessing secondary educational resources and opportunities in Oshimili South Local Government Area, Delta State?

1.5 Significance of the Study

The study would be beneficial to students, teachers, school managements, policy makers and future researchers.

The study would enable students to gain insights into the barriers that different genders face in accessing and succeeding in secondary education. This understanding is crucial for identifying the root causes of inequality, such as cultural biases, economic challenges, or institutional practices that may favor one gender over the other. Students would become more aware of the challenges their peers face, which can foster empathy and encourage advocacy for more inclusive educational practices. This awareness is essential in promoting a more equitable learning environment. Students who understand the dynamics of gender disparities are better equipped to challenge and overcome societal norms that perpetuate inequality. This knowledge empowers them to strive for gender equity both within the school setting and in broader society. Engaging with the issue of gender disparities encourages students to think critically about the social and cultural factors that influence education. This critical thinking is an essential skill that can be applied to various aspects of their academic and personal lives. Students who experience a more equitable education are more likely to become advocates for gender equality in their communities. By taking part in initiatives to address gender disparities, students can develop leadership skills. Leading discussions, organizing events, or participating in advocacy efforts can all contribute to their growth as future leaders. Students who engage with the topic of gender disparities are encouraged to reflect on their own experiences and biases. This self-reflection can lead to personal growth and a deeper understanding of the importance of fairness and equality.

Teachers become more aware of gender-specific challenges faced by students, allowing them to adopt inclusive teaching practices that cater to the needs of both male and female students. Insights from the study guide teachers in adapting their teaching methods to address the different learning needs of boys and girls, such as implementing mentorship programs or gender-sensitive curriculum adjustments. Addressing gender disparities can lead to improved academic performance for all students by re-engaging boys or encouraging girls in subjects where they are underrepresented.  The study to advocate for gender-equity policies within the school, ensuring equal access to resources and attention for all students. Understanding gender disparities helps teachers identify and address reasons for student dropouts, particularly among vulnerable gender groups, leading to better retention rates. The study equips teachers with knowledge to engage parents and the community in promoting gender equality, challenging stereotypes, and encouraging equal participation in schooling.

School management can develop policies and programs that promote gender equality by identifying areas where resources or interventions are needed to bridge gender gaps. Management can provide training and resources for teachers focused on gender-responsive pedagogy, ensuring balanced and effective learning environments. By addressing gender disparities, school management can improve overall school performance and reputation, attracting more students and gaining community support. Management can leverage study findings to create and enforce policies that ensure a gender-balanced approach to education, including scholarships, gender clubs, and safe spaces. Aligning the school with national and international educational goals, school management contributes to a more inclusive and equitable educational system. Implementing gender-sensitive policies and practices can reduce dropout rates, leading to higher retention and graduation rates, and better educational outcomes for the community. Understanding and addressing gender disparities strengthens relationships with the community, garnering more support from parents, local organizations, and government bodies.

The study gives decision-makers specific information about gender differences in secondary schooling in Oshimili South Local Government Area. When creating focused policies to close the gender gap in education, this evidence may be quite important. Comprehending the locations of discrepancies facilitates policymakers in optimizing resource allocation. For instance, focused scholarships or gender-sensitive infrastructure upgrades can be put into place if it is discovered that girls are notably underrepresented. The results of the study can help shape policies that cater to the unique requirements of both boys and girls. Policies can be modified to address problems including gender-based violence in schools, dropout rates, and access to educational resources. The study can promote the inclusion of gender equality as a fundamental element of educational programs by highlighting areas where gender differences are more noticeable.

Researchers in the future would use the baseline data from this study. Scholars may utilize this study as a benchmark to evaluate the effects of initiatives or policies put in place following the study period. It would facilitate a greater understanding of the factors impacting gender equality in education by allowing future researchers to interpret gender discrepancies within the larger framework of socio-economic and cultural developments in Oshimili South. The study would be used by researchers to evaluate current educational policies, providing information about how well or poorly these policies are addressing gender inequality.

1.6 Scope/Delimitation of the study

This study is focused on examining gender disparities in secondary education. The study is delimited to public secondary schools students in Oshimili South Local Government Area, Delta State. With particular emphasis on areas of gender disparity, gender disparity in terms of enrolment, subject preferences among male and female students and influence of gender disparity on students’ academic performance.

1.7 Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 13 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

1.8 Definition of Terms

Gender: Gender refers to the social, cultural, and psychological attributes, behaviours, and roles that a society considers appropriate for individuals based on their perceived sex. It is a social construct that can vary across cultures and time.

Disparity: Disparity refers to a noticeable and often unfair difference or inequality between two or more things, particularly in the context of opportunities, treatment, or outcomes.

Gender Disparity: Gender disparity refers to the unequal treatment or perceptions of individuals based on their gender, leading to differences in access, opportunities, and outcomes between genders, often favoring one over the other.

Students’ Enrolment: Students’ enrolment refers to the process or act of registering or being registered as a student in an educational institution, signifying the number of students officially attending a school or program.

Secondary Education: Secondary education is the stage of education following primary education, typically covering adolescence, where students are taught more advanced subjects, often including the transition from general education to specialized learning in preparation for higher education or vocational training.

Academic Performance: Academic performance refers to the level of achievement or success a student attains in their educational pursuits, typically measured through grades, test scores, or other forms of assessment.

Pages:  102

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Understanding How Study Habits Impact Academic Success in Different Subjects in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the impact of study habit on students’ academic success in Oshimili South Local Government Area of Delta State. Four research questions guide the study. The study adopted descriptive survey research design. The population of the study comprised 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State. A total of 200 students were selected from the population of senior secondary school students across the 13 public secondary schools in Oshimili South through simple random sampling technique. The instrument used for data collection is a structured questionnaire titled “Study Habits and Academic Success in Different Subjects Questionnaire (SHASDSQ). A draft copy of the questionnaire was validated two lecturers from Federal College of Education (Technical) Asaba. To establish the reliability of the instrument, a pilot study was conducted involving a small sample. The reliability of the instrument was assessed using the Cronbach’s alpha coefficient, which measures internal consistency. A Cronbach’s alpha value of 0.70 was obtained indicating that the items within the instrument are reliably measuring the same underlying concept. The researcher administered the 200 copies of the questionnaire to senior secondary school students in Oshimili South Local Government Area of Delta State and 199 were retrieved and analysed using mean and standard deviation statistics. Findings of the study revealed that there are specific study habits that are most effective in improving academic performance across various subjects in secondary schools’ in Oshimili South. It was recommended that government should ensure the provision of adequate educational resources, including well-equipped libraries, digital learning tools, and conducive environments for studying in secondary schools.

 CHAPTER ONE

INTRODUCTION

• Background to the study

In the era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual well-being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individual to increase their productivity and improve their quality of life. Research on the correlation between study habit and students academic achievement has for long received attention from scholars and educational agencies. For instance, the national Assessment of Educational Progress (NAEP) in 1994 conducted a study to find out the relationship between study habits and academic performance of the students. Findings of the study revealed a positive correlation between study habit and academic achievement. Similarly, Onwuegbuzie (2021) conducted a series of studied to find out the relationship between academic success and study habit and reported positive relationship between the two variables.

However, studies of school achievement indicate that most students are under achievers. (Dizney, 2016, Okegbile, 2017 and Adetunji  and Oladeji, 2017). A major reason for students’ underdeveloped potentialities may be in their lack of learning strategies. Emily and Betty (2014) posit that it is not an infrequent occurrence that students, who spend inordinate amounts of time memorizing study materials, are still barely getting by. To them, the student’s personal, emotional, and social development may suffer from the pressures created by the use of relatively inefficient learning strategies.

Study habits are learning tendencies that enable students to work privately. Azikiwe (1998) describes the study habit as “the adopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject”. According to her, “good study habits are good assets to learners because they (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure”.  Good (2018) define the term study habits as: The student’s way of study whether systematic, efficient or inefficient etc”. Going by this definition it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure.  Study habits are the well-planned intended methods of study, the chain of approaches in the process of memorising,  systematizing, regulating, retaining novel facts and ideas related to the learning materials, which has gained the shape of consistent endeavours on the part of students, towards comprehending academic subjects and qualifying examinations. The constant practices a person utilizes to study and learn are called study habits. Study habits, whether systematically, efficient or inefficient, may be defined as the ways students utilize to study. The various behavioural patterns adopted by the students to prepare for learning academic material or simply qualifying various tests. These are the various approaches, techniques and strategies applied by a person to learn, generally with a view to achieve success. The better the study habits the best will be the grades in the examinations.

Crede and Kuncel (2018) defines study habit as study routines, including, but not restricted to, frequency of studying  sessions, review of material, self-testing, rehearsal of learned material, and studying in a conducive environment. Study habits are predominantly essential for all students whose requirements include time management, note taking, internet skill, the eradication of disruption and assigning a high importance to study. Flippo and Caverly (200) “Study habits are the learned patterns of studying that may occur with or without conscious awareness or deliberate efforts”.  Gelat (2019) defines, “Study habits as the ways of studying whether systematically or unsystematically, efficiently or otherwise. Study can be interpreted as a planned program of subject mastery.” Azikiwe (2018), Study habit is “The adopted way and manner a student plans his private reading after classroom learning so as to attain mastery of the subject. Good study habits are good asset to learners because study habits help students to attain mastery in areas of specialization and ensuing excellent performance, while the opposite becomes constraint to learning and achievement leading to failure”. Palsane and Sharma (2021) has defined study habits in an operational manner as, “ Study habits means budgeting time, physical conditions for study, heath, reading ability, notes taking factor in learning motivation, memory and taking examination preparing for examination, use of examination results.” Percival and Ellington (2019), defines study habit as, “the method or techniques of effective learning which in turn involve a set of study skills as organization of time, effective use of time, reading skills, essay writing, report writing skills, note-taking, examination techniques and even job-hunting skills.” Smith (2020), “Study habits includes student‘s habit of concentration, notes taking, time budgeting and study method.”

Study habits are thus the consistent behavioural patterns, routines, styles, modes, manners, techniques and strategies  employed by a person to learn or to comprehend the study material in order to qualify the examinations or attain the predetermined academic goal(s).

How a student takes his or her studies, greatly determines his/her level of academic achievements. The level of preparation and learning strategies developed and employed consciously by students, go a long way to influence their level of academic performance.  Thus, study habit is one of the greatest students or learning factors that hugely influences students’ academic achievements. If undermined by students at all levels, teachers, administrators, parents and guardians, school counselors and the government, then, the trend and menace of students’ abysmal performance in both internal  and  external  examinations  would   continue   to  boom and become more devastating and alarming.  A study habit is the regularity with which a student dedicates time to their studies. This habit involves setting specific times each day or week to focus on academic work. Consistency in study schedules helps students manage their time effectively, leading to better retention of information. A study schedule also reduces stress by preventing last-minute cramming and ensuring a steady progression through the material. According to research, students who adhere to a consistent study schedule tend to perform better academically due to the disciplined approach to learning (Credé & Kuncel, 2016).

Mark and Howard (2019) are of the opinion that the most common challenge to the success of students in all ramifications is a lack of effective or positive (good) study habit. They further maintain that if students can develop a good study habit and with good discipline, they are bound to perform remarkably well in their academic pursuit.  Husain (2020) stresses that lack of effective or positive (good) study habits is a critical study problem among students at all levels. Grace (2017) also maintains that the process of learning is still a little mysterious but studies  do  show  that  the  most   effective   process   for  studying involves highly active behavior over a period of time. In other words, to study effectively, one must read, draw, compare, memorize and test himself over time.  The concept of study habit according to Husain (2020) is broad, as it combines nearly all other sub-concepts such as study attitude, study methods and study skills. Attitude is a mental and natural state of readiness, organized through experience, exerting a direct influence on the individual’s response to all objects and situations with which is related.

Attitude towards study has great contribution on academic achievement, and good study pattern.

Successful learners adopt positive attitude towards study, and do not waste time or energy over what they have to do. If the learning experience is pleasant, the learner’s attitude and motivation is usually positive, and if the learning experience is not pleasant he tends to avoid it.

Negative attitude towards study sometimes finds expression in comment such as “I study but cannot remember what I study” or “the lessons are too long”. Attitude serves as index on how we think and feel about people, objects and issues in our environment. Study attitude, according to Husain (2020), refers to the predispositions which students have developed towards private readings through a period of time. According to him, study attitude offers great possibilities for successful achievement in studies. Study method is the knowledge and application of effective study skills or techniques by students. Several study methods have been identified several effective study methods and skills that could be used by students based on the learning environment (Husain, 2020).  Kelli (2019) posits that for students to succeed in their studies, they must be able to appropriately assimilate course content, digest it, reflect on it and be able to articulate the information in written and/or oral form. What is fundamental is the ability of a student to acquire effective study habits. Many students feel that the hours of study are the most important.

However, students can study for hours on end and retain very little. The more appropriate question is how students should study more effectively. Developing good time management skills is very important. Students must realize that there is a time to be in class, a time for study, time for family, time to socialize and time to just be alone. The critical issue is recognition that there must be an appropriate balance. Students should also have vision. A clearly articulated picture of the future they intend to create for themselves is very important and contributes to students’ success in school. This will promote a passion for what they wish to do. Passion is critical and leads to an intense interest, dedication and commitment to achieving career goals and objectives.

Marc (2018) explains that students with learning problems, however, may still have generally inefficient and ineffective study habits and skills. Becoming aware of  your  learning  habits  or  styles  will  help  students  to  understand why they sometimes get frustrated with common study methods. He observes that good study habits are essential to educational success; as they contribute to a successful academic future. Good study habits lead to good grades while good grades lead to admissions to better colleges and universities, possibly with a scholarship thrown in. This in turn, will lead to a great career. Developing good study habits to Marc is very crucial for every student irrespective of his level of education. It boosts students’ ability to be self- disciplined, self-directed and ultimately successful in their degree programs.

The sooner a student starts practicing and developing good habits, the better chance he will have that he will continue with them. Procrastination can be overcome with proper study habits and improving one’s study habits is the key to better studying. Being organized and having homework routines are the most important things in helping a child/student develop good study habits for life. Developing good study habits help spell success and a student will find himself working more efficiently and experiencing lesser stress in the process. He adds that having effective study habits creates a more efficient academic environment. Planning your study schedule as a student in advance and faithfully sticking to it saves time. When students have good study habits, they tend to be less stressed. Students who are anxious on exam day are typically the procrastinators who come unprepared. Students who organize their lives and stick to their established study schedules are confident and relaxed at test-taking time (Marc, 2018).

Ashish (2013) opines that if students must ensure academic success throughout the entire year, it is important to ditch bad study habits and establish good ones. He further maintains that no matter what age or academic level, employing effective study strategies can make all the difference between acing a class, barely passing or worse and failing miserably. She admits that many of today’s most common study methods or habits can lead to utter disappointment despite best efforts and intentions. To Ashish (2017), knowing exactly what does and does not work on a personal level, even tracking study patterns and correlating it with related grades and then proactively creating a study plan and schedule around the proven effective methods, is the most powerful study tool of all.  Adeninyi (2017) maintains that good study habits allows students to study independently at home and aspire for higher educational career. The formation of good study habits in secondary school level further serves as the basis for students’ performance in external examinations such as West African Examinations Council (WAEC), National Examinations Council (NECO) and Joint Admissions and Matriculation Board (JAMB).

In the view of Agba (2017), unserious students do study anyhow without specific techniques, and he submits  that  such  students are  most  likely  to  perform below average. Thus, he concludes that good study habits help students to: attend classes very often and do so on time. It also helps them to submit  their assignment on time, read or prepare very well for tests and exams, take down notes and develop the points independently, ask relevant questions in class; thereby having good grades at the end of the term or semester. Monday (2018) writing on bad study habits maintains that developing good study habits in school will help students succeed in class and achieve educational goals. Similarly, Bolling (2020) asserts that good study habit through planning helps students prepare for what is ahead, and accomplish their academic goals. Thus, lack of study habits clearly puts students at a disadvantage, and is one of the main reasons students need remedial classes, fall behind in coursework and drop out of school. Developing good study habits drastically lowers students’ risk of academic struggles, and failure to complete a college degree. Hence, Bolling (2020) submits that students who tend to perform high across most of their subjects can be considered to have good study habits by being actively involved in their own learning process, continuous planning and carefully monitoring of the educational task that they are required to complete.

Different students have different and unique study habits. What may be a good study habit to a particular student may be a bad one indeed to another student. As such, it is often difficult to practically pin-point that this is good and that is bad. In the opinion of Katelyn (2017), there is no doubt that different people study in different ways and it is a near certainty that what works for one person may not work for another. John (2020) opines that not all students are alike.

There are several key study habits that are crucial to all students’ success. One of such is study in a good environment, a little bit of background music, such as classical with no lyrics are fine and a good studying location. Whether studying in rain or shine, day or night, what is most important is to be consistent and stay on one schedule.

Generally, study habits can be classified into two-good study habits, and bad study habits. Good study habits according to Katelyn (2017) are sometimes referred to as positive or productive study habits. As the name implies, they are those pleasant study habits which have the tendency to improve the academic performance of students or that seem to produce good results. They are the study habits which make students successful in their studies after developing and applying them throughout their academic career.  Good study habits occur as a result of practice and knowing what methods are most effective for you as a student. When studying, stay away from distractions, such as the computer. Instead of procrastinating, work on a long term assignment daily, instead of studying the night before, study a little each night. Review what you learned in class every day  when  you  get  home,  before  starting homework. Also, a good tip is to review what you did in class the previous day at the beginning of class when you have a few minutes before the teacher starts talking. By learning the ways that you learn the best, you will be successful in your studies.

Katelyn (2017) therefore, identifies fourteen positive or good study habits which students can employ in order to improve their academic performance. They are: attending all classes, reviewing your notes daily, reading material prior to it being covered in class, study daily, have at least one conference with the professor, develop and learn a word list for the course, read materials to improve your background in the course (other than text), attend help session, attend learning resource lab when available, develop a list of possible questions, ask questions in class, study an old exam (when available), avoid a last minute cram session, and sleep at least 8 hours the night before exams commence.

On the other hand, bad study habits according to John (2020) are negative or non-productive study habits which are undesirable and counter-productive to students’ academic performance. When developed and utilized by students at all levels, they tend to hamper academic progress and performance of the users. Due to the peculiarity and uniqueness of individual student, what may be considered as bad study habits to student “A”, may seem to be very productive and efficient for student. However, bad study habits generally range from procrastination, truancy, not taking note, selective reading, studying while watching television or what is generally regarded as distractive study etc. Nikki (2017) identifies bad reading habits to include studying with friends, listening to loud music, studying in uncomfortable conditions, cramming, etc.

There are several factors that tend to affect students study habits. Anything can affect students’ study habits. Their ability to study and concentrate can be increased by finding a quiet place where they can concentrate. Distractions such as  phones,  chat  rooms,  messaging, TV, video games, music and computers can all decrease students’ ability to learn. Whatever is going on around and within a student’s own mind is going to affect his study habits.  Another critical study habit is the practice of taking comprehensive and organized notes during lectures or while reading. Effective note-taking helps in summarizing and understanding complex concepts, making it easier to review later. It allows students to engage actively with the material, which enhances memory retention. Moreover, well-structured notes can serve as valuable resources during exam preparation. Effective note-taking has been shown to improve academic performance by helping students process information more deeply (Morehead, Dunlosky, & Rawson, 2019). Active learning is a study habit that involves engaging with the material through techniques such as summarizing, questioning, and teaching others. This habit goes beyond passive reading or listening, requiring students to interact with the content critically. Active learning techniques encourage deeper understanding and better retention of information, as students are more likely to remember material they have actively processed. Research has found that active learning is more effective than traditional passive study methods, leading to improved academic outcomes (Freeman et al., 2017). The study environment plays a crucial role in the effectiveness of study habits. This habit involves creating a conducive study space, free from distractions, with adequate lighting, and comfortable seating. A well-organized study environment can significantly enhance concentration and productivity, leading to more effective learning sessions. Studies suggest that students who study in environments optimized for learning tend to have better focus and higher academic achievement (Gillen-O’Neel, Huynh, & Fuligni, 2016). A good study habit includes regular self-assessment and reflection on one’s understanding of the material. This habit involves testing oneself, identifying areas of weakness, and revising accordingly. Self-assessment allows students to track their progress and make necessary adjustments to their study strategies. Reflecting on what has been learned reinforces knowledge and helps in the long-term retention of information. Research shows that students who regularly assess their understanding and reflect on their learning are more likely to achieve academic success (Brown, Roediger, & McDaniel, 2020).

In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. Ozmert (2018) emphasized the importance of environmental influence as a major factor in the development of students studying habit. In the same vein, Adetunji and Oladeji (2017) submit that the environment of most children is not conducive for studying; it is in the light of this that made some parents to prefer their children to go to boarding school for proper discipline and to inculcate better reading habit.  According to Hussain (2017) secondary school students in public schools often come from economically poor and average income families. These families face various problems causing emotional disturbance among their children. They have poor academic performance.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

In the same vain, study habit tends to enhance participation in learning activities which in turn enhances students’ motivation towards learning. Students class participation is the rate at which students engage and contribute during lessons. They participate by answering questions, asking questions and making contributions where necessary. This is determined largely by the method of mode of instructional delivery. Dickson (2019) opined that when digital materials are used in instructional delivery, it helps to enhance students’ participation in learning activities. They tend to be very active because it promotes individualized learning and encourages problem-solving among students. Motivating students to learn is a complex and multifaceted task that involves various factors.

Motivation towards learning on the other hand refers to the internal or external factors that drive individuals to engage in and persist with the process of acquiring knowledge, skills, and understanding. It is the desire, energy, and enthusiasm that propel students or learners to actively participate in educational activities and seek to achieve learning objectives (Robert, 2019). Motivation can significantly impact a person’s attitude towards learning and their ultimate success in the educational journey. Motivation towards learning according (Olson, 2019) can be categorized into two main types: Intrinsic motivation: This type of motivation comes from within the individual. It is driven by personal interest, curiosity, and the inherent satisfaction derived from the learning process itself. When someone is intrinsically motivated to learn, they are more likely to engage in learning activities because they find them enjoyable, fulfilling, or personally meaningful. Intrinsic motivation is often associated with long-term commitment to learning and a deep understanding of the subject matter; Extrinsic motivation comes from external factors such as rewards, recognition, grades, or the desire to avoid punishment. While it may not be as enduring as intrinsic motivation, it can still be a powerful tool for encouraging learning. Extrinsic motivation can take the form of tangible rewards (e.g., certificates, prizes), social recognition (e.g., praise from teachers or peers), or the promise of future opportunities (e.g., career advancement). Effective education often combines both intrinsic and extrinsic motivation strategies to foster a positive learning environment. When learners see the practical application of what they are learning and understand its significance in their lives, they are more motivated. Allowing learners some control over their learning choices and methods can boost motivation by giving them a sense of ownership.

Hence the need to understand how study habits impact academic success in different subjects in Oshimili South Local Government Area of Delta State.

1.2 Statement of the problem

One of the most important results of education is academic performance, which affects students’ prospects in the future and advances society as a whole. However, academic achievement has varied among students in Delta State’s Oshimili South Local Government Area in a variety of topics. While some kids perform very well in a particular subject, others find it difficult to achieve academic requirements, which worries educators, parents, and legislators.

Students’ study habits are one possible explanation for these discrepancies. Academic success is greatly influenced by students’ study habits, which include time management, learning techniques, and attention and memory skills. Nevertheless, there is a paucity of empirical research in this area examining the precise influence that these study habits have on academic success in various areas.

Therefore, the issue is the lack of knowledge on how diverse study habits affect students’ academic performance in various disciplines in Oshimili South Local Government Area. Due to this information gap, it is difficult for teachers to create focused interventions and for students to adopt efficient study techniques that could improve their performance in every topic. Hence the need to understand how study habits impact academic success in different subjects in Oshimili South Local Government Area of Delta State.

1.3 Aim and Objectives of the study

The main purpose of this study is to examine the impact of study habits on students’ academic success in different subjects in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. Determine the specific study habits that are most effective in improving academic performance of students across various subjects.
2. Analyze how study habits vary between different subjects that enhances academic performance of students among secondary schools’ study in Oshimili South.
3. Examine the influence of study habit on students’ participation in learning activities leading the good academic performance in Secondary Schools in Oshimili South.
4. Determine the influence of study habit on students’ motivation towards learning leading the good academic success in Secondary Schools in Oshimili South.

1.4 Research Questions

The following questions were raised to guide the study:

1. What are specific study habits that are most effective in improving academic performance across various subjects in secondary schools’ study in Oshimili South?
2. How does study habits vary between different subjects that enhances academic performance in secondary schools’ study in Oshimili South?
3. How does study habit influence students’ participation in learning activities leading the good academic performance in Secondary Schools in Oshimili South?
4. How does study habit influence students’ motivation towards learning leading the good academic performance in Secondary Schools in Oshimili South.

1.5 Significance of the study

This study would be beneficial to students, teachers, parents, school management and future researchers.

The study could help students recognize the importance of developing effective study strategies tailored to different subjects. It could encourage students to take control of their learning process, fostering self-discipline and responsibility. Students can better manage their time by understanding how specific study habits impact performance, leading to reduced stress and improved academic outcomes. This knowledge can help students avoid procrastination by showing the benefits of consistent study routines. Students can identify their strengths and weaknesses in various subjects, allowing them to focus on areas that need improvement. Developing good study habits early on can set a foundation for lifelong learning and success beyond secondary school. Understanding the link between study habits and success can boost students’ confidence and motivation, as they see a clear path to achieving their academic goals. This study can help students realize that academic success is not just about natural ability but also about the effort and strategies they employ. Overall, it empowers students to take a proactive approach to their education, leading to better academic outcomes and personal growth.

Teachers can use the findings to identify which study habits are most effective for different subjects, allowing them to guide students more effectively. Understanding the role of study habits in academic success enables teachers to design instructional strategies that reinforce positive habits. Teachers can provide more targeted support to students who struggle by helping them develop study habits that align with their learning needs. The study offers insights that can help teachers differentiate instruction based on students’ study habits, ensuring that all students can succeed. Teachers can incorporate lessons on effective study habits into their curriculum, teaching students how to learn, not just what to learn. Understanding the link between study habits and academic performance can help teachers identify students who may need additional support or interventions. Teachers can use this knowledge to foster a classroom environment that encourages and rewards good study habits. The study can help teachers communicate more effectively with students about the importance of study habits, reinforcing their role in academic success. By understanding how study habits impact different subjects, teachers can tailor their feedback to students, offering more constructive and relevant advice. Teachers can also use this knowledge to collaborate with parents, ensuring that study habits are supported both at home and in the classroom.

Parents can better support their children’s academic success by understanding the importance of developing effective study habits. The study provides parents with insights into how they can create a conducive home environment that encourages positive study habits. Understanding the impact of study habits can help parents guide their children in establishing routines that balance schoolwork with other activities. Parents can use the study’s findings to identify and address potential challenges their children may face in different subjects. The study empowers parents to be more involved in their children’s education by understanding how their support at home can influence academic success. Parents can work with teachers to reinforce study habits that are effective for different subjects, creating a more cohesive support system for their children. By understanding the role of study habits, parents can set realistic expectations and provide the necessary resources for their children to succeed. The study can help parents recognize that academic success is not just about intelligence but also about the effort and strategies their children use. Parents can use this knowledge to encourage and motivate their children, reinforcing the importance of consistent effort and good study habits. Overall, the study helps parents play a more active and informed role in their children’s education, leading to better academic outcomes.

School management can use the study’s findings to develop programs that promote effective study habits among students. Understanding the impact of study habits on academic success can inform decisions about curriculum design and instructional practices. School management can implement policies that encourage teachers to focus on teaching study skills alongside academic content. The study can guide the development of support services, such as tutoring or study skills workshops, that address students’ needs in different subjects. School management can use the findings to evaluate and improve the overall academic performance of the school by focusing on study habits. Understanding the role of study habits can help school management identify areas where students may need additional resources or support. The study can inform professional development programs for teachers, emphasizing the importance of study habits in academic success. School management can collaborate with parents and teachers to create a school-wide culture that values and promotes good study habits. The study’s findings can help school management make data-driven decisions about interventions and support programs that target specific subjects. By understanding the link between study habits and academic success, school management can create a more effective and supportive learning environment for all students.

Future researchers can build on this study to explore the impact of study habits in different educational contexts, such as higher education or vocational training. The study provides a foundation for investigating the long-term effects of study habits on academic success and career outcomes. Future researchers can use the study’s findings to examine how study habits interact with other factors, such as motivation, intelligence, and socioeconomic status. The study opens up new avenues for research on the development and effectiveness of interventions designed to improve study habits. Researchers can use the study to explore how technology and digital tools influence study habits and academic success. The study provides a framework for comparative research on study habits and academic success across different cultures or educational systems. Future researchers can investigate how study habits evolve over time and their impact on lifelong learning and personal development. The study’s findings can inform research on the role of parents, teachers, and school management in shaping students’ study habits. Researchers can use the study as a basis for developing and testing new theories related to learning, cognition, and academic performance. The study contributes to the broader field of educational research by highlighting the importance of study habits as a key factor in academic success.

1.6 Delimitation of the Study

This study is focused on understanding how study habits impact academic success in different subjects. The study is delimited to public secondary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on specific study habits that are most effective in improving academic performance across various subjects, how does study habits vary between different subjects that enhances academic success, how does study habit influence students’ participation in learning activities leading the good academic success and how does study habit influence students’ motivation towards learning leading the good academic success.

1.7 Area of the Study

The study was carried out in Oshimili South Local Government Area of Delta State. This local government area is significant as it encompasses the capital city of Delta State, Asaba, making it a focal point for various social, economic, and educational activities in the region. Geographically, Oshimili South is situated approximately between latitudes 6.1753° N and 6.2036° N, and longitudes 6.7306° E and 6.7728° E. It is bounded by the Anambra River to the west, which serves as a natural boundary with Anambra State, and is bordered by Oshimili North to the north and Ika South to the east.

Oshimili South is characterized by a diverse population that engages predominantly in various occupations, including trade, agriculture, and public service. The area has a vibrant market culture, with numerous local markets providing opportunities for small and medium-scale businesses. Agriculture, particularly farming and fishing, also plays a crucial role in the livelihood of the inhabitants, contributing to the local economy.

Education is a cornerstone of the community in Oshimili South, with a robust network of private, faith-based, and public secondary schools. The local government area hosts 13 public secondary schools, complemented by numerous private institutions. This high concentration of educational facilities has led to a substantial population of secondary school students, providing a fertile ground for educational research.

The presence of a significant number of public secondary school students makes Oshimili South an ideal area for this study. The diverse educational settings, combined with the socioeconomic dynamics of the community, allow for a comprehensive examination of various educational factors, including teacher motivation and its impact on student engagement and academic performance. Thus, the area’s unique characteristics not only highlight its educational importance but also underscore its suitability for conducting meaningful research in the field of education.

1. 8 Definition of Terms

Study Habit: This refers to the regular practices or routines that students engage in to facilitate learning and academic work, such as time management, organization, and specific study techniques.

Academic Success: This is the achievement of desired educational goals, often measured by grades, test scores, or the successful completion of academic programs.

Participation in Learning Activities: This involves actively engaging in educational tasks or exercises, such as attending classes, contributing to discussions, completing assignments, and collaborating in group work.

Motivation: This is the internal drive or external stimuli that encourage individuals to pursue and persist in academic tasks, often influencing their level of effort and persistence in achieving educational goals.

Pages:  101

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Cultural Factors Influencing Attitude of Secondary School Students Towards Social Activities in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined cultural factors influencing attitude of secondary school students towards social activities in Oshimili South Local Government Area of Delta State. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area, Delta State. The sample of the study comprised of 200 senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area, Delta State. The instrument used for data collection is a structured questionnaire which was validated by two lecturers; one from School of Secondary Education (Businesses) and the other from Educational Measurement and Evaluation, both in the Federal College of Education (Technical) Asaba. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire was administered on secondary school students in Idemmili South Local Government Area of Anambra State using split-half method. Data collected was analyzed using Pearson Moment Correlation Coefficient to ascertain the level of correlation to ascertain the level of the consistency. The researcher was administered 200 copies of the questionnaire to the respondents in the selected schools in Oshimili South Local Government Area, Delta State and 198 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study revealed among others that there are common cultural practices in secondary school students’ households in Oshimili South Local Government Area. It was recommended among others that schools in Oshimili South Local Government Area should integrate culturally relevant activities into their curriculum to ensure inclusivity and reflect the cultural practices common in students’ households.

CHAPTER ONE

INTRODUCTION

• Background to the study

Education is a comprehensive process that encompasses not only academic learning but also the development of social, emotional, and interpersonal skills. Social activities play a vital role in this process by providing students with opportunities to engage in collaborative experiences, develop leadership abilities, and build a sense of community.

Social activities refer to organized events or interactions where individuals or groups come together for leisure, networking, or achieving specific goals. According to Adeyemi (2020), these activities promote social cohesion, cultural exchange, and emotional well-being by enabling people to connect and share experiences. In educational settings, social activities enhance teamwork and communication skills among students, fostering an inclusive learning environment. These activities are essential for building community relationships and promoting societal harmony. Social activities are human engagements aimed at fostering interpersonal connections, cultural appreciation, and mutual understanding. Okonkwo (2019) asserts that these activities vary from recreational events to community service initiatives, promoting inclusiveness and collective growth. By participating in such activities, individuals can develop empathy and understanding, essential for societal progress. They also offer a platform for addressing social challenges, thus contributing to sustainable development. Social activities encompass events and programs designed to strengthen bonds among individuals, enhance collective well-being, and build networks. Nwosu (2021) emphasizes that these activities include sports, cultural festivals, and communal gatherings, which foster unity and peace within communities. They also play a significant role in skill acquisition and knowledge sharing, especially among youth. Beyond entertainment, social activities are crucial in addressing social vices and creating awareness about societal issues.

Additionally, Social activities are deliberate efforts or engagements that promote interactions and foster relationships among individuals within a community. According to Adebayo (2022), such activities include educational seminars, recreational events, and advocacy programs that encourage active participation and collaboration. They serve as tools for breaking barriers of communication, ensuring inclusiveness in diverse settings. Social activities contribute significantly to personal and communal growth by improving emotional intelligence and strengthening community ties. Social activities are interactions or engagements that facilitate communal bonding and individual development. Chukwuma (2023) describes them as platforms for people to connect, exchange ideas, and contribute to the betterment of their society. These activities often involve cultural, recreational, or educational components that bring people together. They not only provide opportunities for relaxation but also enable communities to tackle social and developmental issues collaboratively.

Cultural factors on the other hand, are the beliefs, values, norms, and practices that influence an individual’s behavior and social interactions within a specific cultural context. According to Okafor (2020), these factors shape the way people perceive the world, interact with others, and make decisions. They include language, religion, traditions, and societal roles, which vary across communities and influence societal development. Cultural factors are essential in understanding human behavior as they provide the foundation for identity and community cohesion. Cultural factors are elements rooted in a community’s traditions and values that influence its members’ social, economic, and political lives. Adebayo (2019) explains that these factors include social norms, moral codes, and customs that regulate behavior and guide decision-making processes. They also impact educational practices, governance, and even economic activities, shaping the society’s overall structure. Understanding cultural factors is crucial for promoting mutual respect and inclusivity in a diverse society. Cultural factors refer to the shared attitudes, values, and practices passed down through generations that shape the identity and interactions of a community. Nwankwo (2021) highlights that these factors determine how people approach issues such as education, marriage, health, and conflict resolution. They are integral to societal functioning, as they dictate acceptable behavior and influence relationships between individuals and groups. By acknowledging cultural factors, policymakers and educators can design strategies that align with community needs and traditions. Cultural factors are the intrinsic and extrinsic elements of a society that define its identity and influence the behavior of its members. According to Eze (2022), these factors include traditional beliefs, family structures, and artistic expressions, all of which contribute to a society’s uniqueness. They play a significant role in shaping social norms and economic practices, thereby influencing development patterns. Recognizing and respecting cultural factors can enhance effective communication and collaboration in multicultural settings. Cultural factors are the underlying components of a community’s way of life, influencing the attitudes and behaviors of individuals within that society. Chukwuemeka (2023) asserts that these factors include religion, language, social hierarchies, and customary laws, all of which dictate how people interact and resolve conflicts. They also serve as a foundation for creativity, innovation, and cultural preservation in a rapidly changing world. Understanding these factors is vital for fostering cultural appreciation and addressing societal challenges effectively.

Attitude refers to an individual’s consistent thoughts, feelings, and behavioral tendencies towards people, objects, or situations. According to Nwafor (2020), attitudes are shaped by personal experiences, social influences, and cultural factors, often determining how individuals respond to various circumstances. They can be positive or negative and significantly influence decision-making and interpersonal relationships. Attitude is a psychological construct that reflects a person’s predisposition to evaluate and react to stimuli in a particular manner. Adebayo (2019) explains that it comprises cognitive, affective, and behavioral components, each influencing how an individual perceives and interacts with their environment. These tendencies are shaped by upbringing, education, and peer influences, contributing to the formation of social and professional relationships. Attitudes are critical in shaping behavior, making them a focus in studies on human motivation and societal change. Attitude describes the mental and emotional orientation an individual exhibit towards an idea, object, or person. Eze (2021) asserts that attitudes result from personal beliefs, cultural norms, and life experiences, and they influence how individuals engage with their surroundings. Positive attitudes foster collaboration and progress, while negative ones may hinder personal and communal development. Attitude encompasses the perceptions and emotions that guide an individual’s actions and reactions in various situations. Okonkwo (2022) highlights that attitudes are influenced by societal norms, individual values, and environmental factors, often acting as a determinant of behavior. They are not static and can change with exposure to new information or experiences, making them essential in the study of human behavior. Attitudes impact personal growth, relationships, and overall societal harmony, emphasizing their significance in daily interactions. Attitude is a learned predisposition to think, feel, or behave in specific ways towards certain objects, people, or situations. Chukwu (2023) describes attitudes as multifaceted constructs shaped by education, cultural background, and social interactions. These predispositions influence how individuals approach challenges, opportunities, and relationships within their environment. Recognizing and modifying attitudes is crucial for fostering personal development and achieving societal goals, especially in diverse cultural contexts.

In a typical Nigerian community, there are several cultural practices that the children tend to abide with even in their educational institutional which influences their learning experiences and participation on social activities. Among the several factors are family life, traditional norms and cultural identity. Family life refers to the collective experiences and interactions that occur within a household, involving relationships, routines, and responsibilities among family members. According to Iwuala (2020), it is shaped by both individual and collective values that govern the behavior and practices within the family. These practices include socializing children, managing resources, and maintaining emotional bonds. Family life plays a critical role in shaping the emotional well-being of its members, as it provides both support and structure. Family life is the set of interactions, relationships, and roles that define the functioning of a family unit. Nwachukwu (2021) argues that family life is characterized by shared responsibilities such as caregiving, education, and emotional support, which are influenced by cultural, economic, and societal factors. This dynamic environment fosters growth, socialization, and identity formation, making it essential for the development of individuals. The values passed down through family life help form the foundation for societal norms and individual behaviors. Family life refers to the daily routines, roles, and relationships within a family that influence the overall well-being of its members. According to Onwuegbuna (2022), it encompasses a variety of activities, such as caregiving, resource distribution, and emotional support, which vary based on cultural, economic, and social contexts. The structure of family life can significantly impact the development of children, as it affects their socialization, education, and sense of security. A healthy family life nurtures both personal growth and collective stability. Family life is a broad concept that encompasses the practices, values, and relationships that characterize the interactions between family members. Olayemi (2023) explains that it includes the roles each member plays within the household, such as the caregiver, provider, or nurturer, which contribute to the family’s well-being. The structure of family life, whether nuclear, extended, or single-parent, influences how individuals are socialized and prepared for societal participation. It also plays a significant role in emotional support, problem-solving, and conflict resolution within the family. Family life involves the intricate web of relationships, routines, and values shared among family members that influence their development and societal integration. Nnaji (2022) asserts that family life is essential for providing emotional support, stability, and a foundation for individual identity. The interaction between family members influences behaviors, attitudes, and future aspirations, making family life a pivotal factor in personal and social development. Additionally, family dynamics, including communication patterns and role distributions, shape the overall functioning of the unit.

Traditional norms refer to the established customs, beliefs, and practices that are handed down from generation to generation within a particular community or society. According to Uche (2021), these norms dictate acceptable behavior and social roles, shaping individuals’ actions and interactions within their culture. They are often deeply rooted in the historical and cultural context of a society, influencing everything from family dynamics to social structures. Traditional norms are the practices, customs, and rules that have been accepted and perpetuated within a society over time. Akinmoladun (2022) explains that these norms are often based on religion, history, and shared experiences, and they provide a sense of continuity and identity within a community. They govern various aspects of life, such as marriage, rites of passage, and social behavior, and can serve as a moral compass for individuals. Despite their role in preserving cultural heritage, traditional norms may evolve or face challenges due to globalization and changing societal values. Traditional norms are the unwritten rules and expectations that guide behavior and interactions within a community. According to Ojukwu (2020), these norms are shaped by cultural heritage and societal values, with each community having its own set of customs that dictate what is considered proper or improper. They regulate everything from personal conduct to collective rituals, ensuring that cultural practices and societal roles are preserved. Traditional norms are cultural standards and practices that govern the behavior of individuals within a society. Okeke (2023) defines these norms as the foundation upon which social roles, family structures, and community relationships are built. They are typically reinforced through cultural institutions such as family, religion, and community gatherings. Traditional norms are the values, beliefs, and practices that are passed down through generations and dictate the way individuals within a society behave. According to Ajayi (2021), these norms shape not only social interactions but also how individuals view authority, gender roles, and community responsibilities. They provide structure and continuity, but can also become restrictive if they resist change or adaptation to modern challenges.

Cultural identity refers to the shared values, beliefs, customs, and traditions that define a group of people and shape their sense of belonging. According to Okoroafor (2021), cultural identity is deeply rooted in language, religion, art, and historical experiences that distinguish one group from another. It provides individuals with a framework for self-expression and a connection to their heritage. Cultural identity is vital for preserving diversity, fostering community pride, and guiding interactions within and outside the cultural group. Cultural identity is the sense of belonging and self-awareness derived from shared cultural attributes such as language, traditions, and norms. Ibe (2020) describes it as a dynamic construct influenced by both historical and contemporary practices, shaping how individuals perceive themselves within their community and the broader society. It acts as a foundation for personal and collective identity, offering stability amidst changing global trends. Cultural identity also plays a significant role in promoting unity and understanding within diverse societies. Cultural identity encompasses the unique characteristics, values, and practices that individuals inherit from their cultural heritage, which influence their worldview and social behavior. Nwankwo (2022) asserts that cultural identity provides a sense of pride and connection to a group’s history, often reflected through language, dress, and rituals. It evolves over time as individuals interact with other cultures, but its core elements remain significant in shaping identity. Cultural identity helps preserve traditions while enabling individuals to navigate a multicultural world. Cultural identity is the collective representation of shared values, beliefs, and customs that define a group and distinguish it from others. According to Adebayo (2021), it is expressed through language, religion, art, and social practices, creating a unique sense of belonging for individuals within the group. Cultural identity strengthens emotional ties to one’s heritage while fostering respect for diversity. It also serves as a guide for maintaining cultural continuity and adapting to societal changes. Cultural identity refers to the distinctive attributes and traditions that connect individuals to a particular cultural group, shaping their sense of self and belonging. Olayemi (2022) emphasizes that cultural identity is expressed through shared history, language, and practices, which provide individuals with a framework for understanding their place in the world. It influences interactions both within and outside the cultural group, promoting solidarity and respect for differences. By preserving cultural identity, societies can maintain their heritage while embracing global diversity.

There no doubt cultural practices have a role to play in students’ participation in social activities. Hence the need to examine cultural factors influencing attitude of secondary school students towards social activities. in Oshimili South Local Government Area of Delta State.

• Statement of the problem

Cultural factors significantly shape the attitudes and behaviors of individuals, including secondary school students, toward social activities. In Oshimili South Local Government Area of Delta State, the interplay of cultural norms, traditions, and values has profound implications on how students perceive and engage in social activities. Factors such as community expectations, family influence, religious beliefs, and traditional practices often dictate the level of participation and type of social activities students find acceptable.

For instance, in some families, traditional norms emphasize academic excellence over social engagement, leading to a restrictive attitude toward extracurricular participation. Conversely, other cultural settings may prioritize communal events, fostering active involvement in social activities. However, the conflicting pressures from evolving modern lifestyles and entrenched cultural values can create a dilemma for students, affecting their overall social development.

Social activities play a vital role in this process by providing students with opportunities to engage in collaborative experiences, develop leadership abilities, and build a sense of community. These activities, including sports, cultural events, and extracurricular clubs, are essential for fostering well-rounded individuals who can thrive in diverse social settings. However, students’ attitudes toward participating in social activities are often shaped by cultural factors such as family expectations, societal norms, religious beliefs, and traditional practices. These cultural dynamics influence how students perceive the importance and relevance of social activities in their lives. In some contexts, traditional values that prioritize academic achievements may lead to a diminished emphasis on social engagements, while in others, cultural expectations may actively encourage participation in communal or extracurricular activities.

It against this backdrop that this study is carried out to examine cultural factors influencing attitude of secondary school students towards social activities. in Oshimili South Local Government Area of Delta State.

1.3  Purpose of the study

This study is focused on examining the cultural factors influencing attitude of secondary school students towards social activities in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. identify the common cultural in secondary school students’ attitudes households in Oshimili South Local Government Area.
2. examine the influence of family background on students’ participation in social activities in Oshimili South Local Government Area.
3. investigate the influence of traditional norms on students’ perceptions of social activities in Oshimili South Local Government Area.
4. determine the influence of cultural identity on students’ motivation to engage in social activities in Oshimili South Local Government Area.
   • Research questions

The following research questions guided the study:

1. What are the common cultural practices amongst secondary school students’ households in Oshimili South Local Government Area?
2. How does family life influence secondary school students’ participation in social activities in Oshimili South Local Government Area?
3. How do traditional norms influence students’ attitudes towards social activities in Oshimili South Local Government Area?
4. How does cultural identity influence secondary school students’ motivation to engage in social activities in Oshimili South Local Government Area?

1.5 Significance of the study

The study could be of great benefit to students, teachers, school management, parents, community, future researchers.

For students, the study could help them gain insights into how their cultural backgrounds shape their perspectives and behaviors, enabling them to make informed choices about participating in beneficial social activities. This knowledge promotes inclusivity, cultural sensitivity, and the ability to navigate diverse social settings effectively. It also helps students appreciate cultural diversity and understand the role of social activities in fostering teamwork, leadership, and interpersonal skills, which are essential for academic and life success.

For teacher, the study equips them with a deeper understanding of how cultural factors shape students’ attitudes towards social activities. This awareness could enable educators to design inclusive and culturally responsive activities that encourage participation from all students, regardless of their backgrounds. Teachers could use the findings to foster a positive classroom environment where cultural differences are respected and celebrated, leading to improved teacher-student relationships and enhanced student engagement. Furthermore, it aids teachers in identifying cultural barriers to participation, allowing them to develop strategies that support students in balancing academics and social growth.

For school management, the study provides valuable insights into the role of cultural factors in shaping students’ social behaviors and attitudes. These findings could guide the development of policies and programs that align with the cultural values of the student body, ensuring that social activities are inclusive and beneficial. Management could leverage this knowledge to create a supportive school culture that values diversity and promotes student engagement in extracurricular activities. Additionally, the study helps in identifying and mitigating potential cultural conflicts, thereby fostering a harmonious and productive school environment.

For parents, the study highlights the impact of cultural upbringing on students’ attitudes towards social activities, providing parents with a framework to support their children in this regard. It empowers parents to reflect on how their cultural values and practices influence their children’s participation in social activities and encourages them to provide a balanced perspective. Parents could play an active role in encouraging their children to engage in positive social activities that enhance their academic, emotional, and social development while still maintaining cultural integrity.

For the community, this study could shed light on the interplay between culture and youth participation in social activities, fostering a collective effort to address cultural barriers. Communities could use the findings to promote cultural values that encourage inclusivity, collaboration, and positive social engagement among young people. Such efforts contribute to the development of responsible and culturally sensitive citizens. Additionally, the study provides a platform for community leaders to address cultural stereotypes and biases, thereby enhancing unity and social cohesion.

For future researchers, the study serves as a foundational reference for future researchers exploring similar or related topics. It provides empirical data on cultural factors influencing students’ attitudes, offering insights into methodologies, theoretical frameworks, and practical applications. Researchers could build upon this work to investigate other dimensions of culture and its impact on education and social behavior. Furthermore, the study opens avenues for comparative research across different regions, enabling a broader understanding of cultural dynamics and their implications for educational and social policies.

1.6 Scope / Delimitation of the study

This study examined the cultural factors influencing attitude of secondary school students towards social activities. The study is delimited to public secondary schools in Oshimili South Local Government Area of Delta State with particular emphasis on common cultural practices, family background, traditional norms and community expectations and cultural identity. Respondents of the study are senior secondary school students in Oshimili South Local Government Area of Delta State.

• Area of the study

The study is being carried out in secondary schools in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

1.8 Definition of Terms

Cultural Factors: Cultural factors refer to the shared values, beliefs, norms, traditions, and practices that influence the behavior and decisions of individuals or groups within a society. These factors shape perceptions, attitudes, and behaviors, often affecting how people interact, learn, and solve problems. Cultural factors vary widely across different societies and are influenced by history, religion, language, and social structures. They play a crucial role in shaping identity and determining social expectations. Understanding cultural factors is essential for addressing issues in diverse environments, including education and community development.

Attitude: Attitude refers to an individual’s predisposition or tendency to respond positively or negatively toward a specific idea, object, person, or situation. It is influenced by personal experiences, beliefs, and emotions and reflects how a person feels, thinks, or intends to act. Attitudes are often categorized as cognitive (thoughts), affective (feelings), and behavioral (actions) components. They play a critical role in shaping an individual’s behavior and can be influenced or changed through education and social interactions. Positive attitudes often promote growth and development, while negative ones can hinder progress.

Secondary School: A secondary school is an educational institution that provides students with formal education typically after primary school and before higher education or vocational training. It serves students in their adolescent years, usually covering grades 7 to 12 or the equivalent, depending on the country. In Nigeria, junior secondary school for three years and senior secondary school for three years The curriculum in secondary school often includes a mix of general education subjects and specialized areas to prepare students for advanced studies or careers. It is a critical phase in the education system, focusing on the intellectual, social, and emotional development of learners. Secondary schools aim to equip students with the knowledge and skills necessary for personal growth and societal contributions.

Social Activities: Social activities are organized or informal events that involve interaction, communication, and participation among individuals or groups. These activities can include recreational, cultural, educational, or community-based events designed to foster relationships and enhance social bonds. Social activities are important for building interpersonal skills, promoting teamwork, and improving mental and emotional well-being. They often provide opportunities for individuals to engage in shared interests and contribute to a sense of belonging. Participation in social activities helps individuals develop a sense of identity and connection within their community.

Pages:  76

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Impact of Class Size on Teachers’ Instructional Strategies in Secondary Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study analysed the correlation between class size and academic performance of students is Oshimili South Local Government Area of Delta State. Five research questions guide the study. The study adopted descriptive survey research design.  The population for this study consists of all the 1,500 teachers from public secondary school teachers in the Oshimili South Local Government Area of Delta State. A sample of 100 teachers were selected from 10 public secondary schools in the Oshimili South LGA. The primary instrument for data collection was a structured questionnaire titled “Impact of Class Size on Instructional Strategies Questionnaire” (ICSISQ) which was validated by two experts in measurement and evaluation in Federal College of Education (Technical) Asaba. A pilot study was conducted with a sample of teachers not included in the main study to calculate the reliability of the instrument. A Cronbach’s alpha value of 0.70 was obtained indicating that the instrument was reliable.  Data collection was conducted through the administration of the 100 copies of the validated instruments to the selected teachers in the sampled schools and ninety-nine (99) copies of the completed questionnaires were collected and analyzed using the Descriptive statistics, including mean and standard deviation. Findings of the study revealed among others that relationship exist between class size and the quality of instruction in secondary schools in Oshimili South Local Government Area of Delta State. It was recommended among others that government should build more classrooms to enhance the quality of instruction in secondary schools in Oshimili South Local Government Area of Delta State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The size of a classroom can feel like an invisible force—one that shapes every interaction, affects every lesson, and ultimately influences each student’s journey through school (Antalan Balucanag, Mendoza,  Noriel, , & Soliven., 2018).  While class size might seem like a simple logistical detail, its impact reaches far beyond classroom walls, touching upon the quality of education and students’ academic potential.  Class size refers to the number of students assigned to a particular classroom, a factor that has profound implications for the educational process. Research indicates that smaller class sizes are generally associated with higher student engagement, better academic performance, and more personalized learning experiences (Baker et al., 2020; Education Trust, 2021). Conversely, larger class sizes can lead to reduced individualized attention, increased classroom management issues, and diminished instructional quality, ultimately impacting student learning outcomes negatively.

Historically, the concept of class size has evolved alongside educational reforms and shifts in pedagogical theories. In the mid-20th century, larger class sizes became prevalent as schools sought to accommodate increasing student populations without proportional increases in teaching staff. This shift often resulted in overcrowded classrooms, where the quality of instruction suffered due to the inability of teachers to address the individual needs of students effectively. Research has consistently shown that large class sizes can hinder academic achievement, particularly for students who require additional support (Mweru, 2010). In recent years, however, there has been a resurgence of interest in the benefits of smaller class sizes, fueled by studies demonstrating their positive impact on student learning. The introduction of policies aimed at reducing class sizes has emerged in various educational systems as a strategy to enhance academic performance and address equity in education. For instance, the “Student Success Act” in the United States, which advocates for funding to reduce class sizes, reflects a growing recognition of the importance of this variable in educational outcomes (Brookings, 2019).

The relationship between class size and instructional strategies in secondary schools has been a significant focus of educational research, particularly as educators seek to optimize teaching effectiveness and improve student outcomes. Larger class sizes pose unique challenges for teachers, compelling them to adapt their instructional methods to meet diverse learning needs while managing classroom dynamics. This essay explores the impact of class size on teachers’ instructional strategies, highlighting the associated challenges and adaptations that arise in different educational contexts. The quality of instruction is significantly influenced by class size, with implications for how effectively teachers can deliver content and engage students in the learning process. In smaller classes, teachers have the flexibility and capacity to employ a diverse array of instructional strategies tailored to meet the varied needs of their students. This versatility allows educators to facilitate discussions, implement collaborative projects, and provide individualized support, all of which contribute to enhanced student learning experiences (Education Trust, 2021). With fewer students to manage, teachers in smaller classes can focus on interactive and student-centered teaching practices. This setting encourages the development of critical thinking and problem-solving skills, as teachers can engage students in meaningful dialogues and discussions. According to a study by the National Education Association (NEA, 2020), smaller class sizes enable educators to foster an inclusive environment where all students feel comfortable expressing their thoughts and asking questions. This level of engagement is essential for promoting deeper understanding and retention of knowledge. Moreover, smaller classes allow teachers to differentiate instruction more effectively. They can adapt lessons based on individual student needs, learning styles, and pace of learning. Research shows that when students receive personalized attention, they are more likely to succeed academically (Baker et al., 2020). For instance, teachers can provide targeted interventions for struggling students while also challenging advanced learners with more complex tasks, thereby enhancing the overall learning experience. Conversely, teachers in larger classes often resort to traditional, lecture-based instructional methods due to the inherent difficulties of managing a higher number of students. This reliance on direct instruction can severely limit student interaction and engagement (Antalan et al., 2018). In a large classroom setting, it becomes challenging for teachers to facilitate meaningful discussions or encourage student participation. The Brookings Institution (Chingos & West, 2019) highlights that educators in larger classes tend to prioritize content delivery over fostering deeper learning experiences. Research indicates that teachers in large classrooms report higher levels of stress and burnout due to the increased demands of managing multiple students with diverse needs (Antalan et al., 2018). This stress can adversely affect teachers’ instructional quality and their ability to provide personalized support. Furthermore, the emotional toll of managing large classes can lead to higher turnover rates among educators, which further compounds the challenges faced by schools striving to maintain high-quality instruction (Chingos & West, 2019). This can lead to a passive learning environment where students are merely recipients of information rather than active participants in their education. Research indicates that students in larger classes may feel disconnected from the learning process. The absence of personalized interactions with the teacher can hinder students’ motivation and engagement levels (Baker et al., 2020). When teachers struggle to address the diverse learning needs of students in larger settings, the quality of instruction diminishes, often resulting in lower academic performance. Furthermore, the increased stress and workload on teachers in large classes can lead to burnout, which further impacts their ability to deliver high-quality instruction (Chingos & West, 2019).

Classroom management plays a critical role in instructional quality, particularly in large classes. Effective classroom management strategies are essential for creating an environment conducive to learning. However, managing a large number of students can be overwhelming for teachers, leading to increased instances of classroom disruptions and decreased instructional time (Antalan et al., 2018). When teachers are preoccupied with maintaining order, they may have less time and energy to focus on delivering high-quality instruction. Effective classroom management is essential for creating an environment conducive to learning. However, larger class sizes present significant challenges in this area. Teachers often find it difficult to maintain order and discipline, leading to disruptions that detract from the learning experience (Baker et al., 2020). Increased student numbers can result in a chaotic atmosphere where teachers struggle to engage all students actively, making it challenging to implement effective teaching strategies. Additionally, the dynamics of peer interactions in larger classes can complicate classroom management. In such settings, disruptive behaviours may become more prevalent, making it difficult for teachers to engage all students effectively. This chaotic environment not only affects the teacher’s ability to deliver content but also diminishes the overall learning experience for students.

The disparity in instructional quality between small and large classes is evident in the strategies teachers employ. In smaller classes, teachers can effectively use collaborative learning techniques, such as group projects and peer teaching, which not only enhance learning but also foster social skills and teamwork among students. Such collaborative methods encourage students to take ownership of their learning, thereby increasing their intrinsic motivation (Education Trust, 2021). On the other hand, teachers in larger classes may rely heavily on whole-group instruction, where a single lesson is delivered to all students without much differentiation. This approach often results in some students disengaging from the learning process, especially those who may not grasp the material as quickly as their peers. As indicated by the NEA (2020), the lack of individualized attention in larger classes can contribute to widening achievement gaps among students.

The challenges associated with large class sizes are multifaceted. One significant issue is the decreased ability of teachers to provide individualized support to students. In larger classes, teachers often struggle to address the varied learning needs of their students, resulting in a one-size-fits-all approach to instruction (Baker et al., 2020). This lack of personalization can particularly affect students who require additional support, such as those with learning disabilities or English language learners. Additionally, managing classroom behaviour becomes increasingly complex in larger settings. Teachers frequently report higher instances of disruption and disengagement, which can detract from the overall learning environment. A report from the Brookings Institution (2019) noted that as class size increases, the likelihood of behavioural issues rises, leading to greater  To address the challenges posed by larger class sizes, teachers often adapt their instructional strategies. One common approach is the use of more structured and direct forms of instruction. For instance, teachers may employ whole-group instruction and rely on lectures or presentations, which allow them to cover more material efficiently (Baker et al., 2020). While this method may be effective in transmitting information, it often limits opportunities for student interaction and collaboration. Moreover, teachers may utilize technology as a tool to manage larger classes more effectively. Digital platforms and learning management systems can facilitate personalized learning experiences, allowing students to work at their own pace while still being guided by the teacher. Research indicates that the integration of technology can enhance student engagement and support differentiated instruction, even in larger classes (Baker et al., 2020;  Another critical factor influencing how teachers adapt their instructional strategies in response to class size is the level of professional development they receive. Teachers equipped with effective classroom management techniques and differentiated instruction strategies are better positioned to navigate the complexities of larger class sizes. A study by the Education Trust (2021) emphasized the importance of ongoing professional development in equipping teachers with the skills necessary to adapt their instructional methods to varied class sizes. Professional development programs that focus on collaborative teaching strategies, technology integration, and effective classroom management can empower teachers to implement innovative instructional approaches, even in challenging environments. Teachers who receive comprehensive training are more likely to feel confident in their ability to engage students and address individual learning needs, regardless of class size.

The relationship between class size and academic performance is well-documented. Studies consistently show that students in smaller classes tend to achieve higher test scores and exhibit better overall academic performance compared to their peers in larger classes (Education Trust, 2021). For instance, a comprehensive review by the National Center for Education Statistics (NCES, 2019) found that smaller class sizes are particularly beneficial for students from disadvantaged backgrounds, who often require more individualized attention to succeed academically. Moreover, smaller class sizes enable teachers to provide timely feedback and interventions, which are crucial for improving student outcomes. When teachers can closely monitor each student’s progress, they can identify areas where students may be struggling and offer targeted support to help them overcome challenges (Baker et al., 2020). This level of individualized attention is often unattainable in larger classrooms, where students may slip through the cracks and receive little to no support. Class size significantly impacts the educational process, affecting student engagement, instructional quality, and academic performance. Smaller class sizes generally lead to more personalized learning experiences, allowing teachers to implement effective instructional strategies and foster meaningful connections with their students. Conversely, larger class sizes present numerous challenges, including reduced individualized attention, increased classroom management issues, and diminished instructional quality. To enhance educational outcomes, policymakers and educators must prioritize class size reduction initiatives, particularly in schools serving disadvantaged populations. By addressing the challenges associated with large class sizes and investing in smaller classroom environments, we can create a more equitable and effective educational system that supports the success of all students.

Student engagement is another critical aspect influenced by class size and instructional strategies. In larger classrooms, teachers may find it challenging to foster an inclusive learning environment where all students feel motivated to participate actively. Research by Antalan et al. (2018) suggests that smaller class sizes allow for increased student-teacher interactions, which can lead to higher levels of engagement and academic achievement. To combat disengagement in larger classes, teachers may incorporate interactive strategies such as group work, peer teaching, and cooperative learning. These methods promote collaboration among students and allow them to learn from one another while also providing opportunities for the teacher to monitor and assess understanding (Baker et al., 2020). However, implementing these strategies in larger settings requires careful planning and consideration of group dynamics to ensure that all students have the opportunity to contribute meaningfully. For instance, research conducted in the Philippines by Antalan et al. (2018) found a significant inverse relationship between class size and academic performance among high school students, with smaller class sizes correlating with higher academic achievement. The study emphasized that smaller class sizes allow teachers to provide more personalized attention, improving individual student outcomes. This finding is consistent with previous studies that highlight the instructional challenges larger classes create, such as reduced teacher-student interactions, increased classroom disruptions, and limited individualized support, all of which can hinder student learning and overall performance. Similarly, research from the United States and other regions indicates that while smaller class sizes require greater financial investment, the academic benefits may justify these costs. For example, a Brookings Institution report (2019) analyzed state-level initiatives on class-size reduction and found that although implementing smaller class sizes involves substantial resource allocation, the improved academic engagement and performance of students can make these initiatives cost-effective over time. The study also highlighted that smaller class sizes particularly benefit students from lower socioeconomic backgrounds, suggesting that targeted class-size reductions could address educational equity by supporting disadvantaged groups more effectively. Further studies also suggest that the impact of class size can vary depending on specific educational contexts and student demographics. For example, researchers noted that overcrowded classrooms often increase student stress levels and teacher burnout, especially in under-resourced schools. In such environments, students may experience frequent disruptions and teachers face difficulty implementing varied instructional methods, which ultimately reduces learning quality (Direct Research Journal of Education and Vocational Studies, 2022). These findings underscore the importance of manageable class sizes not only for academic performance but also for creating a supportive learning environment that benefits both students and teachers. Additionally, case studies from African countries illustrate similar challenges associated with large class sizes. In Kenya, the introduction of free primary education led to classroom overcrowding, negatively affecting both teaching and learning processes. Teachers reported increased difficulties in classroom management, reduced capacity to engage students individually, and heightened academic inequalities among students due to the variation in learning pace and attention requirements (Mweru, 2010; Direct Research Journal, 2022). These findings suggest that effective class-size management is crucial for maintaining educational standards and supporting student success in diverse global contexts. Evidence from recent studies strongly suggests that smaller class sizes positively impact academic performance by allowing for more focused instruction, improved teacher-student interactions, and a more supportive learning atmosphere. However, implementing smaller class sizes requires a significant commitment to resource allocation and may be particularly challenging in low-income educational settings. Therefore, while class-size reduction is generally beneficial, effective educational policies must consider financial constraints, classroom resources, and demographic needs to ensure equitable access to quality education across various contexts.

The impact of class size on academic performance is further influenced by socioeconomic factors. Research indicates that students from lower socioeconomic backgrounds benefit disproportionately from smaller class sizes. A study by Wong et al. (2021) found that smaller classes improved the academic performance of economically disadvantaged students, suggesting that class-size reduction can serve as an important tool for promoting educational equity. The quality of teacher-student interactions is critical in understanding how class size affects academic outcomes. Smaller class sizes allow teachers to form stronger relationships with students, which can foster a positive classroom environment conducive to learning. These relationships are particularly crucial for students who may struggle academically or face challenges outside the school environment. A study by Smith and Eshleman (2020) revealed that students who felt connected to their teachers were more likely to engage in their learning and perform better academically, regardless of their socioeconomic status. Despite the benefits of smaller class sizes, implementing class-size reduction policies presents a complex array of challenges, even though the advantages of smaller class sizes are widely acknowledged. One of the most significant hurdles is the financial constraints faced by many schools, particularly in low-income areas. According to the Education Trust (2021), while there is substantial support for class-size reduction as an effective educational strategy, many school districts encounter difficulties securing the necessary funding to hire additional teachers or construct new classrooms. This financial shortfall can lead to inequitable access to quality education, especially in schools serving marginalized communities, where the need for smaller classes is often the greatest. Moreover, even when resources are available, the impact of class-size reduction is not uniform across different educational contexts. Research indicates that merely lowering the number of students per class does not automatically result in enhanced academic performance. The work of Baker et al. (2020) emphasizes that other factors, such as the quality of instruction, curriculum design, and the preparedness of teachers, play crucial roles in influencing student outcomes. This perspective is echoed in studies by Hattie (2018), which suggest that teacher effectiveness and instructional strategies are often more critical determinants of student success than class size alone. The context in which class-size reductions occur can significantly affect their effectiveness. For instance, schools that are already facing challenges related to inadequate resources, poorly trained teachers, or substandard curricula may struggle to realize the benefits of smaller class sizes. A study by the Learning Policy Institute (2021) highlights that the positive effects of reduced class sizes are most pronounced when accompanied by supportive instructional practices and robust professional development for teachers. This underscores the need for a holistic approach to educational reform that addresses not just class size but also the broader systemic issues impacting teaching and learning environments. Furthermore, the variation in educational settings means that stakeholders must consider local conditions when implementing class-size reduction policies. In some cases, schools may need to focus on increasing the effectiveness of existing teaching staff through professional development and training rather than solely reducing class sizes. Research by Darling-Hammond et al. (2019) supports this notion, indicating that effective teacher training can yield substantial gains in student achievement, sometimes surpassing the benefits of smaller class sizes. The complexity of implementing class-size reduction policies also extends to logistical challenges. For example, school districts must navigate the process of hiring qualified teachers, which can be especially difficult in regions where there is a shortage of educators. Additionally, reducing class sizes may require restructuring existing classroom layouts, which can be logistically and financially challenging for schools already operating under tight budgets (American Association of School Administrators, 2020).

The impact of class size on instructional strategies also varies based on cultural and contextual factors. For instance, teachers in different regions may face distinct challenges related to class size due to varying educational policies, socioeconomic conditions, and community expectations. A study conducted in Kenya highlighted how the introduction of free primary education led to significant overcrowding in classrooms, which adversely affected instructional quality (Mweru, 2010). In such contexts, teachers had to navigate resource limitations and heightened expectations from parents and the community while striving to deliver effective instruction. Understanding these cultural and contextual factors is essential for developing targeted interventions that address the unique needs of teachers and students. Policies aimed at reducing class sizes must consider the specific challenges faced by educators in different settings, ensuring that strategies are tailored to enhance instructional effectiveness and support student learning. The impact of class size on teachers’ instructional strategies in secondary schools is a complex and multifaceted issue. While smaller class sizes generally facilitate more effective teaching and learning, larger classes pose significant challenges that require teachers to adapt their instructional methods. By understanding these challenges and the adaptations that teachers make, educators and policymakers can work towards implementing strategies that support effective teaching practices in all classroom settings. The relationship between class size and instructional strategies underscores the need for comprehensive teacher training and ongoing professional development, which are crucial for equipping educators with the skills necessary to thrive in diverse classroom environments. Ultimately, addressing the issues associated with class size will require collaborative efforts among educators, administrators, and policymakers to create equitable and effective learning experiences for all students. , the study aims to contribute to the improvement of educational quality and outcomes for Nigerian students. This study represents an important step toward achieving that goal, with the ultimate aim of improving the quality of education in Oshimili South Local Government Area of Delta State

1.2 Statement of the Problem

Despite the recognition of the importance of effective teaching and learning environments, many secondary schools continue to struggle with large class sizes, which significantly impact the quality of education. Research indicates that large class sizes are linked to decreased academic performance, reduced student engagement, and lower levels of individualized instruction (Baker et al., 2020; Education Trust, 2021). In the context of Delta State, many schools face financial constraints that prevent the implementation of effective class-size reduction policies, leading to overcrowded classrooms. This situation creates a host of challenges for teachers, who report feeling overwhelmed by the demands of managing large classes and delivering quality instruction (Antalan et al., 2018). Moreover, while previous studies have highlighted the benefits of smaller class sizes, there is a lack of comprehensive research focusing specifically on the impact of class size on teachers’ instructional strategies and student outcomes in this region. Thus, this study aims to investigate how class size affects instructional quality and teaching methods in secondary schools in Delta State, ultimately contributing to the discourse on educational equity and effective teaching practices.

1.3 Aims and Objectives of the Study

The aims of this study is to examine the Impact of Class Size on Teachers’ Instructional Strategies in Secondary Schools in Oshimili South Local Government Area of Delta State. The specific objectives is:

1. To evaluate the relationship between class size and the quality of instruction delivered by teachers in secondary schools in Oshimili South Local Government Area of Delta State
2. To identify the challenges faced by teachers when managing large classrooms and how these challenges affect their instructional strategies.
3. To assess the perceptions of teachers regarding the impact of class size on student engagement and learning outcomes.
4. To analyze the differences in instructional methods employed by teachers in small versus large classes.
5. To provide recommendations for policymakers on effective strategies for class-size management to enhance instructional quality and student academic performance in secondary schools.

1.4  Research Questions

The following questions were raised to guide the study

1. What is the relationship between class size and the quality of instruction in secondary schools in Oshimili South Local Government Area of Delta State ?
2. What specific challenges do teachers encounter when managing large classes that hinder effective teaching and learning?
3. How do teachers perceive the impact of class size on student engagement and academic outcomes?
4. What differences exist in instructional methods and strategies used by teachers in smaller versus larger class settings?
5. What strategies can policymakers implement to address the challenges associated with large class sizes and improve instructional quality?
   • Significance of the Study

The significance of this study on the correlation between class size and academic performance of students in Oshimili South Local Government Area of Delta State is multi-faceted, impacting various stakeholders within the educational sector: Teachers, school administrators, parents and guardians, students, educational researchers, the community and society.

Teachers stand to benefit from a deeper understanding of how class size impacts their ability to deliver effective instruction. The study may reveal that smaller classes allow for more individualized attention, enabling teachers to tailor their teaching methods to meet the specific needs of each student. This could lead to more effective teaching practices, where teachers can closely monitor student progress, provide timely feedback, and adjust their instruction to address learning gaps.  Larger class sizes often pose significant challenges for classroom management. If the study confirms that smaller classes result in fewer behavioural problems and more on-task behaviour, teachers might advocate for administrative support in maintaining manageable class sizes. Additionally, understanding the dynamics of class size and management can help teachers develop more effective strategies for maintaining discipline and fostering a positive classroom environment, even in larger classes. Teachers can use the findings of this study to identify areas where they may need additional training or support. Conversely, if they must work in larger classes, teachers might look for training in classroom management and differentiated instruction techniques that help maintain high standards of teaching and learning despite the challenges posed by large class sizes. Managing large classes can be stressful and overwhelming, potentially leading to teacher burnout. If the study shows that smaller class sizes improve both student outcomes and teacher well-being, It could prompt schools to take actions that reduce teacher workloads, such as hiring additional staff or implementing support systems that make teaching large classes more manageable. This, in turn, could lead to higher job satisfaction, reduced turnover, and a more stable, motivated teaching staff. The study may encourage teachers to collaborate more closely with their colleagues to share best practices for managing different class sizes. This exchange of ideas can foster a more collaborative school environment, where teachers work together to overcome the challenges associated with class size and support each other in their professional growth.

The findings of this study can help school administrators make data-driven decisions regarding resource allocation. If the research shows a significant impact of class size on academic performance, administrators may prioritize resources to reduce class sizes, such as hiring more teachers, expanding classroom spaces, or creating additional sections of existing classes. Understanding the correlation between class size and academic performance can guide decisions on teacher-to-student ratios, especially in critical subjects where performance is most sensitive to class size variations. This can also inform hiring practices, leading to more targeted recruitment of teachers in subjects or grade levels where class sizes are largest, thereby enhancing overall instructional quality. The study’s findings can influence how administrators design and implement curricula. Smaller class sizes may allow for more flexible and innovative teaching methods, such as project-based learning or individualized instruction, which are more challenging to implement in larger classes.  A key role of school administrators is to foster a positive learning environment. If the study indicates that smaller class sizes contribute to better student-teacher relationships and fewer behavioural issues, administrators might advocate for policies that support smaller classes to cultivate a more conducive learning environment. This could lead to a school culture where students feel more engaged, supported, and motivated to succeed academically. Administrators can use the study’s results as a benchmark for monitoring academic performance across different class sizes. By comparing academic outcomes in relation to class sizes, administrators can identify trends, address underperformance in larger classes, and hold teachers and departments accountable for student outcomes. This approach ensures that administrators are proactively addressing the challenges associated with large class sizes and continuously working to improve educational quality.

This study will equip parents and guardians with the knowledge necessary to make informed decisions about their children’s education. If the research indicates that smaller class sizes lead to better academic outcomes, parents may prioritize enrolling their children in schools with smaller classes or advocate for changes in existing schools to reduce class sizes.  Empowered with data from this study, parents and guardians can more effectively advocate for improvements in the educational system. If the study demonstrates a strong correlation between class size and academic performance, parents can collectively push for policies that ensure more manageable class sizes in schools within their community.  This advocacy could lead to the hiring of more teachers, the expansion of school facilities, or other measures that help reduce class sizes and improve the quality of education. The study will help parents and guardians understand the challenges their children might face in larger classes, such as reduced individual attention, increased distractions, and possibly lower academic achievement.  With insights from the study, parents and guardians can become more actively involved in their children’s education. Knowing the potential impact of class size on academic performance, parents might be more motivated to engage with teachers, attend parent-teacher meetings, and participate in school activities that promote a better learning environment. This involvement is crucial as research consistently shows that parental engagement is a key factor in student success. Conversely, if class size is found to have a minimal effect compared to other factors, parents might decide to invest in other areas, such as after-school programs or additional learning materials, rather than in smaller classes alone. Understanding the significance of class size on academic performance may inspire parents to engage in community efforts aimed at improving local schools. This could involve participating in school boards, joining parent-teacher associations (PTAs),or supporting initiatives that address overcrowding in classrooms. By working together, parents can create a stronger community voice that advocates for the educational needs of all children in Oshimili South.

Students are the primary beneficiaries of any improvements in the educational system. The findings of this study could directly benefit students by creating a more effective learning environment. In smaller classes, students are more likely to receive individualized attention from teachers, where teacher facilitate discussions, group work, and hands-on activities that promote active learning. which can lead to a deeper understanding of the material, better retention of knowledge, and higher grades for students. This increased engagement can make learning more enjoyable for students, leading to higher levels of participation and motivation to succeed academically. Students who are more engaged in their learning are also more likely to develop critical thinking skills and a passion for lifelong learning. One of the key advantages of smaller class sizes is the opportunity for personalized learning. Teachers can more easily identify and address the unique needs, strengths, and weaknesses of each student. For students who may struggle with certain subjects, this personalized attention can mean the difference between falling behind and staying on track with their peers. Conversely, students who excel can be given more challenging tasks that push them to their full potential, ensuring that all students are appropriately challenged and supported in their academic journey. The study may highlight the importance of strong student-teacher relationships in fostering academic success. In smaller classes, students are more likely to build closer, more trusting relationships with their teachers.  A positive student-teacher relationship is often associated with higher levels of academic achievement, improved self-esteem, and greater overall well-being for students.

Larger class sizes can sometimes result in a more stressful and competitive environment, where students may feel lost in the crowd or pressured to compete with many peers for attention and recognition.   In smaller classes, students have more opportunities to participate in discussions, ask questions, and contribute to the learning process. This increased participation can boost students’ confidence, improve their communication skills, and foster a sense of ownership over their learning. By being more actively involved in their education, students are more likely to develop a love for learning and a greater sense of responsibility for their academic success.

The long-term benefits of improved academic performance due to smaller class sizes can be significant for students. A strong academic foundation can open doors to higher education, better job prospects, and greater career success. The study may also shed light on issues of educational equity. If it is found that students in larger classes, often in public schools, are at a disadvantage compared to those in smaller classes, typically in private schools, it could lead to efforts to address these disparities. By advocating for smaller class sizes across all schools, students from different socio-economic backgrounds could have more equal access to quality education, leveling the playing field and ensuring that all students have the opportunity to reach their full potential.

• Scope/Delimitation of the Study.

The study focuses on the impact of class size on instructional quality and teaching methods among secondary school teachers in Oshimili South Local Government Area of Delta State. The study will be conducted in public secondary schools within Delta State, which allows for a concentrated examination of class size dynamics within a particular educational system. By focusing on public schools, the research aims to understand the challenges and instructional practices in environments that often face similar resource constraints and systemic issues. The study will be limited to teachers’ perceptions and experiences regarding class size and instructional strategies. In this study, the independent variable is class size, which refers to the number of students assigned to a particular class. Class size is a crucial factor that can significantly influence teaching dynamics and the overall educational environment. By manipulating this variable, the study aims to examine how varying class sizes affect teaching practices and educational outcomes. The dependent variables in this study include instructional quality, teaching methods, and student engagement. Instructional quality encompasses the effectiveness of teaching strategies employed by educators, including the ability to deliver content, engage students, and provide individualized support. Teaching methods refer to the specific strategies and approaches teachers use in their instruction, which may vary based on class size. Lastly, student engagement reflects the levels of interest, participation, and involvement students demonstrate in the learning process, which is often influenced by the classroom environment and the teacher’s ability to interact with them.

1.7 Area of the Study. 

Oshimili South Local Government Area (LGA) is situated in Delta State, in the southern region of Nigeria. Delta State is part of the Niger Delta region, known for its rich cultural heritage, economic significance, and diverse population. Oshimili South LGA, with Asaba as its headquarters, occupies a strategic location along the western bank of the River Niger.  Oshimili South LGA is one of the 25 Local Government Areas in Delta State and plays a crucial administrative role, being home to Asaba, the state capital. The LGA is governed by a Local Government Chairman and elected councillors who oversee various wards within the area. The LGA consists of several communities and neighbourhoods, each with its traditional leaders and governance structures. The population of Oshimili South LGA is diverse, comprising various ethnic groups, with the Igbo people being predominant. The LGA is witnessing rapid infrastructural development, particularly in Asaba. The construction of roads, bridges, and public buildings is transforming the area into a modern urban center. However, challenges remain, particularly in providing adequate infrastructure in the more rural areas of the LGA.

The economy of Oshimili South LGA is wide-ranging, with significant contributions from both the public and private sectors. Asaba, being the state capital, hosts numerous government offices, which provide employment to a large number of residents. In addition, there are thriving commercial activities in markets like Ogbeogonogo, and industries related to construction, hospitality, and retail are growing.

Agriculture also plays a role in the local economy, particularly in the more rural areas like Oko, where farming is prevalent. The presence of the River Niger offers opportunities for fishing and other riverine activities. Key areas within Oshimili South LGA include:

Asaba: The capital city of Delta State, Asaba is the administrative and economic hub of the LGA. It is a bustling urban center with a mix of residential, commercial, and government establishments.

Cable Point: A prominent neighborhood within Asaba, Cable Point is known for its residential and commercial activities. It is one of the older parts of the city and has a diverse population.

Okwe: Located on the outskirts of Asaba, Okwe is a rapidly growing suburb with a mix of urban and rural characteristics.

Umuezei: This area within Asaba is known for its traditional significance and is home to some of the indigenous people of the region. It combines modern developments with rich cultural heritage.

Isieke: A residential community in Asaba, Isieke is characterized by a mix of old and new housing developments. It is a peaceful area, attracting families and individuals seeking a quieter environment.

Ogbeogonogo: Known for its vibrant market, Ogbeogonogo is one of the busiest areas in Asaba. It serves as a commercial hub where people from various parts of the LGA and beyond come to trade.

Oko: Located further away from the urban center, Oko is more rural and less developed than other areas within the LGA. It is primarily an agricultural community, with many residents engaged in farming and related activities.

Anwai: This area is notable for hosting Dennis Osadebay University, Asaba and contributing to the educational landscape of the region.

Education is a critical aspect of life in Oshimili South LGA with a range of educational institutions, from primary and secondary schools to tertiary institutions. These schools are a mix of public and private establishments, catering to the educational needs of the population. Asaba, being the center of the LGA, has a higher concentration of schools, including notable institutions such as:Dennis Osadebay University, Asaba: A key tertiary institution in the area, offering various academic programs. A prominent secondary school known for its academic excellence. St. Patrick’s College, Asaba: Another well-known secondary school with a rich history and other prominent secondary and primary schools. The LGA’s educational institutions face challenges such as overcrowding, especially in public schools, where class sizes can be large, impacting the quality of education. This makes the study on the correlation between class size and academic performance particularly relevant to the area.

Oshimili South Local Government Area, with its blend of urban and rural settings, diverse population, and growing economy, presents a dynamic environment for studying the correlation between class size and academic performance. The LGA’s educational landscape, marked by both opportunities and challenges, makes it an ideal location for this research, which could have significant implications for improving educational outcomes in the region

1.8 Definition of Terms

Class Size: Class size refers to the number of students assigned to a particular classroom or learning environment. It is a critical factor in educational settings, as research indicates that smaller class sizes are often associated with improved academic performance, higher levels of student engagement, and more effective instruction (Baker et al., 2020; Education Trust, 2021). Class size can influence teachers’ ability to manage classrooms, personalize learning experiences, and foster meaningful interactions with students.

Instructional Strategies: Instructional strategies are the methods and techniques teachers employ to facilitate learning. These strategies can include direct instruction, collaborative learning, differentiated instruction, and formative assessment practices (Antalan et al., 2018). The choice of instructional strategy is often influenced by class size; for instance, teachers in smaller classes may utilize more interactive and student-centered approaches, while those in larger classes may rely more on traditional lecture-based methods.

Secondary Schools: Secondary schools refer to educational institutions that provide instruction for students typically between the ages of 11 and 18, covering the education provided after primary schooling and before higher education. In Nigeria, secondary education is divided into junior secondary (JSS) and senior secondary (SSS) levels, with the curriculum aimed at preparing students for further education or vocational training.

Oshimili South Local Government Area: Oshimili South is one of the local government areas in Delta State, Nigeria, characterized by its diverse population and various educational institutions. The area is known for its rich cultural heritage and has several secondary schools serving the community. These schools play a crucial role in providing quality education and shaping the academic futures of students within the locality

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Comparing Teaching Method And Students’ Academic Performance in Private Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study Compared Teaching Method and Students’ Academic Performance in Private Schools in Oshimili South Local Government Area of Delta State. Four research questions guide the study. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised six thousand, three hundred and twenty-five (6325) male and female senior secondary school students in the registered private secondary schools in Oshimili South Local Government Area of Delta State. The sample of the study comprised of 250 private senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area of Delta State. The instrument used for data collection is a structured questionnaire titled: Comparing Teaching Method and Students’ Academic Performance Questionnaire (CTMSAPQ). A draft copy of the questionnaire will be validated by an expert in Measurement and Evaluation, both in the Federal College of Education (Technical) Asaba. The modifications, corrections and suggestions made by the validators will be included in the final draft copy which enhanced the face and content validity of the instruments. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire were administered on secondary school students in Oshimili North Local Government Area of Delta State using split-half method. Data was collected and analyzed using Pearson Moment Correlation Coefficient to ascertain the level of correlation to ascertain the level of the consistency which yielded a correlation of 0.75, indicating the consistency of the instrument. The researcher administered 200 copies of the questionnaire to the respondents in the selected schools in Oshimili South and 198 were retrieved and analyzed. Data collected was analysed using mean and standard deviation statistics. Findings of the study revealed among others that private school students have good academic performance in private schools in Oshimili South Local Government Area of Delta State. It was recommended among others that private schools should continue to utilize and innovate teaching methods by integrating technology, experiential learning, and differentiated instruction

CHAPTER ONE

INTRODUCTION

• Background to the Study

Education serves as the foundation for personal and societal development, and the methods employed in teaching significantly influence students’ academic performance. In recent years, private schools have garnered attention for their innovative approaches to education, which often diverge from traditional methods. These schools are characterized by their autonomy in curriculum design, staffing, and teaching strategies, allowing them to experiment with various pedagogical models aimed at enhancing student engagement and learning outcomes. The landscape of private education is marked by a plethora of teaching methods, including inquiry-based learning, project-based learning, differentiated instruction, and the incorporation of technology in the classroom. Each of these methods is designed to cater to diverse learning styles and foster critical thinking, creativity, and collaboration among students. However, while these methods are widely employed, the effectiveness of each in improving academic performance remains an area of exploration.

Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important, procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2018).

Additionally, it worthy to note that academic performance can be enhanced with help of teaching methods.             Teaching methods refer to the general principles, pedagogy, and management strategies used for classroom instruction (Westwood, 2018). Teaching methods incorporate the principles and methods used for instruction to be implemented by teachers to achieve the desired learning by students. They are the systematic ways of presenting subject matter and organizing teaching activities to achieve specific educational goals. These processes or procedures guide the interaction between teachers and students to facilitate learning. Teaching methods are specific instructional designs or strategies selected to achieve the intended learning outcomes and meet students’ needs (Brown, 2019). They encompass the action plans that teachers employ to translate educational philosophy into classroom practice. Teaching methods determine how information is imparted to students and what learning experiences they encounter. The approach chosen often influences student engagement and learning effectiveness. A teaching method comprises the principles and strategies used by teachers to enable student learning (Davis & Smith, 2020). It includes various techniques and activities teachers use to help students learn effectively. These procedures guide the instructional process and shape how content is delivered. Teaching methods are the practical application of pedagogical theories. Teaching methods are organized systems for providing learning experiences that lead to desired changes in student behavior (Johnson, 2021). They represent the ways in which a teacher organizes and uses teaching techniques, teaching materials, teaching content, and teaching activities. These methods are the means by which the teacher attempts to bring about the desired learning outcomes. They form the backbone of the instructional process. Teaching methods constitute the planned interaction between teachers and students that creates opportunities for learning” (Anderson, 2019). They are the systematic procedures that determine how instruction is presented and learning is facilitated. Teaching methods encompass both what teachers do and how they do it. These approaches provide structure to the educational process. Teaching methods are deliberate arrangements and procedures that a teacher uses to promote learning in students” (Wilson & Lee, 2020). They include the ways teachers create environments and experiences to help students acquire specific knowledge or skills. Teaching methods are the practical application of educational theories. The methods chosen reflect both teaching philosophy and learning objectives. Teaching methods represent the coordinated arrangements and procedures designed to achieve specific instructional goals” (Taylor, 2021). They involve the systematic way of doing something that implies an orderly logical arrangement of steps. Teaching methods include the procedures and processes that translate curriculum into meaningful learning experiences. These methods are fundamental to effective instruction and student achievement.

Several teaching methods are used to enhance students’ academic performance. Some of them are student-centered while some are teacher-centered. Student-centered teaching is an approach where the focus is shifted from the teacher’s delivery of content to the students’ active role in constructing their knowledge. It is characterized by active participation, collaboration, and student autonomy, where students are at the center of the learning process (Brown, 2017). The teacher acts as a facilitator rather than an authority figure. Students are encouraged to explore, ask questions, and engage with the material actively. This leads to deeper understanding because students are more engaged and motivated to learn when they feel ownership of their education. It also promotes critical thinking, as students must make decisions and solve problems independently. In student-centered teaching, instructional methods are tailored to meet the needs, interests, and learning styles of the students, allowing them to have a more personalized learning experience. The content and activities are often adapted to be relevant to the students’ lives, promoting engagement and retention (Jones & Smith, 2019). A key component of student-centered learning is the acknowledgment that no two students learn the same way. By aligning teaching methods with students’ interests and preferred ways of learning, educators create a more inclusive classroom where each student can thrive. This personalized approach also fosters intrinsic motivation because students are more likely to engage with content that resonates with their personal experiences and goals. The teacher’s role shifts to one of supporting each student’s unique learning path. Student-centered learning focuses on experiential learning, where students engage in hands-on activities, projects, and problem-solving tasks. This approach allows learners to apply theoretical knowledge to real-world scenarios, which promotes deep understanding and long-term retention (Adams & Spencer, 2021). Through experiential learning, students go beyond memorization and actively use their knowledge in solving problems. It emphasizes learning by doing, which helps solidify understanding and fosters critical thinking. By participating in real-world projects, students can see the relevance of what they are learning, which often leads to higher motivation. Teachers create opportunities for students to engage in meaningful tasks that mimic real-world challenges, promoting skills that are transferable beyond the classroom.

Additionally, a student-centered teaching method prioritizes cooperative learning, where students collaborate with peers to complete tasks, share ideas, and solve problems together. The emphasis is on teamwork, communication, and collective problem-solving, preparing students for collaborative work environments (Thompson & McDonald, 2020). Cooperative learning encourages students to engage with peers, fostering a sense of community and shared responsibility. Group projects, discussions, and collaborative problem-solving activities are key features. This not only develops students’ social and communication skills but also prepares them for teamwork in real-world settings. Teachers facilitate the process by guiding groups but allow students to take charge of their interactions and decisions. Such cooperation enhances understanding, as students learn from each other and gain new perspectives. Student-centered teaching incorporates formative assessment, where continuous feedback is provided to students to help them track their progress and adjust their learning strategies. This ongoing process allows students to take responsibility for their learning and make improvements before final evaluations (Miller & Green, 2018). In student-centered environments, learning is seen as a continuous process of improvement, where students regularly assess their performance with the help of feedback from teachers. This formative assessment approach empowers students by giving them the tools to self-regulate and take responsibility for their progress. It reduces the pressure of high-stakes testing, shifting the focus to learning rather than performance. The teacher’s role involves providing constructive feedback that encourages growth, reflection, and adaptation in students’ learning strategies. Student-centered teaching fosters the development of independent learners by encouraging students to take responsibility for setting their learning goals, managing their time, and seeking resources beyond the classroom. This method helps build skills necessary for lifelong learning (Martin, 2022). By encouraging students to set their own learning goals and manage their progress, student-centered teaching prepares them for self-directed learning in future academic or professional settings. This autonomy fosters personal responsibility and discipline, as students must learn to navigate their own learning paths. Teachers support students in developing these skills by providing guidance and resources but allow them the freedom to make decisions about their learning. This approach equips students with the tools needed to adapt and thrive in a rapidly changing world, where continuous learning is essential.

            Teacher-centered method of teaching on the other hand Teacher-centered teaching refers to a traditional approach where the teacher is the primary source of knowledge and authority in the classroom. The teacher delivers information through lectures or presentations, while students passively receive and absorb the material (Johnson & Moore, 2018). The teacher is considered the expert, and the students’ role is primarily to listen and take notes. This method is efficient for delivering large amounts of content in a short time but tends to limit student engagement and interaction. The approach often focuses on memorization rather than critical thinking or problem-solving. While effective for conveying factual information, it may not encourage active learning or collaboration among students. In a teacher-centered approach, the curriculum is fixed, and the teacher controls the pacing and flow of the lesson. Students have little autonomy or input into the learning process, and the focus is on achieving mastery of predetermined content (Miller & Clark, 2020). The fixed curriculum means that all students are expected to learn the same material at the same pace, regardless of their individual needs or interests. This rigid structure can ensure that certain learning objectives are met, but it may not address the diverse learning styles and abilities of students. By focusing on content mastery, the teacher-centered approach can be effective for standardized testing environments but may not foster deep understanding or creativity. It tends to prioritize outcomes over the learning journey. Teacher-centered instruction is often characterized by the use of direct instruction, where the teacher presents material in a structured format, usually following a clear set of objectives and step-by-step explanations (Adams & Spencer, 2021). This method is highly structured, ensuring that the teacher controls both the content and the pace of the lesson. It is particularly effective for introducing new material, as the teacher guides students through the concepts systematically. However, it limits students’ opportunities to explore topics independently or ask questions that deviate from the lesson plan. This type of instruction can be useful for teaching specific skills or facts but may not encourage deeper exploration or critical analysis of the subject matter.

Furthermore, teacher-centered teaching often involves the use of summative assessments to measure student learning. These assessments, such as quizzes, tests, and exams, evaluate students’ ability to recall and apply information taught by the teacher (Smith & Jones, 2019). In a teacher-centered classroom, the teacher is responsible for decision-making, including the selection of teaching methods, materials, and activities. The teacher leads the classroom, while students are expected to follow directions and complete assignments with little input into the instructional process (Thompson & McDonald, 2020). Students have little agency, as the teacher makes all decisions regarding how the material will be taught and learned. This approach can be efficient for maintaining classroom order and ensuring that learning objectives are met, but it may stifle student creativity and engagement. The lack of student input means that lessons are less likely to be personalized or adapted to individual learning styles, potentially leading to disengagement, especially among students who may need different approaches to grasp the content. Teacher-centered teaching is focused on content delivery rather than the learning process. The goal is to ensure that students acquire specific knowledge and skills, with the teacher providing the correct answers and solutions to problems (Williams, 2021). The objective is for students to acquire specific information, often with little attention paid to how they arrive at that knowledge. The teacher provides the “right” answers, and students are expected to absorb and replicate this information. This can be effective for subjects that require precise knowledge, such as mathematics or sciences, where there are clear right and wrong answers. However, it does not leave much room for exploration, problem-solving, or creativity. It also limits opportunities for students to develop their own methods of understanding or problem-solving.

Effectiveness of lesson delivery depends of teaching methods used by the teacher. Just like discussed above, some methods are student-centered while some are teacher-centered In traditional teaching, where instructors deliver content in a lecture format, students often play a passive role. While this method is efficient for disseminating information to large groups, it has limitations in fostering critical thinking and deeper engagement. Research suggests that students in classrooms with heavy reliance on lectures tend to perform lower in terms of understanding and retaining complex concepts (Freeman, 2014). This is because passive learning does not encourage students to apply concepts or think critically. In contrast, active learning strategies, which involve student participation and collaboration, have been found to significantly improve academic performance. According to a meta-analysis by Freeman et al. (2014), students in active learning environments scored 6% higher on exams than those in traditional lecture-based classes. Active learning methods, such as group discussions, problem-solving activities, and the use of technology to facilitate interaction, encourage deeper cognitive engagement. These methods not only help students understand course content better but also retain it longer due to increased interaction with the material.

Another effective teaching method is student-centered learning, where the focus is on the students’ needs, interests, and learning pace. This method has been shown to improve academic performance, particularly in subjects requiring critical thinking and problem-solving skills. Kharb et al. (2016) highlight that student-centered approaches, like flipped classrooms, help students take responsibility for their own learning, which in turn boosts motivation and academic outcomes. In this approach, teachers act more as facilitators than information providers, guiding students as they explore topics independently or in small groups  Use of Technology in Teaching Integrating technology into teaching, such as using multimedia, educational software, and online resources, has also shown a positive impact on student performance. Technological tools provide interactive experiences that can cater to different learning styles, making lessons more engaging and easier to understand. Studies by Mahmood (2016) suggest that the use of digital tools in classrooms enhances both comprehension and retention, as students are more likely to interact with content through quizzes, videos, and simulations, which are beneficial for understanding abstract concepts.

Considering the role of teaching method plays in students’ academic performance, it has become important to compare teaching method and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.

• Statement of the Problem

In recent years, the landscape of education has witnessed significant transformations, particularly in private schools where diverse teaching methods have emerged in response to varying educational philosophies and student needs. While private schools are often perceived as providing superior educational outcomes compared to public institutions, the effectiveness of specific teaching methods in enhancing students’ academic performance remains an area of ongoing debate. This study aims to conduct a comparative analysis of different teaching methods employed in private schools and their subsequent impact on students’ academic performance.

Private schools often adopt innovative teaching strategies that differ from traditional pedagogical approaches. These methods may include inquiry-based learning, project-based learning, differentiated instruction, and the integration of technology in the classroom. Despite the growing body of literature on teaching methodologies, there is a paucity of empirical studies specifically focusing on how these methods correlate with students’ academic performance in private school settings.

It against this backdrop that this study seeks to compare teaching method and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.

• Aim and Objectives of the Study

The main purpose of this study is to compare teaching method and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

• Examine students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.
• Identify various teaching methods used in in private schools in Oshimili South Local Government Area of Delta State.
• Determine the difference between students-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.
• Examine the relationship between teacher-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State.
  • Research Questions

The following questions were raised to guide the study:

1. What is the level of students’ academic performance in private schools in Oshimili South Local Government Area of Delta State?

• What are the various teaching methods used in private schools in Oshimili South Local Government Area of Delta State?
• What is the difference between student-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State?
• What is the difference between teacher-centered teaching methods and students’ academic performance in private schools in Oshimili South Local Government Area of Delta State?
  • Significance of the Study

This study would be beneficial to students, teachers, school management, Policy makers and future researchers.

The study would help students identify the teaching methods that are most effective in boosting their academic performance. The study would reveal teaching methods that boost student interest and participation in the classroom. Engaged students are more likely to enjoy learning, stay motivated, and retain knowledge longer, leading to sustained academic improvement. The study could identify teaching methods that help all students, regardless of their background or ability, perform better academically. This would provide students who may be struggling or at a disadvantage with an equal chance to succeed, promoting fairness and reducing achievement gaps. Students would also benefit from methods that promote skills essential for higher education and the workforce, such as collaboration, communication, and analytical thinking. With these skills in place, students would be better equipped to handle advanced studies and meet real-world job market demands.

The study would provide evidence-based insights into which teaching methods are most effective for enhancing student performance. This information would enable teachers to adopt practices that are proven to work, leading to more effective instruction. Teachers could receive targeted training on the methods that yield the best academic outcomes, fostering their growth and effectiveness as educators. Understanding which teaching methods resonate most with students would allow teachers to create more engaging and interactive lessons. This would not only improve student motivation but also make teaching more enjoyable and fulfilling for educators. The study would encourage collaboration among teachers by sharing successful teaching strategies. Educators could learn from each other’s experiences and apply best practices in their own classrooms, fostering a culture of continuous improvement. With insights into how different students respond to various teaching methods, teachers could better tailor their instruction to meet individual needs. This would help educators address diverse learning styles and abilities, resulting in a more inclusive classroom environment. When teachers see their students succeed due to the effective methods they implement, it can lead to increased job satisfaction and a sense of accomplishment. Knowing that they are positively impacting students’ lives can be deeply rewarding.

The study would provide valuable data and insights on which teaching methods yield the best academic outcomes. School management could use this information to make informed decisions about curriculum design, resource allocation, and professional development initiatives. Understanding the effectiveness of various teaching methods would allow school leaders to develop strategic plans that prioritize the implementation of evidence-based practices. This could lead to overall improvements in student performance and school reputation. The findings could guide the development of targeted professional development programs for teachers. School management could invest in training that focuses on the most effective teaching methods, ensuring that educators are well-equipped to enhance student learning. Insights from the study could help school management allocate resources more effectively. By identifying successful teaching strategies, schools can invest in necessary materials, technology, and support systems that facilitate these methods. The study would encourage a culture of reflection and improvement within the school. School leaders could promote ongoing assessment of teaching methods and their impact on student performance, leading to a dynamic learning environment. Schools that adopt effective teaching methods and demonstrate improved student performance are likely to attract more students. Enhanced academic outcomes can serve as a strong selling point for prospective families, boosting enrollment and retention rates. School management can use these successes to build stronger relationships with parents, local organizations, and stakeholders, fostering community support. The study would provide school management with measurable outcomes related to teaching effectiveness. This data can be used for accountability purposes, ensuring that teachers and staff are focused on achieving academic goals.

The study would provide empirical evidence on the effectiveness of various teaching methods. Policy makers could use this data to inform the development of educational policies that promote best practices in teaching, ultimately leading to improved student outcomes. Insights from the study could guide the allocation of resources and funding to programs and initiatives that have been proven to enhance academic performance. Policy makers can direct investments toward effective teaching strategies that demonstrate positive results. The findings could lead to the establishment of guidelines or standards for teaching methods across private schools. By promoting evidence-based practices, policy makers can help ensure a consistent and high-quality educational experience for all students. The study would highlight the need for professional development focused on effective teaching methods. Policy makers could advocate for and support training programs that equip teachers with the skills and strategies needed to enhance student learning. The study could inform policies aimed at reducing educational disparities. Policy makers could promote practices that ensure all students, regardless of background or ability, receive equitable access to quality education. The findings could inform the development of assessment and accountability measures that evaluate teaching effectiveness and student performance. This would help ensure that schools are held accountable for implementing successful teaching methods. The study could provide a foundation for broader educational reforms aimed at improving the overall quality of education. Policy makers could use the insights gained to advocate for systemic changes that enhance teaching and learning in private schools. The study would encourage collaboration between policy makers, educators, and researchers. By fostering partnerships, policy makers can ensure that policies are grounded in real-world educational practices and challenges.

The study would provide a solid foundation for subsequent research projects. Future researchers can build upon its findings, exploring additional variables, populations, or contexts to deepen the understanding of effective teaching practices. Future researchers can identify areas where further investigation is needed. This could lead to the exploration of unexamined teaching methods, student demographics, or contextual factors that influence academic performance. The study would serve as a reference for research design and methodology. Future researchers can learn from the approaches used in this analysis, including data collection techniques, statistical methods, and frameworks for evaluating teaching effectiveness. The findings may encourage future researchers to conduct comparative studies in different educational settings, such as public schools or alternative educational models. This could provide a broader understanding of how various teaching methods impact student performance across diverse contexts. Future researchers could investigate the long-term effects of different teaching methods on academic performance and other outcomes, such as student engagement, retention rates, and career readiness. This longitudinal approach would provide valuable insights into the sustainability of teaching effectiveness. The study may inspire future researchers to collaborate across disciplines, such as psychology, sociology, and educational technology. Interdisciplinary research can yield comprehensive insights into the factors that influence teaching and learning. Future researchers could examine the implications of the study’s findings for educational policy and practice. By connecting research with policy, they can contribute to discussions on best practices and effective educational reforms. The study’s findings could inform educational theories regarding learning and pedagogy. Future researchers may use the insights gained to refine existing theories or develop new frameworks that explain the relationship between teaching methods and student outcomes.

• Scope / Delimitation of the Study

This study focused on comparative analysis of teaching method and students’ academic performance. It is delimited to private schools in Oshimili South Local Government Area of Delta State. With particular emphasis on academic performance, various teaching methods, difference between students-centered/teacher-centered teaching methods and academic performance of students. Respondents of the study are private school teachers in Oshimili South Local Government Area of Delta State.

• Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area for this study.

1.8 Definition of Terms

Teaching: Teaching is the process of facilitating learning by imparting knowledge, skills, and values to students. It involves the use of various methods and strategies to engage learners and promote understanding. Effective teaching fosters critical thinking, creativity, and problem-solving abilities. Teachers act as guides and mentors, creating a supportive environment for students. The ultimate goal is to empower students to become independent, lifelong learners.

Teaching Methods: Teaching methods are the strategies and techniques employed by educators to deliver content and facilitate learning. These can include lectures, discussions, group work, hands-on activities, and technology-enhanced instruction. The choice of method depends on various factors, including the subject matter, learning objectives, and student needs. Effective teaching methods promote engagement and enhance students’ understanding and retention of knowledge. A variety of methods can cater to diverse learning styles.

Academic Performance: Academic performance refers to the level of achievement a student attains in their educational endeavors, typically measured through grades, assessments, and standardized tests. It reflects a student’s understanding of the curriculum and their ability to apply knowledge and skills. Factors influencing academic performance include motivation, study habits, socio-economic background, and teaching quality. High academic performance is often associated with better future opportunities. Schools and educators use performance metrics to evaluate and improve educational outcomes.

Student-Centered Teaching Methods: Student-centered teaching methods prioritize the needs, interests, and learning styles of students, promoting active participation in the learning process. These approaches encourage collaboration, critical thinking, and problem-solving, fostering a sense of ownership over one’s education. Techniques may include project-based learning, inquiry-based learning, and cooperative learning. This method shifts the focus from the teacher to the student, allowing for more personalized and engaging experiences. It aims to develop independent, self-directed learners.

Teacher-Centered Teaching Methods: Teacher-centered teaching methods focus primarily on the teacher as the main source of knowledge and authority in the classroom. This traditional approach often involves direct instruction, where the teacher lectures or demonstrates concepts while students listen and take notes. Assessment is usually standardized, with an emphasis on memorization and rote learning. While it can effectively transmit foundational knowledge, it may limit student engagement and critical thinking. Teacher-centered methods are often criticized for being less adaptable to individual learning styles.

Private Schools: Private schools are educational institutions that are funded through tuition paid by families and are not administered by government entities. They often have greater flexibility in their curricula, teaching methods, and student admissions compared to public schools. Private schools may offer specialized programs or religious education and often maintain smaller class sizes. They may be perceived as providing higher quality education, though they can also exacerbate educational inequalities due to varying levels of access and affordability. Families choose private schools for diverse reasons, including perceived academic excellence, values, or unique offerings.

Secondary Schools: Secondary schools provide education to students typically between the ages of 11 and 18, following primary education. These schools often offer a curriculum that includes a variety of subjects, preparing students for higher education or vocational training. Secondary education is divided into lower secondary (junior high) and upper secondary (senior high) levels. The structure and duration of secondary education can vary by country, but it usually emphasizes both academic and personal development. These institutions play a crucial role in shaping students’ future opportunities and social skills.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Exploring cooperative Learning on Students Learning Outcome in Oshimili South Local Government Area of Delta State

ABSTRACT

This study effectiveness of cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State. Five research questions guide the study. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  The sample of the study comprised of 200 male and female senior secondary school students selected through simple random sampling technique to represent the entire population. The instrument used for data collection was a structured questionnaire titled “Effectiveness of Cooperative Learning On Students Learning Outcome Questionnaire (ECLSLOQ). A draft copy of the questionnaire was validated by two experts in Measurement and Evaluation from Federal College of Education (Technical) Asaba. A pilot study was carried out on 20 students from secondary schools in Oshimili North Local Government Area of Delta State using split-half method to ascertain the consistency of the validated instrument. The data collected was analyzed using Spearman Rank and it yielded a coefficient of 0.79 which shows that the instrument is reliable. The researcher administered 200 copies of the questionnaire to senior secondary school students and teachers in Asaba Urban. 197 were retrieved and analyzed. Data collected were analyzed using mean and standard deviation statistics. Findings of the study revealed among others that cooperative learning management techniques improves students’ academic performance in Oshimili South Local Government Area of Delta State. It was recommended among others that educational stakeholders should prioritize training teachers on effective cooperative learning techniques to enhance academic performance.

CHAPTER ONE

INTRODUCTION

• Background to the study

Education is the cornerstone of societal development, serving as a tool for equipping individuals with knowledge, skills, and values necessary for personal and collective growth. In today’s dynamic educational landscape, innovative strategies are crucial for enhancing learning outcomes and preparing students for future challenges. Among these strategies, cooperative learning management techniques have emerged as a powerful approach to improving student engagement and achievement.

Cooperative learning involves structured group activities where students work together to accomplish shared academic goals. Cooperative learning management techniques are instructional strategies where students work collaboratively in small groups to achieve common learning objectives (Adebayo, 2018). These techniques emphasize shared responsibility and interdependence among group members, fostering teamwork. They help in developing social skills, critical thinking, and communication abilities in students. By using structured group activities, teachers can promote deeper understanding and engagement with learning content. According to Okanlawon (2019), cooperative learning management techniques are methods employed by teachers to organize students into collaborative teams that facilitate active participation and mutual learning. These techniques shift the focus from teacher-centered to learner-centered approaches, encouraging peer interaction. They enhance individual accountability while also building collective problem-solving skills. This approach creates an inclusive learning environment that accommodates diverse perspectives and learning styles. Eze and Umeh (2020) define cooperative learning management techniques as structured approaches to group learning where students rely on one another to achieve academic goals. These techniques are designed to encourage positive interdependence and individual accountability within groups. They also provide opportunities for students to develop leadership and conflict resolution skills. Proper implementation of these techniques can significantly improve both academic achievement and social cohesion in the classroom. Cooperative learning management techniques are pedagogical practices that involve structuring student activities to maximize interaction and collaboration for academic and social benefits (Okafor, 2021). They rely on the principle that students learn better when working together than when working alone. These techniques require careful planning to ensure equitable participation and effective group dynamics. They also help in addressing classroom diversity by encouraging inclusive learning experiences. Ojo (2022) states that cooperative learning management techniques are frameworks that guide the facilitation of group learning, emphasizing shared goals, peer support, and collective accountability. These techniques help in breaking down complex tasks into manageable parts while leveraging group synergy. They provide a platform for students to learn through peer teaching, discussion, and collaborative problem-solving. When properly managed, these techniques can lead to improved academic performance and interpersonal skills.

Learning outcomes as specific and measurable statements describing what students should possess after completing an instructional experience in terms of acquired knowledge, skills, and attitudes. Learning outcomes are measurable skills, knowledge, attitudes, and values that students develop after engaging in educational activities (Okoye, 2019). They represent the key achievements that teachers expect students to attain by the end of a learning process. These outcomes provide a framework for designing instructional methods, assessments, and evaluations. When clearly articulated, they guide students on what is expected and enhance their engagement with the curriculum. According to Adeyemi (2020), learning outcomes are explicit statements that describe what learners should know, be able to do, or value at the completion of an educational experience. These outcomes ensure that teaching and learning remain goal-oriented, focusing on the core competencies required in a subject. They help align instructional strategies with assessment criteria, fostering a structured approach to education. Eze and Obasi (2021) define learning outcomes as the end results of an educational process, reflecting changes in a student’s knowledge, skills, and attitudes. They are vital for assessing whether the educational objectives have been met effectively. Well-defined outcomes create clarity for both students and teachers, promoting active participation in the learning process. Furthermore, they contribute to quality assurance in educational settings by ensuring that the learning goals align with curriculum standards. Learning outcomes are descriptions of the desired cognitive, affective, and psychomotor changes in learners after an instructional process (Ajayi, 2022). They emphasize what students are expected to achieve, rather than what the teacher intends to teach. This shift towards student-centered learning enhances accountability and transparency in education. Through continuous assessment of learning outcomes, institutions can identify and address gaps in their teaching methodologies. Ojo (2023) states that learning outcomes are targeted achievements that students are expected to demonstrate in terms of knowledge, skills, and dispositions. These outcomes guide the design and implementation of learning activities, ensuring alignment with broader educational goals. They serve as benchmarks for evaluating student progress and institutional effectiveness. By focusing on outcomes, teachers can foster meaningful learning experiences that are relevant to societal and professional needs. bridge the gap between academic achievement and professional competence requirements.

Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks (Femi, 2020). Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invest in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2016).

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.

Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools. Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Problem-solving abilities refer to the skills required to identify, analyze, and develop solutions to challenges encountered in various contexts. These abilities encompass critical thinking, creativity, and decision-making, allowing individuals to address complex issues effectively. According to Okon (2020), problem-solving abilities involve cognitive and behavioral processes used to overcome obstacles and achieve goals. These skills are essential in academic, social, and professional environments as they facilitate adaptability and innovation. Through guided practice, students can develop logical reasoning and systematic approaches to challenges. Eze and Opara (2021) define problem-solving abilities as a learner’s capacity to use knowledge and skills to resolve academic or practical issues. These abilities are central to higher-order thinking and are key indicators of academic success. Ajayi (2022) describes problem-solving abilities as the ability to think critically, identify problems, and implement effective solutions within a structured process. These abilities are not only cognitive but also involve emotional intelligence to manage stress and uncertainties. Teaching methods like project-based learning are effective in building these skills. According to Bello (2023), problem-solving abilities involve logical reasoning and analytical thinking processes applied to resolve issues efficiently. These abilities are honed through structured learning environments that encourage inquiry and experimentation. They empower students to think creatively and develop innovative solutions to problems. This skill set is critical for personal and professional development in modern society. Akinola (2020) defines problem-solving abilities as the capacity to identify challenges, analyze them, and generate innovative solutions using available resources. These abilities are integral to fostering critical thinking and cognitive growth. By encouraging problem-solving techniques in students, educators develop their analytical skills, enabling them to approach problems from multiple perspectives. This approach helps in cultivating resilience, as students learn to overcome setbacks while seeking solutions. Olumide (2021) states that problem-solving abilities are the mental processes that allow individuals to find solutions to complex issues encountered in daily life. It involves applying logic, reasoning, and creativity to address academic and real-world challenges. These abilities are essential for effective decision-making in both personal and academic contexts. Teaching problem-solving helps students develop autonomy and prepares them for future career challenges.

Social skills development refers to the process of acquiring and improving abilities needed for effective interpersonal communication and relationships (Oluwaseun, 2018). These skills include empathy, active listening, conflict resolution, and cooperation, which are vital in diverse social settings. Educational environments foster social skills through group work, discussions, and collaborative projects. Strong social skills enhance students’ emotional intelligence and adaptability in personal and professional interactions. Okoye (2019) defines social skills development as the systematic nurturing of interpersonal behaviors that facilitate effective social interactions. It involves building competencies like teamwork, respect, and assertiveness, which are crucial in both academic and social contexts. Teachers play a significant role by creating opportunities for peer interaction and cooperative learning. Eze and Umeh (2020) state that social skills development encompasses the acquisition of behaviors necessary for positive interactions and collaborative engagement. These skills promote respect for diversity and enhance community building within educational settings. Through structured activities, students can practice and refine their social abilities. This process not only improves classroom relationships but also lays the foundation for lifelong interpersonal success. Ajayi (2021) describes social skills development as the enhancement of abilities that enable individuals to communicate effectively and build meaningful relationships. In schools, it is achieved through teamwork, role-playing, and teacher-led guidance. These skills are critical for fostering an inclusive and supportive learning environment. Students with strong social skills are more likely to thrive academically and socially. Ojo (2022) defines social skills development as the cultivation of behaviors and attitudes required for effective interaction within a community or group. This process involves teaching students how to cooperate, resolve conflicts, and demonstrate empathy. Social skills are integral to emotional intelligence and leadership development. Adeyemi (2020) defines social skills development as the process by which students acquire interpersonal capabilities that facilitate smooth interactions in various social contexts. This includes communication, collaboration, and conflict resolution skills, all crucial for effective teamwork. Educators can create environments where students practice and improve these skills through group assignments and peer discussions. Social skills development not only enhances academic performance but also promotes lifelong relationships. Chukwuma (2021) explains that social skills development refers to the cultivation of behaviors and attitudes that allow individuals to navigate social interactions effectively and respectfully. These skills include empathy, active listening, and collaboration, all of which are key to building positive relationships. In an educational setting, teachers encourage these skills through group activities and cooperative learning exercises. Strong social skills are linked to improved emotional intelligence, essential for students’ overall well-being.

Study habits refer to consistent practices and strategies that students adopt to enhance their academic performance (Adebayo, 2019). These habits include time management, note-taking, and regular revision, which help students stay organized. Effective study habits are linked to higher academic achievement and reduced stress levels. Okon (2020) defines study habits as the systematic approaches students use to prepare for academic tasks, including setting goals and prioritizing activities. Good study habits contribute to a deeper understanding of subjects and improved retention of knowledge. They are cultivated through discipline, self-regulation, and effective use of resources. Eze and Opara (2021) describe study habits as behaviors and practices that reflect a student’s to learning and academic preparation. These habits are shaped by factors like motivation, learning environment, and time allocation. Poor study habits can hinder academic success, while effective ones enhance learning outcomes. Teachers can support students by modeling and teaching good study strategies. Ajayi (2022) states that study habits encompass the organized and deliberate actions students take to achieve academic goals. These habits include setting schedules, minimizing distractions, and engaging in active learning strategies. Developing strong study habits requires consistency and commitment from learners. Teachers and counselors can provide workshops to help students improve their study routines. According to Bello (2023), study habits are the repetitive behaviors students use to manage their learning processes effectively. These include techniques like summarizing content, creating study schedules, and self-assessment. Positive study habits foster independence and a sense of responsibility in learners. Schools can encourage these habits through mentorship and academic support services. Olawale (2020) defines study habits as the consistent and effective routines students adopt to enhance their learning process and academic success. These habits include time management, study techniques, and goal-setting strategies. Positive study habits help students become independent learners who can tackle complex academic tasks without constant supervision. Schools can support the development of good study habits by providing structured study time and guidance on academic strategies. Chinedu (2021) states that study habits are the strategies and routines students use to optimize their learning and retain information. This includes behaviors such as reviewing notes regularly, organizing study materials, and prioritizing tasks based on importance. When students adopt good study habits, they tend to perform better academically and manage their time effectively. Teachers can foster these habits by teaching time-management skills and encouraging consistent review practices.

Motivation refers to the internal and external factors that stimulate and sustain students’ interest in learning and achieving academic goals (Adeola, 2019). It can be intrinsic, driven by personal desire, or extrinsic, influenced by rewards and recognition. Motivation is critical for engaging students and enhancing their academic performance. Okon (2020) defines motivation as the psychological process that directs and energizes individuals toward achieving specific goals. In education, motivation drives students to persist in their studies despite challenges. It is influenced by factors such as teacher encouragement, peer relationships, and parental support. Motivated students are more likely to achieve their academic potential. Eze and Umeh (2021) describe motivation as the combination of internal drives and external incentives that propel students to act and achieve learning objectives. It plays a crucial role in shaping attitudes toward learning and persistence in academic tasks. Teachers can use positive reinforcement and engaging teaching methods to boost student motivation. A motivated learner is more focused, productive, and successful. Ajayi (2022) states that motivation is the force that initiates, guides, and sustains students’ behaviors toward achieving educational goals. It can be fostered through recognition of achievements, setting attainable goals, and providing a supportive atmosphere. Motivation enhances learning by increasing effort, concentration, and resilience. Teachers who understand the dynamics of motivation can positively influence student outcomes. According to Robert (2020), motivation in education refers to the internal and external influences that inspire students to engage actively in their learning journey. It involves creating an environment where learners feel valued, supported, and challenged. High motivation levels lead to increased enthusiasm and persistence in tackling academic tasks. Ibrahim (2020) defines motivation as the inner drive or external incentive that influences a student’s commitment to learning and academic achievement. It can be fostered through positive reinforcement, setting clear goals, and providing a supportive learning environment. Motivation is a critical factor in overcoming academic challenges and improving performance. Teachers who understand their students’ sources of motivation can tailor their instruction to meet individual needs. Ojo (2021) describes motivation as the enthusiasm and determination students exhibit to engage with learning tasks and pursue academic goals. It involves both intrinsic motivation, which comes from personal interests, and extrinsic motivation, which stems from rewards or recognition. Effective motivation techniques in the classroom encourage sustained effort and persistence in the face of challenges. By recognizing and addressing motivational factors, educators can inspire students to maximize their potential and succeed academically.

Considering the effectiveness of cooperative learning, it has become pertinent to explore the effectiveness cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State.

• Statement of the problem

The quality of students’ learning outcomes remains a crucial concern in educational systems globally. In recent years, there has been a growing awareness of the need to employ innovative pedagogical strategies to address the challenges associated with traditional teaching methods, which often emphasize rote memorization over active engagement. One such innovative approach is cooperative learning management techniques, which focus on group-based, interactive activities that encourage peer collaboration.

However, despite their potential, many teachers still struggle to integrate these techniques effectively, leading to inconsistencies in their impact on students’ academic performance and overall skill development. The lack of structured implementation and understanding of cooperate learning management techniques has resulted in mixed outcomes in various educational settings. inconsistency raises concern about the extent to which cooperative learning management techniques can reliably enhance students’ learning outcomes, particularly in diverse classroom settings where students’ needs, abilities, and learning styles vary significantly.

Students learning outcomes have generated a lot of concerns. One begins to wonder if cooperative learning could help in students’ academic performance, students’ problem-solving abilities, social skills development, students’ study habits and motivation towards learning.

It is against this backdrop that this study seeks to explore effectiveness of cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State

• Aim and Objectives of the study

This study is focused on exploring the effectiveness of cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to: exploring cooperate learning on students learning outcome

• examine the impact of cooperative learning management on students’ academic performance in secondary schools in Oshimili South Local Government Area of Delta State.
• evaluate the effectiveness of cooperative learning in improving students’ problem-solving abilities in secondary schools in Oshimili South Local Government Area of Delta State.
• investigate the impact of cooperative learning on students’ social skills development in secondary schools in Oshimili South Local Government Area of Delta State.
• determine the impact of cooperative learning on students’ study habits in secondary schools in Oshimili South Local Government Area of Delta State.
• To assess the impact of cooperative learning on students’ motivation towards academic achievement in secondary schools in Oshimili South Local Government Area of Delta State.
  • Research questions

The following research questions guided the study:

1. What is the impact of cooperative learning on students’ academic performance in secondary schools in Oshimili South Local Government Area of Delta State?

• How effective is cooperative learning in improving students’ problem-solving abilities in secondary schools in Oshimili South Local Government Area of Delta State?
• What is the relationship between cooperative learning and students’ social skills development in secondary schools in Oshimili South Local Government Area of Delta State?
• What is the impact of cooperative learning on students’ study habits in secondary schools in Oshimili South Local Government Area of Delta State?
• How does cooperative learning influence students’ motivation towards academic achievement in secondary schools in Oshimili South Local Government Area of Delta State.

• Significance of the study

The study could be of great benefit to students, teachers, school management, future researchers.

For Students, the study could significantly enhance students’ learning experiences and outcomes by promoting active engagement in the learning process. Cooperative learning management techniques foster collaborative environments where students work in groups, leading to improved academic performance. Findings of the study could demonstrate how cooperative learning enhances knowledge retention through peer discussions and shared responsibilities in problem-solving tasks. The study could highlight the development of essential social skills, including teamwork, communication, and leadership, which are critical for students’ personal and professional lives. Findings could also reveal how cooperative learning increases motivation, as students are more likely to participate actively when working towards shared goals with peers. The study could underscore the importance of inclusivity, showing how diverse learners, including those with varying academic abilities, benefit from cooperative learning. Additionally, findings could illustrate how such techniques nurture critical thinking and creativity by exposing students to multiple perspectives. Finally, the study could demonstrate how cooperative learning fosters a sense of belonging, reducing feelings of isolation and improving students’ emotional well-being.

For Teachers, the study could provide teachers with practical insights into how cooperative learning management techniques improve classroom dynamics. Findings could reveal that cooperative learning reduces teachers’ burden of managing individual students, as peer accountability fosters a disciplined and organized classroom environment. The study could show how cooperative techniques support differentiated instruction by allowing teachers to tailor activities to address the diverse needs of their students. Findings of the study could also highlight opportunities for teachers to innovate in their instructional approaches, fostering professional growth and satisfaction. The study could reveal how cooperative learning strengthens teacher-student relationships, as group-based activities allow for closer interactions and a deeper understanding of students’ strengths and challenges. Furthermore, findings could demonstrate the utility of group tasks as an alternative method of assessing students’ skills in areas such as collaboration, problem-solving, and leadership. Ultimately, the study could emphasize how improved student engagement and outcomes contribute to a more fulfilling teaching experience.

For School Management, the study could offer school management valuable insights into how cooperative learning management techniques enhance institutional outcomes. Findings could highlight improvements in academic excellence, as collaborative strategies often lead to better student performance and skill acquisition. This, in turn, could strengthen the school’s reputation. The study could show how cooperative learning promotes efficient utilization of resources, as group activities often require fewer materials while maximizing learning outcomes. Findings could also demonstrate the role of cooperative learning in fostering a positive and inclusive school culture, which enhances relationships among students, staff, and the broader school community. The study could underscore the importance of professional development, as implementing cooperative learning techniques often requires training for teachers, thereby fostering a culture of continuous learning within the institution. Findings could also provide evidence of how such strategies align with national and global educational goals, making the school more competitive and forward-looking.

For Future Researchers, the study could serve as a foundational reference for future research on cooperative learning management techniques. Findings could enrich existing literature by providing empirical evidence on the effectiveness of such techniques in enhancing students’ academic and social outcomes, particularly in specific educational contexts. The study could open pathways for interdisciplinary research, demonstrating the potential connections between cooperative learning and areas such as educational psychology, curriculum development, and technology integration. Future researchers could build on the findings to address identified challenges and propose innovative strategies for implementing cooperative learning in diverse settings. The study could also provide practical insights that inform policy and curriculum development, emphasizing the need for collaborative learning approaches in modern education. Furthermore, findings could guide researchers in exploring the long-term impact of cooperative learning on students’ career readiness, further contributing to the global discourse on education reform.

• Scope / Delimitation of the study

This study explored cooperative learning on students learning outcome. The study is delimited to public secondary school Oshimili South Local Government Area of Delta State with particular emphasis on impact of cooperative learning management techniques on students’ academic performance, the effectiveness of cooperative learning techniques in improving students’ critical thinking and problem-solving abilities, the relationship between cooperative learning management techniques and students’ social interaction and communication skills, the impact of cooperative learning management techniques on students’ study habits and the influence of cooperative learning on students’ intrinsic and extrinsic motivation towards academic achievement. Respondents of the study are senior secondary school students in the study area.

• Area of the study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

• Definition of Terms

Learning: Learning is the process of acquiring new knowledge, behaviors, skills, values, or preferences through study, experience, or teaching. It involves creating neural connections in the brain that allow for the retention and application of information. Learning can occur consciously through deliberate study or unconsciously through observation and experience. The process typically involves stages of acquisition, consolidation, storage, and retrieval of information. Learning is fundamental to human development and adaptation, enabling individuals to grow and respond to changing environments.

Cooperate Learning: Corporate learning refers to the processes and systems schoolsuse to educate and develop their employees’ knowledge, skills, and capabilities. It encompasses all formal and informal learning activities within a school environment, aimed at improving individual and organizational performance. This type of learning is directly linked to learning objectives and typically includes both mandatory and developmental training programs.

Learning Outcome: A learning outcome is a clear statement of what a learner is expected to know, understand, or be able to demonstrate after completing a learning process. Learning outcomes are typically written in measurable terms and focus on observable behaviors or demonstrable skills. They guide the design of instruction, assessment methods, and evaluation criteria. Learning outcomes help align teaching strategies with desired results and provide a framework for measuring educational effectiveness. They serve as a communication tool between teachers, students, and other stakeholders about educational expectations.

Secondary School: Secondary school is an educational institution that provides instruction between primary school and higher education, typically serving students aged 11-18 years. It encompasses critical years of adolescent development and usually includes both compulsory education and optional advanced studies.

Pages:  102

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Influence of Family Stability on the Academic Performance of Secondary School Students in Oshimili South Local Government Area

ABSTRACT

This study investigated the influence of family stability on the academic performance of secondary school students in Oshimili South Local Government Area. Five research questions guide the study. The study adopted descriptive survey research design. The population for this study consists of all the 2000 public secondary school students in Oshimili South Local Government Area, Delta State. A sample size of 300 students was drawn from the total population using the Yamane formula with an assumed margin of error of approximately 5.2%. The primary instrument for data collection was a structured questionnaire titled, ‘Family Stability and Academic Performance Questionnaire (FSAPQ)’. To ensure the validity of the research instrument, the questionnaire was subjected to face validation. Experts in Measurement and Evaluation familiar with family dynamics and academic achievement of students were consulted to assess the appropriateness and relevance of the items to the research objectives. For reliability, a pilot study was conducted on 30 students from schools not selected for the main study. The data obtained from the pilot test were analyzed using the Cronbach’s Alpha coefficient to determine internal consistency. A Cronbach’s Alpha value of 0.78 was obtained, which indicates a good level of reliability. Data collection was conducted by the researcher with the assistance of trained research assistants. The questionnaires were distributed to the selected students during school hours, and respondents were given ample time to complete them and 297 and analyzed using descriptive statistics, such as frequencies, percentages, means, and standard deviations. Findings of the study revealed among others that relationship exist between family stability and the academic performance of secondary school students in Oshimili South Local Government Area. It was recommended among others that Schools should collaborate with community-based organizations to provide family stability programs that offer counseling and support for families facing challenges. Some recommendations were made to enhance family stability in the study area.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The academic performance of students is a critical metric of educational success, influencing their future prospects and the development of society at large. Success in academic endeavor has been associated with family background of learners in diverse studies. It has even been hypothesized that academic success and failure commence from learners’ home. No wonder then that some scholars have advocated that remedies to poor academic performance and or academic failure of students should begin from home. As a matter of fact, quite a number of studies have shown how pronounced or less pronounced family structure could be on academic performance.

A stable family environment is crucial for the development of cognitive and social skills necessary for academic success. According to research by Bronfenbrenner (2016), the family serves as the primary socialization agent, influencing a child’s attitudes towards learning, motivation, and overall academic performance. A student’s academic performance is influenced by a myriad of factors, ranging from the quality of the educational system to the socio-economic background of the students. Among these factors, the stability of the family unit has been increasingly recognized as a significant determinant of academic outcomes. This study focuses on understanding the relationship between family stability and the academic performance of secondary school students in Oshimili South Local Government Area, Delta State.

Family stability is widely recognized as a critical determinant of a child’s academic performance, forming the bedrock upon which educational success is built. The influence of a stable family environment on a child’s educational outcomes is particularly significant during the formative years of secondary education, where the support system provided by the family plays a vital role in shaping the student’s academic trajectory. In Oshimili South Local Government Area, Delta State, the relationship between family stability and academic performance is evident and serves as a reflection of the broader socio-economic and cultural dynamics prevalent in the region.

Family stability refers to the consistency and security provided by a stable family structure, characterized by the presence of supportive relationships, economic security, and emotional well-being within the family unit. Stable families typically provide a nurturing environment where children can thrive academically, socially, and emotionally. The significance of family stability in a child’s development has been well documented in educational psychology and sociology. The significance of family stability in a child’s development has been extensively documented in the fields of educational psychology and sociology.

A stable family environment typically offers children the continuity in caregiving, emotional support, and structured routines that are critical for their overall development. Amato (2017) highlights that children from stable families are more likely to experience consistent and nurturing relationships with their caregivers, which fosters a sense of security and belonging. This sense of stability contributes to better academic outcomes, as children are more focused and engaged in their studies when they feel supported and secure at home.

Research conducted in various regions of Nigeria, including Delta State, supports the notion that family stability plays a crucial role in determining students’ academic success. For instance, a study by Uwaifo (2015) emphasized that children from stable homes tend to perform better academically than those from unstable homes. The study found that family stability positively correlates with students’ motivation, self-esteem, and overall academic achievements.

Numerous studies have highlighted how a stable family environment positively influences students’ academic outcomes. Family stability generally includes factors such as marital harmony, consistent parental involvement, financial security, and emotional support. These elements contribute to creating a conducive learning environment, where students feel secure and are able to focus on their studies. In Oshimili South Local Government Area, family stability is closely tied to the socio-economic conditions of the region. Economic stability within the family, for instance, plays a crucial role in determining the level of academic support a student receives. Families with steady income sources are better positioned to provide educational resources such as textbooks, school uniforms, and private tutoring, which can significantly enhance a student’s academic performance. Conversely, economic instability, characterized by poverty and unemployment, can lead to financial stress within the family, making it difficult for parents to meet their children’s educational needs. This economic pressure often forces students to engage in part-time work or drop out of school entirely, adversely affecting their academic performance (Eze &  Akinwale 2016).

Emotional support within the family is another vital aspect of family stability that directly impacts academic performance. In a study conducted by (Onyekuru & Chukwuma 2019), it was found that students who receive emotional support and encouragement from their parents are more likely to excel academically. The study observed that emotional support fosters a positive learning environment at home, where students feel valued and understood. This sense of emotional security enables students to engage more deeply with their studies, leading to better academic outcomes. In contrast, a lack of emotional support or the presence of conflict within the family can lead to stress and anxiety, which can distract students from their academic pursuits.

Furthermore, the cultural dynamics in Oshimili South also play a significant role in shaping the relationship between family stability and academic performance. The extended family system, which is common in many parts of Nigeria, including Delta State, can either strengthen or weaken family stability. While extended families can provide additional support, particularly in terms of childcare and financial assistance, they can also introduce conflicts over responsibilities and resources, potentially destabilizing the family unit. This dynamic can have a direct impact on a student’s academic focus and performance, as unresolved family conflicts can create a disruptive home environment.

Recent shifts in family structures in Oshimili South, such as the increase in single-parent households due to factors like migration, divorce, and the death of a spouse, have introduced new challenges to maintaining family stability. These changes have had a profound impact on students’ academic outcomes. Research by (Iloh & Nwankwo 2020) indicates that children from single-parent families often face significant academic difficulties compared to those from two-parent households. The study attributes these challenges to the limited financial resources, time, and emotional support that single parents can provide, which can leave students feeling unsupported and overwhelmed by their academic responsibilities.

In addition to these socio-economic and cultural factors, the broader educational environment in Oshimili South also influences the relationship between family stability and academic performance. The region faces several challenges, including inadequate school infrastructure, insufficient teaching materials, and a lack of qualified teachers, all of which can hinder students’ academic success. When combined with family instability, these challenges can create a situation where students are unable to perform to their full potential, further widening the educational gap between students from stable and unstable families.

Family instability can have profound negative effects on a child’s development and academic performance. Family instability may arise from various factors, including divorce, separation, economic hardship, or domestic violence, each of which can disrupt the child’s sense of security and continuity. McLanahan & Sandefur (2018) emphasize that children from unstable family backgrounds often face reduced parental involvement, emotional distress, and limited access to educational resources. These challenges can lead to negative academic and behavioral outcomes, such as lower grades, increased absenteeism, and a higher likelihood of dropping out of school.

Divorce and separation, for example, often result in disruptions to the child’s living arrangements, routines, and relationships with parents. The emotional turmoil associated with these changes can lead to difficulties in concentration, motivation, and behavior in school. Children may also experience divided loyalties and conflicting relationships with parents, further complicating their emotional and psychological well-being. Research by Amato (2017) suggests that children who experience parental separation are at greater risk of experiencing academic decline due to the instability and stress associated with the breakup of the family unit.

Economic hardship is another significant factor contributing to family instability. Families facing financial difficulties often struggle to meet basic needs, let alone provide the resources necessary for educational success. Economic stress can lead to parental conflicts, increased work hours, and less time spent with children, all of which contribute to an unstable and stressful home environment. Children in these situations may have to contend with issues such as inadequate nutrition, lack of access to educational materials, and poor living conditions, all of which negatively impact their academic performance..

Domestic violence within the family is another critical factor that disrupts family stability and severely impacts a child’s development. Exposure to domestic violence can lead to long-term psychological trauma, affecting a child’s ability to focus, learn, and interact with others. Children living in such environments often experience anxiety, depression, and behavioral problems, all of which are detrimental to their academic achievement. The toxic stress associated with domestic violence can impair cognitive development and lead to difficulties in school, including lower academic performance and increased behavioral issues.

Additionally, a study by Eze and Akinwale (2016) in the Niger Delta region highlighted that children from single-parent homes were more likely to experience academic difficulties compared to those from two-parent households. This finding is particularly relevant to Oshimili South, where the increase in single-parent families due to divorce, migration, or death of a spouse has impacted students’ academic outcomes.

Furthermore, the role of gender cannot be overlooked in discussing family stability and academic performance. According to research by Onwuameze (2019), the impact of family instability is often more pronounced for female students, who may face additional pressures and expectations within the family setting. In many cases, girls are expected to take on more household responsibilities, which can detract from the time and energy they can devote to their studies. In Oshimili South, where traditional gender roles are still prevalent, these cultural expectations can exacerbate the negative effects of family instability on girls’ academic performance.

Students from unstable families often face a range of challenges that can severely hinder their academic performance. Unlike their peers from stable family environments, these children are more likely to experience a lack of parental support, which is crucial for their educational success. Parental involvement is a key factor in a child’s academic journey, providing guidance, motivation, and a sense of security. When this support is absent or inconsistent, children may struggle to stay engaged in their studies, leading to lower academic achievement. Emotional and psychological stress is another significant issue faced by children from unstable families. Family instability, which can arise from factors such as divorce, separation, financial difficulties, or domestic violence, often creates a stressful home environment. This stress can manifest in various ways, including anxiety, depression, and behavioral problems, all of which can detract from a child’s ability to focus on their education. For example, children who are constantly exposed to conflict at home may find it difficult to concentrate in school, as their minds are preoccupied with worries about their family’s well-being. This emotional burden can lead to a decline in academic performance, as these children may be less able to participate fully in classroom activities or complete their homework.

Disruptions in a child’s educational experience due to family conflicts or frequent relocations also contribute to academic difficulties. Family instability often leads to changes in living situations, which can result in children having to change schools multiple times. Each relocation can disrupt a child’s learning process, as they have to adapt to new environments, curricula, and social dynamics. This lack of continuity in their education can lead to gaps in learning, making it more challenging for these students to keep up with their peers. The constant upheaval associated with family instability can also erode a child’s sense of stability and security, further impacting their ability to perform well academically.

A study by Egbo & Nwoye  (2020) provides empirical evidence of the detrimental effects of family instability on academic performance in Delta State. Their research found that students from unstable family backgrounds were more likely to have lower academic performance compared to their peers from stable families. This study highlights the importance of parental involvement and emotional support in mitigating the negative impacts of family instability. According to them, when parents are actively involved in their children’s education, they can help buffer the adverse effects of an unstable home environment. This involvement includes attending parent-teacher meetings, monitoring homework, and providing emotional support, all of which contribute to a child’s academic success.

Moreover, the study underscores the role of emotional support in helping children navigate the challenges associated with family instability. Children who receive consistent emotional support from their parents or guardians are better equipped to cope with the stress and disruptions caused by family instability. This support can come in the form of open communication, reassurance, and encouragement, which help to foster resilience in children. Resilient children are more likely to maintain their academic performance despite the challenges they face at home. In contrast, children who do not receive adequate emotional support may become disengaged from their education, feeling isolated or overwhelmed by their circumstances. This disengagement can lead to a downward spiral in academic performance, as these children may lose interest in school, skip classes, or even drop out altogether. The lack of a supportive home environment makes it difficult for them to see the value in their education or to set and achieve academic goals.

However, over the past few decades, Nigeria has experienced rapid socio-economic changes, driven by factors such as urbanization, globalization, and economic pressures. These changes have significantly impacted traditional family dynamics, leading to shifts that have increased incidences of family instability. Olatunji & Aderibigbe (2019) highlight how urbanization, in particular, has transformed the traditional extended family structure. As more Nigerians migrate from rural areas to cities in search of better economic opportunities, the close-knit family units that once characterized Nigerian society are increasingly being replaced by nuclear families or single-parent households. This shift has weakened the support systems that were once available within the extended family network, leading to greater challenges in maintaining family stability.

The effects of these socio-economic changes are particularly evident in urban and semi-urban areas like Oshimili South Local Government Area in Delta State. Here, economic pressures, such as unemployment, underemployment, and the high cost of living, have exacerbated the challenges faced by families. As economic conditions become more strained, many families struggle to maintain the stability that is crucial for the well-being and development of their children. Parents, particularly those in low-income households, may work multiple jobs or longer hours, leaving less time for family interaction and supervision of their children’s education and emotional needs.

Moreover, the process of globalization has introduced new cultural values and lifestyles that are at odds with traditional Nigerian family norms. Exposure to Western ideas of individualism and nuclear family structures has influenced family dynamics, particularly among the younger generation. This cultural shift has led to changes in attitudes towards marriage, child-rearing, and family responsibilities, further contributing to family instability. For instance, the rising incidence of divorce and separation in urban areas can be partly attributed to the adoption of these new cultural norms, which emphasize personal fulfillment over communal or familial obligations.

In Oshimili South, these changes are not just abstract concepts but are reflected in the everyday lives of families. The traditional communal approach to child-rearing, where multiple generations lived together and shared responsibilities, is gradually giving way to more isolated family units. This transformation has significant implications for the stability of families and, by extension, the development and academic performance of children. As the extended family support system erodes, children may find themselves with fewer role models and less guidance, which can negatively impact their academic and social outcomes.

Furthermore, the economic pressures in urban and semi-urban areas like Oshimili South have led to increased stress within families, often resulting in conflicts and, in some cases, domestic violence. The stress of providing for a family in a challenging economic environment can strain relationships between spouses and between parents and children, leading to a breakdown in family stability. The absence of the extended family to mediate or provide support during such times exacerbates the situation, leaving many families vulnerable to instability.

In Oshimili South, the education system faces several challenges, including inadequate infrastructure, limited access to quality teaching, and socio-economic disparities among students. These challenges are compounded by the instability in many families, which further exacerbates the difficulties faced by students. According to a report by the Delta State Ministry of Education (2022), there has been a noticeable decline in the academic performance of students in the area, with family instability identified as one of the contributing factors.

Oshimili South Local Government Area, located in Delta State, Nigeria, presents a unique case study for examining the relationship between family stability and academic performance. The area is characterized by a mix of urban and rural communities, with a diverse population facing various socio-economic challenges. The region has experienced significant changes in family dynamics due to economic pressures, migration, and the influence of urbanization. These changes have led to increased family instability, which has had a profound impact on the academic performance of students in the area (Okonkwo & Eze 2019). Understanding the impact of family instability on the academic performance of students is essential for a comprehensive analysis of the relationship between family stability and academic performance in this area.

• Statement of the Problem

Despite the recognized importance of family stability in academic achievement, there remains a significant gap in the literature regarding its specific impact on students in Oshimili South Local Government Area. Many studies have focused on broader socio-economic factors or the effects of family structure, but few have delved into the stability of the family unit as a distinct factor. This oversight is particularly concerning given the unique socio-economic and cultural context of the region, which may influence how family stability affects academic performance.

This study seeks to address this gap by examining the relationship between family stability and the academic performance of secondary school students in Oshimili South Local Government Area. It aims to determine whether students from stable families perform better academically than their peers from unstable families, and to identify the specific aspects of family stability that most significantly impact academic outcomes.

1.3       Aim and Objectives of the Study

The primary objective of this study is to investigate the influence of family stability on the academic performance of secondary school students in Oshimili South Local Government Area. The specific objectives are to:

1. to explore the relationship between family stability and students’ academic performance.
2. to identify the role of parental involvement in shaping students’ academic performance.
3. to determine the effect of different family structures on students’ academic achievement.
4. to assess the impact of cultural and socio-economic factors on secondary school students’ performance.
5. to investigate the challenges faced by students from unstable family backgrounds and their impact on academic outcomes.

1.4       Research Questions

1. What is the relationship between family stability and the academic performance of secondary school students?
2. How does parental involvement influence academic success of secondary school students?
3. How do different family structures affect the academic achievements of students?
4. How do cultural and socio-economic factors affect the academic performance of secondary school students?
5. What challenges do students from unstable family backgrounds face and how do these challenges impact their academic outcomes?

1.5       Significance of the Study

The significance of this study lies in its potential to make a substantial impact on various stakeholders, including teachers, parents, students, researchers, policymakers and the society

Teachers: The findings of this study could provide essential insights into the external factors affecting students’ performance in school. Teachers often observe varying levels of academic achievement among students, but they may not always be aware of the underlying causes related to family dynamics. By highlighting the influence of family stability or instability on a child’s ability to succeed academically, teachers can be better equipped to identify students who might be struggling due to issues at home. This understanding allows them to offer more personalized support, implement appropriate teaching strategies, and foster a classroom environment that accommodates the needs of all students, particularly those facing challenges outside the school setting.

Students: This study holds particular significance for secondary school students in the Oshimili South Local Government Area by emphasizing the critical role that family stability plays in their academic success. In a community where various socio-economic challenges may affect family dynamics, the findings of this research can serve as a catalyst for positive change, both within individual households and the broader educational environment.

Parents: Parents too, stand to benefit from the insights this study offers. Understanding how their family dynamics affect their children’s education empowers parents to take proactive steps in creating a stable and supportive home environment. This knowledge can guide them in making decisions that prioritize their children’s academic well-being, such as fostering positive relationships, managing conflicts constructively, and seeking help when needed. Furthermore, parents who are aware of the potential impacts of instability on academic performance may be more motivated to engage with educators and participate in school activities, thereby contributing to a more collaborative effort in supporting their child’s education.

School owners: For school owners and administrators, this study enables school owners to identify and support students facing challenges related to unstable family environments so as to create an educational setting that better addresses the diverse needs of their students.

Policymakers: The study’s results are equally significant as they inform the development of policies and programs aimed at improving educational outcomes on a broader scale. By recognizing the crucial role that family stability plays in academic achievement, policymakers can advocate for initiatives that promote family well-being as a strategy to enhance educational success. This could include supporting programs that strengthen family structures, providing resources for families in crisis, or creating community-based interventions that address the root causes of family instability. Ultimately, policies informed by this study could lead to more effective and holistic approaches to education, recognizing that students’ lives outside of school are deeply interconnected with their performance within it.

Researchers:  This research will serve as a benchmark for future studies in similar non-Western contexts, where cultural and societal differences also play a significant role in shaping family dynamics and educational outcomes. By contributing localized knowledge, the study will help educators, policymakers, and researchers develop interventions that are culturally appropriate and more likely to succeed in improving academic performance among Nigerian students. It can also inform comparative studies, highlighting the similarities and differences in how family stability impacts education across different cultural settings.

The Society:   The broader society benefits from this study as it can inform the creation of targeted interventions aimed at supporting students from unstable family backgrounds. Schools, for example, could develop support programs that address the specific needs of these students, helping to mitigate the negative effects of family instability. Policymakers could use the research to craft policies that promote family cohesion, recognizing that a stable family environment is not only beneficial for individual children but also for the broader societal goal of educational equity.

1.6       Delimitation of the Study

This study is delimited to public secondary school students in Oshimili South Local Government Area of Delta State. The research will focus specifically on examining the relationship between family stability and the academic performance of these students. The choice of public secondary schools as the focus is intentional, as it ensures a more uniform socio-economic background, which could influence both family stability and academic performance. By concentrating on this geographical area, the study aims to provide an in-depth analysis of the local context, which may not be generalizable to other regions or school types.

The study will not cover private secondary school students, nor will it consider schools outside Oshimili South Local Government Area. Additionally, while the concept of family stability is broad, this research will limit its exploration to specific indicators such as parental presence, marital status, and household structure. Factors such as income level, parental education, and other socio-economic variables will be considered but not explored in depth. Similarly, academic performance will be measured primarily through students’ grades and standardized test scores, without delving into other aspects of school engagement like extracurricular activities or behavioral issues.

In this study, the dependent variable is the academic performance of secondary school students. Academic performance is typically measured through students’ grades, test scores, and overall academic achievement, reflecting their success in meeting the educational standards set by their schools. This variable is crucial as it directly reflects the educational outcomes that the study seeks to understand in relation to family stability.

The independent variable in this study is family stability. Family stability refers to the consistency and security of the family environment in which the student is raised. It includes factors such as the presence of both parents, the absence of significant conflicts or disruptions (such as divorce, separation, or frequent relocations), and the emotional and financial support provided by the family. The researcher will explore how variations in family stability impact the academic performance of students, seeking to determine whether students from more stable families tend to perform better academically compared to those from less stable or more disrupted family environments.

1.7       Area of the Study

Oshimili South Local Government Area (LGA) is one of the prominent administrative regions in Delta State, Nigeria. It is strategically located and serves as the host for Asaba, the state capital. The area is characterized by a rich cultural heritage and plays a crucial role in the socio-economic development of the state.

Oshimili South LGA is situated within the coordinates of approximately 6.1981° N latitude and 6.7306° E longitude. This positioning places it in the southern part of Nigeria, along the western banks of the River Niger, making it a vital area in terms of connectivity and trade within the region.

Oshimili South is bordered to the north by Oshimili North Local Government Area, to the east by the River Niger, which also separates it from Onitsha in Anambra State, to the west by Aniocha South Local Government Area, and to the south by Ndokwa East Local Government Area. This strategic location, especially its proximity to the River Niger, has historically made it a key area for trade and migration.

The residents of Oshimili South LGA engage in various occupations, with the majority involved in civil service, given that Asaba, the state capital, hosts numerous government offices and institutions. Additionally, trade and commerce are significant, with the Asaba market being a bustling hub for goods and services. Agriculture, though on a smaller scale compared to other areas in Delta State, still plays a role, with some residents engaged in farming activities, including the cultivation of crops such as cassava, yam, and maize. Fishing, given the area’s proximity to the River Niger, also contributes to the local economy.

Oshimili South Local Government Area (LGA) is well-equipped with a range of educational institutions that cater to the learning needs of its residents, spanning from primary to tertiary levels. The area is home to numerous public and private primary schools, ensuring that basic education is accessible to children across the region. These schools are strategically spread throughout the LGA, providing early educational opportunities to every child.

At the secondary level, Oshimili South boasts a variety of public and private institutions that play a crucial role in shaping the academic foundation of the youth. Some of the notable public secondary schools in the area include St. Patrick’s College, Asagba Mixed Secondary School, and West End Mixed Secondary School. These schools are integral to the educational development of students, preparing them for higher education and future careers.

In terms of higher education, Asaba, the state capital located within Oshimili South LGA, hosts Delta State University, Anwai Campus, which offers a range of undergraduate programs across various disciplines. In addition to this, the Federal College of Education (Technical), Asaba, provides specialized training in both technical and educational fields, equipping future teachers with the skills necessary to excel in their profession. These tertiary institutions contribute significantly to the intellectual and professional growth of the region’s populace.

1.8       Definition of terms

The following are key terms which are central to the study’s focus. Understanding these terms is crucial for comprehending the relationship between family dynamics and students’ academic outcomes.

Family Stability: This refers to the consistency and security within a family unit. It encompasses various factors, including the presence of both parents, the quality of relationships among family members, and the overall emotional and financial support provided within the household. A stable family environment is one where children experience minimal disruptions, such as frequent changes in residence, parental separation, or conflict. This stability is considered vital for the psychological and emotional well-being of children, which, in turn, influences their academic performance.

Academic Performance: This is the measurable outcome of a student’s learning process, usually assessed through grades, test scores, or other forms of academic evaluation. It reflects a student’s ability to understand and apply knowledge in various subjects. In this context, academic performance is influenced by multiple factors, including cognitive abilities, learning environment, and external support systems, such as the family.

Secondary School Students:  These are adolescents typically ranging from ages 12 to 18, who are enrolled in secondary education. This phase is crucial as it prepares students for higher education or vocational training. The academic performance of secondary school students is often seen as a predictor of future educational and career success.

Oshimili South Local Government Area: It is a geographical and administrative region in Delta State, Nigeria. It serves as the specific locale for the study, providing a contextual background that may influence the findings. The socio-economic characteristics of this area, including the quality of educational institutions, community support, and local culture, may all play roles in shaping family stability and, by extension, the academic performance of students.

Delta State: This is one of Nigeria’s 36 states, located in the southern part of the country. The state is known for its ethnic diversity, economic activities, and educational institutions. Understanding the broader context of Delta State is important, as it provides insight into the general conditions under which families in Oshimili South operate, which might impact family stability and academic outcomes.

Pages:  104

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Analyzing the Influence of Instructional Materials on student’s academic performance in Adult Literacy Centres in Delta State

Abstract

This study analyzed the influence of instructional materials on student’s academic performance in adult literacy centres in Delta State. Four research questions guided the study. The study adopted descriptive survey research design. Population of this study consisted of 74 adult learners and 14 facilitators teaching in Oshimili South Local Government Area, Delta State which is the only functional adult literary centre as at the time of this study.  The sample of the study comprised 74 adult learners and 14 facilitators, making a total of 88. Due to the manageable nature of the population the entire population were used as sample. Hence, census sampling technique was adopted. The instrument for data collection is a structured questionnaire which was validated by a lecturer from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. A pilot study was carried on Adult Learners in Onitsha South Local Government Area of Anambra State using split-half method. Data was collected and analyzed using Pearson Moment Correlation to ascertain the level of consistency of the instrument. The researcher administered 74 copies of the questionnaire to adult learners and 14 copies to facilitators in Oshimili South, Delta State and same were retrieved and analyzed. Data collected was analyzed using mean and standard deviation. Findings of the study revealed that certain instructional materials are available and used in enhancing adult learners’ academic performance in Oshimili South Local Government Area. It was recommended that government and educational stakeholders should prioritize funding and distribution of instructional materials to adult education centers to ensure learners have consistent access to essential resources.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely regarded as the key to success in life by both individuals and society. Throughout history and across cultures, education has played a crucial role in enhancing the survival and progress of both individuals and societies. The level of development in any country can often be gauged by the effectiveness of its educational planning and execution. Education shapes behavior by influencing skills, attitudes, beliefs, reasoning abilities, and knowledge, all of which are essential for adapting and interacting successfully with others. By acquiring skills, individuals and groups can work towards realizing their potential. Instructional materials, in particular, provide students with concepts and attitudes that improve their reasoning skills and keep them informed about global developments, which is why they are essential in adult literacy centers.

Adult literacy on the other hand is the ability of individuals to use reading, writing, and numeracy skills effectively in everyday life, work, and citizenship to meet personal and societal needs. Functional literacy emphasizes the practical application of literacy skills in real-life contexts. It is not just about being able to read and write but using these skills to function effectively in society. This type of literacy is critical for adults as it enables them to participate fully in economic, social, and civic activities. As technology and society evolve, the skills considered necessary for functional literacy also change, necessitating continuous learning and adaptation (UNESCO, 2021). For instance, in today’s digital world, functional literacy increasingly involves digital literacy, where adults need to navigate online platforms, manage digital information, and communicate effectively using digital tools. Adult literacy includes the knowledge and skills necessary for individuals to participate effectively in civic life, understand their rights and responsibilities, and engage in public discourse and decision-making processes. Civic literacy empowers adults to become informed and active citizens. It involves understanding political systems, laws, and the roles of various government entities. Civic literacy also includes the ability to critically analyze media, discern credible information, and participate in community and political activities (Mannion, 2022). This type of literacy is crucial in fostering democratic societies where citizens are expected to contribute to decision-making processes. For example, understanding how to vote, advocating for policy changes, or participating in local government meetings are all aspects of civic literacy that help maintain a functioning democracy.  As the world becomes increasingly digital, the concept of adult literacy expands to include digital competencies. Digital literacy is not merely about knowing how to use computers or smartphones but also involves critical thinking and problem-solving skills. Adults must be able to evaluate the credibility of online information, protect their privacy online, and use digital tools to enhance their personal and professional lives (Eshet, 2023). In a digital economy, lacking these skills can lead to significant disadvantages, including limited job opportunities and social exclusion. It can also be in form of cultural literacy. Cultural literacy is the ability of adults to understand, respect, and engage with diverse cultures, traditions, and perspectives within their communities and beyond. In a globalized world, cultural literacy is increasingly important. This form of literacy enables adults to navigate and thrive in multicultural environments. It involves not just an awareness of cultural differences but also an understanding of the deeper values, beliefs, and practices that underpin these differences (Hirsch, 2023). Cultural literacy promotes inclusivity and reduces prejudice, fostering a more harmonious society. For example, in workplaces that are becoming more diverse, cultural literacy helps in building better teamwork, communication, and conflict resolution. It can also be viewed in form of financial literacy. Financial literacy is the ability to understand and effectively use various financial skills, including personal financial management, budgeting, and investing. Financial literacy is crucial for adults to manage their personal finances effectively. It involves knowledge of basic financial concepts such as saving, investing, debt management, and understanding financial products like loans, credit cards, and insurance (Lusardi & Mitchell, 2022). Without financial literacy, individuals may make poor financial decisions, leading to debt accumulation, inadequate savings, and insufficient retirement funds. Enhancing financial literacy helps adults achieve financial security and independence, which is increasingly important in a world where individuals are expected to take more responsibility for their financial well-being. Critical literacy is the ability of adults to read, write, and think in ways that enable them to understand and critique power structures, ideologies, and discourses in society. Critical literacy goes beyond basic reading and writing skills to include the capacity to analyze and challenge dominant narratives and ideologies. It encourages adults to question the status quo, recognize bias, and understand the socio-political context of texts and media (Freire, 2023). This form of literacy is particularly important in a media-saturated world, where information is often manipulated to serve particular interests. By developing critical literacy, adults can become more informed and empowered citizens who are capable of advocating for social justice and change.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools. Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Education has helped to bring the entire world into an entity through the information and knowledge education has helped us to achieve. Education has helped to reduce the problem of language barrier. Through instructions and teaching by your teacher, Individual has acquired different languages outside the traditional language. This has led the individual to associate properly with people from different countries. It has helped one to adjust from his traditional behaviour to a more modest behaviour that makes the individual to be accommodated any part of the world he visits. Education has been a means to an end. That a country is developed is as a result of instructional aid created by education. It serves as a catalyst to governmental principles, policies and laws. With the acquisition of knowledge, and the society structured their means of livelihood. Instructional material is an aid to teaching and learning. It helps to raise learning from verbalization to practical aspect of teaching and learning. Instructional materials makes teaching and learning interesting, easy and amusing. It makes learning more effective (Johnson, 2020).

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable.  According to Farombi, (2019), instructional materials include books, audio-visual, software and hardware of educational technology.  He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The insight from Farombi on linking instructional resources to students’ academic performance serve critical in the provision of quality education. According to Oni (2018), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows students to learn more comfortably therefore influencing positively their academic performance. Instructional materials are sometimes lacking, not available or not suitable. This is because they are very expensive and some are sophisticated to come by in our local environment. However, the student teachers should endeavour to improvise most of the materials with available materials in and around the school and in the domestic environment. Improvisation of instructional materials and equipment becomes necessary when their originals are not readily available. For this reason, students teachers should make use of raw materials in the environment, waste and realizable material, and students’ collection, and assistance from the local repairers like carpenter, painter, blacksmith, etc in facilitating improvisation of instructional materials to aid meaningful teaching and learning.

Learning is facilitated and consolidated effectively when instructional materials are selected, properly organized, relevant and adequately structured into the lesson activities. When students have access to instructional materials, learning retention has more permanent impression created in their minds than when verbal instructions are given out like the lecture methods often used by teachers in Nigerian institutions (Agogo, 2020). The task of the student teacher therefore is to realize that verbal language is no longer enough, he must master the use of concrete materials to present concepts, principles, laws and theories to the students.

Writing on the role of instructional materials in teaching and learning, Balogun (2020) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (2021) emphasize that when instructional materials are provided to meet relative needs of teaching process, students will have access to the reference materials mentioned by the teacher, and also each student will be able to learn at his or her own pace. The overall result is that students will perform much better. instructional materials are essential tools in learning every subject in the school curriculum. They allow the students to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to students in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf, 2018), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2017) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the students in the third world countries.

Yusuf (2018) further said that, the next instructional materials are the chalkboards. The chalkboard is the teaching aid that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles and displayed pertaining to a single topic (Nichollos, 2020). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2017), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2017) also said that Audio-visual aids are the teaching aids use for the teaching learning process. It assists in the teaching-learning processes. The use of audio visual aids. It can be used to encourage teaching and learning activities. It can also help to reduce the rate of forgetting example of this, include maps, graph, diagrams among others.

In another development, the use of instructional materials makes dierent continents to shape their rules and regulations, to accommodate the other. This they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. An instructional material makes adult learners understand more easily when the teacher makes use of working model. It makes the teachers task easier and more effective. Olardi (2019) has highlighted the impact of instructional materials that teachers use to improve the adult learners from understanding and perception of the subject as an enhanced aids. It brings clarity and creates recognition that allow them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to adult learners. Teaching and learning through the use of instructional materials facilitates, stimulates and aids adult learners to take active interest in any topic introduced by the teaching. In structural materials has emotional impact on the adult learners of and affects their attitude towards what is presented as the topic to study by the teacher. It provides both the teacher and adult learners with relevance and meaningful source of information. Kay (2018), Instructional materials stimulate the adult learners desire to learn. It assist learning process by making assimilation and memorization of materials easy. Also, it helps to hold attention, include greater acquisition and, as well as objectives which may be in accessible to many adult learners. An instructional material makes learning available to a wider audience, control the pace of learning, promote better understanding and help to overcome physical difficulties in presenting the subject content.

According to Philipson (2020) instructional material such as textbooks, flashcards, charts and posters, workbooks, audio-visual materials, real-life objects (realia), interactive whiteboards, newspapers and magazines, computers and tablets, storybooks, novels, among others are used in enhancing students’ academic performance in adult learning centres. Textbooks are essential instructional materials that provide structured content on various subjects. They help adult learners access standardized information and exercises to reinforce learning. Textbooks in adult literacy centers are often tailored to the needs of adult learners, with simplified language and practical examples that are relevant to their daily lives. This makes it easier for learners to connect new knowledge with real-world applications. Flashcards are visual aids that contain key information, such as vocabulary words, math problems, or phonetic symbols. These cards are designed to be quick-reference tools that facilitate memorization through repetition. In adult literacy centers, flashcards are used to reinforce basic concepts, especially in language and numeracy skills, helping learners to retain information more effectively through active recall. Charts and posters serve as visual representations of important concepts, processes, or information. These materials are usually displayed in classrooms to provide constant reference points for learners. For example, a poster illustrating the alphabet, common words, or mathematical operations can help adult learners become more familiar with these basics through repeated exposure. This visual reinforcement is crucial in helping learners internalize information. Workbooks are interactive materials that contain exercises and activities aligned with the curriculum. They allow adult learners to practice what they have learned in a structured manner. In adult literacy centers, workbooks are often designed to include both guided exercises and space for independent practice, catering to the needs of learners who may require extra support or wish to progress at their own pace. Audio-visual materials, such as videos, audio recordings, and educational software, are used to create a more engaging learning environment. These materials can illustrate concepts that are difficult to convey through text alone, such as pronunciation or complex processes. For adult learners in literacy centers, audio-visual aids can be particularly beneficial in improving listening, comprehension, and pronunciation skills, as well as providing context for reading and writing exercises. Realia refers to real-life objects used as teaching aids to make learning more tangible and relevant. For example, using actual currency, household items, or agricultural tools in lessons can help adult learners connect their learning with their everyday experiences. In adult literacy centers, realia is particularly effective in vocational training and practical subjects, where learners can directly apply what they learn to their personal or professional lives. Storybooks and novels are used to foster a love of reading and improve literacy skills through engaging narratives. For adult learners, these materials can be particularly motivating, as they often contain stories that reflect their experiences, aspirations, or cultural backgrounds. In adult literacy centers, reading fiction can help learners develop fluency, comprehension, and critical thinking, while also providing an enjoyable way to practice new skills.

Instructional materials such as Customized Textbooks, Workbooks with Practical Exercises, Audio-Visual Aids, Realia (Real-Life Objects), Interactive Digital Tools, Literacy-Specific Flashcards, Adult-Oriented Storybooks and Novels, Charts and Posters, Newspapers and Magazines, Interactive Whiteboards have been found to be more effective in enhancing adult learner’s academic performance (Olayinka, 2019). Customized textbooks for adult learners are designed with simplified language and content that directly relates to their everyday experiences and needs. These textbooks often focus on practical subjects like basic literacy, numeracy, and vocational skills, making the learning process more relevant and less intimidating for adults who may have had limited formal education. The relevance and accessibility of these textbooks help adult learners grasp concepts more quickly and confidently apply what they learn in real-life situations. Workbooks tailored for adult learners typically contain exercises that are directly linked to their daily lives and work environments. For example, a workbook might include budgeting exercises, forms for job applications, or literacy activities based on common workplace documents. By providing opportunities for practical application, these workbooks help adult learners reinforce their skills in a way that feels immediately useful and meaningful, thereby boosting both their academic performance and their confidence. Audio-visual aids, such as educational videos, recordings, and multimedia presentations, are powerful tools for enhancing adult learning. These materials cater to different learning styles—particularly for auditory and visual learners—by presenting information in a dynamic and engaging way. For instance, a video on pronunciation can significantly aid adult learners in improving their speaking skills, while visual demonstrations of complex concepts, like mathematical operations, can make them easier to understand. These aids are especially beneficial for adult learners who may struggle with traditional text-based materials. Realia involves using real-life objects to teach concepts, which helps bridge the gap between abstract ideas and practical application. For adult learners, especially those in vocational training or literacy programs, using items like actual currency, cooking utensils, or tools makes learning more concrete and relatable. This hands-on approach not only enhances understanding but also enables learners to directly apply their new knowledge and skills in their daily lives, thereby increasing their motivation and academic success. Computers, tablets, and other digital tools provide adult learners with access to a vast array of interactive educational resources, such as e-books, online courses, and educational games. These tools support personalized learning by allowing learners to work at their own pace, revisit challenging material, and track their progress. Digital literacy is also a crucial skill in today’s world, and familiarity with these tools can open up new opportunities for employment and personal growth. The interactive nature of these tools engages learners more deeply, making learning more enjoyable and effective. Flashcards designed for adult learners often focus on essential literacy and numeracy skills, such as vocabulary building, phonics, and basic arithmetic. These flashcards are simple yet powerful tools for reinforcing key concepts through repetition and visual cues. For adult learners who may have had limited exposure to formal education, flashcards provide a non-intimidating way to practice and master foundational skills, boosting their confidence and academic performance over time.

Utilization of instructional materials in adult learning has the capacity to motivate them. Motivation towards learning on the other hand refers to the internal or external factors that drive individuals to engage in and persist with the process of acquiring knowledge, skills, and understanding. It is the desire, energy, and enthusiasm that propel students or learners to actively participate in educational activities and seek to achieve learning objectives (Robert, 2019). Motivation can significantly impact a person’s attitude towards learning and their ultimate success in the educational journey. Motivation towards learning according (Olson, 2019) can be categorized into two main types: Intrinsic motivation: This type of motivation comes from within the individual. It is driven by personal interest, curiosity, and the inherent satisfaction derived from the learning process itself. When someone is intrinsically motivated to learn, they are more likely to engage in learning activities because they find them enjoyable, fulfilling, or personally meaningful. Intrinsic motivation is often associated with long-term commitment to learning and a deep understanding of the subject matter; Extrinsic motivation comes from external factors such as rewards, recognition, grades, or the desire to avoid punishment. While it may not be as enduring as intrinsic motivation, it can still be a powerful tool for encouraging learning. Extrinsic motivation can take the form of tangible rewards (e.g., certificates, prizes), social recognition (e.g., praise from teachers or peers), or the promise of future opportunities (e.g., career advancement). Effective education often combines both intrinsic and extrinsic motivation strategies to foster a positive learning environment. When learners see the practical application of what they are learning and understand its significance in their lives, they are more motivated. Allowing learners some control over their learning choices and methods can boost motivation by giving them a sense of ownership.

However, effective utilization of instructional materials is not without challenges. Sme of the challenges includes but not limited to time constraints, financial difficulties, low self-esteem and confidence, learning disabilities, language barriers, limited access to resources, health issues, stigma and social pressure, technological challenges, motivational issues (Matthew, 2017).  Many adult learners juggle work, family, and other responsibilities, leaving limited time for study and practice. The cost of educational materials, transportation, and other expenses can be a barrier to consistent attendance and participation. Past negative experiences with education or prolonged absence from formal learning environments can lead to low self-confidence, affecting their willingness to engage. Some adult learners may have undiagnosed or untreated learning disabilities, making it difficult to absorb and retain new information. In many areas, adult learners may lack access to essential resources like textbooks, digital tools, or even basic classroom facilities. The social stigma associated with being an adult learner can lead to embarrassment and a reluctance to participate fully in learning activities.

Hence the need to analyse the influence of instructional materials on student’s academic performance in Adult Literacy centres in Delta State.

1.2 Statement of the Problem

The use of instructional materials has lots of general benefits that guides a greater impact in teaching and learning process. The teachers level of resourcefulness, creativity, and imagination is credited to the achievement of quality education. These are expressed in how well the teacher is able to perceive, create and use the relevant information that can enhance and promote effective teaching and learning activities. There is a fair use of instructional materials which makes teaching and learning activities mere theoretical, abstract and ineffective. The issue of whether instructional materials provide the necessary knowledge is widely recognized in the central role the assimilation and retention of information it makes available to a wider audience. Instructional materials is a major determining variables that control the pace of learning. It has to do with the creation of an environment in which adult learners can develop their full potentials and lead productive lives in accordance with the demands of their interest and needs either as individuals or as group within the society. The Nigerian government, at all levels has over the years placed enormous emphasis on instructional materials in shaping efforts and strategies aimed at improving adult learner’s standard of learning in the country but both theoretical and empirical literature failed to captive the real factors as to why the standard of education in the country still remain very low. Okereke (2019) observes that many schools in the state cannot boast of instructional materials. He contends that every government should contend with the issue of making education her priority to help improve our standard of learning by providing the required instructional materials to schools. Obasi (2019) holds the view that government should provide funds to those who monitor the needed by their adult learners at all time.

1.3 Aims and Objectives of the Study

The main purpose of this study is analyze the influence of instructional materials on student’s academic performance in Adult Literacy centres in Oshimili South  Local Government Area of Delta State. Specifically, the study sought to ascertain:

1. The instructional materials available and used in enhancing adult learners’ academic performance  in Oshimili South Local Government Area.
2. The specific instructional materials that have shown to be more effective in enhancing adult learners’ academic performance in Oshimili South Local Government Area.
3. The impact of instructional materials on the motivation and engagement of adult learners in Oshimili South Local Government Area.
4. The barriers to the access and use of instructional materials for enhancing adult learners’ academic performance  in Oshimili South Local Government Area.

1.4 Research Questions

The following research questions guided the conduct of the study.

1. What are the instructional materials available and used in enhancing adult learners’ academic performance  in Oshimili South Local Government Area?
2. Are there specific instructional materials that have shown to be more effective in enhancing adult learners’ academic performance  in Oshimili South Local Government Area?
3. How does instructional materials impact the motivation and engagement of adult learners in Oshimili South Local Government Area?
4. What are the challenges or barriers to the access and use of instructional materials for enhancing adult learners’ academic performance in Oshimili South Local Government Area?

1.5 Significance of the Study

The study could be of immense benefit to adult learners, facilitators, government, curriculum planners and future researchers.

The study could be of immense benefit to the adult learners because the effective use of instructional materials would enable them to effectively learn and retain what they have learnt and thereby advancing their performance academically. Instructional materials, such as textbooks, visual aids, and digital resources, play a critical role in making learning more engaging and effective. For adult learners, who may face challenges like limited time and varying levels of prior education, appropriate materials can simplify complex concepts and make learning more accessible. When students have access to appropriate and well-structured instructional materials, they are more likely to feel confident in their learning process. This can lead to increased motivation, as students see tangible progress in their literacy skills. Instructional materials can be tailored to meet the diverse needs of adult learners, allowing for a more personalized learning experience.

The study could also be of immense benefit to the facilitators because it will help them understand how important instructional materials are required in the classroom by making teaching and learning process easier.     Facilitators benefit from having access to high-quality instructional materials as these resources provide a structured framework for teaching. This can lead to more organized lessons, better time management, and a more systematic approach to delivering content. The use of diverse instructional materials can help facilitators develop a wider range of teaching strategies, catering to the different learning styles of students. This can enhance the overall effectiveness of the teaching process. Facilitators are more likely to achieve their educational goals when they have the right tools at their disposal. High-quality instructional materials can help facilitators track students’ progress more effectively and provide targeted support where needed.

For government, understanding how instructional materials impact learning outcomes can inform policy decisions related to educational resource allocation. Effective policies can ensure that adult literacy programs are well-equipped with the necessary materials, leading to improved educational outcomes. Data on the effectiveness of various instructional materials can guide the allocation of funds and resources. Governments can invest in materials that have been proven to enhance learning. Government can develop training programs for facilitators based on the insights gained from the study. This ensures that educators are proficient in using instructional materials to their full potential, leading to better student outcomes. Demonstrating the impact of instructional materials on learning outcomes can support transparency in educational initiatives and programs.

The study could be of immense benefit to the curriculum planner because it will help them understand the influence of instruction materials on academic performance of adult learners and with that there will see how they can provide those instructional materials needed while planning for the curriculum of adult learner. Insights from the study can guide the design and development of curricula that incorporate effective instructional materials. This ensures that the curriculum is aligned with the needs and learning styles of adult learners. Curriculum planners can make informed decisions about which instructional materials to include in the curriculum. This can involve selecting resources that are proven to enhance learning and adapting materials to fit the specific context of adult education.

Researchers can build on the findings of this study to explore additional aspects of instructional materials, such as their impact on different learning styles or the effectiveness of specific types of materials (e.g., digital vs. print). Conducting longitudinal studies can provide insights into the long-term effects of instructional materials on students’ academic performance and overall literacy development. Researchers could compare the effectiveness of instructional materials across different regions or states to identify best practices and potential areas for improvement. Examining how instructional materials affect performance in different types of adult literacy programs (e.g., vocational vs. general literacy) can reveal varied impacts and inform tailored interventions. Investigating the role of emerging technologies and digital resources in adult literacy education can provide insights into their effectiveness and potential benefits.

1.6 Delimitation of the Study

This study focused on analyzing the influence of instructional materials on student’s academic performance in Adult Literacy centres. The study is delimited to adult literacy centres in Oshimili South Local Government Area of Delta State. With particular reference to the instructional materials are currently available and used in adult literacy programs, specific instructional materials that have shown to be more effective in facilitating adult literacy,  the impact of instructional materials on motivation and engagement of adult learners and the challenges or barriers to the access and use of instructional materials  in enhancing students’ academic performance.

1.7 Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of adult literacy centres. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

2.8 Definition of Terms

Influence: Influence refers to the capacity or power to have an effect on someone or something, often shaping their thoughts, behavior, or actions. It involves the ability to persuade, sway, or impact the decisions and attitudes of others. Influence can be exerted through various means, including communication, persuasion, leadership, authority, expertise, and social interactions.

Instructional materials: Instructional materials are resources designed to facilitate teaching and learning processes. They can take various forms and serve different purposes, catering to diverse learning styles and objectives.

Academic Performance: Academic performance refers to the extent to which a student has achieved their educational goals, typically measured through various indicators of success in their academic pursuits.

Adult Literacy: Adult literacy refers to the ability of adults to read, write, and use basic numeracy skills. It encompasses a range of abilities, from basic literacy skills to more advanced levels of proficiency that allow individuals to engage effectively in various aspects of life, such as work, community participation, and personal development.

Pages:  105

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Analyzing the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State

ABSTRACT

This study analysed the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State. Five research questions guide the study. The study adopted descriptive survey research design. Population of the study comprised of 3,419 male and female junior secondary school students in 20 public secondary schools in Aniocha South Local Government Area of Delta State. Simple random sampling was used to select five schools from the study area. In each selected school, 40 students were sampled, resulting in a total sample size of 200 junior secondary school students. The instrument for data collection was a questionnaire titled “Juvenile Behaviour and Academic Performance Questionnaire.  The validity of the questionnaire was established through face validation. This process involved my supervisor and two other experts in measurement and evaluation reviewing the questionnaire. To determine the reliability of the instrument, a pilot study was conducted with a small group of students who are not part of the main study sample. The reliability was assessed using Cronbach’s alpha, with a coefficient of 0.70 or higher indicating acceptable reliability. Data collection involved administering the questionnaire to the selected students in the five schools. The questionnaires were distributed in person, allowing for any immediate questions or clarifications to be addressed. The data collected was analyzed using mean and standard deviation to summarize the responses. The findings revealed among others that relationship exist between juvenile behaviours (such as defiance and impulsivity) and the academic performance of junior secondary students. It was recommended based on the findings that teachers should collaborate with parents to ensure that certain juvenile behaviours are associated with academic disengagement among junior secondary students are reduced to the barest minimum.

CHAPTER ONE

INTRODUCTION

• Background to the study

The formative years of adolescence, particularly during junior secondary education, are crucial in shaping a student’s academic trajectory and overall development. During this period, students undergo significant physical, emotional, and cognitive changes that can profoundly impact their behaviour and academic performance. They tend to exhibit different kinds of juvenile behaviours which significantly impact their academic performance.

Juvenile behaviour, according to Smith (2018) refers to the actions, attitudes, and decision-making processes characteristic of individuals who have not yet reached full cognitive and emotional maturity.  This recognizes that young people are in a state of ongoing cognitive and emotional growth. The actions they take are often a reflection of their incomplete maturation process. Their attitudes may be shaped by limited life experience and an evolving worldview. The decision-making processes mentioned highlight that juveniles may not yet have fully developed capacities for judgment, especially in complex or emotionally charged situations. It implies that juvenile behaviour is transitional and subject to change as the individual grows and develops. It also suggests that we should view juvenile actions through the lens of developmental psychology, rather than applying adult standards of behaviour. Johnson & Lee’s (2020) defines it as a set of age-specific conduct patterns influenced by neurological development, social learning, and environmental factors during the transition from childhood to adulthood. This recognizes that behaviour patterns are closely tied to the individual’s age and developmental stage. The mention of neurological development acknowledges the crucial role of brain maturation in shaping behaviour, particularly the ongoing development of areas like the prefrontal cortex, which is responsible for executive functions. Social learning refers to the ways in which juveniles acquire behaviours through observation, imitation, and reinforcement from their peers, family, and broader society. Environmental factors could include socioeconomic conditions, cultural norms, educational opportunities, and exposure to risk or protective factors. By framing juvenile behaviour as part of a transition, this definition emphasizes its dynamic and evolving nature. It also implies that juvenile behaviour is the result of complex interactions between biological, psychological, and social factors, rather than being determined by any single influence. According to Garcia-Lopez (2019), Juvenile behaviour encompasses a range of actions and reactions exhibited by young people as they navigate the complex interplay between biological maturation and societal expectations. The term “range of actions and reactions” suggests that juvenile behaviour is diverse and can vary significantly between individuals. The idea of “navigating” implies that juveniles are actively trying to find their way through this period, rather than passively experiencing it. Biological maturation refers to the physical and neurological changes that occur during adolescence, including hormonal shifts and brain development. Societal expectations encompass the norms, rules, and roles that culture imposes on young people. This recognizes that juvenile behaviour often emerges from the struggle to reconcile these internal and external forces. It also suggests that what we consider “juvenile behaviour” may differ across cultures and historical periods, as societal expectations vary. Thompson’s (2021) sees it as the manifestation of cognitive, emotional, and social development in individuals who are legally considered minors, often characterized by increased risk-taking and peer influence. He emphasizes the legal aspect of juvenile status, reminding us that the concept of “juvenile” is partly a social and legal construct. It breaks down development into three key areas: cognitive, emotional, and social. Cognitive development involves the maturation of thinking processes, including reasoning, problem-solving, and decision-making. Emotional development refers to the ability to understand and regulate one’s own emotions, as well as empathize with others. Social development encompasses the acquisition of interpersonal skills and the navigation of increasingly complex social relationships. The mention of increased risk-taking acknowledges a well-documented tendency among adolescents to engage in potentially dangerous behaviours. This is often linked to the mismatch between a rapidly developing reward system in the brain and a slower-maturing impulse control system. The reference to peer influence highlights the heightened importance of social relationships during this period, where the opinions and actions of friends often carry more weight than those of family or authority figures.

Similarly, Patel & Ramirez’s (2017) defines juvenile behaviour as a dynamic spectrum of conduct observed in young people, reflecting their ongoing neurobiological development, evolving social relationships, and emerging sense of identity. They portray juvenile behaviour as a “dynamic spectrum,” emphasizing its variability and capacity for change. The term “ongoing neurobiological development” refers to the continuous process of brain maturation throughout adolescence and into early adulthood. This includes the refinement of neural networks, changes in neurotransmitter systems, and the maturation of different brain regions at different rates. “Evolving social relationships” points to the changing nature of interpersonal connections during this period, including the shift from family-centered to peer-centered social networks, the emergence of romantic relationships, and the development of more complex friendships. The “emerging sense of identity” refers to the psychological process of identity formation, where young people begin to develop a more stable sense of self, including their values, beliefs, and goals. This definition suggests that juvenile behaviour is not just a set of actions, but a reflection of profound developmental processes. It also implies that understanding juvenile behaviour requires considering biological, social, and psychological factors in combination, rather than in isolation. Chen (2022) sees juvenile behaviour is the observable outcome of the interaction between genetic predispositions, environmental influences, and developmental stages in young individuals. This takes a broad, integrative approach to understanding juvenile behaviour. By referring to “genetic predispositions,” it acknowledges the role of inherited traits in shaping behaviour. This could include tendencies toward certain personality traits, cognitive abilities, or vulnerabilities to mental health issues. Environmental influences encompass a wide range of external factors, from family dynamics and peer groups to broader societal and cultural influences. The mention of developmental stages recognizes that juvenile behaviour is not uniform throughout adolescence, but changes as individuals progress through different phases of physical, cognitive, and emotional development. By framing juvenile behaviour as an “observable outcome,” this definition reminds us that what we see is the result of complex, often hidden processes. It suggests that to fully understand juvenile behaviour, we need to consider multiple levels of analysis, from genes to society. This definition also implies that juvenile behaviour is not deterministic – while genes and environment play a role, the interaction between these factors and the individual’s current developmental stage allows for considerable variability and potential for change.

Williams & Brown (2018) defines it as a collection of actions and reactions exhibited by adolescents and young adults, often marked by impulsivity, emotional volatility, and a heightened sensitivity to social cues. This definition focuses on some of the characteristic features of juvenile behaviour. Impulsivity refers to the tendency to act without fully considering the consequences, which is often attributed to the incomplete development of impulse control mechanisms in the adolescent brain. Emotional volatility describes the rapid and intense mood swings that many teenagers experience, which can be linked to hormonal changes and ongoing development of emotion regulation systems. The heightened sensitivity to social cues reflects the increased importance of social relationships during this period, as well as the development of more sophisticated social cognition. By including both adolescents and young adults, this definition acknowledges that juvenile behaviour isn’t confined to the teenage years but can extend into early adulthood. The use of “actions and reactions” suggests that juvenile behaviour includes both proactive behaviours and responses to environmental stimuli. This definition implies that what we often consider typical “teenage behaviour” has identifiable neurological and psychological underpinnings, rather than being merely a cultural phenomenon. They tend to influence students’ academic performance.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

There are different juvenile behaviours displayed by students at the secondary school level. Some of the behavour includes defiance and rebellion; Junior secondary students often exhibit defiant behaviour towards authority figures, including parents and teachers. This can manifest as talking back, refusing to follow rules, or deliberately disobeying instructions (Steinberg & Morris, 2018). Impulsivity: Adolescents in this age group may engage in impulsive actions without considering the consequences. This can lead to risky behaviours or poor decision-making (Casey, 2018).Peer influence and conformity: Junior secondary students are highly susceptible to peer pressure and may engage in behaviours to fit in with their social groups. This can include both positive and negative behaviours (Brown, 2018). Mood swings and emotional volatility: Hormonal changes during adolescence can lead to frequent and intense mood swings, affecting students’ behaviour and interactions with others (Larson, 2020). Risk-taking behaviour: Adolescents may engage in various risk-taking activities, such as experimenting with substances or participating in dangerous physical challenges (Steinberg, 2017). Academic disengagement: Some students may show a decline in academic motivation and engagement during this period, potentially leading to decreased performance in school (Robert, 2020). Technology overuse: Excessive use of smartphones, social media, and video games is common among this age group, potentially leading to addictive behaviours and impacting social interactions (Twenge, 2017). Identity exploration: Junior secondary students often experiment with different identities, which can manifest in changing appearance, interests, or social groups (Kroger, 2017).

These behaviours are typically part of the normal developmental process for adolescents. The behaviours have significant relationship with their academic performance in the areas such study habit, motivation, participation in learning activities and strategies. Study habits are defined as those techniques such as summarizing, note taking, outlining or locating materials which learners employ to assist themselves in the efficient leaning of the materials which is at hand.  It plays a vital role in the development of human capital and is linked with an individual well – being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individuals to increase in their productivity and improve in their quality of life. Paivio (2020), noted that habits of study, which are formed in school, have greater significance and students must realize the need to acquire these effective study habits. Effective studying will help students to prepare schoolwork in less time to achieve greater degree of mastery of the lesson. Students who study effectively and efficiently utilize methods of learning which aid the acquisition, retention, application of knowledge, facts and information from textbook and class discussion, lectures and other resources. According to Pascual (2019), Study habits or study strategies are approaches applied to learning. They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one’s life. There are arrays of study skills, which may tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They include mnemonic, which aid the retention of lists of information, effective reading and concentration techniques, as well as efficient note taking. Effective study habits are often up to the students and their support, however there is an evidence that they are increasingly taught at Secondary Schools and university levels. It is believed that the development of study habits helps a person become successful and productive.

Study habits refer to the consistent routines that students follow to engage in academic tasks. These routines include how often, when, and where students study. Effective study habits lead to better academic performance because they promote time management and regular engagement with course materials (Amani, 2017). Developing consistent habits helps students reduce last-minute cramming and improve long-term retention of information (Burhanuddin, 2019). Study habits are the strategies that students employ systematically to make learning more efficient and effective. This includes breaking down complex subjects into manageable parts, scheduling study time, and using methods like summarizing or questioning (Ogunmakin, 2021). A well-planned study habit enables students to organize their learning and avoid cognitive overload, improving their ability to understand and recall information (Chuks, 2018). Study habits involve how students allocate and manage their time in relation to academic work. Time management in study habits means setting aside specific times for studying, ensuring a balance between academic and non-academic activities (Roberts & Styron, 2018). Efficient time management as part of study habits helps students meet academic deadlines and reduces stress from overwhelming workloads (Ojo & Ogunde, 2020). Study habits are the techniques and methods tailored by individuals to suit their learning preferences and styles. This can include note-taking, the use of mnemonic devices, or adopting different learning environments (Nuthana & Yenagi, 2018). Personalized study habits increase motivation and make learning more engaging because students adapt methods that align with their strengths (Okeke, 2021).

Study habits are viewed as the discipline required for maintaining focus and commitment to academic work. This includes the ability to avoid distractions, prioritize tasks, and remain consistent in studying, even when faced with external pressures (Onyinye, 2020). Discipline in study habits fosters resilience and perseverance, which are crucial for achieving long-term academic success (Ugwoke, 2017). Study habits are actions taken by students to invest intellectually in their academic pursuits. This involves active engagement with learning materials, asking questions, and seeking deeper understanding of subjects (Bassey, 2022). Such habits encourage critical thinking and improve intellectual growth, allowing students to connect theory with practical applications (Benneth, 2021). Study habits also refer to the practice of regularly reviewing and reflecting on what has been learned. This process involves revisiting past lessons, summarizing key points, and assessing one’s understanding (Akpan, 2019). Reflective study habits promote metacognition, which enhances students’ ability to monitor and adjust their learning strategies (Lawrence & Seidu, 2021). Study habits are practices that focus on achieving specific academic goals. Setting objectives for each study session—whether it’s mastering a topic or preparing for an exam—makes study time more productive (Smith & Turner, 2021). A goal-oriented approach to study habits increases motivation and helps students track their progress (Aslam & Bashir, 2020). Study habits are essential tools for lifelong learning, not just for academic purposes but also for personal development. Developing effective study habits equips students with skills like critical thinking, information organization, and self-discipline, which are valuable in all areas of life (Ali & Malik, 2019). Lifelong learners benefit from strong study habits, as they continually adapt to new knowledge and challenges (Ebenezer, 2022). Study habits can also be seen as a way to reduce academic stress. By organizing study sessions, prioritizing tasks, and preparing ahead of time, students can prevent feelings of being overwhelmed during exams or assignment deadlines (Osei, 2020). When stress is managed effectively through good study habits, students are more likely to perform better and maintain a healthy balance between their academic and personal lives (Singh & Kaur, 2021).

Similarly, there seems to be a relationship between juvenile behavoiur and students’ motivation towards learning. Motivation refers to the internal processes or external stimuli that drive individuals to initiate, direct, and sustain behaviours toward achieving a goal. In the context of learning, motivation is what encourages students to engage in learning activities, persist through challenges, and strive to improve their performance. Motivation can be intrinsic (internal) or extrinsic (external). Intrinsic motivation refers to engaging in learning activities for the inherent satisfaction rather than for some separable consequence. Learners who are intrinsically motivated tend to learn because they find the process rewarding and interesting in itself (Ryan & Deci, 2017). This type of motivation is often linked to personal interests, curiosity, or a sense of accomplishment. Students with intrinsic motivation are more likely to engage deeply with the material and persist in challenging tasks (Ormrod, 2016) while extrinsic motivation involves participating in learning activities for external rewards or to avoid negative outcomes (Deci & Ryan, 2015). Learners may focus on grades, recognition, or approval from others as their main drive for studying. While extrinsic motivation can be effective in the short term, it may not foster deep learning or long-term retention of knowledge (Gagné & Deci, 2018). However, combining it with intrinsic motivation can enhance academic performance (Schunk, 2016). Self-Determination Theory (SDT) in Learning posits that motivation exists on a spectrum ranging from intrinsic to extrinsic, with self-determined forms of motivation being the most beneficial for learning (Ryan & Deci, 2017). The theory emphasizes the importance of autonomy, competence, and relatedness in fostering motivation. Learners who feel in control of their learning, capable of succeeding, and connected to others are more motivated to engage in academic tasks (Deci & Ryan, 2015). These factors help students develop a deep, sustained interest in learning.

Expectancy-value theory explains that learners are motivated when they expect to succeed in a task and value the outcome of completing it (Wigfield & Eccles, 2020). If students believe they can accomplish a task and see its importance, they are more likely to engage actively in learning. The theory emphasizes both cognitive (expectancy) and emotional (value) components. Positive experiences in learning can enhance students’ expectations of success and their valuation of education (Schunk, 2016). Goal orientation theory distinguishes between two main types of motivation: mastery and performance goals (Ames & Archer, 1988; Dweck, 2017). Students with mastery goals are motivated to learn for the sake of understanding and personal improvement, while those with performance goals focus on demonstrating their ability to others. Mastery-oriented students tend to engage more deeply in learning and develop more effective learning strategies. In contrast, performance orientation can lead to surface-level learning and anxiety (Kaplan & Maehr, 2007). Attribution theory explores how learners’ perceptions of the causes of their successes and failures influence their motivation (Weiner, 2014). Students may attribute their performance to internal factors (effort, ability) or external factors (luck, task difficulty). Those who attribute success to their own effort are more motivated to persist in learning tasks, while attributing failure to controllable factors can lead to more effort and better outcomes (Graham & Taylor, 2016). Understanding these attributions can help educators foster more resilient, motivated learners. Self-efficacy, a concept from Bandura (1997), refers to a learner’s belief in their ability to successfully perform a task. Students with high self-efficacy are more likely to take on challenging tasks, persist through difficulties, and recover from failures. They are motivated because they believe their actions will lead to success (Schunk & DiBenedetto, 2016). Building students’ self-efficacy can significantly enhance their motivation and overall academic performance (Bandura, 2012). Interest-based motivation refers to learning that is driven by a student’s interest in a subject (Renninger & Hidi, 2016). When students find a topic intriguing, they are more likely to engage deeply and voluntarily in learning activities. Interest can be situational (triggered by the environment) or individual (a personal preference), both contributing to sustained engagement in learning tasks (Hidi & Renninger, 2019). Teachers can foster this type of motivation by connecting material to students’ real-life interests. Learners motivated by a sense of competence seek tasks where they can demonstrate their abilities and improve over time. This motivation is closely related to self-efficacy, as students feel more competent when they achieve success through effort (Ormrod, 2016). Providing students with constructive feedback and opportunities for improvement can enhance this type of motivation.

Students’ participation in learning activities simply means taking part in the teaching and learning process. Not as passive listeners, but active participants. Active participation in class improves objective and subjective students’ performance in any given school subject. Active learning techniques and the associated student engagement during teaching leads to a greater number of students meeting the learning outcomes and thus, by extension, improved academic performance (Olaniyi, 2021). Student participation requires the mental and emotional involvement of students in order for them to achieve their aims (Frymier & Houser, 2018). Their participation in class is usually spontaneous, and occurs naturally (Abdullah, Bakar & Mahbob, 2020). Participation of students in group activities is usually not the same and they participate in different ways. The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explore issues and ideas in-depth, from a variety of viewpoints. Certain students will raise their voices more than others; this variation is a result of differences in learning preferences, as well as in personalities. Teamwork can help overcome many shortcomings of traditional learning methods and provide benefits for the students and teachers, where students become more active (Brown, 2012). Students can learn better when they are participating, involved mentally, and are committed in the process of investigation, discovery, and interpretation (Tesfaye & Berhanu, 2018).  Hence the need to analyze relationship between juvenile behaviour and academic performance of junior secondary students.

• Statement of the problem

The relationship between juvenile behaviour and academic performance has been a subject of increasing concern in educational research. As adolescents navigate the complex transition from childhood to adulthood, their behaviour can significantly impact their educational outcomes.

In recent years, educators and policymakers have observed a concerning trend of behavioural issues among junior secondary students, ranging from minor disciplinary infractions to more serious delinquent behaviours. Concurrently, there have been fluctuations in academic performance across schools in the  study area. Despite these observations, there is a lack of comprehensive research examining the potential link between these behavioural trends and academic outcomes in this local context.

The impact of juvenile behaviour on academic performance is multifaceted and can manifest in various ways. Disruptive behaviour may lead to decreased engagement in class, while positive behaviours like self-discipline and goal-setting may enhance academic success. The question begging for answers is how does these juvenile behaviours affects students’ study habit, motivation towards learning and participation in learning activities? It is against this backdrop that this study is carried out to analyze relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State.

• Aim and Objectives of the study

The main aim of the study is analyzing the relationship between juvenile behaviour and academic performance of junior secondary students in Aniocha South Local Government Area of Delta State. Specifically, the study seeks to:

1. To identify the specific juvenile behaviours that most significantly affect academic disengagement and performance among junior secondary students.
2. To examine the influence of juvenile behaviours on the academic performance of junior secondary students.
3. To investigate the impact of study habits on the academic performance of junior secondary students.
4. To analyze the relationship between student motivation and academic performance in junior secondary education.
5. To assess the role of student participation in learning activities and its effect on academic performance.

1.4 Research Questions

1. Which specific juvenile behaviours are most strongly associated with academic disengagement among junior secondary students?
2. What is the relationship between juvenile behaviours (such as defiance and impulsivity) and the academic performance of junior secondary students?
3. How do effective study habits influence the academic performance of junior secondary students?
4. What role does motivation (both intrinsic and extrinsic) play in the academic success of junior secondary students?
5. To what extent does participation in learning activities affect the academic performance of junior secondary students?
   • Significance of the study

The study would be of great benefit to student, teachers, school management, policy makers and future researcher. This section shall present the areas in which the study would be benefit to the groups of persons stated above.

The study would be of benefit to students by creating self-awareness and behaviour modification in them.  Understanding how juvenile behaviour, such as truancy, disobedience, or aggression, impacts their academic performance, students can become more aware of how their actions and habits influence their education. This may encourage students to adopt more positive behaviour that can improve their academic outcomes. Insights gained from the study can guide students toward better behaviour management, leading to improved academic performance. For instance, reducing distractions like disruptive behaviour or peer pressure may result in better focus on studies and higher grades. Students may understand the role of peer influence in shaping both behaviour and academic performance. Positive peer relationships can foster better study habits, while negative influences may detract from academic success. The study highlights the importance of taking responsibility for one’s actions and how behaviour directly affects academic achievements. Students who understand this connection may take more responsibility for their learning and personal development. Understanding the link between behaviour and academics, students can work on fostering better relationships with teachers, classmates, and even their parents. This could contribute to a more positive learning environment and encourage academic growth. The study can serve as a guide for students in personal development, helping them understand the value of discipline, respect for authority, and focus on goals, which are not only crucial for academic success but also for future life challenges. Awareness of the academic consequences of certain behaviours might deter students from engaging in juvenile delinquency, helping to reduce cases of misconduct in schools and potentially improving the overall learning atmosphere.

Teachers can use insights from the study to identify students who exhibit juvenile behaviour that may negatively impact academic performance. Early identification allows for timely interventions to address behaviour before it escalates and hinders learning.  Understanding the behaviour-academic performance link, teachers can develop teaching strategies that cater to students with behavioural issues. This may include adjusting classroom management techniques, lesson plans, and support systems to ensure students remain engaged and focused despite behavioural challenges. The study provides teachers with data and insights on how to manage classroom disruptions more effectively. Knowing how certain behaviours correlate with poor academic performance can help teachers create a more conducive learning environment, reducing distractions for all students. Understanding juvenile behaviour gives teachers an opportunity to build better relationships with their students. Teachers can approach students with empathy, understanding the underlying factors behind their actions, and offering appropriate support, which can improve trust and classroom dynamics. Teachers can use the findings of such studies to implement data-driven interventions that target both academic and behavioural improvement. For example, they may introduce mentorship programs, counseling, or extra-curricular activities aimed at improving both behaviour and academic outcomes. Insights from the study allow teachers to work more closely with parents and school counselors to address juvenile behaviour. By sharing information on how certain behaviours affect academic performance, teachers can encourage a team approach to supporting the student’s overall development. Addressing juvenile behaviour can lead to an improvement in academic performance, which benefits both students and teachers. Teachers may experience more engagement, better class participation, and improved test scores from students who modify their behaviour based on the support they receive. The study helps teachers identify students who may require special attention, whether through behavioural interventions or academic support. Teachers can then provide or seek appropriate resources to ensure that every student has a fair chance to succeed academically. Managing a classroom with students exhibiting juvenile behaviours can be challenging and contribute to teacher burnout.

The study provides valuable data that can guide school management in creating policies aimed at reducing juvenile behaviour that negatively impacts academic performance. This includes policies related to discipline, attendance, and student conduct, ensuring they are both effective and fair. By addressing the root causes of poor academic performance, such as behaviour issues, school management can implement strategies that improve overall student performance. This could lead to better academic results, which enhance the school’s reputation and success in external examinations. Insights from the study can help management allocate resources effectively for support services such as counseling, mentorship, and behavioural intervention programs. This ensures that students exhibiting problematic behaviours receive the help they need to succeed academically. Understanding the link between behaviour and academic performance allows school management to implement strategies that promote a positive and safe learning environment. Reducing instances of juvenile delinquency like bullying, truancy, or vandalism creates a more conducive atmosphere for both teaching and learning. School management can organize professional development programs for teachers based on the findings of the study. Training in behaviour management, conflict resolution, and student engagement can empower teachers to handle behavioural issues effectively, improving the classroom environment. The study highlights the need for stronger collaboration between the school and parents in addressing student behaviour. School management can use this data to create initiatives that involve parents more actively in monitoring and improving their children’s behaviour and academic performance. School management can develop early intervention programs that target students at risk of engaging in juvenile behaviour. These programs may include behaviour monitoring, academic counseling, and social support services to prevent further decline in academic performance. By addressing behavioural problems that lead to poor academic performance, schools can reduce dropout rates. Many students with behavioural issues tend to disengage from school, leading to dropouts. Tackling these issues can help keep students on track to complete their education. Schools that effectively manage behaviour-related issues and improve academic outcomes strengthen their reputation among parents, communities, and education authorities. This can attract more students to the school, increasing enrollment and maintaining high standards. The study emphasizes the importance of addressing both academic and behavioural needs for holistic student development. School management can ensure that students receive a balanced education that focuses on academic achievement as well as social, emotional, and behavioural growth.

The findings can serve as a foundation for future research on related topics, such as specific types of juvenile behaviour or different demographic groups. Researchers can build on existing knowledge to explore new dimensions or validate previous findings. This study can help identify gaps in current knowledge and areas that require further investigation. Future researchers can focus on unexplored aspects or refine the study’s methodologies to gain deeper insights into behaviour-performance dynamics. Insights gained can contribute to refining theoretical models related to behaviour and academic achievement. Future research can test and expand these models, leading to a more comprehensive understanding of the relationship between behaviour and academic performance. Research outcomes can inform the development of new, evidence-based interventions aimed at addressing behavioural issues and improving academic performance. Future researchers can evaluate the effectiveness of these interventions and propose new strategies. The study can provide valuable lessons on research design and methodology. Future researchers can learn from the study’s approaches, methods, and limitations to enhance their own research designs and ensure robust and reliable results. Future researchers can apply the findings to different educational contexts, such as different regions, educational systems, or age groups. This can help in understanding how the behaviour-performance relationship varies across different settings and populations. The study opens up opportunities for interdisciplinary research, integrating insights from psychology, education, sociology, and other fields. Future researchers can explore how various factors interact and impact both behaviour and academic performance. Research findings can be used to inform educational policy and practice. Future researchers can continue to explore how policies and school practices impact the behaviour-academic performance relationship and propose evidence-based recommendations. Future research can focus on the long-term implications of juvenile behaviour on academic and life outcomes.

• Delimitation of the study

This study is focused on analyzing the relationship between juvenile behaviour and academic performance among public junior secondary students in Aniocha South Local Government Area of Delta State. The scope of the research is intentionally narrowed to specific factors that influence academic performance. In this context, the independent variables include study habits, motivation, participation in learning activities, and learning strategies. These variables are essential for understanding the various dimensions of juvenile behaviour that can affect students’ academic success. Conversely, the dependent variable in this study is academic performance, which serves as the outcome that the independent variables are presumed to impact. By concentrating on these particular variables, the study aims to provide a clear understanding of how juvenile behaviour influences students’ academic outcomes within the selected region. This delimitation ensures that the research remains focused and manageable while addressing the critical issues related to academic performance in the context of juvenile behaviour.

• Area of the study

The study is being carried out in Aniocha South Local Government Area of Delta State. Aniocha South Local Government Area is one of the twenty-five Local Government Areas in Delta state. Aniocha South local government area is located within Delta state, Southsouth Nigeria. The headquarters of the LGA is in the town of Ogwashi Ukwu. Aniocha South LGA comprises several towns and villages which include Nsukwa, Ubulu ukwu, Ewulu, Ogwashi ukwu, Ukwu-Oba, Umute, Adonte, and Ashama. Aniocha south is home to several ethnic affiliations which include the itsekiri, urhobo and Ijaw. The common languages spoken in Aniocha south are English and Pidgin English while the local dialects are also spoken extensively. A majority of the dwellers of Aniocha south LGA are Christians with the rest being traditional religious practitioners. Aniocha south has a rich cultural heritage with festivals such as the Isheagu festival, Ine festival, and the NewYam festival.

The total area covered by Aniocha south LGA is 868 km squared with the humidity of the area estimated at 91 percent. The area has two major seasons which are the rainy and dry seasons and the landscape is characterized by the presence of several rivers and tributaries. Aniocha south LGA has an estimated total precipitation of 3350 mm per annum. Aniocha South has a rich agricultural heritage and has a number of plantations such as the oil palm plantation in the towns of Nsukwa, Ashama, and Ubulu ukwu; and the Rubber plantation in Egbudu Akah. Fishing is also a very important enterprise in Aniocha south. The area also has abundant reserves of crude oil and natural gas. Trade is also an important economic feature of the area with the presence of several markets such as the Umuehim and Ashafor markets. Aniocha South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 20 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

1.9 Definition of Terms

Juvenile Behaviour: This refers to the actions and conduct of individuals who are not yet considered adults, typically between the ages of 12 and 18. Juvenile behaviour can range from socially acceptable activities to problematic or delinquent actions that may require intervention.

Academic Performance: Academic performance refers to how well a student achieves their educational goals. It is commonly measured through grades, test scores, or other forms of assessment that reflect a student’s knowledge, skills, and proficiency in a given subject.

Secondary School: Secondary school is the stage of education that follows primary school and precedes higher education or vocational training. In most educational systems, secondary school typically includes students from ages 12 to 18, covering both lower secondary (middle school) and upper secondary (high school) education.

Study Habit: Study habits are the consistent practices and routines that students develop to enhance their learning and academic success. These can include time management, note-taking, effective reading strategies, and regular review of materials.

Motivation: Motivation refers to the internal drive or external stimuli that inspire an individual to take action and pursue goals. In an educational context, motivation can be intrinsic (driven by personal satisfaction or interest) or extrinsic (driven by external rewards, such as grades or recognition).

Participation in Learning Activities: Participation in learning activities refers to the active engagement of students in educational tasks, such as discussions, group work, problem-solving exercises, and other interactive processes. Active participation can enhance understanding and retention of material.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Analyzing Teacher Training Programmess and their effects on Students’ Academic Performance in Delta State

ABSTRACT

This study analysed the teacher training programmess and their effects on students’ academic performance in Delta State. The study adopted descriptive survey research design. Four research questions guided the study. Population of the study comprised all the three hundred and forty-four (345) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred and twelve (113) teachers were selected from 10 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique.  The instrument used for data collection was a structured questionnaire, titled “Teacher Training Programmess and Students’ Academic Performance Questionnaire (TTPSAPQ). To ensure the validity of the instrument, copies of the questionnaire were to two experts in Measurement and Evaluation in Federal College of Education (Technical) Asaba for face and content validation. One hundred and twelve (113) copies of the validated questionnaire were administered to the teachers from the 10-selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and same were retrieved and analyzed. The method used in analyzing the data collected is frequency counts, percentage, mean and standard deviation statistics. It was found among others that teachers’ training programmes have positive effects on public secondary school students’ study habits in Oshimili South Local Government Area of Delta State. It was recommended among others that government should endeavor to organize teacher training programmes in Oshimili South Local Government area of Delta State to enhance students’ academic performance.

CHAPTER ONE

INTRODUCTION

• Background to the study

A training is a process to get the required skills for a particular subject. The training is a valuable practice for the teachers to enhanced their teaching skills. A trained teacher has more skills and techniques to be applied for the better academic achievements of learners (Ulla, 2018). A teacher having better teaching skills can also produce students’ interest in a particular subject (Giovazolias, 2019). Many researchers including (Oliveira, 2019; Supriatna, 2015; Ulla, 2017) stated the importance of teachers training. The teacher’s training provides the solutions of educational problems (Schütze et al., 2017). In this modern age, the teacher’s training is an important requirement and essential component for all the educational activites including conducive learning environment, curriculum development and implementation and assessment (Zulfiqar, 2016). A trained and skilful teacher has more ability to teach the students and implement the various teaching methods successfully (Saira et al., 2021). When teachers apply the various teaching methods and techniques according to the acquired skills then students achieved higher academic results and the interest of the student is also increased (Wuryaningsih et al., 2019).

The traits like hard work, ability, motivation, grip on the subject, and dedication of the teacher, are said to be very important in education. In this modern era scientific and subjective development of a teacher is very significant and it is very essential to know the latest teaching trends in the world. If a teacher fails to update himself then he will move towards declining, the teacher is considered the most crucial factor in implementing all instructional reforms at the grassroots level. It is a fact that the academic qualifications, knowledge of the subject matter, competence and skills of teaching, and the commitment of the teacher have an effective impact on the teaching-learning process. The quality of the teaching always depends on the variable’s ideological, social, and financial requirements, the present arrangement of the education system, and well characterized hypothesis. The teacher instruction framework assumes a significant job in meeting the rising needs of a nation. Teachers are the key resources of any nation and the vastness of the number of inhabitants in a nation is relies upon the nature of an educator. Teachers may vary from other teachers concerning knowledge, skills, abilities, behavior, and their expectation from understudies. Few educators, at the opening, of course, think that scholastics are motivated and well trained towards course contents. And on the opposite side, a few educators have little faith in an understudy learning capacity, anxious to learn, commitment towards school.

A training is a process to get the required skills for a particular subject. The training is a valuable practice for the teachers to enhanced their teaching skills. A trained teacher has more skills and techniques to be applied for the better academic achievements of learners (Ulla, 2018). A teacher having better teaching skills can also produce students’ interest in a particular subject (Giovazolias, 2019). Many researchers including (Oliveira, 2019; Supriatna, 2015; Ulla, 2017) stated the importance of teachers training. The teacher’s training provides the solutions of educational problems (Schütze., 2017). In this modern age, the teacher’s training is an important requirement and essential component for all the educational activites including conducive learning environment, curriculum development and implementation and assessment (Zulfiqar, 2016). A trained and skilful teacher has more ability to teach the students and implement the various teaching methods successfully (Saira, 2021). When teachers apply the various teaching methods and techniques according to the acquired skills then students achieved higher academic results and the interest of the student is also increased (Wuryaningsih, 2019). Education is necessary element of humanity and crucial for the development of a nation (Hafeez, 2020). To educate most of the population in a country, it is necessary to impart free education up to the secondary level. In Pakistan, education is almost free up to secondary level (Ahmad, 2014). The secondary education is the education given to children of aged 13-16 years (Ahmed, 2016). The primarily aims of secondary education are to train students for the sound abilities in reflective, scientific and critical thinking (Van & Janssen, 2019). Teaching is the learning process in which knowledge and information’s are transferred to the children to understand the scientific process (Sivarajah et al 2019). A teacher is the facilitator to provide the guidance in the teaching-learning process (Obidike, 2017). The teaching method represents the different stratigies by which an instructor delivers lecture to the pupils based on predefined instructional objectives (Buseri & Dorgu, 2011). Omar et al. (2020) stated that the main objectives of teaching are to support learners for getting, retain and utilization of information, establishment of habits and development of attitudes and increased store of information and understanding of basic rules and principles of subject matter.

Training refers to the systematic process of enhancing an individual’s skills and knowledge in a specific area to improve their work performance” (Jackson & Schuler, 2020). This involves structured activities aimed at skill development and knowledge transfer. Training is also tied to measurable improvements in productivity and efficiency. It goes beyond mere learning and focuses on applying the acquired skills to real-world tasks, thus enabling employees to meet organizational objectives. It is an integral part of personal and professional development within a work context. Training is a critical tool for organizational development, focusing on both individual and team improvement for enhanced productivity” (Stone, 2019). It serves to not only boost individual competencies but also to foster collaboration and cohesion within teams. When individuals are trained to work better collectively, the organization benefits through improved output and innovation. The emphasis here is on both personal and collective gains, with training serving as a foundation for organizational competitiveness and adaptability. It contributes to aligning the workforce’s abilities with the evolving needs of the organization. Training is a continuous, lifelong process that enables individuals to keep up with industry changes and maintain relevance in their field (DeGrip, 2021). In rapidly evolving industries, skills can become obsolete, and continual training helps individuals stay updated with the latest developments. This definition stresses that training is necessary for both personal career growth and the long-term success of organizations. It allows employees to adapt to new technologies, methodologies, and market demands. Thus, the importance of continuous development is central to this definition. Training is the process by which knowledge, skills, and competencies are systematically transferred to individuals to enhance performance (Aguinis & Kraiger, 2022). This suggests that training is a deliberate and planned process aimed at sharing expertise, ensuring that individuals possess the skills necessary for success. The methodical transfer of knowledge ensures consistency and a standard level of competency across an organization. Training, therefore, serves as a mechanism to reduce knowledge gaps and promote uniformity in performance standards. It also supports career progression and professional development. Training is a means to modify and improve employee behaviors to align with organizational goals and standards (Noe, 2021). By aligning behavior with the company’s goals, training can improve employee interaction, decision-making, and problem-solving. This perspective highlights training’s role in fostering not only technical skills but also soft skills like communication and teamwork. It enhances the overall work environment and cultivates a culture of continuous improvement.

Teacher training programs are designed to equip educators with the skills necessary to handle modern classroom challenges, such as diverse student needs, curriculum changes, and technological advancements. These programs provide theoretical knowledge along with practical experience, ensuring teachers can apply learned strategies in real-world situations (Darling-Hammond et al., 2021). The focus is on building pedagogical content knowledge and teaching skills through hands-on learning and mentoring. Teacher training programs focus on building practical skills like lesson planning, classroom management, and student engagement (García & Weiss, 2019). These workshops help teachers stay up-to-date with pedagogical strategies and technological tools, ensuring they remain effective in the classroom. Such programs typically provide space for reflection and feedback, helping educators to refine their teaching techniques. Modern teacher training includes the use of educational technologies such as smart boards, online learning platforms, and AI-based tools (Voogt et al., 2020). This definition highlights how training programs help teachers incorporate these technologies into lesson plans, creating dynamic and interactive learning environments. Teachers are also trained to assess digital literacy and use technology ethically. These programs emphasize cultural competence and inclusivity, teaching educators to recognize and address the diverse cultural backgrounds of their students (Gay, 2018). Teacher training focuses on adjusting teaching styles and materials to make learning more accessible and engaging for all students, fostering an inclusive classroom environment. Special education teacher training programs prepare educators to work with students who have special needs, ranging from learning disabilities to emotional and behavioral disorders (Sullivan & Sadeh, 2020). These programs offer instruction on individualized education plans (IEPs), behavioral interventions, and collaboration with specialists to provide tailored support for each student.

Teacher training is seen as a lifelong learning process, with continuous professional development being crucial for keeping educators current with the evolving landscape of education (Wei, 2020). These programs emphasize the importance of reflective practice, peer collaboration, and attending workshops or seminars that focus on emerging educational trends and research. A more recent approach to teacher training is the competency-based model, where educators focus on mastering specific skills or competencies (Desimone & Garet, 2015). Rather than simply covering content, these programs ensure teachers can demonstrate mastery of key skills before moving on to more advanced training. This makes the learning process more individualized and adaptive to the teacher’s pace. In inquiry-based teacher training, teachers are trained to adopt an inquiry approach in their classrooms, which emphasizes student-driven learning (Windschitl et al., 2018). These programs show teachers how to encourage curiosity, critical thinking, and problem-solving, moving away from rote memorization towards fostering a deeper understanding of content. Teacher training programs increasingly emphasize the development of learning communities where teachers collaborate with peers to solve problems, share knowledge, and improve their practice (Vescio, Ross, & Adams, 2019). This form of training highlights teamwork and peer support, helping teachers develop reflective practices and enhance their instructional methods. Inclusive education training programs focus on equipping teachers with the skills needed to teach in classrooms where students with diverse learning needs and abilities are present (Florian & Spratt, 2016). These programs teach teachers how to differentiate instruction, use adaptive technology, and foster an inclusive classroom environment that caters to the needs of all students.

Effective teacher training is aimed at enhancing student’s overall academic performance. Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

Certain aspects of students’ academic performance such as study habit, motivation towards learning and class participation can be enhance via effective teacher training programmes. Study habits refer to the consistent routines that students follow to engage in academic tasks. These routines include how often, when, and where students study. Effective study habits lead to better academic performance because they promote time management and regular engagement with course materials (Amani, 2017). Developing consistent habits helps students reduce last-minute cramming and improve long-term retention of information (Burhanuddin, 2019). Study habits are the strategies that students employ systematically to make learning more efficient and effective. This includes breaking down complex subjects into manageable parts, scheduling study time, and using methods like summarizing or questioning (Ogunmakin, 2021). A well-planned study habit enables students to organize their learning and avoid cognitive overload, improving their ability to understand and recall information (Chuks, 2018). Study habits involve how students allocate and manage their time in relation to academic work. Time management in study habits means setting aside specific times for studying, ensuring a balance between academic and non-academic activities (Roberts & Styron, 2018). Efficient time management as part of study habits helps students meet academic deadlines and reduces stress from overwhelming workloads (Ojo & Ogunde, 2020). Study habits are the techniques and methods tailored by individuals to suit their learning preferences and styles. This can include note-taking, the use of mnemonic devices, or adopting different learning environments (Nuthana & Yenagi, 2018). Personalized study habits increase motivation and make learning more engaging because students adapt methods that align with their strengths (Okeke, 2021).

Study habits are viewed as the discipline required for maintaining focus and commitment to academic work. This includes the ability to avoid distractions, prioritize tasks, and remain consistent in studying, even when faced with external pressures (Onyinye, 2020). Discipline in study habits fosters resilience and perseverance, which are crucial for achieving long-term academic success (Ugwoke, 2017). Study habits are actions taken by students to invest intellectually in their academic pursuits. This involves active engagement with learning materials, asking questions, and seeking deeper understanding of subjects (Bassey, 2022). Such habits encourage critical thinking and improve intellectual growth, allowing students to connect theory with practical applications (Benneth, 2021). Study habits also refer to the practice of regularly reviewing and reflecting on what has been learned. This process involves revisiting past lessons, summarizing key points, and assessing one’s understanding (Akpan, 2019). Reflective study habits promote metacognition, which enhances students’ ability to monitor and adjust their learning strategies (Lawrence & Seidu, 2021). Study habits are practices that focus on achieving specific academic goals. Setting objectives for each study session—whether it’s mastering a topic or preparing for an exam—makes study time more productive (Smith & Turner, 2021). A goal-oriented approach to study habits increases motivation and helps students track their progress (Aslam & Bashir, 2020). Study habits are essential tools for lifelong learning, not just for academic purposes but also for personal development. Developing effective study habits equips students with skills like critical thinking, information organization, and self-discipline, which are valuable in all areas of life (Ali & Malik, 2019). Lifelong learners benefit from strong study habits, as they continually adapt to new knowledge and challenges (Ebenezer, 2022). Study habits can also be seen as a way to reduce academic stress. By organizing study sessions, prioritizing tasks, and preparing ahead of time, students can prevent feelings of being overwhelmed during exams or assignment deadlines (Osei, 2020). When stress is managed effectively through good study habits, students are more likely to perform better and maintain a healthy balance between their academic and personal lives (Singh & Kaur, 2021).

Motivation on the other hand is the process that initiates, guides, and sustains goal-oriented behaviors (Ryan & Deci, 2020). This emphasizes motivation as a dynamic process, not just a single event. It involves setting goals and consistently pursuing them over time. Motivation affects whether individuals start a task and how they stay focused on it until completion. It’s critical in all aspects of life, from education to the workplace, because it directs energy toward specific objectives. Whether the goal is small or large, motivation helps maintain the effort required to achieve it. Motivation refers to the reasons underlying behavior (Schunk & DiBenedetto, 2021). This highlights that motivation stems from reasons that drive behaviors. It could be due to internal desires, like the need for achievement, or external factors, such as rewards or recognition. Understanding these reasons is crucial for educators, employers, and leaders, as it allows them to design environments that support desired behaviors. The reasons can be different for different individuals, which is why personalizing motivation strategies can be effective. Motivation is therefore seen as both complex and individualized, influenced by a variety of factors. Motivation is the force that moves people to think, act, and engage with their surroundings (Pinder, 2019). It is motivation is likened to a driving force that energizes people. It propels them to think about goals, take action, and interact with their environment. Whether it’s the need to complete a task or the desire to solve a problem, this force influences both cognitive and physical engagement. Without motivation, people might remain passive, failing to engage with opportunities or challenges around them. Hence, motivation fuels productivity and learning by prompting interaction with one’s environment. Motivation is the cognitive and emotional driver behind decision-making and goal pursuit (Locke & Schattke, 2019). This recognizes the cognitive and emotional aspects of motivation. It stresses that motivation is not just about action but also involves how people think and feel about their goals. Emotions like excitement, fear, or curiosity can strongly influence a person’s motivation. Likewise, cognitive processes, such as setting goals or planning strategies, are key in determining motivation levels. Together, thoughts and feelings shape a person’s commitment to their objectives and how they navigate obstacles. Motivation is an internal or external condition that activates, directs, and maintains behavior over time (Ormrod, 2020). This points to both internal (personal interests, desires) and external (rewards, feedback) conditions as sources of motivation. It stresses that motivation must not only trigger action but also sustain it over time, especially for long-term tasks. External conditions, like praise or incentives, can spark initial motivation, while internal conditions, such as a sense of achievement, keep people going. The longevity of motivation is key to success, as tasks often require sustained effort over extended periods. This view acknowledges that motivation can wax and wane, influenced by various internal and external factors.

Students’ participation in learning activities simply means taking part in the teaching and learning process. Not as passive listeners, but active participants. Active participation in class improves objective and subjective students’ performance in any given school subject. Active learning techniques and the associated student engagement during teaching leads to a greater number of students meeting the learning outcomes and thus, by extension, improved academic performance (Olaniyi, 2021). Student participation requires the mental and emotional involvement of students in order for them to achieve their aims (Frymier & Houser, 2018). Their participation in class is usually spontaneous, and occurs naturally (Abdullah, Bakar & Mahbob, 2020). Participation of students in group activities is usually not the same and they participate in different ways. The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explore issues and ideas in-depth, from a variety of viewpoints. Certain students will raise their voices more than others; this variation is a result of differences in learning preferences, as well as in personalities. Teamwork can help overcome many shortcomings of traditional learning methods and provide benefits for the students and teachers, where students become more active (Brown, 2012). Students can learn better when they are participating, involved mentally, and are committed in the process of investigation, discovery, and interpretation (Tesfaye & Berhanu, 2018).  Hence the need to analyze teacher training programmes and their effects on students’ academic performance in Delta State.

• Statement of the problem

In recent years, the academic performance of students in Nigeria, particularly in Delta State, has become a subject of great concern to educators, policymakers, and other stakeholders in the educational sector. Despite efforts by both government and private entities to improve the quality of education, reports indicate a steady decline in student performance, especially at the primary and secondary school levels. A critical factor in this trend is the efficacy of teacher training programmes. Teacher education is pivotal to the development of quality education, as it equips teachers with the necessary pedagogical skills, content knowledge, and competencies to enhance student learning outcomes. However, there are growing concerns about whether the existing teacher training programmes are adequately preparing teachers to meet the challenges of the contemporary classroom, particularly with the increasingly diverse student population and the rapid technological advancements in education.

In Delta State, this issue has been exacerbated by several systemic challenges. These include inadequate infrastructure in teacher training institutions, insufficient funding, and a lack of continuous professional development opportunities for teachers (Robert, 2019). Moreover, the curriculum used in many teacher training programmes appears outdated, failing to align with modern teaching methodologies and the evolving needs of students. As a result, many teachers enter the classroom unprepared to effectively engage students or address the learning difficulties they encounter. Consequently, the ripple effect is poor student performance, which manifests in high failure rates in both internal and external examinations, poor retention of knowledge, and low overall academic achievement.

Moreover, teacher quality is an essential predictor of student success. Research consistently shows that students taught by well-trained and motivated teachers are more likely to excel academically. Unfortunately, in Delta State, many teachers lack the necessary skills and motivation to perform optimally. This is partly because the teacher training programmes they undergo do not sufficiently equip them with practical teaching strategies, especially in handling large classrooms, implementing differentiated instruction, or utilizing technology to enhance learning. Additionally, the emphasis in many training programmes on theoretical knowledge over practical, hands-on experience has contributed to the gap between teacher training and actual classroom effectiveness. Teachers often find it difficult to translate theoretical concepts into practical classroom strategies, leading to ineffective teaching practices that do not cater to the diverse learning needs of students.

This has raised concern among educationist and stakeholders as to the extent to which teachers training programme enhances students study habit, motivation, and participation in learning activities. It is against this backdrop that this study seeks to analyze teacher training programmes and their effects on students’ academic performance in Delta State

• Aim and Objectives of the study

The main aim of the study is to analyze teacher training programmes and their effects on students’ academic performance in Delta State. Specifically, the study seeks to:

1. Identify various teachers training programmes in Oshimili South Local Government area of Delta State.
2. Examine the effect of teachers training programme on public secondary school students’ study habit in Oshimili South Local Government area of Delta State.
3. Determine the extent to which teachers training programme enhances public secondary school students’ motivation towards learning in Oshimili South Local Government area of Delta State.
4. ascertain the extent to which teachers training programmes enhance public secondary school students’ participation in learning activities in Oshimili South Local Government area of Delta.
5. Factors teachers’ training programmes in Oshimili South Local Government Area of Delta State
   • Research questions

The following research questions were raised to guide the study:

1. What are the teacher training programmes in Oshimili South Local Government area of Delta State?
2. How does teacher training programmes influence public secondary school students’ study habit in Oshimili South Local Government area of Delta State?
3. To what extent does teachers training programmes enhance public secondary school students’ motivation towards learning in Oshimili South Local Government area of Delta State?
4. To what extent does teachers training programmes enhance public secondary school students’ participation in learning activities in Oshimili South Local Government area of Delta?
5. What are the factors teachers’ training programmes in Oshimili South Local Government Area of Delta State.
   • Significance of the study

The study would be of great benefit to student, teachers, school management, policy makers and future researcher.

For students, improved learning outcomes can result from teacher training programs that equip educators with advanced pedagogical techniques, subject knowledge, and classroom management skills. This leads to more engaging lessons, better explanation of complex concepts, and tailored approaches for different learning styles. Students benefit from improved comprehension and retention of material, potentially achieving higher test scores and overall academic success. Curriculum adjustments influenced by study findings might reshape how subjects are taught. This could involve integrating more practical, real-world applications of concepts, incorporating technology and modern teaching aids, and balancing focus between foundational skills and higher-order thinking. Students may experience a more relevant and engaging curriculum that connects different subjects and includes diverse perspectives. Educational policy changes driven by research results can have far-reaching effects on students. This might include revised standards for teacher certification, implementation of evidence-based teaching methods across schools, changes in student assessment methods, and policies to reduce class sizes or increase individualized attention. Such changes can significantly impact the quality and nature of education students receive. Resource allocation decisions informed by the study can directly affect students’ learning environments. This might involve investment in high-quality training materials for teachers, upgrades to classroom technology, funding for specialized support staff, or improvements to school facilities. Students may benefit from enhanced learning tools and a more supportive educational infrastructure. Student-teacher interactions can be transformed through enhanced teacher training. Teachers may develop a better understanding of student psychology, improved communication skills, and enhanced abilities to create positive, inclusive classroom atmospheres. This can lead to more effective instruction, clearer feedback, and better support for individual student needs.Long-term career prospects for students can be positively influenced by improved academic performance resulting from better teaching. Students may be better prepared for higher education, develop critical thinking and problem-solving skills valued by employers, and have increased confidence in their academic abilities. This can open up a broader range of career options and better position students for scholarships and competitive programs.

For teachers, analyzing training programs helps teachers continually refine their teaching skills and stay updated on the latest pedagogical practices. This enhances their competence and confidence in the classroom, allowing them to deliver more effective lessons and foster better student outcomes. Effective training programs expose teachers to innovative teaching strategies, classroom management techniques, and subject-specific methodologies. This allows them to tailor their teaching to meet the diverse needs of students, improving overall academic performance.  When teachers are well-prepared through training, they experience fewer classroom challenges and frustrations. This leads to increased job satisfaction as they see their students succeed, which in turn motivates them to continue improving their teaching practices. Teachers who undergo continuous professional development through effective training programs are seen as professionals who are dedicated to their craft. This recognition can enhance their reputation within the education community and provide career advancement opportunities.Teacher training often includes strategies for handling classroom dynamics, managing student behavior, and creating positive learning environments. By mastering these skills, teachers can create more organized and focused classrooms, which helps reduce stress and increases teaching effectiveness. Education is constantly evolving with new technology, changing student demographics, and emerging societal challenges. Teacher training helps educators adapt to these changes, ensuring they are equipped to meet the evolving needs of their students. Training programs often focus on helping teachers understand and address the diverse needs of students, including those with learning disabilities, different cultural backgrounds, or varying learning styles. This enhances teachers’ ability to reach all students effectively, leading to better academic outcomes for everyone.Teacher training programs often create opportunities for peer collaboration, where teachers can share experiences, challenges, and solutions. This professional community fosters a supportive environment, which can help teachers refine their methods and enhance student learning.

For school management, findings of such a study can provide empirical evidence about the effectiveness of current training programs and highlight areas in need of improvement. This allows school leaders to develop more targeted and impactful training sessions that address specific gaps in teachers’ knowledge or skills, leading to improved classroom practices and student performance. The findings can inform school leaders about which aspects of teacher training are most beneficial for student achievement, enabling them to allocate funds and resources more strategically. For instance, if the study reveals that training in technology integration leads to significant gains in student engagement and academic success, school management may prioritize investments in educational technology and corresponding teacher training. Findings from the study provide school management with a data-driven approach to evaluate teachers based not only on student performance but also on their participation in and application of professional development initiatives. This holistic approach to teacher evaluation can foster a culture of continuous improvement within the school. The study’s findings can offer insight into how teacher training directly impacts student achievement. By understanding which types of training have the most significant effects, school management can implement or refine initiatives that ensure teachers are equipped to meet students’ needs effectively. This can help bridge learning gaps and promote higher academic standards. The study’s findings may indicate that teachers who receive ongoing, relevant training are more likely to stay in the profession and feel more fulfilled in their roles. School management can use this information to attract and retain high-quality teachers, creating a stable and supportive work environment. The findings can emphasize the importance of collaboration among teachers, especially in sharing knowledge gained from training programs. School management can foster a collaborative school culture by organizing mentorship programs, peer observations, and professional learning communities where teachers learn from one another. This collaborative atmosphere can lead to innovation in teaching practices and a stronger sense of community within the school. The findings of this study can guide school management in aligning their training programs with local, national, or international educational standards, ensuring that the institution remains compliant and competitive. Schools can also leverage the study’s insights to prepare for accreditation processes, showcasing their commitment to continuous improvement in teaching and learning.

For policy makers, findings of this study provide concrete evidence about the link between teacher training and student performance, enabling policymakers to develop policies that prioritize and promote high-quality professional development for educators. Such evidence-based policies can lead to systemic improvements in education at the local, regional, or national levels. The findings can guide policymakers in setting standards and regulations for teacher training programs. For example, if the study reveals that specific training in technology, differentiated instruction, or classroom management yields significant improvements in student outcomes, policymakers may choose to mandate or encourage these components in all teacher training curricula. This ensures that future teachers are equipped with the skills needed to succeed in the classroom. The findings of the study can highlight which types of teacher training are most effective in improving student performance, guiding policymakers to allocate funding to the areas that will have the greatest impact. This ensures that public funds are used efficiently to foster educational improvement. The findings of this study can help policymakers align teacher training initiatives with these broader educational goals. For instance, if the goal is to improve literacy, policymakers may prioritize teacher training in reading instruction. This alignment ensures that teacher development efforts contribute to achieving national education targets. The study’s findings could reveal the importance of continuous professional development in retaining qualified teachers. Policymakers can use this information to craft policies that support teacher retention through ongoing professional development opportunities, career advancement pathways, and incentives for lifelong learning. By improving teacher retention rates, education systems can maintain a stable and experienced workforce. The findings of this study can offer insights into emerging trends in education, such as the integration of technology or the need for 21st-century skills like critical thinking and collaboration. Policymakers can use this information to design forward-looking policies that prepare teachers and students for the demands of a rapidly changing world.

For future researchers, findings of this study can reveal new areas for future exploration, helping researchers identify gaps in the current body of knowledge. For example, if the study suggests that certain aspects of teacher training are highly effective in improving student outcomes, future researchers may investigate these elements further, expanding on the original findings and exploring them in different educational contexts. Future researchers can use the findings of this study as a foundation for their own work. By replicating or extending the research, they can test the generalizability of the findings across different educational settings, regions, or age groups. This contributes to the development of a broader, more comprehensive understanding of the impact of teacher training on student performance.  The study’s findings may open up opportunities for cross-disciplinary research, combining insights from fields such as psychology, sociology, and educational technology. For example, if the study reveals that technology training improves student engagement, future researchers might collaborate with technologists to explore how specific tools or platforms can be optimized for educational purposes. The findings of this study, along with its research design, can serve as a model for future studies. Future researchers can build on the methods used in this study to create more robust research designs, improve data collection techniques, or develop new ways to analyze the impact of teacher training on student outcomes. Future researchers can use the study’s findings to advocate for changes in educational policy or practice. By conducting follow-up studies or meta-analyses, researchers can provide additional evidence that supports the implementation of effective teacher training programs at the local, regional, or national level. This reinforces the importance of research in driving educational improvement.  The findings can serve as a baseline for longitudinal studies, allowing future researchers to track the long-term effects of teacher training on student outcomes.

• Scope / Delimitation of the study

The study is focused on analyzing teacher training programmes and their effects on students’ academic performance. The study is delimited to public secondary schools in Oshimii South Local Government Area of Delta State. With particular emphasis on training proraggmes, study habit, motivation and participation in learning activities. Respondents of the study are public secondary school teachers in the study area.

• Area of the study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

• Definition of Terms

Teachers Training Programmes: Teachers training programs are essential for the professional development of educators, equipping them with the necessary skills, knowledge, and strategies to be effective in the classroom. There are various types of training programs designed for teachers at different stages of their careers.

Academic Performance: Academic performance refers to how well a student meets educational standards set by their institution or education system. It is typically measured by grades, test scores, and overall achievements in coursework. Academic performance reflects a student’s understanding of subjects and their ability to apply learned skills.

Motivation: Motivation is the internal or external drive that compels a person to engage in a particular behavior, such as learning or participating in educational activities. In the context of education, motivation can be intrinsic (driven by personal satisfaction or interest in the subject) or extrinsic (driven by external rewards like grades or recognition).

Students’ Participation in Learning Activities: This refers to the extent to which students actively engage in educational tasks, including attending classes, completing assignments, participating in discussions, and taking part in group projects or other academic exercises. High participation usually indicates a greater involvement in the learning process and often correlates with better understanding and performance.

Secondary School: Secondary school is an educational institution that serves students in the years between primary school and higher education, typically from about age 11 or 12 to age 18. It includes middle and high school, and students are often prepared for standardized exams or qualifications required for higher education or vocational training.

Pages:  102

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Teacher’s Characteristics as Determinants of Students’ Academic Performance in Oshimilli South Local Government Area Delta State

ABSTRACT

This study examined teacher’s characteristics as determinants of students’ academic performance in Oshimilli South local government area Delta State. Seven research questions guided the study. The study adopted descriptive survey research design. The population of the study consists of all the teachers in the 13 public secondary schools in Oshimili South Local Government Area (LGA) of Delta State, Nigeria. A sample of 100 teachers were selected from five public secondary schools in Oshimili South LGA through simple random sampling technique. The instrument for data collection in this study was a structured questionnaire titled “Teacher Characteristics and Their Impact on Student Academic Performance.” To ensure the validity of the questionnaire, a face validation process will be conducted. This process will involve a review of the instrument by my supervisor and two other experts in the field of measurement and evaluation. The reliability of the questionnaire was assessed using Cronbach’s alpha coefficient, which is a commonly used measure of internal consistency. A pilot study will be conducted with a sample of teachers from a similar population, and the collected data was analyzed to determine the reliability coefficient of the instrument. A Cronbach’s alpha value of 0.70 was obtained and considered acceptable. Data collection was carried out through the administration of the structured questionnaire to the selected teachers in the five public secondary schools in Oshimili South LGA. Prior to distribution, the purpose of the study will be explained to the participants, ensuring that they understand the significance of their contributions. The questionnaires were distributed in person, and teachers were given sufficient time to complete them. The data collected was analyzed using Statistical Package for the Social Sciences (SPSS) software. Some recommendations were put forward to enhance students’ academic performance in Oshimilli South local government area Delta State. It was recommended among others that education policymakers should enforce strict hiring standards and provide continuous professional development to ensure teachers possess requisite academic qualifications.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The academic performance of students has long been a subject of concern for educators, policymakers, parents, and students themselves. While numerous factors can influence students’ academic outcomes, one of the most important is the teacher. Teachers serve not only as instructors but also as mentors and role models. They shape the learning environment and directly impact students’ attitudes towards education. The characteristics of a teacher — such as their qualifications, teaching style, communication skills, and emotional intelligence play a significant role in determining the academic success of their students.

Teacher’s Professional Qualifications and Subject Mastery One of the most prominent factors influencing student academic performance is the teacher’s professional qualifications. Research consistently shows that teachers who have received formal education in their subject areas and possess relevant teaching certifications tend to be more effective in the classroom. Subject mastery allows teachers to explain complex concepts with clarity and precision, which directly impacts students’ understanding and retention of knowledge. For example, Adeyemi (2018) noted that teachers with higher academic qualifications were more adept at using various instructional methods that cater to different learning styles, thus improving students’ academic outcomes. Similarly, Darling-Hammond et al. (2019) highlighted the positive correlation between teacher certification and student achievement, stressing that certified teachers are better equipped to handle diverse classroom situations and engage students effectively. A teacher’s academic background thus directly influences their ability to deliver high-quality education, which in turn affects students’ performance.

Pedagogical Skills and Instructional Methods The way a teacher delivers content also plays a crucial role in student performance. Effective teachers employ diverse instructional methods tailored to meet the needs of different learners. For instance, the use of audio-visual aids, group work, and interactive activities can engage students more meaningfully than traditional lecture-based methods. This is in line with the findings of Nkansah and Oduro (2020), who argued that interactive and student-centered teaching methods lead to higher levels of student engagement and better academic performance. Moreover, a teacher’s ability to integrate modern technology into the classroom has been found to enhance learning outcomes. In today’s digital age, students respond positively to the use of multimedia resources, which can make learning more accessible and interesting. Gholami and Yazdi (2021) concluded that teachers who effectively utilize digital tools in their teaching enhance students’ motivation and understanding of complex subjects, particularly in STEM disciplines.

Communication Skills and Clarity of Instruction Clear and effective communication is another crucial characteristic of successful teachers. The ability to convey information in a way that is understandable and relatable to students is a significant determinant of their academic success. According to Kim and Lee (2020), teachers who articulate ideas clearly and respond to students’ questions with patience and precision are more likely to foster a positive learning environment, which leads to better student performance. In addition, open communication between teachers and students promotes an atmosphere of trust and respect. Teachers who encourage students to ask questions and express their opinions help create a more dynamic and interactive classroom, which is conducive to learning. An et al. (2022) suggested that a teacher’s ability to maintain an open line of communication with their students fosters critical thinking and problem-solving skills, which are essential for academic success.

Emotional Intelligence and Classroom Management Teachers’ emotional intelligence their ability to understand and manage both their own emotions and those of their students  is increasingly recognized as a key factor in academic performance. Teachers with high emotional intelligence can create a supportive classroom environment that fosters emotional well-being and academic engagement. This is particularly important in managing classroom dynamics and addressing behavioural issues. For example, Oberle and Schonert-Reichl (2019) found that emotionally intelligent teachers were more effective at managing classroom behaviour, leading to fewer disruptions and more focused learning. They also reported that students taught by emotionally intelligent teachers exhibited higher levels of emotional regulation, which positively impacted their academic performance. Teachers who demonstrate empathy and understanding are better able to support students who may be struggling, both academically and emotionally.

Additionally, classroom management techniques are closely related to emotional intelligence. Teachers who can effectively manage classroom dynamics  by setting clear expectations, maintaining discipline, and fostering a positive classroom culture  tend to see higher academic achievement among their students. According to a study by Beaty-O’Ferrall et al. (2020), good classroom management not only minimizes distractions but also encourages students to take responsibility for their learning, thus improving academic outcomes.         Teacher’s Motivation and Passion for Teaching A teacher’s enthusiasm and passion for teaching can also significantly influence student performance. Teachers who are genuinely motivated to teach tend to go above and beyond in ensuring that their students understand the material. Their passion is contagious and can inspire students to take a greater interest in their studies. According to Huang et al. (2021), students are more likely to engage with the content and perform better academically when they perceive their teachers as enthusiastic and committed to their success. Moreover, motivated teachers are more likely to invest time in lesson planning, grading, and providing feedback, all of which are crucial for student success. Motivated teachers also tend to seek out professional development opportunities, which can further enhance their teaching skills. In a study by Oluwatayo and Bamidele (2019), it was found that teachers who engage in continuous professional development are better able to adapt to new teaching methods and curricular changes, ultimately leading to improved student performance.

Teacher-Student Relationship and Its Impact on Learning The quality of the relationship between teachers and students is another critical determinant of academic performance. Positive teacher-student relationships create a conducive learning environment where students feel safe, respected, and valued. Students who have a good rapport with their teachers are more likely to be engaged in class and motivated to succeed academically. A study by Roorda et al. (2018) demonstrated that students who had strong, positive relationships with their teachers showed higher levels of academic motivation and performance. On the other hand, negative teacher-student relationships can hinder learning and contribute to poor academic outcomes. Teachers who are overly strict or disengaged may create an atmosphere of fear or indifference, which can negatively impact students’ motivation and academic achievement. According to Wentzel (2019), a teacher’s ability to build trusting, respectful relationships with students is one of the most significant factors influencing academic performance, especially for students from disadvantaged backgrounds.

Teacher Expectations and Student Performance Teacher expectations have been shown to play a powerful role in shaping student achievement. High expectations from teachers can serve as a self-fulfilling prophecy, encouraging students to rise to the challenge and meet those expectations. Conversely, low expectations can lead to underperformance. A study by Rubie-Davies (2020) highlighted the importance of teachers setting high, yet realistic, expectations for all students, regardless of their background or prior academic achievement. When teachers believe in their students’ potential, students are more likely to believe in themselves and strive for academic success. In contrast, teachers who have low expectations for certain students often based on stereotypes or biases — may unconsciously communicate these expectations through their behaviour, which can result in lower student performance. It is crucial, therefore, for teachers to maintain high expectations and provide the necessary support for all students to succeed academically.

The characteristics of a teacher are crucial determinants of students’ academic performance. Teachers’ professional qualifications, pedagogical skills, communication abilities, emotional intelligence, and passion for teaching all contribute significantly to student success. Positive teacher-student relationships and high expectations further enhance students’ motivation and academic achievement. As education systems around the world continue to evolve, it is essential to recognize and cultivate these characteristics in teachers to ensure the best possible outcomes for students.

 1.2 Statement of the Problem

The academic performance of students in secondary schools has been a persistent concern for educators, policymakers, and parents alike. Despite investments in educational resources and infrastructure, many students continue to underperform, especially in key subjects like mathematics, sciences, and languages. While various factors such as socioeconomic status, school environment, and student motivation have been examined in relation to academic achievement, the role of teachers’ characteristics as a determinant of students’ academic performance remains underexplored, particularly in developing regions. Research has shown that teacher quality is one of the most important in-school factors influencing student outcomes. Characteristics such as teachers’ qualifications, teaching styles, communication skills, emotional intelligence, and classroom management abilities are critical in shaping the learning environment and students’ academic success. However, there is a lack of comprehensive studies specifically addressing how these teacher characteristics contribute to academic performance in secondary schools, especially in regions like Delta State, Nigeria. Given the importance of teachers in the educational process, this study seeks to examine how various teacher characteristics influence students’ academic performance. Understanding these relationships will help identify key areas for teacher development and support, ultimately improving educational outcomes for students.

1.3 Aims and Objectives of the Study

The purpose of the study is to examine Teacher’s characteristics as determinants of students academic performance in Oshimilli South local government area Delta State The objectives of this study are to:

1. Examine the relationship between teachers’ academic qualifications and students’ academic performance in secondary schools.
2. Analyze how teachers’ pedagogical skills and instructional methods influence students’ engagement and academic outcomes.
3. Assess the impact of teachers’ communication skills and clarity of instruction on student performance ( such as mathematics and English).
4. Investigate the role of teachers’ emotional intelligence and classroom management techniques in shaping students’ academic success and classroom behaviour.
5. Explore the effect of teachers’ motivation and passion for teaching on student academic achievement and learning motivation.
6. Determine the influence of teacher-student relationships on students’ academic performance
7. Examine how teacher expectations influence student academic performance

1.4 Research Questions

This study aims to answer the following research questions:

1. How do teachers’ academic qualifications affect students’ academic performance in secondary schools?
2. What is the relationship between teachers’ pedagogical skills and instructional methods and student academic achievement?
3. How do teachers’ communication skills and clarity of instruction influence students’ academic performance?
4. What role does teachers’ emotional intelligence and classroom management play in shaping students’ academic success?
5. How does teachers’ motivation and passion for teaching impact student engagement and academic outcomes?
6. How do teacher-student relationships affect students’ academic performance in secondary schools?
7. In what ways do teacher expectations influence student academic performance?

 1.5 Significance of the Study

This study would provide valuable insights for school administrators and educational institutions regarding the qualities of effective teaching.

Understanding the characteristics of teachers that lead to better academic performance would enable administrators to make informed decisions about hiring, teacher evaluations, and professional development programs. By identifying key teacher attributes that contribute to student success, schools can focus on cultivating these qualities in their teaching staff, leading to improved overall school performance and student outcomes.

Teachers would directly benefit from this research by gaining a deeper understanding of how their qualifications, teaching styles, communication skills, emotional intelligence, and expectations affect student learning. With this knowledge, teachers can reflect on their practices and strive for professional growth in areas where improvement is needed. The findings will also encourage teachers to engage in continuous professional development and adopt more effective classroom management and instructional techniques, ultimately leading to better student engagement and performance.

Students stand to benefit from the findings of this study as it aims to identify teacher-related factors that can enhance their learning experience and academic performance. By highlighting the impact of teacher characteristics on academic success, the study will help create an environment where students receive quality instruction that caters to their needs. Parents, too, will benefit from understanding the importance of teacher quality in their children’s education, allowing them to advocate for better teaching standards and practices in schools, which in turn can lead to improved academic outcomes for their children.

For policymakers and education authorities, this research would offer evidence-based insights into how teacher quality affects academic performance. The findings can guide the development of policies and strategies aimed at improving teacher education programs, teacher certification processes, and ongoing professional development initiatives. Additionally, the study may help in formulating policies that support teacher motivation and well-being, ensuring that educators are adequately equipped to meet the diverse needs of their students, which is essential for raising academic standards at the national and regional levels.

This study would contribute to the body of knowledge in educational research, specifically in understanding the determinants of student academic performance. It will provide a foundation for future studies that explore other factors influencing student outcomes

1.6  Delimitation of the Study

This study is delimited to secondary school teachers in Oshimili South Local Government Area of Delta State, Nigeria. The research will focus specifically on teachers’ characteristics, such as qualifications, teaching styles, communication skills, emotional intelligence, and their impact on students’ academic performance. By narrowing the scope to Oshimili South, the study aims to provide a more detailed understanding of how teacher-related factors influence student achievement within this particular region. The independent variables in this study are the teacher-related characteristics, which include: – Academic qualifications – Pedagogical skills and instructional methods – Communication skills – Emotional intelligence – Classroom management techniques – Teacher motivation and passion for teaching – Teacher-student relationships – Teacher expectations The dependent variable is students’ academic performance, which will be measured through students’ test scores, overall grades, and other academic indicators in secondary schools within Oshimili South Local Government Area. These variables will allow the study to examine how different teacher characteristics directly affect students’ academic outcomes.

1.7  Area of the Study

The area of this study is Oshimili South Local Government Area (LGA) of Delta State, Nigeria. Oshimili South is located in the southern part of Delta State, with Asaba, the state capital, serving as its headquarters. The LGA is situated along the western bank of the River Niger, forming part of Nigeria’s Niger Delta region. The Latitude of 6.2010° N  and Longitude of 6.6950° E Oshimili South covers a land area of approximately 603 square kilometers and is bordered by Anambra State to the north across the River Niger, Oshimili North Local Government Area to the east and north, and Ndokwa West and Ika South Local Government Areas to the west and south.  Boundaries – North: Anambra State (across the River Niger) – East: Oshimili North LGA – West: Ndokwa West and Ika South LGAs – South: Ika North East LGA. Education in Oshimili South Oshimili South LGA is home to a variety of educational institutions, including public and private primary and secondary schools, as well as higher institutions such as the Federal College of Education Technical Asaba, Denis Osadebe University. Despite the presence of educational institutions, challenges related to infrastructure, teaching resources, and teacher quality exist. These challenges make the area an appropriate focus for a study on how teacher characteristics affect students’ academic performance, as it reflects both the strengths and limitations of the local educational system. The primary occupations of people in Oshimili South include civil service, trading, farming, and small-scale businesses. Asaba, being the capital of Delta State, houses numerous government institutions, which makes civil service the major occupation. There is also a considerable presence of educational professionals, given the concentration of schools and administrative bodies in the region. This occupational diversity provides a balanced socio-economic backdrop, making the findings of the study potentially representative of similar areas in the state.  Suitability for the Study Oshimili South is particularly suitable for this study for several reasons. The area has a significant number of secondary schools and a wide variety of teachers with different qualifications, teaching methods, and experience levels. This diversity makes it an ideal setting for examining how various teacher characteristics influence students’ academic performance. Urban and Semi-Urban Dynamics: Oshimili South encompasses both urban and semi-urban areas, providing a diverse educational landscape. The combination of well-resourced schools and those with limited resources allows the study to cover a broad spectrum of teaching and learning conditions, offering a more comprehensive view of the impact of teacher characteristics on student outcomes. Educational Challenges: Like many other regions in Nigeria, Oshimili South faces challenges related to educational infrastructure, teacher shortages, and variations in teacher quality. Studying these dynamics will provide insights into how teacher characteristics can mitigate or exacerbate these challenges, and how improvements in teacher quality could boost academic performance in such a context. Cultural Relevance: The local culture places value on education as a pathway to economic advancement. However, disparities in academic performance persist across schools. Investigating the role of teachers in influencing these outcomes in a culturally relevant setting is essential for the study’s objectives. The findings could inform strategies for improving teacher effectiveness in similar communities. In summary, Oshimili South LGA offers a unique and representative environment to study the determinants of students’ academic performance through the lens of teacher characteristics. Its geographical location, socio-economic diversity, and existing educational challenges make it a suitable and relevant area for this research.

1.8 Definition of Terms

Teacher Characteristics: Teacher characteristics refer to the personal and professional attributes of educators that influence their teaching effectiveness and the learning outcomes of students. These include qualifications, experience, teaching methods, communication skills, emotional intelligence, and classroom management abilities.

Academic Performance: Academic performance is the measurable outcome of a student’s learning process. It is typically assessed through grades, test scores, and overall achievement in academic subjects, reflecting a student’s understanding and mastery of the curriculum.

Pages:  104

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Availability and Utilization of Social Studies Instructional Materials and Secondary School Students’ Academic Advancement In Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State. Four research questions guided the study. The study adopted descriptive survey research design. The population of the study comprised 3,320 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area, Delta State.  The sample of the study comprised of 200 senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area, Delta State. The instrument used for data collection is a structured questionnaire titled, “Instructional Materials and Secondary School Students’ Academic Advancement Questionnaire (AUSSIMSSSAAQ).” A draft copy of the questionnaire was validated by two lecturers one from Measurement and Evaluation, the Federal College of Education (Technical) Asaba. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire were administered on secondary school students in Oshimili North Local Government Area of Delta State using split-half method. Data collected was analyzed using Pearson Moment Correlation Coefficient to ascertain the level of correlation to ascertain the level of the consistency which yielded 0.78, indicating that the instrument was reliable. The researcher administered 200 copies of the questionnaire to the respondents in the selected schools in Oshimili South Local Government Area, Delta State and 197 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study revealed that instructional materials are available for social studies in secondary schools in Oshimili South Local Government Area. It was recommended among others that   teachers should undergo regular training and workshops to enhance their proficiency in the effective utilization of instructional materials for teaching social studies.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as a cornerstone of personal and societal success. Throughout history and across cultures, it has been instrumental in advancing both individual development and collective progress. The quality of a nation’s educational planning and execution is often a key indicator of its overall development. Education shapes individuals by fostering essential skills, attitudes, beliefs, reasoning abilities, and knowledge—vital tools for adapting to and engaging with the world. Through education, people are empowered to realize their full potential. Instructional materials, in particular, play a critical role in enriching students’ reasoning skills and keeping them informed about global trends, making them indispensable in the learning process of social studies.

According to the National Council for the Social Studies (NCSS), social studies is defined as “the integrated study of the social sciences and humanities to promote civic competence” (NCSS, 2016). This definition highlights the interdisciplinary nature of social studies, which draws from subjects like history, geography, political science, and economics. It emphasizes the goal of fostering civic competence, or the ability to engage as responsible citizens in society. Social studies thus serves as a foundation for students to understand complex social issues and participate effectively in their communities. Ross and Marker (2018) define social studies as “a field of study that focuses on helping students develop the knowledge, skills, and dispositions necessary to make informed decisions as citizens of a democratic society.” This definition stresses the role of social studies in cultivating critical thinking and decision-making skills. By engaging with various social sciences, students are encouraged to analyze, evaluate, and synthesize information about society and governance. The emphasis is on preparing students to contribute thoughtfully and responsibly to civic life. Merryfield and Wilson (2020) define social studies as “a subject that fosters understanding of different cultures and societies in a rapidly globalizing world.” This definition reflects the growing importance of global awareness in the curriculum. Social studies helps students appreciate cultural diversity and understand global interdependence. In a world where societies are increasingly interconnected, this approach ensures that students are equipped to navigate and respect cultural differences while addressing global challenges. Parker (2017) states that “social studies is fundamentally concerned with education for citizenship in a democratic society.” This definition centers on the idea that social studies is vital for preparing students to be active, informed citizens in a democracy. By learning about political institutions, legal systems, and civic responsibilities, students gain the tools to participate meaningfully in democratic processes. This focus on citizenship education ensures that students understand their rights and responsibilities and are prepared to engage in civic duties. Banks (2019) defines social studies as “the study of human relationships and how humans interact with their environment, including social, economic, and political aspects.” This broad definition emphasizes the relationship between humans and their surroundings, both natural and societal. Social studies examines how individuals and groups shape, and are shaped by, their social and physical environments. It also explores the role of institutions, such as governments and economies, in structuring these interactions, providing students with a comprehensive view of society’s functioning.

On the other hand, Academic advancement is referred to as the continuous progression of a student through different educational levels, such as moving from primary to secondary education, and then to tertiary education. This kind of advancement is often structured within an education system, where students are required to meet specific academic standards before proceeding to the next stage (Mott, 2017). It demonstrates a linear movement based on merit, exams, or performance evaluations. This progression plays a key role in building both subject expertise and general life skills. Academic advancement also signifies the development and deepening of knowledge and skills in a particular field of study. According to Brown and Carter (2016), students are expected to build on foundational knowledge and engage in more complex problem-solving, analysis, and critical thinking as they advance academically. This growth is reflected in their ability to apply learned concepts in more sophisticated ways. It also contributes to intellectual maturity and prepares individuals for more specialized roles in the workforce. Another perspective of academic advancement is the achievement of specific academic milestones, such as earning a degree or completing a significant research project. Anselmo and Scholtz (2015) define academic advancement as reaching predefined educational goals, including diplomas, certifications, or other forms of recognition. These milestones often mark important transitions in a student’s educational journey and indicate readiness for new challenges or professional opportunities. Such achievements are often accompanied by societal recognition of an individual’s expertise or capabilities. Academic advancement can also involve an increase in competency, particularly in research and innovation. Mandler and Kowalski (2018) argue that higher levels of education, such as postgraduate studies, often focus on developing a student’s ability to contribute original knowledge to their field. This kind of academic advancement is closely linked with publishing research papers, engaging in scientific discoveries, or developing innovative solutions to problems. It moves beyond learning from others to creating new knowledge. Academic advancement is also viewed as holistic intellectual and personal growth, encompassing not just technical or subject-specific knowledge but also ethical reasoning, leadership abilities, and communication skills (Nolan & Phillips, 2019). This view suggests that academic advancement is not solely about moving to higher academic levels but also about becoming a more well-rounded individual, capable of contributing meaningfully to society. Institutions encourage this form of advancement by promoting extracurricular activities, interdisciplinary learning, and global perspectives.
Education has helped to bring the entire world into an entity through the information and knowledge education has helped us to achieve. Education has helped to reduce the problem of language barrier. Through instructions and teaching by your teacher, Individual has acquired different languages outside the traditional language. This has led the individual to associate properly with people from different countries. It has helped one to adjust from his traditional behaviour to a more modest behaviour that makes the individual to be accommodated any part of the world he visits. Education has been a means to an end. That a country is developed is as a result of instructional aid created by education. It serves as a catalyst to governmental principles, policies and laws. With the acquisition of knowledge, and the society structured their means of livelihood. Instructional material is an aid to teaching and learning. It helps to raise learning from verbalization to practical aspect of teaching and learning. Instructional materials makes teaching and learning of social studies more interesting, easy and amusing. It makes learning more effective (Johnson, 2020).

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable.  According to Farombi, (2019), instructional materials include books, audio-visual, software and hardware of educational technology.  He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The insight from Farombi on linking instructional resources to students’ academic performance serve critical in the provision of quality education. According to Oni (2018), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows students to learn more comfortably therefore influencing positively their academic performance. Instructional materials are sometimes lacking, not available or not suitable. This is because they are very expensive and some are sophisticated to come by in our local environment. However, the student teachers should endeavour to improvise most of the materials with available materials in and around the school and in the domestic environment. Improvisation of instructional materials and equipment becomes necessary when their originals are not readily available. For this reason, students teachers should make use of raw materials in the environment, waste and realizable material, and students’ collection, and assistance from the local repairers like carpenter, painter, blacksmith, etc in facilitating improvisation of instructional materials to aid meaningful teaching and learning.

Learning is facilitated and consolidated effectively when instructional materials are selected, properly organized, relevant and adequately structured into the lesson activities. When students have access to instructional materials, learning retention has more permanent impression created in their minds than when verbal instructions are given out like the lecture methods often used by teachers in Nigerian institutions (Agogo, 2020). The task of the student teacher therefore is to realize that verbal language is no longer enough, he must master the use of concrete materials to present concepts, principles, laws and theories to the students.

Writing on the role of instructional materials in teaching and learning, Balogun (2020) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (2021) emphasize that when instructional materials are provided to meet relative needs of teaching process, students will have access to the reference materials mentioned by the teacher, and also each student will be able to learn at his or her own pace. The overall result is that students will perform much better. instructional materials are essential tools in learning every subject in the school curriculum. They allow the students to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to students in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf, 2018), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2017) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the students in the third world countries.

Yusuf (2018) further said that, the next instructional materials are the chalkboards. The chalkboard is the teaching aid that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles and displayed pertaining to a single topic (Nichollos, 2020). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2017), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2017) also said that Audio-visual aids are the teaching aids use for the teaching learning process. It assists in the teaching-learning processes. The use of audio visual aids. It can be used to encourage teaching and learning activities. It can also help to reduce the rate of forgetting example of this, include maps, graph, diagrams among others.

In another development, the use of instructional materials makes dierent continents to shape their rules and regulations, to accommodate the other. This they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. An instructional material makes adult learners understand more easily when the teacher makes use of working model. It makes the teachers task easier and more effective. Olardi (2019) has highlighted the impact of instructional materials that teachers use to improve the adult learners from understanding and perception of the subject as an enhanced aids. It brings clarity and creates recognition that allow them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to adult learners. Teaching and learning through the use of instructional materials facilitates, stimulates and aids adult learners to take active interest in any topic introduced by the teaching. In structural materials has emotional impact on the adult learners of and affects their attitude towards what is presented as the topic to study by the teacher. It provides both the teacher and adult learners with relevance and meaningful source of information. Kay (2018), Instructional materials stimulate the adult learners desire to learn. It assist learning process by making assimilation and memorization of materials easy. Also, it helps to hold attention, include greater acquisition and, as well as objectives which may be in accessible to many adult learners. An instructional material makes learning available to a wider audience, control the pace of learning, promote better understanding and help to overcome physical difficulties in presenting the subject content.

Different kinds of instructional materials are used to enhance students’ academic performance in social studies. According to Femi (2021), some of the instructional materials used in teaching social studies are textbooks, reference books, charts, maps, diagrams, posters, videos, documentaries, simulations, multimedia, internet resources, educational software, models, and artifacts. Textbooks remain the most widely used instructional material, providing a structured approach to the subject. They offer a detailed explanation of concepts, historical timelines, and case studies that guide both teachers and students (Ajayi, 2014). In social studies, textbooks often contain primary source documents, discussion questions, and summaries that help students synthesize information and apply it to real-world situations (Adeyemi & Ajibade, 2011). Visual materials are particularly valuable for subjects like social studies, which often deal with geography, historical events, and sociopolitical dynamics. Maps, for example, help students understand geographical locations, migration patterns, and territorial changes over time. Charts and diagrams, meanwhile, break down complex data into more digestible visual representations, such as population growth charts or diagrams of government structures (Ogunleye, 2014). Posters illustrating key historical events or important political figures also help reinforce memory through imagery. The use of audio-visual tools has gained significant ground with the advent of modern technology. Documentaries and historical videos offer students the opportunity to visually experience the past, bringing historical narratives to life in a way that purely textual descriptions cannot. For instance, students studying significant events like the Civil Rights Movement or World War II may benefit from watching video footage, which adds a layer of emotional and human understanding to the subject matter (Ajayi, 2014).

Additionally, simulations and role-playing scenarios can help students understand complex social issues by immersing them in decision-making processes, such as simulating debates on democracy or governance. The use of technology in education has revolutionized how social studies is taught. With the rise of the internet and educational software, students have access to an abundance of real-time information. For example, digital maps and interactive timelines allow students to explore historical events from multiple perspectives. Platforms like Google Earth enable students to explore geography in a virtual environment, fostering a deeper connection with distant places and events. Additionally, educational software that incorporates quizzes, games, and interactive exercises can enhance the learning experience by making abstract concepts more tangible (Aina, 2013). Real-life artifacts, such as historical documents, models of landmarks, or replicas of ancient tools, provide hands-on learning experiences. When students interact with these objects, they can form a more tangible connection with the subject matter. For instance, handling a replica of a historical artifact, such as an ancient tool or a piece of pottery, allows students to physically engage with history, making it more relatable and memorable (Adeyemi & Ajibade, 2011).

The availability and utilization of instructional materials are critical to improving the academic advancement of secondary school students in Social Studies. Insufficient funding is a significant challenge. Schools often face budgetary restrictions, limiting the acquisition of modern instructional materials such as textbooks, visual aids, and digital resources (Obanya, 2014). This lack of funding restricts teachers’ ability to fully engage students in interactive learning. The effectiveness of instructional materials also depends on teachers’ competence in utilizing them. In many cases, teachers may lack adequate training on integrating instructional materials into their teaching methods. As a result, even when materials are available, their potential impact on students’ learning may not be fully realized (Adedeji, 2018). The condition of school infrastructure in Oshimili South affects how well instructional materials can be used. Poor classroom settings, lack of storage facilities, and inadequate technology hinder the proper utilization of available resources (Adewale & Sanni, 2015).

Hence the need to the need to assess the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State.

1.2 Statement of the Problem

The use of instructional materials has lots of general benefits that guides a greater impact in teaching and learning process. The teachers level of resourcefulness, creativity, and imagination is credited to the achievement of quality education. These are expressed in how well the teacher is able to perceive, create and use the relevant information that can enhance and promote effective teaching and learning activities. There is a fair use of instructional materials which makes teaching and learning activities mere theoretical, abstract and ineffective. The issue of whether instructional materials provide the necessary knowledge is widely recognized in the central role the assimilation and retention of information it makes available to a wider audience. Instructional materials is a major determining variables that control the pace of learning. It has to do with the creation of an environment in which adult learners can develop their full potentials and lead productive lives in accordance with the demands of their interest and needs either as individuals or as group within the society.

The role of instructional materials in enhancing students’ academic making teaching and learning process more concrete and real cannot be overemphasized. This is because instructional materials have been found to be viable tools in the hands of facilitators for enhancing students’ academic performance. It helps to arrest and sustain learner’s attention all through the lesson thereby bringing about positive change in behaviour. It is against the light of the above that this study is carried out to the assess the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State

2.3 Aims and Objectives of the Study

The main purpose of this study is assess the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:

1. Identify the instructional materials available for social studies instructional materials and secondary school Oshimili South Local Government Area.
2. Ascertain the extent of utilization of instructional materials available for social studies instructional materials and secondary school Oshimili South Local Government Area
3. Examine influence of utilization of social studies instructional materials on secondary school students’ academic advancement in Oshimili South Local Government.
4. Determine the factors affecting the availability and utilization of social studies instructional materials in enhancing secondary school students’ academic advancement in Oshimili South Local Government.

2.4 Research Questions

The following research questions guided the conduct of the study.

1. What are the instructional materials available for social studies instructional materials and secondary school Oshimili South Local Government Area?
2. To what extent are instructional materials utilized for social studies instructional materials and secondary school Oshimili South Local Government Area?
3. How does the utilization of social studies instructional materials influence secondary school students’ academic advancement in Oshimili South Local Government Area?
4. What Are the factors affecting the availability and utilization of social studies instructional materials in enhancing secondary school students’ academic advancement in Oshimili South Local Government Area?
   • Significance of the Study

The study could be of immense benefit to students, teachers, school management and future researchers.

The study would show how the availability and proper use of these materials contribute to better student engagement, comprehension, and retention, leading to improved academic performance. The study can reveal where schools lack sufficient Social Studies instructional materials, enabling policymakers and school administrators to focus on providing resources to under-resourced schools. By identifying these gaps, the study could help promote equity in education and provide all students with equal opportunities for success. This study can show how instructional materials aid teachers in delivering content more effectively, which is crucial for fostering a deeper understanding of the subject matter among students. The study can provide data to support more robust curriculum development that integrates diverse instructional materials, ensuring that Social Studies education is practical and relatable to students. Insights from the research can be used by policymakers to advocate for educational reforms that emphasize the importance of instructional resources. The study may highlight how the lack or ineffective use of materials limits students’ ability to engage critically with the subject. The study could uncover disparities in access to quality instructional materials between urban and rural schools or between public and private schools. It can support initiatives aimed at reducing such inequalities, ensuring that all students, regardless of their background, have access to the tools necessary for their academic growth. The study contributes to the broader field of educational research by providing empirical data on how instructional materials influence student learning. This can serve as a reference for future studies and help researchers understand the complex relationships between resources, teaching methods, and student outcomes.

The study would help teachers understand how the use of varied instructional materials can make lessons more engaging and effective. It emphasizes the importance of using diverse tools like textbooks, multimedia, and hands-on activities to clarify concepts and create a more dynamic classroom environment. Teachers can use the findings to develop instructional strategies that cater to students with different learning styles and needs. Having access to a variety of materials allows teachers to personalize instruction, which can improve comprehension and retention for all students. The study would underscore how instructional materials help to maintain students’ interest in Social Studies, thereby making classroom management easier and increasing student engagement. Teachers can use the study’s insights to refine their teaching practices, particularly in integrating materials effectively. It can also encourage teachers to seek further professional development on the use of instructional technologies and innovative teaching aids, ultimately improving their teaching skills. The study can guide teachers on how to maximize the limited resources they have and how to creatively utilize available instructional materials. This can help in time management during lesson planning, as teachers can rely on materials that simplify complex topics and save time in explaining abstract concepts. The study would show how the proper use of instructional materials contributes to students’ academic success, reflecting positively on teachers. When students perform better, it is a testament to the effectiveness of the teacher’s instruction, reinforcing the importance of using materials to support learning. Teachers can use the study to understand the benefits of shifting from traditional, teacher-centered approaches to more student-centered learning. Instructional materials, especially those that encourage group activities, project-based learning, and discussions, can help students take more responsibility for their learning. The findings from such a study can give teachers evidence to advocate for more instructional materials in their schools. Teachers can use data from the study to communicate with school administrators and policymakers about the need for better funding and resources in Social Studies education.

The study provides school management with data-driven insights into where instructional materials are lacking and how these gaps impact students’ academic progress. This information helps management make informed decisions on budget allocation, ensuring that resources are directed where they are most needed. The study highlights how proper use of instructional materials can enhance student understanding and academic performance in Social Studies. By investing in the necessary materials, school management can foster an environment where students perform better academically, reflecting positively on the school’s overall performance metrics.  School management can use the study’s findings to provide teachers with the resources and tools they need to improve instructional quality. Properly equipped teachers are more likely to deliver effective, engaging lessons, leading to improved student outcomes and overall school reputation. The study can reveal disparities in resource distribution among different departments or classes. School management can use this information to ensure that all Social Studies classes have equitable access to instructional materials, promoting fairness and inclusivity within the school system. The study equips school management with a clear understanding of the instructional materials needed for Social Studies education. This information helps in the development of long-term procurement plans and partnerships with educational suppliers or government agencies to secure the necessary resources. The study helps management identify which materials are most effective for the curriculum, ensuring that the subject is taught in a way that aligns with national educational standards and goals. The study provides empirical evidence to justify budgetary requests for instructional materials. Management can use the findings to secure additional funding from government bodies, non-governmental organizations (NGOs), or private donors to enhance Social Studies instruction. The study may emphasize the need for modern instructional materials, such as digital tools, e-learning platforms, and multimedia resources. School management can use this information to advocate for technological upgrades, preparing the school for future educational trends and improving the learning environment. The study may reveal gaps in the school’s compliance with educational policies regarding resource provision. School management can use this information to ensure that the school is adhering to national educational standards and policies, thereby avoiding penalties or losing accreditation. The findings of the study may highlight the need for further teacher training in utilizing instructional materials effectively. Management can use this as a basis to organize professional development programs that equip teachers with the necessary skills to integrate these materials into their teaching.

The study can provide foundational data on the relationship between instructional materials and academic performance in Social Studies, which future researchers can build upon. It helps to fill existing gaps in the literature, particularly in the context of resource availability and utilization in secondary education. Future researchers can use the empirical evidence gathered in this study as a reference point for conducting comparative research. For instance, they may compare findings across different regions, educational systems, or subjects to draw broader conclusions on how instructional materials affect student learning outcomes. This research can help future scholars develop new questions related to instructional materials, such as the impact of digital versus traditional materials, gender differences in access to resources, or how specific types of materials contribute to different learning outcomes in Social Studies. Future researchers can benefit from the study’s methodology, especially regarding data collection techniques, such as surveys, classroom observations, and interviews. By examining the research design, they can refine their own methodologies, improve sampling techniques, or explore new ways of measuring the impact of instructional materials. This study can serve as a foundation for future research on educational policies, particularly around resource distribution, curriculum design, and equity in education. Researchers can explore the implications of the study’s findings for educational policy and how reforms in instructional material provision could enhance overall student achievement. The study provides a platform for future researchers to examine how the availability and use of Social Studies instructional materials vary across different regions, such as urban vs. rural schools or different countries. This can lead to a deeper understanding of the global and regional challenges in education. Future researchers can use this study to foster interdisciplinary work, linking education research with fields such as educational technology, sociology, psychology, and economics. For example, the economic implications of resource allocation or the psychological impact of inadequate materials on student motivation and performance could be explored. The study may contribute to refining or challenging existing educational theories related to learning materials and academic achievement. Future researchers can analyze its findings in light of educational theories such as constructivism, behaviorism, or cognitive load theory, thus expanding theoretical understanding. The research can serve as a starting point for longitudinal studies that track how the availability and use of instructional materials affect students over time.

Future researchers can investigate the long-term academic, social, and career outcomes for students who had access to better instructional materials in secondary school. The study’s findings can align with global educational development goals, such as the United Nations’ Sustainable Development Goal 4, which focuses on ensuring inclusive and equitable quality education. Future researchers can link their work to international educational agendas, making contributions to broader initiatives that aim to improve education systems worldwide. The findings could encourage future research aimed at policy advocacy, where scholars investigate how the results of studies like this can be used to influence government or educational stakeholders. This includes researching ways to use the data for campaigns to improve funding for instructional materials. The study offers a basis for international collaboration between researchers who focus on education across different regions or nations. Comparative studies that examine instructional material use in various educational contexts can promote knowledge exchange and global cooperation in addressing educational challenges.

1.6 Delimitation of the Study

This study focused on assessing the availability and utilization of social studies instructional materials and secondary school students’ academic advancement. The study is delimited to public junior secondary schools in Oshimili South Local Government Area of Delta State. With particular reference to the availability of instructional materials, extent of utilization of instructional materials, influence on students’ academic performance and factors affecting the effective utilization.

1.7 Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of adult literacy centres. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

2.8 Definition of Terms

Social Studies:: Social Studies is an integrated subject that combines knowledge from various disciplines, such as history, geography, economics, political science, and sociology, to help students understand human society, relationships, and the environment.

Instructional Materials: Instructional materials refer to the resources used by teachers to facilitate learning and teaching in the classroom. These can include textbooks, visual aids, charts, digital resources, models, and any other materials that help convey information or support students’ understanding of a subject.

Academic Advancement: Academic advancement refers to the progress students make in their education, usually measured by their success in meeting learning goals, improving academic skills, and moving through educational levels or systems (such as from one grade to the next or from secondary to higher education).

Secondary School: Secondary school is the educational stage that follows primary education and typically includes students aged 12 to 18. It is divided into lower secondary (junior secondary) and upper secondary (senior secondary) levels. In many systems, it serves as the last stage of compulsory education before tertiary education or vocational training.

Availability: Availability refers to the presence or accessibility of resources, services, or materials when needed. In education, this can pertain to whether facilities, teachers, instructional materials, or other supports are provided to meet the needs of students.

Utilization: Utilization refers to the effective use of available resources to achieve a desired outcome. In education, this often means how well instructional materials, facilities, or educational tools are being used by teachers and students to facilitate learning and improve educational outcomes.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Assessing the Efficiency of the Psychomotor Extracurricular Activities on Social Skills Development in Primary School in Oshimili south local government in delta State

ABSTRACT

This study assessed the efficiency of the psychomotor extracurricular activity on social skills development in primary school in Oshimili South Local Government Area in Delta State. Four research questions guided the study. The study adopted descriptive survey research design. The population of the study comprised of the one thousand and three hundred and fifty (1350) teachers in all the 23 public primary schools in Oshimili North Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili North Local Government Area, 9 schools were randomly selected. A total of 115 teachers were sampled through balloting.  The instrument for data collection is a structured questionnaire titled “Assessment of Psychomotor Extra-Curricular Activities on Social Skills Development Questionnaire (APECASSDQ). A draft copy of the questionnaire was validated by a lecturer from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. A pilot study was carried out on 20 teachers from primary schools in Onitsha South Local Government Area of Anambra State using split-half method to ascertain the consistency of the validated instrument. The data collected were analyzed using Spearman Rank to ascertain the level of consistency of the instrument which yielded a correlation coefficient of 0.76, indicating that the instrument is reliable. The researcher administered the copies of the questionnaire to primary school teachers and same were retrieved and analyzed.  Data collected was analyzed using mean and standard deviation statistics. The findings revealed among others that psychomotor activities enhance communication skills development in primary schools in Oshimili South Local Government to a high extent. It was recommended among other things that primary school should ensure that psychomotor activities are carried out on daily basis to enhance communication skills development in schools in Oshimili South Local Government.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Nigerian primary education system has undergone significant changes in recent years, with a growing emphasis on comprehensive child development. This shift has been influenced by global educational trends and local recognition of the limitations of a purely academic focus (Ugwu & Ogunleye, 2023). Within this context, psychomotor extracurricular activities have emerged as a potential tool for enhancing pupils’ overall development, particularly in the realm of social skills. Primary schools are known to develop certain kinds of social skills in children.

Primary schools are essential for fostering children’s cognitive development, which involves the expansion of thinking, memory, reasoning, and problem-solving skills (Pianta et al., 2016). The structured learning environment provided in primary schools introduces children to tasks that challenge their cognitive abilities, helping them understand complex concepts and build analytical skills. At this stage, pupils engage in activities that encourage them to question, hypothesize, and experiment, which enhances their ability to process and retain information. Teachers also use various pedagogical techniques to stimulate critical thinking and independent thought. This cognitive growth is fundamental for academic success and future intellectual development (Perry & Weinstein, 2017). Primary education often plays a role in fostering national identity and civic consciousness among young pupils (Torney-Purta, 2017). Schools introduce children to national symbols, history, and traditions that help shape their understanding of what it means to be a citizen of their country. By incorporating lessons on citizenship, primary schools teach children about their rights and responsibilities within the larger community. This process helps instill a sense of pride and belonging, as well as respect for national values and institutions. Primary education, therefore, acts as a critical platform for nurturing patriotism and responsible citizenship in future generations (Anderson, 2016). Primary schools contribute significantly to the development of emotional intelligence, which is crucial for personal and social success (Goleman, 2015). Emotional intelligence involves the ability to recognize, understand, and manage one’s emotions, as well as to empathize with others. Through group activities, collaborative learning, and social interactions, pupils learn to navigate their emotions and respond appropriately to various situations. Teachers play a key role in helping children build resilience, self-awareness, and interpersonal skills. The emphasis on emotional intelligence in primary education prepares pupils to handle challenges in both their personal and academic lives (Brackett et al., 2019). Primary schools serve as the critical transition point from home or early childhood settings to formal education (Peters, 2015). The structured environment of primary schools introduces children to a new world of routines, expectations, and academic learning, which can be very different from home-based or informal learning settings. Teachers provide guidance to help children adjust to these new environments, building their confidence and independence. This transitional period is crucial for setting the tone for the rest of the child’s academic journey, ensuring that they develop the necessary skills and habits to thrive in more structured educational settings. Parental involvement in this transition phase is also emphasized to smooth the process (Fabian & Dunlop, 2016).

Play-based learning is often an integral part of primary education, especially for younger pupils (Pyle & Danniels, 2017). Through play, children engage in activities that encourage exploration, creativity, and social interaction. Primary schools incorporate structured play into their curricula to develop children’s problem-solving skills and foster social collaboration. Play-based learning is especially beneficial for building communication skills, as children learn to express themselves and negotiate with peers during play. Moreover, this method makes learning more enjoyable, which helps sustain pupils’ interest in education. By integrating play into the academic curriculum, primary schools ensure a balanced approach to learning that supports both cognitive and emotional development (Hirsh-Pasek et al., 2016). Primary education plays a pivotal role in national economic development by producing a literate and numerate workforce (Hanushek & Woessmann, 2015). The skills acquired at the primary level form the foundation for future education and employment opportunities, which, in turn, influence a country’s economic growth. Governments invest in primary education to equip children with the necessary skills to become productive members of the workforce. Studies show that countries with higher levels of primary education tend to have more stable economies and experience reduced poverty levels. Therefore, primary schools are viewed not only as educational institutions but also as engines for long-term economic development (OECD, 2016).

Beyond academic instruction, primary schools are crucial in teaching moral values and civic responsibility (Nucci & Narvaez, 2015). Schools integrate lessons on ethical behaviour, respect for authority, and social justice into the curriculum to help pupils understand their roles as responsible members of society. These moral lessons are often delivered through stories, group discussions, and role-playing activities. By instilling values such as honesty, fairness, and respect for diversity, primary schools prepare pupils to be conscientious and empathetic citizens. The moral education provided in primary schools often aligns with broader societal goals of creating a more ethical and just society (Berkowitz & Grych, 2016). Primary education plays an important role in shaping children’s self-concept and identity (Eccles, 2016). As children engage with their peers and teachers, they begin to form an understanding of who they are and how they relate to the world around them. This period is critical for developing a sense of self-esteem and confidence, as children receive feedback from their interactions and accomplishments. Primary schools offer various opportunities for children to explore their talents, interests, and abilities, contributing to their sense of identity. This early stage of identity formation influences how children perceive themselves in relation to others and society at large (Harter, 2015). In many countries, primary schools serve as a melting pot of children from different social, cultural, and economic backgrounds (Slee, 2018). The diverse school environment fosters social integration by encouraging pupils to learn about and respect cultural differences. Through collaborative projects and group activities, pupils from various backgrounds are given opportunities to interact, which helps reduce prejudices and promotes social harmony. Teachers play a key role in facilitating these interactions by fostering an inclusive and respectful classroom environment. Social integration in primary schools is vital for promoting a sense of unity and belonging in increasingly diverse societies (Banks, 2016).     Social skills on the other hand encompass a wide range of abilities, including effective communication, empathy, cooperation, conflict resolution, and emotional regulation. These skills are increasingly recognized as critical for success not only in school but also in future personal and professional life (Ademola-Popoola & Akande, 2022). In Nigeria, where communal values and social cohesion are highly prized, the development of these skills takes on additional cultural significance. Social skills development refers to the process of acquiring and refining the abilities necessary to interact effectively with others, including communication, empathy, and conflict resolution” (Johnson et al., 2018). This perspective acknowledges that social skills are not innate but learned and refined over time. The inclusion of specific components like communication, empathy, and conflict resolution provides a concrete framework for understanding what constitutes social skills. However, this definition may be somewhat limited in its scope, as it doesn’t explicitly address the role of cultural context or the potential for these skills to vary across different social settings. It is also defined as the ongoing acquisition of interpersonal competencies that enable individuals to navigate social situations successfully across various contexts and life stages (Lee & Park, 2020). This broadens the scope to include a wider range of skills and abilities. The mention of navigating social situations “successfully” raises questions about how success is defined and measured in social interactions, which could vary significantly across cultures and individuals. Additionally, it acknowledges the importance of context and life stages, recognizing that social skills may need to adapt as one moves through different phases of life. Social skills development involves the cultivation of behaviours and cognitive processes that facilitate positive social interactions and relationships (Garcia-Lopez, 2021). He introduces the cognitive aspect of social skills development, recognizing that it’s not just about observable behaviours but also internal mental processes. This holistic approach provides a more comprehensive understanding of social skills development.

According to Patel and Singh (2022), social skills development is a multifaceted process of learning to interpret social cues, regulate emotions, and respond appropriately in diverse social environments. Social skills development can be described as the progressive enhancement of an individual’s capacity to form and maintain meaningful relationships, collaborate effectively, and adapt to social norms” (Thompson, 2019). This multifaceted approach provides a rich understanding of what social skills entail. The inclusion of “meaningful relationships” adds a qualitative dimension to social skills development, suggesting that it’s not just about interacting, but about creating valuable connections. It is conceptualized as the systematic improvement of an individual’s ability to perceive, understand, and navigate social dynamics in both personal and professional settings” (Nakamura & Watanabe, 2023). Social skills development is defined as “the lifelong journey of acquiring, refining, and adapting social competencies to meet the evolving demands of interpersonal interactions across various life domains (Chen et al., 2021). This perspective aligns well with current understandings of human development and learning. The mention of acquiring, refining, and adapting skills recognizes both the initial learning process and the ongoing need to adjust these skills. The reference to “evolving demands” acknowledges the changing nature of social interactions, particularly relevant in our rapidly changing technological and cultural landscape.

Psychomotor activities on the other hand, by their nature, provide a unique platform for social skills development. They often require pupils to work collaboratively, communicate effectively, and navigate complex social situations. For instance, team sports necessitate cooperation and leadership, while drama activities can foster empathy and emotional expression. Dance and rhythmic activities can promote cultural awareness and non-verbal communication skills (Nnamani & Oyedele, 2024). Psychomotor activities involve the development and coordination of physical movement, often through repetitive practice and fine-tuning. According to Gallahue et al. (2012), psychomotor learning focuses on enhancing motor skills, body coordination, and movement precision. These activities are often linked with the acquisition of skills that require both gross and fine motor movements, such as in sports or performing arts. The process typically includes stages of cognitive engagement, such as understanding the steps involved, and feedback for improvement. This combination of mental and physical effort is key to mastering psychomotor tasks. Psychomotor activities are also defined by the synchronization between cognitive processes and physical actions. They rely on the ability to integrate thoughts and movement effectively, which enhances skill acquisition (Magill & Anderson, 2014). This definition highlights the interdependence of the brain and body in executing tasks such as typing, driving, or playing a musical instrument. Psychomotor activities, therefore, not only emphasize muscle movement but also the role of cognitive functions like attention, memory, and decision-making. This mind-body connection becomes more efficient with practice, leading to automatic responses. According to Schmidt and Lee (2019), psychomotor activities include any tasks where the body learns to carry out a physical movement through practice and repetition. This definition emphasizes the learning of new motor skills and the refinement of existing ones, often through feedback and gradual adjustments. For example, in sports, athletes engage in psychomotor activities when they train to enhance their coordination, strength, and balance. The consistent repetition of motor tasks helps improve accuracy and efficiency. Over time, this leads to more fluid and controlled movement patterns. Psychomotor activities are processes that build coordination and manual dexterity, which are vital for daily tasks (Rosenbaum, 2015). This definition brings into focus the importance of hand-eye coordination and precise motor control, which are crucial in activities like writing or using tools. Dexterity improves through repeated practice, allowing individuals to perform tasks more smoothly and with greater precision. These activities often require the brain to process sensory input and translate it into motor output, strengthening neural pathways over time. It’s a crucial aspect of child development and rehabilitation in adults. Psychomotor activities are defined as physical actions that result from conscious behavioural responses to environmental stimuli (Gentile, 2011). This understanding focuses on how individuals react physically to stimuli based on learned behaviours. For instance, a person’s ability to catch a ball is a psychomotor response that requires interpreting visual information and quickly executing the appropriate physical movement. The development of these skills is important in many educational and therapeutic settings, where motor learning is used to improve behavioural responses. The key component is the intentionality behind the movement.

At the primary school level, social skills such as  communication skills, self-confidence skills and teamwork and collaboration skills are developed. Social skills are defined as learned behaviours that enable individuals to interact effectively with others in social contexts. These skills are crucial for building relationships, navigating social environments, and achieving social acceptance. Gresham and Elliott (2014) emphasize that social skills are acquired over time through observation, reinforcement, and social learning. They are important for successful communication, cooperation, and conflict resolution in various social settings. According to Riggio (2017), social skills encompass verbal and non-verbal behaviours that enhance interpersonal communication and relationships. These include empathy, active listening, and the ability to interpret social cues accurately. Riggio’s definition highlights the role of non-verbal communication, such as facial expressions and body language, in social interactions. Effective social skills lead to stronger interpersonal connections and a greater ability to collaborate in team settings. Cartledge and Milburn (2014) define social skills as behaviours that allow individuals to perform competently in social situations. These behaviours include assertiveness, cooperation, and the ability to manage interpersonal conflicts. Social skills, as per this definition, are integral to both personal and professional success. Individuals who lack social skills may struggle with social acceptance and face challenges in group settings. Walker and colleagues (2014) describe social skills as the behaviours needed for effective interaction with others. These behaviours include communication, cooperation, emotional regulation, and problem-solving. Walker et al. (2014) argue that social skills are critical for forming friendships, maintaining relationships, and avoiding social isolation. These skills are often taught and reinforced in educational settings to prepare pupils for real-world social challenges. Caprara (2015) define social skills as the abilities that allow individuals to engage in positive and productive social interactions. These skills involve understanding and managing emotions, building relationships, and resolving conflicts in a respectful manner. Caprara et al. emphasize that social skills are essential for emotional intelligence and play a key role in academic and workplace success. The ability to navigate social complexities is particularly important in diverse and dynamic environments. Matson (2016) describes social skills as behaviours that enable individuals to engage in socially acceptable and productive interactions. These skills include communication, empathy, and the ability to work effectively in groups. Matson’s definition underscores the importance of social skills in preventing misunderstandings and fostering cooperation

Additionally, Rose-Krasnor (2014) defines social skills as the behaviours that promote positive social outcomes in interpersonal interactions. These outcomes may include acceptance, friendship, and effective conflict resolution. Rose-Krasnor highlights the bidirectional nature of social skills, where individuals not only influence others but are also influenced by them. This dynamic interaction helps individuals develop more nuanced and adaptive social behaviours over time.             Merrell and Gimpel (2014) describe social skills as a set of competencies that allow individuals to interact with others in ways that are both acceptable and effective. These competencies include communication, problem-solving, and cooperation. The authors stress the importance of social skills in building healthy relationships and fostering social competence. They also note that social skills deficits can lead to social isolation and difficulties in personal and professional life. Elliott (2018) define social skills as the behavioural and emotional competencies that enable individuals to interact positively with others. These include self-regulation, empathy, and effective communication. According to this definition, social skills are essential for maintaining positive social relationships and achieving social success. The authors also highlight the importance of social skills training in education and therapy to help individuals overcome social difficulties. Zins et al. (2014) define social skills as a subset of social-emotional learning that involves the ability to interact constructively with others. These skills include emotional regulation, empathy, and effective communication. Zins and colleagues argue that social skills are critical for personal well-being, academic success, and overall life satisfaction. Their definition places social skills within the broader context of emotional intelligence, emphasizing their role in social and emotional development.

Similarly, Self-confidence involves having a firm belief in one’s own abilities, which empowers individuals to approach tasks with optimism and persistence. According to Bandura’s theory of self-efficacy, those who believe in their ability to succeed are more likely to take on challenging tasks (Bandura, 2016). This belief allows individuals to focus on achieving goals without being overly concerned about potential setbacks, fostering resilience in difficult situations (Pajares, 2017). Self-confidence entails the ability to regulate emotions effectively, especially in stressful situations. Confident individuals can manage anxiety, frustration, or fear, which improves their decision-making and problem-solving abilities. Emotional regulation helps them stay calm under pressure, and research shows that emotional intelligence is closely linked to self-confidence (Zeidner, Matthews, & Roberts, 2015). By controlling emotions, they maintain a positive mindset even in adverse conditions (Goleman, 2017). A positive self-image is a critical aspect of self-confidence, as individuals with high self-confidence typically view themselves in a favorable light. They accept their strengths and weaknesses and are not easily discouraged by external criticism. According to Rogers (2019), individuals with a positive self-concept are more likely to experience higher levels of self-confidence, which positively affects their personal and professional relationships. Self-confidence includes the ability to express one’s thoughts and needs assertively, without being aggressive or passive. Assertive individuals are confident in their communication and can stand up for themselves in a respectful manner (Alberti & Emmons, 2017). This skill helps them navigate social interactions and negotiate effectively, making it easier to maintain healthy boundaries in relationships (Beck, 2020). Confident individuals are typically more adaptable to change because they trust their ability to handle new situations. They are open to learning and embrace new opportunities rather than fearing the unknown. Research by Dweck (2017) suggests that self-confidence fosters a growth mindset, where individuals see challenges as opportunities for growth rather than threats, making them more resilient to change.

In the same vein, self-confidence also involves a willingness to take calculated risks. Confident individuals are more likely to step out of their comfort zones because they believe in their ability to succeed, even in uncertain situations (Bénabou & Tirole, 2016). They recognize that failure is a possibility but view it as a learning opportunity rather than a deterrent. This approach leads to greater success in both personal and professional endeavors (Grant, 2018). Self-confident individuals tend to have a strong focus on setting and achieving goals. They approach tasks with determination and have a clear sense of direction, which increases their likelihood of success. Research by Locke and Latham (2019) indicates that setting specific, challenging goals is closely linked to self-confidence, as individuals with high self-confidence are more persistent in their efforts to achieve their objectives. Resilience, or the ability to bounce back from setbacks, is a key component of self-confidence. Confident people can recover from failures and continue working toward their goals. Studies by Masten (2020) show that self-confidence strengthens resilience by helping individuals view challenges as surmountable rather than insurmountable. This resilience allows them to maintain focus and motivation even in the face of adversity. Self-confidence also reflects an individual’s ability to act independently and make decisions without relying heavily on others. Confident individuals trust their judgment and can make informed decisions autonomously, which is crucial in leadership and professional roles (Bass & Bass, 2016). Independence in decision-making fosters a sense of responsibility and accountability, which reinforces self-confidence over time. Social competence is an essential skill linked to self-confidence, as it enables individuals to navigate social situations with ease. Confident people are often more comfortable in social settings, allowing them to build strong relationships and collaborate effectively with others. Research by Rubin et al. (2016) suggests that high social competence is directly correlated with self-confidence, which enhances an individual’s ability to communicate, lead, and resolve conflicts.

Another social skill that can be developed at the primary school level is teamwork and collaboration skills Teamwork refers to the collective effort of a group of individuals working towards a common goal (Sanyal & Hisam, 2018). It involves distributing tasks based on individual strengths and supporting one another to overcome challenges. Effective teamwork requires communication, cooperation, and a shared sense of responsibility. The synergy created by teamwork leads to higher productivity and innovation. Teamwork involves emotional intelligence, which refers to the ability to understand, manage, and utilize emotions effectively in a group setting (Salas, 2015). Emotional intelligence is essential for fostering positive relationships, addressing conflicts, and maintaining a supportive environment. High emotional intelligence within a team enables better communication, empathy, and understanding, which strengthens team cohesion. Teamwork can be seen as the organized distribution of tasks among team members, where each person assumes a role that best fits their expertise (Kozlowski & Ilgen, 2016). Successful teamwork requires clear roles, accountability, and coordination to avoid overlap or confusion. The distribution of tasks ensures efficiency, as team members focus on their assigned responsibilities while supporting others when needed. Teamwork implies that all members are accountable for the success or failure of the group’s efforts (Costa, 2015). This collective accountability fosters a sense of ownership and motivates members to contribute effectively. Team members must align their goals with the team’s objectives and support each other in achieving them. Teamwork creates a shared commitment to outcomes, enhancing overall performance. Teamwork often involves managing and resolving conflicts that arise due to differing opinions, roles, or expectations (Jehn & Mannix, 2021). Conflict resolution skills are crucial for maintaining harmony and ensuring that disagreements are constructive rather than divisive. Teams that manage conflicts effectively can transform disagreements into opportunities for growth and innovation. Successful teamwork is about maintaining unity despite differences.

Collaboration is defined as the process where two or more individuals or organizations engage in joint efforts to achieve a common objective (Teng, 2020). It involves active communication, mutual respect, and shared decision-making. Collaborative work thrives on trust, transparency, and willingness to integrate diverse perspectives. In education, collaboration enables problem-solving through collective intelligence. Collaboration is often regarded as a method of solving complex problems by pooling resources, knowledge, and skills (Thompson & Ku, 2017). It is built on the idea that diverse viewpoints lead to innovative solutions that might not be achievable by individuals alone. By working together, collaborators can address issues more comprehensively, ensuring that decisions are well-rounded and sustainable. Collaboration emphasizes the importance of sharing knowledge, skills, and expertise to create value (Dyer & Nobeoka, 2017). It encourages individuals to contribute their unique insights while learning from others. In knowledge-based organizations, collaboration drives innovation and continuous learning. Effective collaboration requires open communication channels and a culture that encourages contribution without competition. Collaboration signifies a relationship of interdependence where the success of one individual is tied to the success of others (Wageman, 2018). In this context, collaboration involves building trust and reliance on each other’s contributions. This interdependence creates a cohesive group where each member feels valued. It encourages teams to work towards common goals while leveraging the strengths of each individual. Collaboration focuses on aligning the goals of individual members with the objectives of the group (Doolen, 2018). This ensures that everyone is working towards the same outcomes, fostering unity and clarity in the collaboration process. Goal alignment reduces misunderstandings and helps members stay focused on the collective mission. In successful collaborations, individuals find a balance between personal ambition and group success.

Social skill development is very important aspect of every child. Hence the need to assess the psychomotor extra-curricular activities on social skills development in primary schools in Oshimli L.G.A in Delta State

1.2 Statement of the Problem

In recent years, primary schools in Oshimili Local Government Area of Delta State have increasingly integrated psychomotor extracurricular activities—such as sports, arts and crafts, and other hands-on projects—into their educational programs. These activities are designed to support the holistic development of pupils by enhancing their psychomotor skills and promoting social interaction. The integration of psychomotor extracurricular activities in primary schools across Oshimili Local Government Area of Delta State is intended to complement traditional academic instruction and foster the holistic development of pupils. These activities, which include sports, arts, music, and manual skills, are believed to enhance psychomotor abilities and encourage social interactions among pupils. However, despite their widespread adoption, there is a noticeable gap in rigorous, evidence-based research assessing their specific impact on the development of social skills. Social skills, such as effective communication, teamwork, empathy, and conflict resolution, are crucial for pupils’ overall success and well-being. While psychomotor activities are often celebrated for their potential benefits, including improved coordination and increased self-esteem, there is insufficient data on how these activities directly influence social skill development in the primary school context. This lack of empirical evidence raises concerns about whether these activities are meeting their objectives in fostering essential social competencies or if their implementation requires revaluation.

However, there is a significant lack of comprehensive research evaluating the impact of these psychomotor extracurricular activities specifically on the development of social skills among primary school pupils in this region. Furthermore, educators and policymakers face challenges in determining the most effective types and methods of psychomotor activities that contribute to social skills enhancement. There is a need for a thorough examination of which specific activities are most beneficial, how they are being delivered, and the overall perception of their effectiveness among pupils, teachers, and parents.

There is growing concern that, despite the investment of resources and time into these activities, their effectiveness in improving pupils’ social competencies, such as communication, teamwork, and interpersonal relationships, remains unclear. Without concrete evidence and systematic evaluation, it is challenging to ascertain whether these activities are achieving their intended outcomes or if modifications are necessary to better support social skill development.

It is against this backdrop that this study seeks to assess the psychomotor extra-curricular activities on social skills development in primary schools in Oshimli L.G.A in Delta State

1.3 Aim and Objectives of the study

The main purpose of this study is to assess of the psychomotor extra-curricular activities on social skills development in primary schools in Oshimili South Local Government Area of Delta State Specifically, the study seeks to:

1. Determine the extent to which psychomotor activities enhances communication skills development in primary schools in Oshimili South Local Government Area of Delta State
2. Examine the extent to which psychomotor activities enhances human relation skills development in primary schools in Oshimili South Local Government Area of Delta State
3. Analyze the extent to which psychomotor activities enhances self-confidence skills development in primary schools in Oshimili South Local Government Area of Delta State
4. Assess the extent to which psychomotor activities enhances teamwork and collaboration skills development in primary schools in Oshimili South Local Government Area of Delta State

1.4 Research Questions

1. To what extent does psychomotor activities enhance communication skills development in primary schools in Oshimili South Local Government Area?
2. To what extent does psychomotor activities enhance human relation skills development in primary schools in Oshimili South Local Government Area?
3. To what extent does psychomotor activities enhance self-confidence skills development in primary schools in Oshimili South Local Government Area?
4. To what extent does psychomotor activities enhance teamwork and collaboration skills development in primary schools in Oshimili South Local Government Area?

1.5 Significance of the Study

The study would be of great benefit to pupils, teachers, school management, policy makers and future researcher.

This study would underscore how pupils learn life skills like empathy, teamwork, and conflict resolution, contributing to well-rounded personal growth. The study would provide data supporting the role of these activities in promoting positive peer relationships and better behaviour both in and out of the classroom. These activities also give shy or socially awkward children opportunities to step out of their comfort zones, potentially improving their social integration and ability to form friendships. The study could reveal how such activities can serve as equalizers, where children from different social backgrounds interact and learn to appreciate diversity, helping to reduce bullying or social exclusion.

Teachers benefit by having pupils who are better equipped with social skills, such as patience, listening, and cooperation, which directly influence classroom management. A study on this topic can offer teachers evidence that incorporating psychomotor activities enhances pupils’ ability to function within a group, making classroom discussions more collaborative and reducing disruptive behaviour. The study can guide teachers on how to observe and use these activities as informal assessments for early intervention. Teachers could also use the insights from such a study to refine their pedagogical approaches, integrating more dynamic, activity-based learning that caters to both cognitive and social development. This would enrich the teacher’s skill set in managing a diverse classroom, where the focus isn’t just on academic success but also on nurturing pupils’ interpersonal skills.

School administrators, who are responsible for the well-being and holistic development of their pupils, could utilize this study to justify the inclusion of psychomotor activities as a vital part of the school program. The research could help them create a more balanced school schedule that gives importance to both academic and social learning. The findings could reinforce the argument for long-term investment in such programs to improve school performance and pupil success rates. School management could also use the study to encourage parental involvement in extra-curricular activities, creating a partnership between home and school. Parents who see the positive social development in their children through these activities might be more supportive of the school’s broader educational efforts, resulting in higher engagement and satisfaction.

A study like this could provide policymakers with data-backed reasons to mandate psychomotor activities as part of the national curriculum. Policymakers are often looking for research that proves the effectiveness of certain educational practices, and a study that shows a direct correlation between these activities and improved social skills would offer strong evidence for policy shifts.  Policymakers could use the study to push for policies that produce future citizens who are not only academically proficient but also socially competent, reducing social ills like violence, discrimination, and unemployment. The findings could lead to recommendations for increased funding and resources for schools to develop proper infrastructure for psychomotor extra-curricular activities. This could include building sports facilities, hiring specialized instructors, and providing training for teachers to effectively integrate these activities into the daily school routine.

This study could lay the groundwork for future researchers to explore deeper aspects of the relationship between psychomotor activities and other areas of child development, such as cognitive and emotional growth. Future research could investigate how these activities influence problem-solving abilities, critical thinking, or emotional intelligence, which are also crucial for long-term success. providing a baseline of data, this research could inspire comparative studies across different regions or educational systems. For instance, how do psychomotor activities influence social skills in urban versus rural schools, or in different cultural contexts? This could lead to a broader understanding of the universal versus context-specific effects of such activities.

1.6 Scope/Delimitation of the study

The study is focused on assessing psychomotor extra-curricular activities on social skills development. The study is delimited to public primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on various psychomotor activities common in primary schools, communication skills development, self-confidence skills development and teamwork and collaboration skills development.

1.7 Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. The Local Government is situated in the capital city of Delta state (Asaba) town being the capital. The inhabitants of Oshimili South Local Government are mostly civil servants, business men and women, and famers. Oshimili South Local Government Area occupies a total of 603 square kilometres and has an average temperature of 26 degrees centigrade. The Local Government Area lies off the shores of the Niger River with the average humidity level in the area put at an estimated 76 percent.

1.8 Definition of Terms

Primary Schools: Primary schools are educational institutions that provide the first stage of formal education, typically for children between the ages of 5 and 11. These schools focus on foundational learning, including basic literacy, numeracy, and the development of social, emotional, and physical skills.

Psychomotor Activities: Psychomotor activities refer to tasks that involve both mental and physical processes. These activities require coordination between cognitive functions (thinking, problem-solving) and physical movements (motor skills),

Skills Development: Skills development refers to the process of acquiring and refining abilities, whether cognitive, social, or physical, through learning and practice. In an educational context, it involves helping pupils improve competencies such as critical thinking, communication, physical coordination, and emotional regulation.

Communication Skills: Communication skills are the abilities that allow individuals to convey ideas, thoughts, emotions, and information effectively, both verbally and non-verbally. These include speaking, listening, writing, body language, and other forms of expression that facilitate interaction and understanding between people.

Self-Confidence: Self-confidence is the belief in one’s own abilities, talents, and judgment. It involves having a positive perception of oneself and one’s capacity to accomplish tasks and handle challenges successfully, which plays a critical role in both personal and academic development.

Teamwork Collaboration: Teamwork collaboration is the process of working together with others to achieve a common goal. It involves coordinating efforts, sharing responsibilities, and communicating effectively within a group setting.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Prevalence of Cultism on Student’s Academic Performance in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined prevalence of cultism on student’s academic performance in Oshimili South Local Government Area of Delta State. Four research questions guide the study. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  Sample of the study comprised of 209 male and female senior secondary school students selected through simple random sampling technique to represent the entire population. Instrument used for data collection was a structured questionnaire titled “Influence of Cultism on the Academic Performance of Secondary School Students Questionnaire (ICAPSSSQ). A draft copy of the questionnaire was validated by two experts in Measurement and Evaluation Federal College of Education (Technical) Asaba. The researcher administered 209 copies of the questionnaire to senior secondary school students and teachers in Oshimili South Local Government Area of Delta State and 206 were retrieved and analysed. Data collected was analyzed using mean and standard deviation statistics. The decision rule is that any item with a mean score of 2.50 and above is regarded to be in agreement with the item statement whereas any mean score is less than or below 2.50 are deemed to be in disagreement with the item statement. Findings of the study revealed among others that cultism is prevalent among secondary school students in Oshimili South Local Government Area of Delta State. It was recommended among others that there should be increased collaboration between school authorities, local government, and law enforcement agencies to enforce strict anti-cultism policies in Oshimili South Local Government Area of Delta State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

In recent times, education has been recognized globally as one of the universal ways of survival and improvement of the well-being of individuals and society (Molagun, 2013). The advent of formal education is considered as the foundation for national development the surest way of making long life achievements (Molagun, 2013). For these reasons, families and citizens especially the youths and children tend to pay more attention to education. Consequently, no nation, government, organization or family makes effective impact and lasting successes in their daily affairs without having educated citizens, who have clearer understanding of their obligations, functions or responsibilities, observe the laws, apply policies and co-operate in its affairs (Ogunbameru, 2010).  The 6-3-3-4 system of education established in 1982 was aimed at providing Universal Basic Education (UBE) for the citizens in order to breed species of individuals with compassion for building a great nation, having national consciousness with the right attitude to life, properties and values required to move national development to the next level (Ogunbameru, 2010). Education as a bedrock for useful living and national development seems to be impeded with the existence of cults groups in the school system.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invests in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2013).

Cultism is an undeniably social vice setting the hand of the developmental stride of Nigeria backward. The unabated atrocities of secret cults in the Nigerian educational system and even in the wider society continues to take a toll on the lives of young and old Nigerians.  Many young people have been hacked down in their prime by rival cultists in schools. The umbrella name of the groups that unleash terror in the various academic institutions across Nigeria is called secret cult. Ogunbameru (2014) defines secret cult as any form of organization whose activities are not only exclusively kept away from the knowledge of others but such activities are carried out at odd hours of the day and they often clash with the accepted norms and values of the society. Okwu (2006) views cultism as barbaric, clandestine and a diabolical evil association that has lost contact with sanity and acceptable societal norms.  Cultism is one of the most embarrassing problems challenging tertiary institutions in the south-south geopolitical zone of Nigeria. The menace of cultism in institutions of learning is increasingly making the society unsafe (Onoh, 2016). The authors avers that virtually all segments of the society had become prone to the pervasive influence of violence, especially campus violence. Never before has the desire for the destruction of lives and property in the society been so fast escalated and out of proportion as now. There seems to be any academic session that passes without reported cases of murder, rape, maiming, and assaults in tertiary educational institutions. Okwu (2016) reported that an estimated five thousand students and lecturers had lost their lives in Nigerian institutions of learning as a result of cult-related violent clashes.

Cultism refers to a system of religious worship characterized by devotion to a particular figure or object. According to the Oxford English Dictionary (2023), cultism often involves rituals and practices that are exclusive to the members of the cult. These practices can include unique ceremonies, strict codes of conduct, and a strong emphasis on secrecy, which serves to create a distinct identity among members. The nature of cultism suggests a departure from mainstream religious practices, often resulting in isolation from broader societal norms and values. Merriam-Webster (2023) defines cultism as the devotion to a cult. In this sense, a cult is understood not just as a religious group but as a community that may exhibit extreme or unusual beliefs, often revolving around a charismatic leader. This definition highlights how cultism can foster an intense loyalty among its members, sometimes leading to manipulation or exploitation by those in power. Furthermore, cultism’s emphasis on group identity can create an environment that discourages critical thinking or dissent, reinforcing the group’s ideology. According to a study by Johns Hopkins University (2022), cultism can be described as a social and psychological phenomenon where individuals become subservient to a leader or a set of beliefs that distort reality. This definition emphasizes the psychological manipulation often employed by cult leaders to maintain control over their followers. Members may experience a range of psychological pressures, including fear of ostracism and promises of enlightenment or salvation, which can lead to a distorted sense of reality. This definition underscores the dangers associated with cultism, including mental health issues and social isolation. The Encyclopedia Britannica (2023) defines cultism as a practice that involves the exclusive worship of a specific religious group or leader, often to the detriment of broader societal relationships. Cultism is typically marked by its secretive nature and the promotion of beliefs that are often at odds with mainstream societal values. This exclusivity can lead to the creation of insular communities that are disconnected from external influences, reinforcing the members’ loyalty to the cult. Moreover, the ethical implications of cultism often raise concerns about the potential for abuse, both psychological and physical, within these closed groups. The National Institute of Mental Health (2022) defines cultism as a form of social organization characterized by a system of beliefs that are rigidly maintained by a small group. This definition points to the inherent power dynamics within cults, where a select few hold authority over the majority, leading to coercive tactics to ensure compliance. Cultism can also be associated with high levels of conformity, where individual thought is sacrificed for the sake of group cohesion. This environment can lead to significant psychological distress for members who may struggle with doubts about the beliefs being espoused, resulting in long-term mental health consequences.

The destructive cult activities in schools in Nigeria are mind-bogging and distasteful. These clandestine and violent activities include amongst others, extortion, rape, blackmail, arson, robbery, and drug abuse, drug trafficking, kidnapping/abduction, hijacking, maiming and murdering of lives of promising young men and women had been led astray or cut short in the hands of these bloody and shucking gangs on campus and schools Secret cult is an evil wind that does no one any good (Onyekakeyah, 2017). Secondary school students’ involvement in secret cults has ruined the lives of thousands of talented youths in south-south geopolitical zone, specifically Nigeria as a whole. It is however on record that most of the casualties of secret cult membership is by ignorance (Okwu, 2016). However, children who engage in cultism might have found life in classrooms dull, boring and uninteresting (Onyekake, 2017). Also, they must have found greater pleasure and interest in activities outside the school and the classroom environment. Such children usually leave their homes giving everybody the impression that they have gone to school but stopped on the way to participate in what they like to enjoy most. This they do until it is time for school dismissal and they return home. Some others are caught playing round the street with other students who engage in gambling and loitering outside the school premises. This is because some students get scared of some unfriendly treatment from teachers, unpleasant encounters during classroom work, unnecessary harassment and embarrassment by the senior students. These lead to loss of interest in academics in the classroom by most students (Azelama, Alude & Imhonda, 2014).

In addition, some students engage in cultism because of the feeling of inferiority among their classmates, laziness to class work, challenges of classroom test and assignments, verbal abuses and threats of classroom teachers, school phobia, anxiety, bullying, lack of skills needed to perform well at school, lack of priority to education and academics (Azelama et al., 2014). Furthermore, the impact of cultism is very obvious and usually a negative one on students in the present and future life. Cultism results in loss of intellectual development and lack of improvement of individual (Onoh, 2016). Also, it leads to poor academic performance at the end of the school periods, school terms and school year. Cultism is a threat to academic performances of students which is believed to reduce the quality of education available to learners (Azelama et al., 2014). In other words, it reduces the standard of academic achievement of a child and leads to the fall of educational standard in schools. In addition, cultism increases the rate of examination malpractices and poor examination results in both internal and external examinations. Cultism is also a factor that contributes to idleness, joblessness, unemployment and underemployment of most adults today, because of their involvement in cultism during their school days (Azelama et al., 2014).

Several scholars have pointed to the socio-economic factors that contribute to the rise of cultism in these institutions. Poverty, unemployment, and a lack of parental guidance are significant drivers pushing students toward cult groups, which they often perceive as a source of protection, power, or belonging (Ogunsanya, 2020; Kpae, 2016). The peer pressure exerted by older students who are already members of these groups also plays a crucial role in recruitment, with younger students eager to gain acceptance and status within their social circles (Ogele et al., 2020; Nwolise, 2014).

In Nigeria, the prevalence of cultism in secondary schools has escalated significantly over the past decade, transforming educational environments into sites of violence and intimidation. Originally a concern in universities, cult groups have now extended their reach into secondary and primary schools, with alarming cases of recruitment among students as young as eight years old (Nnajieto & Ahamefula, 2015; Mgbekem, 2019). Reports have highlighted instances where schoolchildren are initiated into various cults, often leading to violent confrontations and disruptive behaviors (Nnam, 2014).

Cult-related violence often leads to school closures and interruptions of classes. For instance, reports indicate that schools in regions heavily affected by cultism experience frequent shutdowns due to gang-related activities, significantly disrupting the academic calendar (Nnam, 2014; Ogunsanya, 2020). The presence of cultism creates an atmosphere of fear and anxiety among students. This psychological strain can lead to decreased concentration and motivation to study, resulting in poor academic performance (Issa, 2012; Mgbekem, 2019). Students may also suffer from trauma due to violent incidents, further hindering their academic engagement. Many students may avoid school to escape potential violence or intimidation from cult members. Research has shown that high levels of absenteeism are linked to cult activities, leading to gaps in learning and poor academic outcomes (Gbolahan, 2003; Nwolise, 2014). Cultism undermines the authority of teachers and school administrators, leading to a breakdown in discipline. When students fear or respect cult groups more than their educators, it diminishes the effectiveness of teaching and learning, as classroom management becomes a challenge (Ogumbameru, 2004; Kpae, 2016). Cultism fosters division among students, leading to an environment where rivalry and hostility replace cooperation. Such divisions can impede collaborative learning, group projects, and peer support systems, all of which are vital for academic success (Ogele et al., 2020; Nnajieto & Ahamefula, 2015). Cult groups are often involved in examination malpractices, such as intimidation of students and teachers during exams. This not only compromises the integrity of the educational system but also affects the learning outcomes of students who do not engage in such practices (Issa, 2015; Kialee, 2013). The impact of cultism on academic performance is multifaceted. Firstly, the prevalence of violence and intimidation creates a climate of fear that adversely affects students’ motivation and ability to concentrate on their studies. Reports indicate that students who are victims of or witnesses to cult-related violence often experience psychological distress, leading to decreased academic engagement and lower performance (Gbolahan, 2003; Issa, 2012). Moreover, the constant threat of violence can result in increased absenteeism, as students may choose to avoid school rather than face potential confrontations with cult members (Nwolise, 2014).

Furthermore, cultism undermines the authority of educators and disrupts the learning process. Teachers may find it challenging to maintain discipline and provide effective instruction in an environment where cults exert significant influence over students (Ogumbameru, 2004; Kpae, 2016). This erosion of authority can lead to chaotic classrooms, where learning is severely compromised. Additionally, cult members may engage in examination malpractices, further compromising the educational integrity and hindering the academic achievements of non-affiliated students (Issa, 2016; Kialee, 2017).

It is the light of the foregoing that this study investigated

• Statement of the Problem

The infiltration of cultism into Nigerian secondary schools poses a significant threat to both the safety and academic performance of students. Cultism, once primarily associated with university campuses, has expanded its reach to secondary schools, where recruitment of young students has become increasingly common. This troubling trend raises serious concerns about the learning environment and educational outcomes for affected students (Nnam, 2014; Ogunsanya, 2020).

Despite various interventions aimed at combating cultism in schools—such as counseling programs, anti-cult committees, and moral education—these efforts often fall short of addressing the root causes of the problem, including socio-economic factors and the glorification of violence within society (Nnajieto & Ahamefula, 2015; Nnam, 2014). As a result, the persistence of cultism continues to impede academic success and fosters an unsafe learning environment, necessitating urgent and comprehensive solutions. Poor academic performance of secondary school students constitutes a problem to teachers and all stakeholders in the Nigerian education. The fundamental problem of cultism is the creation of uncertain and unsafe atmosphere in the school environment. Teachers, parents and government have complained of the falling standard of education which is falling very fast especially in secondary school level. The existence of cultism causes tension amongst the students leading to insecurity of life and properties.

In the last two decades, Delta State witnessed, a lot of bloodletting, massacre, maiming and killings among secondary school students. Innocent students suffered humiliations and molestations from cultists. It has left many other students hopeless with amputated legs, hands, arms, or even mutilated parts of their body. Cultism has sent many secondary school students to their early grave and many others disabled. It has also caused insecurity to teachers and students and school management is always at risk during such crisis. Hence, it becomes necessary to examine the prevalence of cultism on student’s academic performance in Oshimili South Local Government Area of Delta State

• Aim and Objectives of the Study

This study is focused on examining the prevalence of cultism on student’s academic performance in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

• examine the prevalence of cultism among secondary school students in Oshimili South Local Government Area of Delta State
• ascertain the causes of secondary school students’ involvement in cultism in Oshimili South Local Government Area of Delta State.
• examine the influence of cultism on academic performance of students in Oshimili South Local Government Area of Delta State.
• Strategies for curbing the prevalence of among secondary school students in Oshimili South Local Government Area of Delta State.
  • Research questions

The following research questions guided the study.

1. How prevalent is cultism among secondary school students in Oshimili South Local Government Area of Delta State?
2. How does cultism influence the academic performance of secondary school students in Oshimili South Local Government Area of Delta State?
3. What are the causes of secondary school students’ involvement in cultism in Oshimili South Local Government Area of Delta State?
4. What are the strategies for curbing the prevalence of among secondary school students in Oshimili South Local Government Area of Delta State?
   • Significance of the Study

This study would be of great benefit to students, teachers, school management, and future researchers.

The study would uncover how widespread cult activities are within the student population, identifying the most vulnerable groups and the factors contributing to their involvement. The study would show the correlation between cult membership and academic performance, potentially highlighting a pattern of poor grades, absenteeism, and failure among students involved in cultism. Findings would illustrate the mental health effects on students involved in cultism, such as anxiety, depression, or aggression, and how these factors contribute to academic struggles. The research would reveal how peer pressure, social acceptance, or the desire for power influence students to join cults, leading to academic neglect and distraction from their studies. The study would likely indicate how the presence of cultism undermines the overall safety and learning environment of the school, creating fear and disruption that affect both members and non-members alike. Findings could also assess how current school policies and measures designed to curb cultism are working, providing evidence on whether they need to be strengthened or redesigned.

The study would help teachers recognize the signs and behaviors of students who are at risk of joining cults. Understanding the factors contributing to cultism, such as peer pressure, family issues, or low academic performance, would enable teachers to intervene early, offering guidance, mentorship, and support to prevent students from engaging in these harmful activities. Findings from the study would help teachers understand how to manage these challenges better, enabling them to maintain discipline, promote positive behaviors, and ensure a safe learning space for all students. Teachers would gain insights into how to provide targeted academic support for affected students, such as remedial classes, personalized learning plans, or extra tutoring. By addressing the root cause of academic struggles, teachers can help students regain their focus and motivation for learning. The study would emphasize the need for teachers to adopt a holistic approach to teaching, one that goes beyond academic instruction to address students’ emotional, social, and psychological needs. Teachers would be encouraged to foster positive relationships with students, creating an environment where students feel safe discussing their challenges and seeking help rather than turning to cultism as an escape. Findings from the study would highlight the importance of collaboration between teachers, school counselors, and administrators in combating cultism. Teachers play a crucial role in identifying at-risk students and can work closely with counselors to provide emotional and psychological support. They can also help shape policies and interventions that address the root causes of cultism, such as by participating in anti-cult initiatives and promoting extracurricular activities that engage students positively. The study would underscore the role of teachers in promoting a positive school culture that discourages cultism and fosters inclusivity and respect. Teachers would be empowered to lead anti-cult campaigns, create awareness about the dangers of cultism, and encourage students to engage in constructive activities such as sports, clubs, and leadership programs. This helps divert students’ attention from negative influences and promotes a sense of belonging in healthy, productive ways. Teachers would gain insights into the importance of reinforcing moral and ethical education in the classroom. Cultism thrives in environments where students lack a strong moral compass, so integrating lessons on values such as integrity, respect, empathy, and accountability would be essential. The study would provide evidence that such education helps prevent students from falling into the trap of cultism and other deviant behaviors. Teachers would learn from the study how to be more attentive to the mental health needs of their students. This could involve working closely with school psychologists or counselors to identify signs of distress and providing emotional support to students who are struggling. The findings would indicate the need for continuous professional development for teachers to equip them with the skills and knowledge necessary to combat cultism. Training on conflict resolution, counseling techniques, and classroom management in challenging environments would help teachers address the root causes of cultism and support their students more effectively. These skills would be essential for managing students involved in or affected by cult activities.

The study would provide school management with data-driven insights into the prevalence of cultism and its root causes. This information would guide the creation or revision of clear, enforceable anti-cultism policies. These policies could include stricter regulations on student behavior, clear consequences for involvement in cult activities, and a zero-tolerance stance on violence, bullying, and intimidation within the school. The study’s findings would likely reveal the safety risks cultism poses to students, staff, and the school environment. Management would be encouraged to improve security measures such as surveillance systems, the presence of trained security personnel, and regular checks to prevent unauthorized gatherings or activities associated with cultism. School management might also consider fostering stronger partnerships with local law enforcement to ensure prompt action against cult-related violence or criminal behavior. School management would benefit from understanding the profiles of students most vulnerable to cultism. This allows for the implementation of targeted intervention programs for at-risk students, such as counseling, mentoring, and academic support. Management could establish systems to identify students who are struggling academically or socially, providing them with resources to prevent their recruitment into cult groups. The study would highlight the importance of fostering a positive school culture that promotes inclusivity, respect, and student engagement. Management could initiate programs that encourage extracurricular activities such as sports, music, arts, and leadership opportunities, giving students healthier outlets for socialization and identity-building. The study would reveal the psychological and emotional impact cultism has on students, emphasizing the need for stronger guidance and counseling services. School management would be encouraged to hire or train more counselors who are equipped to handle cases of cult involvement and provide support to students dealing with peer pressure, mental health issues, or trauma related to cult violence. The study would likely reveal the importance of involving parents and the community in combating cultism. School management could organize workshops and seminars for parents, educating them on the signs of cult involvement and how to support their children in resisting negative peer influences. Management might also collaborate with community leaders, religious groups, and local organizations to create awareness campaigns and provide alternative support systems for students at risk.

Findings from the study would help school management reassess the effectiveness of existing disciplinary measures. If current approaches are found to be insufficient or too lenient, management could introduce stricter consequences for cult-related activities, such as suspension, expulsion, or mandatory rehabilitation programs. However, these measures should be balanced with preventive strategies, ensuring that students are given the opportunity to reform and reintegrate into the school community. The study would highlight the need for continuous education on the dangers of cultism. School management could develop anti-cultism education programs as part of the curriculum, educating students on the risks of cult involvement and the impact on their academic and personal lives. These programs could include guest lectures from experts, former cult members, law enforcement officials, or community leaders who can speak on the consequences of cultism and provide real-life examples to dissuade students from joining. School management could use the study’s findings to strengthen academic support structures for struggling students, such as tutoring programs, peer mentorship, and remedial classes. By addressing the root causes of academic frustration, management can reduce the appeal of cultism as an alternative means of gaining social recognition or influence. Findings from the study would provide school management with baseline data on the prevalence of cultism and its effects on academic performance. Management could establish systems to monitor and evaluate the effectiveness of anti-cult initiatives, regularly assessing whether interventions are reducing cult-related activities and improving student outcomes. This data-driven approach allows for continuous improvement in policy implementation and student support programs.

This study would serve as a baseline or starting point for future researchers to explore the evolving nature of cultism in schools. As cultism changes over time due to social, technological, or cultural shifts, future researchers could examine how these changes affect academic performance, peer relationships, and school environments. The study would provide valuable data for longitudinal research, tracking how cultism impacts education over time. The findings of this study would likely reveal gaps in the current understanding of cultism, including less-studied factors such as the role of digital platforms in cult recruitment, the psychological effects on non-members, or the long-term impact of cultism on career prospects. These gaps would provide future researchers with specific areas to investigate further, leading to a more holistic understanding of cultism and its consequences. By analyzing the effectiveness of current policies and interventions, the study would offer future researchers a basis to explore alternative or improved strategies for addressing cultism. Researchers could build on this work by testing new intervention methods, such as the use of technology in prevention, or community-based initiatives to counter cult influence. Future studies could compare the success of different interventions across various schools or regions, providing evidence-based recommendations.

Future researchers could use the study’s findings to conduct comparative research across different locations or cultures, investigating how these factors influence the prevalence of cultism and its impact on students’ academic performance. This would allow for a more nuanced understanding of the issue and the development of region-specific solutions. The study may highlight theoretical frameworks on how peer pressure, identity formation, and socio-economic factors contribute to cultism. Future researchers could build on these frameworks or develop new ones that provide a deeper understanding of the motivations behind cult membership and its impact on educational outcomes. This would help scholars and educators address the root causes of cultism more effectively. The study might identify gender differences in cult involvement, revealing whether male or female students are more susceptible to cult recruitment and the different impacts it has on their academic performance. Future researchers could further investigate the gendered dynamics of cultism, exploring how social expectations, peer influence, and power dynamics differ between male and female students, and how tailored interventions can be developed. Future researchers can build on the study’s findings regarding the psychological and social impact of cultism on students. This could include a deeper investigation into how cult membership affects mental health, emotional development, and relationships with peers, teachers, and family members. Additionally, researchers could explore how cultism-induced trauma influences students’ long-term well-being and life trajectories. Future researchers could explore whether cultism is more prevalent in public or private schools and investigate the differences in how these institutions handle the issue. The findings of this study could be used to conduct comparative studies that analyze the effectiveness of interventions in different school settings, helping policymakers and educators tailor strategies to the specific challenges faced by each type of school.

• Scope / Delimitation of the Study

This study is focused on examining the prevalence of cultism on student’s academic performance. The study is delimited to public secondary schools in Oshimili South Local Government Area of Delta State. With particular interest on causes, prevalence and influence on academic performance.

• Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area for this study.

• Definition of Terms

Cultism: Cultism refers to the affiliation with or membership in a cult, which is often characterized by exclusive beliefs, intense devotion to a particular leader or ideology, and the use of manipulative or coercive practices. In the context of education, cultism can manifest in various forms, such as student secret societies that may engage in violent or illegal activities, peer pressure, or the exclusion of non-members. Cults often operate in secrecy, with members participating in rituals and oaths of loyalty, potentially leading to harmful behaviors and a toxic school environment.

Prevalence:: Prevalence is a statistical concept that indicates the proportion of a population that is affected by a particular condition, behavior, or characteristic at a given time. It can be expressed as a percentage or a ratio. In public health, for example, prevalence might refer to the number of individuals with a specific disease in a population. In the context of education, it might refer to how widespread certain behaviors (like cultism or bullying) or academic issues (like poor performance or dropout rates) are among students in secondary schools.

Academic Performance: Academic performance encompasses a student’s achievements in educational activities, reflecting their understanding and mastery of the curriculum. This can be assessed through various means, such as standardized tests, class grades, project work, and overall school participation. Factors influencing academic performance include socioeconomic background, teaching quality, parental support, and individual motivation. Poor academic performance can lead to negative consequences, such as limited career opportunities or dropout rates.

Secondary School: Secondary school serves as a crucial stage in the educational system, bridging the gap between primary education and higher education or vocational training. It usually caters to students aged 11 to 18 and may include both junior secondary (typically grades 7-9) and senior secondary (grades 10-12). The curriculum often includes a broad range of subjects, such as mathematics, science, literature, and social studies, allowing students to gain foundational knowledge and skills necessary for their future endeavors. Secondary schools may also offer extracurricular activities that promote personal development, social skills, and teamwork.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Utilization of Social Media on Academic Performance of Secondary School Students in Oshimili South Local Government Area, Delta State

ABSTRACT

This study examined utilization of social media on academic performance of secondary school students in Oshimili South Local Government Area, Delta State. Four research questions guided the study. The study adopted descriptive survey research design.  The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State. The sample of the study comprised of 209 male and female senior secondary school students selected through simple random sampling technique to represent the entire population in 11 secondary schools in Oshimili South Local Government Area of Delta State. The instrument used for data collection was a structured questionnaire. The instrument was validated by two experts in Measurement and Evaluation in Federal College of Education (Technical) Asaba. The researcher administered 209 copies of the questionnaire to public senior secondary school students in Oshimili South Local Government Area of Delta State and 208 were retrieved and analysed. Data collected were analyzed using frequency count, mean and standard deviation statistics. Findings of the study among others revealed that there are social media platforms used by secondary school students in Oshimili South Local Government Area. The study recommended among others that schools should conduct workshops to raise awareness about the benefits and risks of various social media platforms, encouraging students to use them responsibly and ensuring that their academic performance is not negatively impacted.

CHAPTER ONE

INTRODUCTION

• Background to the study

The 21st Century has been characterized with unprecedented increase in the technological advancement around the world. Among these are advances in Internet facilities, establishment of libraries, development of information technology, improvements in communications multimedia and social interaction. Adeniyi (2020) established that everybody needs information to reach his or her potential and that the more information that is available to a system about itself and about its environment the more reliable it becomes and the greater its chances of survival. One of the ways through which communication and information dissemination is made easy is through social media.

Social media is a group of internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user-generated content. This emphasize the technological foundations of social media, specifically the influence of Web 2.0. This focus on technology reflects how the internet shifted from static websites to interactive platforms, enabling user-generated content. Their definition positions social media as more than just communication tools—it is a system where users actively create, share, and exchange ideas. This participatory nature empowers users, making social media a powerful force in shaping public discourse and influencing various sectors such as marketing, education, and politics. Carr & Hayes (2015) define social media as “internet-based channels that allow users to interact with one another and share content via community-based input, interaction, content-sharing, and collaboration. Kietzmann (2017) define social media as “a collection of software applications that facilitate interaction, content creation, sharing, and networking among individuals or groups. Social media is not just for personal communication but fosters collaborative communities, where users exchange knowledge, solve problems, and work together toward common goals. Their view underscores the role of social media in facilitating crowdsourcing and community-driven movements, which are critical in activism and social change. Tess (2018) defines social media as online environments that support the development of user-generated content and virtual social interactions. Tess focuses on the creation of “user-generated content,” which highlights how users contribute to the vast array of content available online. The “virtual social interactions” part of the definition acknowledges that many social connections have moved into the digital realm. This view points to the significance of social media as a place where individuals can form bonds without physical presence. Furthermore, it highlights the creativity and diversity of content, as users play a central role in shaping the online environment.

Additionally, social media is seen as platforms that offer adolescents and adults new ways to connect and share information via social networking websites, blogs, and media-sharing websites (O’Keeffe & Clarke-Pearson, 2016). This focuses on the demographic appeal of social media, particularly among adolescents and adults. It brings attention to the specific tools (social networking websites, blogs, media-sharing platforms) that facilitate content sharing and communication. The definition also hints at the evolving nature of social interaction, where digital spaces become the primary venues for communication. Social media offers flexibility in how users share their lives, through text, images, video, and audio, creating diverse forms of engagement.

Treem & Leonardi (2017) define social media as “technologies that facilitate the exchange of information and the creation of digital content in ways that enhance collaboration and communication between users. Treem and Leonardi focus on the technological aspect of social media that drives collaboration and communication. This definition underscores the role of social media as a tool that not only supports interaction but also enhances the efficiency of collaborative efforts. By improving communication processes, social media platforms play a key role in professional and organizational contexts as well. The emphasis on digital content creation further highlights the participatory culture that social media encourages, enabling users to both consume and produce content. Van Dijck (2018) defines social media as “platforms where users create and curate personal profiles, connect with others, and share content, often in real-time, across diverse forms such as text, image, video, and audio. Van Dijck’s definition highlights the personal aspect of social media, focusing on how users build and maintain profiles that represent their identity. The idea of “curating” content speaks to the growing trend of individuals controlling their online image and how they are perceived by others. The real-time nature of social media mentioned here also underscores its immediacy, allowing instant sharing and engagement with audiences. This has significantly changed how news is consumed and how individuals communicate, emphasizing the always-connected nature of today’s digital environment. Fuchs (2020) defines social media as “digital platforms that enable participatory communication and the sharing of content, where the production of media is decentralized and democratized. Fuchs focuses on the democratizing power of social media, highlighting how it allows anyone with access to the internet to become a content creator. This shifts power away from traditional media outlets and places it in the hands of everyday users, allowing for a wider diversity of voices and perspectives. The decentralized nature of content production on social media means that information is no longer controlled by a few gatekeepers, but can come from multiple, varied sources. This definition emphasizes the role of social media in fostering participatory culture, where users are not just passive consumers but active contributors.

On the other hand Sterling (2019) defines social media as “a collection of platforms designed to enable the dissemination of content and facilitate interactions between users, primarily through user-generated content. Sterling’s definition emphasizes the role of social media as a vehicle for content dissemination and interaction. The core function of these platforms, according to this definition, is to provide a space where users can not only share content but also engage in conversations, forming networks of interaction. This highlights how social media functions as a tool for both broadcasting information to large audiences and for creating small, personalized interactions. The focus on user-generated content reiterates that the strength of social media lies in its users’ active participation in creating and spreading information. Couldry & Hepp (2017) define social media as “digital networks that integrate various media formats, allowing users to share information, collaborate, and communicate in an interconnected online environment. Couldry and Hepp focus on the integration of different media formats—such as text, images, videos, and links—within social media platforms. This makes social media highly versatile, allowing users to communicate in multiple ways depending on their preferences and the nature of their message. The collaborative aspect mentioned in this definition also points to the role of social media in facilitating group work and collective problem-solving. By emphasizing the interconnected nature of these platforms, this definition highlights how social media brings together people from different locations, backgrounds, and interests, creating a global communication network.

Social media is becoming the most important tools for interaction among people, where everybody can share, exchange, comment, discuss and create information and knowledge in a collaborative way. Social media tools are rapidly changing the communications landscape, their emergence has impacted significantly how students learn and the way instructors teach. In today in educational settings, instructors, students and others collaborate on the tasks of knowledge construction. Social media tools created a platform for the improvement of the educational process. To enrich the learning and teaching process with text, videos, and audio materials, the social media tools are useful, also it supports learning process of students and supports teachers in addition to the evaluation process (Urista, 2018). College students have great interest in social media. For the purpose of the study, social media was defined as Facebook, YouTube, Blogs, Twitter, MySpace, or LinkedIn (Urista. 2018). Many current studies suggest that the high take up of social media applications as an addition to formal educational settings offers new opportunities for innovating and modernizing education institutions and for preparing learners for the 21st century (Redecker, 2019); Qualman,  2019). A primary reason to adopt social media in the classroom is because it is familiar to almost everybody and also because it doesn’t cost and requires minimal training. One of the largest surveys of social media in higher education to date shows that universities can lever social media into the classroom and ensure its used more than it is now (Qualman, 2019).

Some academic experts believe that social media can be used as an effective teaching tool in higher education because of its ease of use, ready availability, and individual affordability and network effects. Facebook has been used in university courses to facilitate teacher/student discussion, and wikis and blogs have been used to collaborate on projects and receive rapid feedback (Alexander, 2018). Some courses have also used in YouTube as a platform for students to create and share videos for their course (Johnson, 2018). In other courses, students have used Twitter to discuss course topics during class, with Tweets being displayed on a large screen to encourage cross group communication (Kurnia, 2021). Several scholars have theorized the pedagogical potential of using social media, such as social network sites, for learning (Greenhow, 2020, Halverson 2021; Crook, 2018; Halverson, 2021). They have emphasized the technology’s potential for supporting collaborative knowledge construction; accessing specialized just-in-time information, contributing to the hybridization of expertise; relational development and peer/alumni support especially in times of transition; academic help-seeking; social and civic benefits; and for blurring the boundaries between learning spaces, social spaces and leisure spaces which can also pose challenges to learning (Halverson 2021). Social media enable students to easily contact with each other with regard to their projects and assignments. Students also can work on group assignments from their home. When social media is used in pedagogy students who have difficulty in expressing their thoughts in the classroom can get involved in the learning process, it helps to build their confidence level as well. Any doubts can be clarified by posting a message through the social media. A site like Facebook, etc. help teachers to stay in touch with the parents or so to know the progress of their children. Students are learning the skill sets required for successful social networking. Social media also brings with it the freedom for learners to connect and collaborate outside of institutional boundaries as well as to gain practical experience for the workforce (Aghazamani, 2018). Students are also being taught new concepts like online privacy.

Academic performance on the other hand is the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

There are different social media platforms used by students which tend to influence their academic performance. Some of which according to Femi (2018) are Instagram – For sharing photos, videos, and stories, TikTok – Popular for short-form video content, Snapchat – Known for disappearing messages and multimedia sharing, Facebook – Used for connecting with friends, groups, and event planning, Twitter (X) – Microblogging and real-time updates, WhatsApp – Messaging app for group chats and multimedia sharing, YouTube – Video sharing and educational content, LinkedIn – For professional networking, especially for older students, Discord – Used for group discussions, gaming communities, and study groups, Reddit – A forum-based platform for discussions, learning, and sharing information, among several others. However, WhatsApp, Facebook and TikTok seem to be the most used social media platforms among students.

WhatsApp is as a mobile app that operates across different operating systems, allowing users to communicate via text, images, videos, and voice messages. Unlike traditional SMS, WhatsApp utilizes internet data, making it more cost-effective for multimedia sharing. The application’s simplicity and cross-platform capability have contributed to its global popularity as a messaging service. Montag et al. (2015) discuss WhatsApp’s social networking functions, which go beyond basic messaging. The app allows users to create groups for collective communication, update personal statuses, and share multimedia with multiple contacts simultaneously. By blending private messaging with these group features, WhatsApp enables a social networking experience on a personal scale. Bouhnik and Deshen (2014) consider WhatsApp an effective tool for educational purposes, especially in facilitating communication between teachers and students outside of formal classroom environments. Teachers can share study materials, assignments, and updates with students easily through the platform. Its collaborative nature also encourages students to engage in peer discussions, fostering a learning community through constant interaction. O’Hara, Massimi, and Harper (2014) describe WhatsApp as an instant messaging service that provides real-time communication, making it ideal for quick exchanges. The app’s read receipts and typing indicators enhance the conversational experience, creating a sense of immediacy and connection. It also supports multiple forms of media sharing, ensuring that conversations are dynamic and versatile. Singh and Srivastava (2020) explore WhatsApp’s use in business, particularly through its dedicated WhatsApp Business API. This service helps businesses interact with customers by sending real-time updates, answering queries, and marketing products or services. WhatsApp’s user-friendly interface and widespread reach make it a powerful tool for enhancing customer service and engagement, particularly in small to medium-sized enterprises.

Facebook is primarily defined as a social networking site (SNS) that allows users to create profiles, connect with friends, share updates, and engage with content. It serves as a virtual space for personal expression, where individuals can post photos, videos, and written updates to their network. The platform’s core functionality is built around social interaction and the exchange of personal experiences with both close connections and broader audiences. Tuten and Solomon (2017) describe Facebook as a highly effective marketing tool for businesses of all sizes. Through targeted advertising, businesses can reach specific demographics and engage potential customers directly. Facebook’s data-driven ad services allow companies to track user preferences, optimize content, and increase brand visibility through sponsored posts and promotional campaigns. According to Tandoc, Lim, and Ling (2018), Facebook has evolved into a significant source of news and information for many users. People increasingly turn to the platform not only for personal updates but also for real-time news, articles, and opinion pieces shared by news outlets or other users. The platform’s algorithm curates content based on user behavior, making Facebook a personalized news source that can shape public opinion. In their study, Zuboff (2019) outlines Facebook as a major player in the surveillance economy, where user data is collected, analyzed, and sold for profit. The platform captures vast amounts of user information, including behavior patterns, preferences, and interactions, which it uses to deliver targeted advertisements and customized content. This business model has raised concerns about privacy and data security, as Facebook profits from selling this data to third parties. As pointed out by Kim and Hastak (2018), Facebook fosters community-building by enabling users to create groups centered around shared interests, goals, or causes. These groups can range from small, private communities to large public forums where people discuss topics of mutual interest. Through group interactions, Facebook helps users form digital communities that extend beyond geographical boundaries, promoting social connectivity.

TikTok is primarily defined as a short-form video-sharing platform that allows users to create, upload, and view videos of up to 60 seconds. Its easy-to-use editing tools, filters, and effects enable users to produce creative and engaging content. The platform’s algorithm recommends personalized videos based on user preferences, making it highly addictive and interactive. Zhang (2021) describes TikTok as a social media platform that combines user-generated content with social interaction. It allows users to follow others, engage through likes, comments, and shares, and participate in viral trends. TikTok’s format encourages user engagement through challenges, hashtags, and collaborative features like “duets,” fostering a vibrant online community. As noted by Huang et al. (2021), TikTok has rapidly become a significant marketing tool for brands, especially targeting younger audiences. The platform’s short-form content is ideal for quick, attention-grabbing advertisements. With influencer partnerships, sponsored content, and branded hashtag challenges, businesses can leverage TikTok’s unique format to boost brand visibility and drive engagement. Vázquez-Herrero et al. (2020) highlight TikTok as a platform primarily focused on entertainment, offering a space where users can explore a wide variety of video content, including comedy, music, dance, and lifestyle. Its algorithm curates personalized content that matches users’ interests, creating a highly immersive entertainment experience. The platform thrives on viral trends, and its content is often humorous, light-hearted, and easy to consume. According to Zuo (2021), TikTok has become more than just a video app; it has evolved into a cultural phenomenon, shaping how younger generations consume media, interact with others, and express creativity. The platform’s global reach has allowed it to influence music, fashion, and social trends, becoming a key player in popular culture. Its capacity to launch viral trends has also made it a driving force in shaping internet culture and youth expression.

• Statement of the problem

In recent years, the widespread use of social media platforms among secondary school students has raised concerns about its potential impact on academic performance. While social media offers numerous opportunities for learning, collaboration, and access to educational resources, it also poses challenges such as distractions, misinformation, and overuse, which may hinder students’ academic achievements.

The use of social media by the students in at the secondary school level of education has become too high. They spend most of their time on social media. This has become a lifestyle of most students because it seems like they cannot do without social media.

Senior secondary school students have so much interest in the use of social media which is evident everywhere. They use it both positively and negatively. However, the level at which social media used for academic purpose remains a big question. This is because most students use social media to chat with friends, watch movies and learn some kind of societally unacceptable behaviours. This has led to the question of if social media is used in teaching subjects like accounting at secondary school level

In the context of Secondary school, where students are still developing time management skills and learning habits, the influence of social media on academic performance is particularly significant. However, there is limited empirical evidence on how secondary school students in different regions, including Oshimili South, balance their social media usage with their academic responsibilities.

It is against this backdrop that this study seeks to examine the utilization of social media on academic performance of secondary school students in Oshimili South Local Government Area, Delta State.

• Aim and Objectives of the study

The study seeks to examine the utilization of social media on academic performance of secondary school students in Oshimili South Local Government Area, Delta State. Specifically, the study seeks to:

1. Identify the social media platforms used by secondary school students in Oshimili South Local Government Area.
2. Examine the extent to which the use of WhatsApp influences their academic performance in Oshimili South Local Government Area.
3. Determine the extent to which the use of Facebook influence their academic performance in Oshimili South Local Government Area.
4. Evaluate the extent to which the use of Tiktok influence their academic performance in Oshimili South Local Government Area.
   • Research questions

The following questions were raised to guide the study:

1. What are the social media platforms used by secondary school students in Oshimili South Local Government Area?
2. To what extent does the use of WhatsApp influence secondary school students’ academic performance in Oshimili South Local Government Area?
3. To what extent does the use of Facebook influence secondary school students’ academic performance in Oshimili South Local Government Area?
4. To what extent does the use of Tiktok influence secondary school students’ academic performance in Oshimili South Local Government Area?
   • Significance of the study

The study would be of great benefit to students, teachers, school management, parents and futures researchers.

It helps students become aware of how social media usage can positively or negatively affect their academic performance. By understanding these dynamics, they can make informed decisions about how to use social media responsibly. The study highlights the importance of managing time effectively between social media use and academic responsibilities. Students can learn how excessive use of social platforms may lead to procrastination, distraction, or reduced study time. Social media can be a valuable tool for academic improvement when used correctly. The study might expose students to educational content, collaborative learning opportunities, and academic networking through platforms like YouTube, LinkedIn, or educational blogs. Understanding how to evaluate information found on social media helps students develop critical thinking and digital literacy skills, which are essential in navigating the vast amount of information online and avoiding misinformation. The study can also explore the emotional impact of social media, such as peer pressure, cyberbullying, or validation-seeking behaviors. Understanding these effects may help students develop healthier online habits that support both their academic and personal growth. By understanding the relationship between social media use and academic success, students can learn to create a balanced lifestyle that includes both productive use of technology and necessary offline academic focus.

The study can help teachers identify the positive ways students are using social media for academic collaboration, research, and study, and provide guidance on how to make the most of these platforms for educational purposes. Teachers can direct students to reputable sources and educational content available on social media. Teachers can learn how social media is influencing students’ learning habits, allowing them to adapt their teaching methods to better engage students. For example, integrating platforms students already use, like YouTube or WhatsApp, into lessons could make learning more interactive and accessible.  By understanding how social media affects students’ attention spans and time management, teachers can better advise students on balancing social media use with academic responsibilities. They can also introduce strategies to help students manage distractions and focus on their studies. Teachers can develop their own digital content or curate online resources to share with students via social media platforms. This can help bridge the gap between traditional classroom instruction and students’ digital lives, making learning more relatable and accessible outside the classroom. The study could reveal challenges such as cyberbullying, academic dishonesty, or the distraction of non-educational content on social media. Teachers can use these findings to address these risks, creating a safer, more focused academic environment by teaching students responsible and ethical online behavior. Teachers themselves can benefit from understanding how social media affects students. They can use this knowledge to enhance their professional development by staying updated on digital tools and teaching techniques that incorporate social media, making their teaching more relevant in the digital age. Social media can be a powerful tool for enhancing communication between teachers, students, and parents. Insights from the study can guide teachers in effectively using social media platforms to update students on assignments, clarify doubts, and foster an inclusive academic environment that extends beyond the classroom.

Findings from the study can guide school management in developing policies that address social media usage in a balanced way. They can create guidelines that promote the educational use of social media while minimizing its potential for distraction and misuse. Understanding how social media affects student performance can help school management allocate resources effectively. For instance, they might invest in training for teachers on how to incorporate social media into their teaching or provide digital literacy programs for students. Insights from the study can lead to curriculum development that integrates social media and digital tools, making lessons more relevant and engaging. School management can encourage teachers to use social media as a supplemental educational resource, promoting collaborative learning and communication. School management can use the study’s findings to design professional development programs for teachers. This could include training on how to use social media effectively in the classroom, teaching digital citizenship, and managing online interactions among students. The study can help school management identify the need for support services, such as counseling or workshops, to address issues related to social media, such as cyberbullying or social anxiety. By understanding the challenges students face, management can implement programs that foster a positive school environment. Insights from the study can aid school management in engaging parents and the wider community in discussions about social media’s role in education. They can organize workshops or informational sessions to educate parents about monitoring and guiding their children’s social media use. The study can provide a framework for monitoring the effectiveness of social media initiatives within the school. School management can assess how these platforms influence student performance and make data-driven decisions for ongoing improvements. Understanding the potential risks associated with social media can help school management prepare for and respond to crises, such as incidents of cyberbullying or privacy concerns. Having clear protocols in place can promote a safer school environment.

The study provides parents with insights into how their children use social media, including both positive and negative aspects. This understanding can help parents recognize the potential benefits of social media for learning, as well as the risks associated with its misuse. Parents can learn about effective strategies for monitoring and guiding their children’s social media use. The findings can encourage discussions around setting limits and establishing rules that promote a balanced approach to social media and academic responsibilities. The study may reveal ways students successfully utilize social media for academic collaboration and research. Parents can encourage their children to leverage these tools for study groups, homework assistance, and access to educational resources, enhancing their academic performance. Parents can gain insights into the importance of digital literacy for their children. Understanding how to navigate social media responsibly can equip parents to teach their children about online etiquette, privacy concerns, and critical thinking when assessing online information. The study can inform parents about potential risks associated with social media use, such as cyberbullying, distractions, and academic dishonesty. This knowledge enables parents to proactively address these issues and foster a supportive environment for open communication. By discussing the findings of the study, parents can initiate conversations with their children about their social media experiences. This open dialogue can help parents understand their children’s perspectives, establish trust, and provide guidance on navigating social media challenges. Parents can be encouraged to engage with school initiatives related to social media use, such as workshops or informational sessions. This involvement can foster a sense of community and collaboration between parents, teachers, and students in addressing social media’s role in education. Understanding the impact of social media on academic performance can motivate parents to be more involved in monitoring their children’s academic progress. They can encourage their children to prioritize schoolwork and seek help when needed, ensuring they stay on track.

The study serves as a foundational piece for future research on social media’s role in education. Researchers can build upon its findings to explore related areas, such as the long-term effects of social media use on academic outcomes, or how different demographics utilize social media differently. Future researchers can identify gaps in existing literature concerning the intersection of social media and education. The study may highlight underexplored topics, such as specific platforms’ effects, age-related differences in usage, or the impact of social media on different subjects or skills. The study may pave the way for more detailed investigations into causal relationships between social media usage and academic performance. Future researchers can employ various methodologies, such as longitudinal studies, to establish causality and understand the mechanisms behind observed effects. Researchers can use this study as a benchmark for comparative analyses across different educational contexts, regions, or countries. Such comparisons can yield valuable insights into how cultural or socio-economic factors influence social media usage and its impact on education. The topic invites interdisciplinary research approaches, incorporating perspectives from education, psychology, sociology, and information technology. Future researchers can explore how these fields intersect to better understand social media’s role in the educational landscape. Insights from the study can inform researchers interested in education policy. By analyzing the implications of social media on academic performance, future research can provide evidence-based recommendations for policymakers, educators, and school administrators. As social media platforms and technology continue to evolve, researchers can study emerging trends, tools, and apps that impact student engagement and learning. Future studies can explore how new technologies reshape educational practices and student interactions. Future researchers can refine or develop new empirical methods for studying social media’s impact on education. This could involve innovative data collection techniques, such as using analytics from social media platforms or conducting mixed-methods studies for a more comprehensive understanding. Researchers may investigate how social media influences community and parental involvement in education, building on the insights from this study. Understanding these dynamics can enhance strategies for fostering support systems that benefit students.

• Scope / Delimitation of the study

This study is focused on the utilization of social media on academic performance of secondary school students. The study is delimited to public secondary school students in Oshimili South Local Government Area, Delta State. With particular emphasis social media platforms, WhatsApp, Facebook and TikTok.

• Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. shimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 13 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

• Definition of Terms

Social Media: Social media encompasses various online platforms where users can create profiles, post content, and interact with others in real-time. These platforms are designed for sharing information, entertainment, opinions, and engaging in conversations across different formats like text, images, and videos. Social media has revolutionized communication, making it faster and more accessible, while also shaping digital marketing, politics, and public opinion.

Academic Performance: Academic performance is an indicator of how well students grasp course material and meet learning objectives. It is typically measured through assignments, exams, and participation in class activities, but can also include personal achievements in intellectual development. Consistently high academic performance is often seen as a predictor of future educational and career success, although other factors like creativity and emotional intelligence also play roles.

Secondary Schools: Secondary schools are institutions where students receive education following primary school, often split into lower (junior) and upper (senior) divisions. The curriculum in secondary schools is broader and more specialized, preparing students for tertiary education or the workforce. In many countries, students take national or regional exams during their secondary school years, which influence their future academic and professional paths.

WhatsApp: WhatsApp is a cross-platform messaging app owned by Meta that provides users with the ability to communicate through text, voice, and video messages. Its popularity stems from its ease of use, free international communication, and end-to-end encryption, making it a favorite for both personal and professional use. It also supports group chats and document sharing, further expanding its functionality as a versatile communication tool.

Facebook: Facebook allows users to create personal profiles, connect with friends and family, and share various forms of content like photos, videos, and updates. Over time, it has evolved to include features like marketplace, events, and gaming, becoming more than just a social network. It also serves as a platform for businesses, advertisers, and public figures to engage with audiences, making it integral to digital marketing and social engagement.

TikTok: TikTok is a rapidly growing social media app where users can create and share short, often entertaining videos ranging from 15 seconds to 3 minutes. It is particularly known for its creative tools like filters, effects, and music integration, allowing users to participate in viral trends and challenges. Its algorithm recommends content tailored to users’ preferences, making it highly engaging and influential in shaping modern pop culture.

Pages:  104

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Influence of single parenthood on students’ academic performance in Oshimili South Local government Area of Delta state.

ABSTRACT

The purpose of this study is to determine the influence of single parenthood on the academic performance of secondary school students in Oshimili South Local Government Area of Delta State. Five research questions guided the study and two hypothesis were tested. Descriptive survey design was used for the study. The Population of this study comprises all teachers draw from 5 selected secondary schools in Oshimili South Local Government Area in Delta State, the sample for the study was 100 teachers. The instrument for the study was a structured questionnaire which was used to collect data. Face and content validation was done and reliability test was carried out using the cronbach Alpha co-efficient to give 0.78. Data was analyzed using means, standard deviation and chi – square. Findings reveal that: Income of single parents, psychological trauma experienced by students from single parents influence their academic performance to a high extent; stigmatization experienced by students from single parents, aggressive behaviour express by students from single parents and withdrawal expressed by students from single parents influence their academic performance to a low extent. Based on the above findings recommendations were made which include stigmatization of single parents and their children should be discouraged forthwith by enacting all relevant laws. Parents should be way mindful of their children especially their education before contemplating divorce separation. Summary of the study, conclusion and suggestion for further studies were made.

CHAPTER ONE

INTRODUCTION

• Background of the Study

Education is of great importance to every nation. It therefore attracts considerable attention to the family, community and to all tiers of government, hence, education is discussed, planned and processed (Omolewa 2018). It is believed that education recreates both the individuals and the nation, influences values and attitudes for a worthwhile living. The national policy on education is not wrong with its assertion that education is “an instrument per excellence” and the world at large had keyed into this, by recognizing education as the panacea to development and survival of man itself.

It is not surprising therefore that the processes of education are offered by the three levels – Primary, Secondary and Tertiary education. Investigations into the factor that influence academic performance of students in and out – of – school could be traced to individual family or home. The family or home is an integral part of the society which is a sub-system of the social structure. It is an axiom that good home breed a productive nation.

This is the brain – child of why, every society aspires for development. The well-being of the individual families that make up the society. So, the home is a quite essential factor on the learner’s psychological, social, emotional and economic state. Most homes are made up of father and the mother with or without, siblings or extended relations. In the African societies, some homes could be polygamous while others could take the form of monogamy.

The socialization of children is very important for the continuity of any culture. The family is said to be the most important agent of socialization, especially for children. Children in most communities are raised in a highly structured and disciplined manner, parents helped to instill and inculcate strong basic moral, spiritual, social, physical and cognitive principles in their children (Santrock 2021). When the subject of single parenthood is been discussed, it would almost certainly involve women since women are usually considered the primary care givers, she become the bread winner and head of the family.

The demographics of single parenting show a general increase worldwide a child living in single parent home (Jayson, Sharon 13 May, 2019). Single parenting has become an accepted norm in the United States and is an accepted trend found in many other countries. Debates concerning issues bothering on single parent households, and more have risen. Recently, the numbers of single parent families have increased drastically and it is gaining a global dimension.

The educational pursuit of every child is relatively determined by the pattern of family or home he/she comes from. Be it wealthy or poor, educated or otherwise, traditional belief or aspirations. Parents who failed in their responsibilities to assist and guide their wards through every state of development in life may likely have to contend with poor academic performance sooner or later and the development of unwholesome behaviours, as foundation to the success or failures in any child is laid upon the homes and at the initial stage in life. Parents therefore have a great role to play in seeing to it that the students acquire theory are appropriate social, psychological, moral and academic development. Those found in this category are mostly adolescents who needed to be tutored not only by the teachers but with combined efforts of the parents.

In Nigeria, there are widespread cases of single – parenthood across all regions and tribes which has become a major source of concern to the socio – economic and socio – cultural development. Single parenting can be defined as a situation in which one of the two individuals involved in conception of the child is being responsible for the upbringing of the child (Henshun 2019). This is relatively unknown before now in Nigeria but is fast growing family patterns both inside and outside the shores of the land. Children from single parent homes are likely to suffer deprivation and denial of some rights and opportunities. They are more exposed to anti-social behaviours and poor academic records.

A single parent is a person who has a child or children but does not have a spouse or live – partner to assist in the upbringing or support of the child. Reasons for becoming a single parent include divorce, breakup, and abandonment, becoming widowed, domestic violence, rape, childbirth by a single person or single person adoption. A single parent family is a family with children that is headed by a single parent. A single parent, sometimes called a solo parent is a parent that is not living with a spouse or partner, who has most of the day – to – day responsibilities in raising the child or children by Merriam Webster (20 July, 2023).Single parenting can be defined as when one out of two people who are responsible for the nurturing and rearing of a child is not available, and the work meant for two people is now been carried out by one person. According to Longman Dictionary of contemporary English, a single parent is defined as a mother or father who looks after children of their own, without the other partner. Single parenting can be viewed as a situation whereby the duties that require children is being carried out by a single parent, either the wife or the husband. Single parenthood is the act of raising a child or children with only one parent in the house. Single parenthood is very common in US and can be caused by death, divorced and non-marriage.

On average, children of single parents don’t do as well academically, socially or emotionally as those by both of their biological parents, and the biggest difference is academically. However, many children raised by a father alone often do better than those raised by a father and step- mother. It seems that the biggest predictor of a child struggling is the level of conflict in house, a child from a high-conflict home is likely to struggle, while one from a low conflict home even a single parent one is likely to do fine. In addition to the struggles of children, single parents are more likely to live in poverty be depressed or anxious.

People become single parents in various ways, some chose single parenting as a conscious life choice, but most single parenting is circumstantial. There are different types of single parent (Hallows Divorce Team, 2003), such as Divorced or Separated parents, unmarried parents, widowed parents, single parents by choice. Other types of single parent’s families are single – adoptive mothers or father. Single – mother custody, single father custody include those headed by grandparents (usually grandmothers/raising their grandchildren and most recently, adolescent children raising their siblings (often co-orphans) in some central and South African Countries (Akinade 2015). Divorced and separated parents. The most majority of single parent households today are due to divorce and separation. According to The Annie E. Casey foundation, “more than 20% of children born to married couples will experience a divorce by age 9”.

They face the following challenges Divorce and separation rarely allow for a lot of mental and financial preparation. As a divorced single-parent, finances can be tight, and may struggle to find appropriate child care for the kids while at work. In the middle of trying to be emotionally and physically available to the children, the person also dealing with the heartbreak of ending the marriage and making sure that kids are not adversely affected by it. One may be dealing with loneliness, fear and concerns about everyone’s mental health and wellbeing.

Divorce and separation of various kinds or death of one spouse may leave a child with no option than to have a single parent. Immediately divorce occurs, the family life is distorted and everybody in the family including children redefines relationships. The children experience divorce as a painful emotional feelings in their life. The children feel angry at one or both of the parents’ behaviour.

The future appears uncertain and unpredictable. Aggressive behaviours are common and at times, the children may have feelings of loneliness. School performance and ability to relate to peers may decline as the children are struggling to adjust to living in a single parent family. Some teachers commonly describe children from single parents as more hostile, aggressive, anxious, fearful, hyperactive and distractible than children from intact families (Nwachukwu 2018).

Unmarried single refers to a split-up, they still have the same rights and responsibilities toward the kids. But without the legal framework of marriage divorce or separation. It can be more challenging to enforce them. Challenges faced by unmarried singles include, laws differ in how they regard unmarried parents. In some places, courts may be based toward the biological mother, and unmarried fathers may have limited parental rights. As an unmarried father may have to petition the court and prove paternity to gain access to the children. Unfortunately, unmarried mothers are often left to single handedly. Unmarried mother may be financially vulnerable and enforcing support or custody with the former partner.

Widowed single parents, typically, individuals lose a spouse later in life, when their children are grown. But in some cases, the death of a spouse leaves younger children behind who must be parented solely by the surviving spouse. Challenges faced by a widowed single parent may suddenly be thrust into sole parenting roles that are unprepared for. Unlike divorce, children of a deceased parent will never see that parent again. A surviving spouse grieving on loss in addition to dealing with the kid can be a difficult balancing act. Single parent have to come from a place of strength for the benefit of the children despite facing fear and uncertainty about the future.

An individual may choose to have children on their own. This choice may result from an unplanned pregnancy. Or may be a woman who feels biological clock limits have chance of finding a suitable partner. The person may decide to create a family of her own, without the constraint of a partner. Whether you choose to continue a pregnancy alone, adopt, arrange for a child through surrogacy, or conceive through in vitro fertilization with donor eggs or sperm, you have probably considered the options and consequences and now feel in control of the choices.

Challenges faced by single parent by choice, will face the same financial and emotional hurdles of caring alone for a child as any other single parent.

The person will also be confronted with eventually having to disclose the child’s biological origin to them at some point. There are many different causes of single parenthood and many specific situations that only apply to certain group.

1. Death: Hundred of years ago, the over whelming cause of single parenthood stemmed from the death of one of the parents. Since divorce and separation were uncommon and having children out of wedlock was frowned on, death was the chief reasons. It is still a cause of single parenthood today but makes up a smaller percentage than it once did.
2. Divorce: Married parents who get a divorce are a significant cause of single parenthood. When a couple splits, one parent is almost always granted primary custody and the child lives with that parent. Even if the other parent is involved and contributes to the child’s raising, the primary parent is still legally considered single.

• Unmarried Couples: If two unmarried people have a child and one of the parents does not reside with the other, the parent who lives with the child is a single parent.

1. Absent Parent: An absent parent is when a woman gets pregnant, and the father disappears from the picture or after the child’s birth, one of the parents disappears and does not make contact or attempt to help the other parent.
2. Other Facilities: Mostly in the West, parents can become single parent. If the other parent is declared unfit due to drug, alcohol, or mental health. If there is a history of violence, a judge might take away parent rights, which would leave the other parent as a single parent.

Desertion is one of the ways to single parenthood in our society. It is a situation whereby either the father or the mother walks away from the marriage, leaving the other party without help or support. Desertion is also known as the poor man’s divorce. It is called the two divorces, Kendall (2019). The process of socialization depend on both parents playing complementary roles in raising such children, which will definitely impact positively on the children during school.

On the other hand, children from single parent’s homes are more likely to suffer deprivations and denials of some rights and opportunities that will have negative psycho-social impact on them in school years (Azuka Obieke Uchenna, 2018). Children of deserted parents find it more difficult to understand the reason why they have to do without the other parent. Santrock (2021), assets that these children see abscond parent desertion.

Child socialization process requires two parents for optimal cognitive and social growth and development. Single parent children were observed to exhibit high levels of behavioral issues in schools. Barajas (2011), Salamiand Alwonde (2013) and Abbott (2012) argued that suffered parental deprivation children could hardly notice opportunities around them.

In many aspects of public and discoveries, single-parent families are looked upon as undesirable alternative household entities that are discouraged are thus excluded from some social services that are available to “two parent’s families (Wong et al 2004). Life in single parent households may be stressful for adult children as well as those who depend on the custodial parent. In comparison with the two parent household, single parent households often have more of the areas of potential problems and pressures that single parent families may have to face which include, dwindling family  finances and resources security or maintaining a respectable job and keeping up with bills and household chores, effects of marital breakup on children’s school performance and peer relations visitation and custody problems, effects of continuing conflicts between parents, less opportunity for parents and children to spend time together, disruptions of extended family relationships and problems caused by parents dating and entering new relationship, (Olaleye and Oladeji, 2010).

Some psychologists have asserted that “children who grow up in a household with only one of their biological parents on the average are worse off than two parent counter parts. It puts such children at risk. When parents experience problems with their children they often blame themselves or the children. Parents hold a sacred responsibility both to themselves, the child or children and the entire society to provide.

Psychologically conductive environment for the overall development of the child’s personality. The personality of an individual is made up of intelligence abilities, talents, physical make-up behavior, attitude to life health condition, self-concept, the way the child talks and overall life perception. The parents lay very important role in education of the child. Parents are the most significant aspect of the child, (Werner, 2002).

Parenthood is challenging enough even under the best of conditions and being a single parent in our society is tasking and very demanding. This is because, with one parent, the challenges are multifaceted. In fact, the effects are more devastating on the part of the children because single parenthood leaves them with deep scars, (Ekpenyong and Lawrence, 2016). Amadu and Moses (2013) investigated the influence of single parenthood on Wa Municipality in Ghana and the result showed that the female pupils from single parent homes have better academic performance than the male from the same family.

Chukwuka (2018) conducted a research on the impact of single parenthood on child education in primary schools in Oshimili South Local Government Area of Delta State. The result showed that there was no significant difference between the academic performance of male and female pupils from single parenthood.

However, the primary function of the family seems to be failing due to single parenthood which may be induce marital disharmony leading to separation and eventual divorce, teenage pregnancy, where a single girl chooses to procreate outside wedlock. It can also result from cultural practices which permit families without male children to cause their daughters to bear children for them by special arrangement with male partners from outside the family cycle. In all these instances, single parenthood may entail problems which may be partly general in nature and partly specific to each situation, (Okonkwo 2004). This was because when the parents are overburdened by responsibilities and by their own emotional reactions to environmental situation they often become irritable, impatient and insensitive to their student’s plight. It is against this backdrop that this study was being planned to investigate the possible influence of single parent upbringing on the academic performance of secondary school in Delta State.

Studies have denoted a significant different between gender and academic performance of children in single parent homes. Brewer (2001) argued that boys are more adversely affected by the type of family they are brought up in and this has an influence in the overall academic achievement.

Carrigan (2015) observed that there is a significant relationship between the number of years a child was under single parent and their low performance. Anderson (2014) carried out a study on fatherhood and academic performance of children noted that there was a greater risk of boys from single mothers posting worse results and eventual dropout from school compared to boys in both parent homes.

Single parents were formerly unknown and where they existed, they were simply ignored by the society in general as something out of the ordinary. Nowadays they are fast growing family patterns both outside and inside Nigeria. Over the last decades, the single parent families have become more common than the nuclear families which consist of a father, mother and children (APA 2016). It has also been observed that research has not being really focused on this, in Delta State and its influence on academic performance of children from the single parent families in Delta State, hence this study intends to fill the gap. Whiting & Edwards (2018) further argued that there is a missing link that children in single parenthood families face and normally is seen in a break in the network of friends, associated and family members.

• Statement of the Problem

The influence of single parenthood on the academic performance of secondary school students is a complex issue with multifaceted challenges. One prominent statement of  the problem revolves around the potential impact of the absence of one parent on a child’s educational journey. Research indicates that students from single-parent households may face increased academic difficulties, including lower grades and higher truancy rates. The emotional and financial strains on single-parent families may contribute to these challenges, affecting the overall learning experience.

Moreover, the study of challenges, needs, and experiences faced by single-parent households emphasizes the importance of understanding how these factors intersect to influence academic outcomes. This research aims to shed light on the nuanced dynamics surrounding single parenthood and its potential repercussions on the academic achievements of secondary school students

• Aim & Objectives of the Study

The purpose of this study is to determine the influence of single parenthood on the academic performance of secondary school students in Oshimili South Local Government Area of Delta State. The specific objective is:

1. To identify the influence of income on the academic performance of secondary school students in Delta State.
2. To determine the influence of stigmatization experience by students from single parenthood on their academic performance of secondary school students in Delta.
3. To access the aggressive behaviour expresses by students from single parents, influences their academic performance of secondary school students in Delta.
4. To examine the influence of withdrawal behavior expresses by students from single parenthood on their academic performance of secondary school students in Delta.
5. To determine the influence of psychological trauma experience by students from single parenthood on their academic performance of secondary school students in Delta.
   • Research Questions
6. To what extent does the income of the single parents influence the academic performance of their children in secondary school in Oshimili South Local Government Area of Delta?
7. To what extent does stigmatization experienced by students from single parents influence their academic performance in Oshimili South Local Government Area of Delta?
8. To what extent does aggressive behaviour expressed by students from single parents, influence their academic performance in Oshimili South Local Government Area of Delta?
9. To what extent does withdrawer behaviour expressed by students from single parents, influence their academic performance in secondary school?
10. To what extent does psychological trauma experienced by students from single parents influence their academic performance in secondary school?
    • Hypotheses
11. There is no significant relationship between the influence of income of single parents and stigmatization experienced by their children on the academic performance of students from single parenting.
12. There is no significant relationship between the influence of aggressive behaivour and withdrawal behaviour expressed by students from single parent.
    • Significance of the Study

The significance of study would be of great benefit to the students, teachers, parents, and the society at large.

Single parenthood may introduce challenges for students due to potential economic and emotional strains. However, it can also foster resilience as students learn to overcome obstacles

Teachers play a crucial role in recognizing and providing support for students facing challenges related to single parenthood. Understanding these dynamics enables educators to tailor their approaches to better assist students.

Single parents benefit from understanding the potential impact on their children’s academic performance. Open communication with teachers and active involvement in their child’s education can mitigate challenges and enhance academic support.

Acknowledging the influence of single parenthood on academic performance contributes to addressing broader socioeconomic gaps in society. Initiatives aimed at supporting single-parent families can lead to improved educational outcomes and social equality

• Scope of the Study

This research study is narrowed to look into the influence of single parenthood on the academic performance of secondary school students in Oshimili South Local Government Area of Delta State. It is delimited to students of S.S.2 classes in public and private schools, located in Delta State.

• Area of the Study

The area of study was Oshimili – South Local Government Area in Delta State. The LGA is the capital city of oil rich Delta State of Nigeria. Asaba is located at the Northern end of the state. It is a semi-urban area whose major occupation is farming, fishing, and hunting. Asaba forms a connector between Western, Eastern, and Northern Nigeria. It is situated on a hill at the northern edge of the Niger River. The great Asaba occupies an average of about 300 square kilometers. It maintains an average tropical temperature of 320C during the dry season and average fertile rainfall during the rainy season.  The LGA is saturated with   public primary schools,  government secondary schools, private schools  and tertiary institutions; Delta State University Anwai, Federal College of Education (T) Asaba,  and National Open University of Nigeria (Asaba study centre).

• Definition of Terms

Single Parenthood: Is the act of raising a child or children with only one parent in the house.

Academic Performance: Is the measurement of student performance across various academic subjects.

Students: Is primarily a person living with a parent in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professional and achieving employment at desired field. It is also defines a person who is studying at a school, especially a secondary school

Pages:  101

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Evaluation of the Effectiveness of Teacher-Made Continuous Assessment Test in Secondary School Students in Delta State

ABSTRACT

The study evaluated the Effectiveness of Teacher-Made Continuous Assessment Test In Secondary Schools Students In Delta State” The researcher formulated four purposes of the study and four research questions that guided the study. Survey research design was used, the instrument used to obtain information was a structured questionnaire, and the data collected were analyzed using mean. The population of the study is eight hundred and seventy-seven (877) students and simple random sampling technique was used to select the sample. The instrument used was validated by two experts in measurement and evaluation. Test re-test was used to determine the reliability of the instrument and the result was 0.75. Mean statistics was used to answer the research questions. It was found that continuous assessment is an effective tool used in determining the performance of students. based on these finding and many more the following recommendation were made and it was recommended that; The ministry of Education or its relevant agencies should organize seminars and workshop for teachers at least once in a term in order to update their knowledge on the practice of continuous assessment, The Ministry of Education or its relevant agencies should train enough teachers and equip to the professional guidance counsellors schools in the zone, Secondary schools in the zone should set up continuous assessment committees to perform the duties currently performed by Examination committee. Such duties include: To oversee the keeping of various assessment records, Develop time-table for assessment of pupils in the school. The committee is to be headed by the vice-principal (academics); members to include, the school guidance counsellor, Head of social science section, Head of science Education sections, Trained officers from the Ministry of Education should visit schools in the zone from time to time for on the spot assessment of the scheme, The ministry of Education should grant study leave with pay to all qua filled tutorial staff members to study statistics and computer in higher institutions to enable them acquire knowledge and improve on their efficiency in data collection and analysis involved in the practice of continuous assessment.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

         In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. This is because, education represents a fundamental and an indispensable tool for industrialization and development of every nation which is moving through assessment of individual or learners in the classroom or even beyond. Ukuije, (2019). Assessment can also be said to be any procedure or activity that is designed to collect information about the knowledge, attitude, or skills of the view of Omoifo (2018). What is termed “assessment in many schools today is summative, final, administrative, rigorous, and content-driven, rather than formative, diagnostic, private, suggestive and goal oriented, as such can be regarded as grading.” Summative assessment entails the focus on final examinations by teachers, parents, and students’ performance in the final examinations rather than inculcating students with problem solving critical thinking, and life skills. When carried out as an ongoing process, assessment is known as continuous assessment (CA).

One of the most important hallmarks of the National Policy on Education, (2018) is the provision of the continuous assessment as an effective tool for wholly and partly assessment evaluating the student’s learning outcomes in the various level of our educational system. This continuous assessment is presently being run in secondary schools as it was introduced. In 2018, the National Policy on Education, (2019) provides a six year primary education, secondary education, three years secondary education, each of which level would be allowed to implement the continuous assessment as laid down by the federal ministry of education.

It is marked by intention to make students specialize early enough in the future careers. Most importantly, it has provisions for making dropouts employee.  This new system of education will replace the formal one to the final examination system, which has outlined its usefulness. The formal examination system has been criticized for its short comings. It is a common knowledge that very many students roam about the street during most of the school year, only to the classroom a week or two before the promotion examination to do any serious work. They are not serious for any academic work because they have not prepared themselves for such tasks.

This underscores the point why eminent scholars have argued that examination is not a true test of one’s ability. There has been an occasion when some students commit suicide because of failing examination. It should be revealed that examination on high predication on the cognitive aspect of the student’s learning and tended to ignore affective and psychomotor aspects. It consequently creates out students and examination consciousness and an appetite for memorization and regurgitation of fact which in turn tend to stifle their inflection point of thinking. Chakanyuka, (2020) teacher-made tests compare individual’s performance with that of other students in the same class orsimilar class in one school. They may also compare the same student’s performances from time to time. In this case as James, (2017) postulates teacher-made tests are used as a continuous assessment tool which provides more information that is more reliable than examinations or standardized tests would. Continuous assessment builds up a picture of a student’s performance over a prolonged and representative period and can be in the form of practical work, oral tests or written tests (Hambleton and Pitomak, 2019). As Lee and William, (2020) argued the key to teacher-made tests is to make them a part of instruction and not separate from it. Tests should be instructional and ongoing rather than being “after-the-fact” to find out what students did not learn, they should be more “before-the-fact” to target essential standards (Migs, 2018).

Classroom tests or teacher-made tests can be used for a variety of instructional purposes and these can best be described in terms of their location in the instruction process (Merther, 2019) Dandis, (2018) states that teacher-made tests can be given at the beginning of an instructional segment to determine whether students have already achieved the objectives of planned instruction. Ogunniyi, (2020) argues that, teacher-made tests serve as good indicators in monitoring the success of teacher-student material instruction. Teacher-made tests provide feedback so that teachers can shift the emphasis of their instruction and provide remedial activities before the next lesson (Kolwale, 2019). Marshall and Drummond, (2006), state that the other type of teacher-made test is the one given during the instructional process to provide the basis for formative assessment. According to Makoni, (2018) formative assessment is used to provide feedback to students about their progress, detect learning errors and provide feed-back to students and teachers. At the end of a segment of instruction (for example, a unit or course), a classroom test can be constructed by the teacher aiming at measuring the extent to which the intended learning outcomes have been achieved (Trice, 2020). Teacher-made tests or classroom tests are divided into two groups, namely essay and objective tests (Hambleton and Pitomak, 2018). Saudien, (2019) essay tests give students the opportunity to freely express themselves in their responses to a question and the student’s responses are normally extended as they have to organize their thoughts and express them in writing. On the other hand, Migs, (2018) argues that objective tests questions are those that require a specific answer. An objective question usually has only one potential correct answer (there may be some room for answers that are close), and they leave no room for opinion (Migs, 2019). Objective test questions may be constructed so that

they contain a list of possible answers, so the student will be expected to recognize the correct one. As Festus, (2018) postulates, objective test questions include multiple choice questions, matching, true and false questions as well as the fill-in-the-blank questions; and students must remember the correct, specific answer for each question. As Mpofu, (2020) posits, while teacher-made tests help improve the performance of children in the learning process, it is not always the case since tests are constructed by teachers themselves. At times, these tests lack validity and reliability. It is clear that teachers need to be extremely careful in designing the test that measures the skill it intends to measure (Mpofu, 2018). Robert, (2019) states that the other problem faced by classroom tests is that the teachers lack the skills of appraising the effectiveness of the test.

Chakanyuka, (2020) states that, for a teacher to be able to do his / her work effectively, he/she must have a means of knowing the progress of his / her students from time to time. A good knowledge of where the student is and how he/she is progressing is fundamental to effective teaching and learning (Chakanyuka, 2020). Therefore, as Alaba, (2019) postulates, well-constructed tests can give students the opportunity of assessing their knowledge and with immediate and constructive feedback; the learner can improve their performance. Makoni, (2018) says that, it is clear that teacher-made tests are being used increasingly as an alternative to terminal examinations because they provide information that is more reliable than examinations. This, as Makoni, (2018) emphasizes, is because continuous assessment builds up a picture of students’ performance over a prolonged and representative period, whereas examinations only show what the student did on one particular day.

Therefore, it is hoped that the introduction of continuous assessment will check the short comings of the examination system. There are various tools which may be used to find out the

outcomes of learning activities. These include test, assignment, project, observation, interview, and questionnaires. The data obtained on the students will then be used to aid his further use and the purpose of providing information to the parent, guardian, and others who can use this for the benefit of the students. Such an assessment involves the use of great varieties of mode of evaluation for the purpose of guiding and improving the learning and performance of the students.

Continuous Assessment is a formative evaluation procedure concerned with finding out, in a systematic manner, the overall gain that a students has made in terms of knowledge, attitudes and skills after a given set of learning experience Ogunny, (2019). It is not simply continuous testing, continuous assessment, involves every decision made by the teacher in class to improve student’s academic achievement. In assessing student’s academic achievement, continuous assessment may take different forms such as assignment, teacher made tests, projects, classroom presentations etc. Ogunnyi, (2018) noted that continuous assessment is cumulative in that any decision made anytime about any students takes cognizance of the previous decision made about him. Continuous assessment also provides the students with maximum opportunities to learn and to demonstrate from time to time the knowledge the skills and the attitudes that they have during the teaching learning process.

Webb and Briars, (2020) asserted that continuous assessment must be an interaction between the teacher and the students with the teacher continually seeking to understand what a student can do and how a students is able to do it. Yoloye, (2017). Also pointed out that continuous assessment is only a part of the field of educational evaluation. He further argues that continuous assessment is a method of evaluation the progress and achievement of students in educational institutions. This means that continuous assessment could be used to predict future student’s academic achievement in the final examinations and the possible success at the work place or on a particular job. By using the classroom as an assessment, the teacher is able to diagnose student’s problems, judge academic learning and progress, provides feedback and incentives thus place a student at the appropriate level. Thus, in secondary schools, assessment of student’s academic achievement in the classroom has been an integral component of the teaching-learning process especially in secondary schools, because there is much effort by the teacher to teach a lot of content to students. In other words, Continuous assessment is s mechanism whereby the final grading of students’ in the cognitive, effective and psychomotor domains of behaviour systematically take account of all his performance during a given period of schooling. Such an assessment involves the use of a great variety of modes of evaluation for the purpose of guiding and improving the learning and performance of the students.

From the above, one can say that continuous assessment possesses the quality of being systematic, comprehensive, cumulative and guidance oriented. Yoloye, (2019) defines continuous assessment as follows: thus, Continuous assessment is a method of evaluating the progress and achievement of students in educational institutions. It aims to get the truest possible picture of each student’s ability at the same time helping each student to develop his or her ability to the fullest it is a method whereby the final grading take accounting systematic way of their whole performance during a given period of schooling.

From the above definition, continuous assessment can be seen as an evaluating process in which changes on all aspects of the child’s behavior, cognitive, affective and psychomotor is systematically recorded, from the day he enters for a course of study to the day of completion are recorded such that information obtained from the records can be used for guiding him to develop more effectively and also for making some decisions about the child at any time. During the course or at the end of it (Okoye, 2018). It should be noted however that various instruments are used in determining the performance of learners in the domains of educational objectives cognitive, affective and psychomotor. These instruments include tests, projects, assignments, observational techniques, questionnaires and interviews. (Paul, 2017) states that once the curriculum has been designed and developed, the major task which follows is to implement it. He goes further to say that the teachers for most part is in the forefront of this implementation of the curriculum, and this includes having thorough knowledge of the content of the curriculum, and possessing ability of selecting relevant and appropriate learning experience. In the same rein, the Federal Ministry of Education science and Technology (FMEST) (2018), appreciated the importance of teachers in the new evaluation strategy, when it prescribed that the teacher should be involved in the final assessment of the students he or she has taught. From the above analysis one can conclude that for the effective utilization of continuous assessment in the school, there is need that teachers must of necessity demonstrate competence in the construction and use of various techniques necessary for assessing cognitive, affective and psychomotor learning outcomes. The measuring instrument most commonly used by continuous assessment is the test. A test refers to a collection of questions tasks, or statements which can be presented to an individual and responses of the individual would enable the tester establish how much of a design characteristics is possessed by the test.

Test serve different functions to people who use them for the sake of this paper, it helps the teacher to know how much of the course content the students has learned. It can also ascertain the effectiveness of teaching   and to find out before beginning to teach any new body of knowledge what the students already knows. Test differs in different ways such as content, method of construction, administration, interpretation of scores. Etc. Hence it could be classified in various ways. It can also be classified into various ways with a variety of labels and objectives. One of such classification into teacher- made test are standardized Test. The teacher- made test also known as non-standardized test is a test prepared and administered by teachers to their students as the need arises. A lot of decisions are taken about the students evaluated using this kind of test. This category of test is used in the program of continuous assessment more than any other kind for collecting evidence of the learners’ progress. Due to the fact that many important decisions that have been taken concerning students at the end of any level (JSS Inclusive) are based on the continuous assessment data, the need for the use of an effective testing instrument cannot be over emphasized particularly in the light of its observed validity and reliability. Very often the quality of tests constructed are used by teachers for continuous assessment in secondary schools and havebeen a major source of concern to educationists as well-meaning Delta State.

(Nwana, 2018) stated that research studies into the content of many public examinations reveal that some examinations completely omit initial areas of the syllabus, while some over emphasizes areas of the syllabus far above or below their normally implied importance. Some also include areas not covered at all by the syllabus Nwana,(2017)went further to say that the above situation occurs even where the examiners are either school masters with many years of teaching experience or specialists in the field concerned. In a study of the quality of teacher made test, (Ajai, Chukwu,Kadaramba and Obuseh, 2019) found that teacher made test items used for examinations in History for instance, measure only the cognitive domain of behavuiour, to the detriment of the affective and psychomotor domains.

Effective teacher made test items for a subject like business studies should be capable of measuring adequately, the specified objectives with emphasis on all the aspects of domains of  student’sbehaviour. All suggestions of types of test items that are in harmony with these objectives will enhance the effective evaluation of the students’ performance in the subjects. This present study however aimed at ascertaining the quality of tests in the junior secondary school system in Oshimili South Local Government Area of Delta State. Today, there is great reliance on classroom test for continuous assessment among schools.

Hence it becomes pertinent that evaluation of teacher made test should be carried out.

• Statement of the Problem

One of the characteristics of continuous assessment is that of its comprehensive. While the success of continuous assessment in any educational system is based largely on the success of instrument used by the teacher to measure the cognitive, affective and psychomotor domains of the student’s evidence from research studies by Anyanwu, (2020). Points to the fact that most teacher made test or non-standardized test item used in the schools are more of factual question types which only emphasize on the learners thinking ability but sparingly test their performance in the areas of manipulative attitudes and perception skills. It is possible that problem of an instrument like the continuous assessment not adequately measuring the ability skills could be associated with the teacher’s experience and qualification in constructing valid tests items and the teacher’s inability to measure the different types of domains of educational objectives. herefore, this study is prompted by the desire to determine the degree of which teacher made tests in all relevant domains of educational objectives relates to students in teaching and learning in secondary schools.

This research work is designed to investigate the attitude and competence of teachers to conduct continuous assessment in selected secondary schools in Delta state.

The problem of the evaluation of assessment encountered by teachers in our secondary school to the useful suggestions and other educational administrator on ways of making continuous assessment successful would be considered. Among other things the questions below would have been answered at the end of the work.

• Aims and Objectives of the Study

The main purpose of the study is to:

Purpose of this study is to investigate the effect of continuous assessment in teaching and learning in schools: specifically this study aims;

1. To identify the extent to which continuous assessment techniques has been of great gain to the school system.
2. To examine the capabilities of schools using the Continuous assessment technique to enhance students’ academic success.
3. To determine the problems created by the introduction of continuous assessment technique in our school system.
4. To proffer solutions based on the observed problem on how to make the technique more indigenous and reflective of our local needs especially in our schools.
   • Research Question
5. To what extent could continuous assessment techniques be of great gain to the school system?
6. To what extent could the capabilities of using continuous assessment technique in our school system to enhance students’ academic success?
7. What are the benefits or gains recorded by school system as a result of bringing continuous assessment technique into play?
8. What are the proffered solutions based on the observed problems on how to make the technique more indigenous and reflective of our local needs especially in our schools?
   • Significance of the Study

A study of this kind, which is an attempt to reveal the quality of teacher made continuous assessment test, items, in use is necessary. The findings of this study will be useful to teachers by making them aware of the quality of tests they construct and use for asserting their student’s performance in all aspects of the domains of learning. This awareness will go a long way in helping them to develop more valid test for student’s evaluation. The result of the study will be of great benefit to students, administrators and the society at large.

Educational development sustains the growth of the nation. As a result and in order to, with this ever expanding industry, we need adequate assessment method that would show exactly what one wishes to know about the individuals. This explains why teachers’ attitude and competence in evaluating the assessment of the students is very important because they are agents of change in the society. Continuous assessment is a necessity for all teachers in the new educational system in Asaba. This work will equip for the classroom teachers to continuous assessment in their various schools. It will direct and inform teachers on areas of the behaviour of the children to be assessed and the procedure to adopt in achieving this purpose.

• Area of the Study

The research will be carried out in all the Government secondary schools in Oshimili South Local Government Area of Delta State. There are 13 Government secondary schools in Oshimili South Local Government Area of Delta State.

• Delimitation of Study

   The study is restricted to the evaluation of continuous assessment instruments in Oshimili South Local Government Area of Delta State in secondary schools. Since the old system of assessment concentrated more on the cognitive domains neglecting the affective and

psychomotor domains, this study will investigate to find out the spread of the question items used in the three domains of educational objectives and in the six levels of cognitive domain which includes the following knowledge, comprehension, domains, application, analysis, synthesis and evaluation, the difficulties encountered by teachers in item constructions will be investigated.

1.8 Definition of Terms

The following terms are defined as used in report order to avoid misinterpretation by different individuals.

Evaluation: Evaluation is to determine whether certain changes are taking place in the learning as well as to determine the amount or degree of changes in individual student.

Teacher-Made tests: Are used as a continuous assessment tool which provides more information that is more reliable than to compare individual’s performance with that of other students in secondary schools.

Continuous assessment: this is a method of ascertaining what a student gains from school in terms of knowledge, industry and character development, taking into account his/her performance in test, assignment, project and other educational activities during a given period of an education to be determined.

Pages:  104

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Influence of E-Learning on Students’ Academic Performance in Mathematics in Basic Secondary Schools in Oshimili South Local Government Area of Delta State

ASTRACT

This study examined the influence of e-learning on upper basic education students’ academic performance in mathematics in Oshimili South Local Government area of Delta State. Four research questions guided the study. The study adopted a descriptive survey research design. The population of the study comprised 3,319 upper basic education students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  The sample of the study comprised 210 male and female upper basic education students selected through simple random sampling technique to represent the entire population. The instrument used for data collection was a structured questionnaire titled “Influence of E-learning on Upper Basic Education Students’ Academic Performance in Mathematics in in Oshimili South Local Government Area of Delta State. A draft copy of the questionnaire was validated by a lecturer in the Department of Educational Psychology, Federal College of Education (Technical) Asaba. The researcher administered the 210 copies of the questionnaire to junior secondary school students in Oshimili South Local Government Area of Delta State with the help of 2 trained research assistants and 203 copies, representing 96.7% were retrieved which facilitated analysis. Data collected was analyzed using mean and standard deviation statistics. Findings of the study revealed that there are e-learning facilities used in teaching mathematics in Junior Secondary Schools; e-learning has influences students’ study habit towards learning Mathematics in Junior Secondary Schools positively and e-learning positively influence students’ participation in learning Mathematics in junior secondary school in Oshimili South Local Government Area of Delta State. It was recommended among others that Delta state government should ensure the provision of adequate e-learning facilities to enhance students’ academic performance in Mathematics at the upper basic education level.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the hallmark of technological advancement, innovation and even development. That is why the methods and strategies used in passing knowledge is very important. Instructional delivery has now taken to another level due to the advent of information and communication technology. The emergence of information and communication technologies (ICTs) and the ubiquitous connectivity of internet and networks improve man’s ingenuity and opportunities given that societies consciously depend on real-time information to be proactive and to discount the effects of environmental changes which brought about E-learning in the field of mathematics.

Mathematics is the study of relations among quantities, magnitudes, properties and of logical operations by which unknown quantities, magnitudes, and properties may be deduced (Eze, 2015). It is a universal language written with symbols and shapes and involves information   processing  (editing, analyzing, interpreting and sharing), producing, predicting and solving problems (Mathematical Education Board, 2016). In other words, it is the science of number, shape, space, size, and the relationships between them (Ezenweani, 2017). He added that it is the science of patterns and layouts by which individuals with a wide perspective and   knowledge to understand real world calculations and realities. The relevance of mathematics is immeasurable since it hangs around analyzing, problem solving with addition, subtraction, multiplication, division, fractions and decimals process skills which are science process skills necessary for day to day life sustenance (Hayes, 2015).  Leopoid (2010) remarked that the brilliant performance of any child motivates him/her to focus on his area of specialization and do more. He also remarked that failure on the part of any student to perform better in the academic usually affects such a child psychologically in their next attempts. This forms the concern of teachers, parents and the government. According to Odumosu (2011) Mathematics has been regarded as the bedrock of science and technology. The progress of science could be determined by the extent to which mathematics has entered into its methods and contents. Adeyegba (2005) in Odumosu (2019) observed that there is hardly any area of science that does not make use of mathematical concepts to explain its own concepts, theories or models. In a similar view, mathematics is regarded as the major tool available for formulating theories in the Science, Engineering, and Economics as well as in other fields (Abiodun, 2018). Mathematics without any doubt remains the most serviceable science subject to all disciplines and fields of human work and study. According to Leo (1998) in Onyeneho (2017), Mathematics enhances students critical thinking in domains involving judgment based on data and stimulates the type of independent thinking required beyond the confines of textbooks. Mathematics is the creation of human mind, concern primarily with ideas, processes, and reasoning. It is much more than arithmetic, the science of numbers and computation. Mathematics is a way of thinking, a way of organizing logical proof used to solve different problems in science, decision making and industry.

Ukeje (2017) described the importance and the attention given to Mathematics as stemming from the fact that without Mathematics, there is no science, without science, there is no modern technology, and without modern technology, there is no modern society. Ale (1989) in Simeon and Francis (2019) Opined that mathematics is the queen of science and technology and also a tool for scientific and technological development. Ojerinde (2013) defined mathematics as “the communication system of those concepts of shape, size, quantity and order used to describe diverse phenomena”. It is a language of size, order and symbol: just like English. Madu and Hogan (2020) opined that Mathematics is made up of a set of concepts, facts, principles, and operations that are fundamental to the existence of every individual. Stephen (2021) saw Mathematics as a set of precise and logical language, which not only lead to interesting activities in their own right but can also be applied to everyday life and is used as description or models in science and other areas. Stephen (2021) described mathematics as the mother or queen of all sciences and that diverse phenomenon in physical, biological and economic situations can be communicated through the concept of shape, quantity, size and order. To Marut (2014) it is the mother and language of all sciences”. More complete but related to Marut’s definition is that offered by Aminu (2010) that” is not only the language of science” it is the essential nutrient for thought, logic, reasoning and therefore progress, while Olosunde and Olaleye (2010) believe that mathematics is the fundamental science that is necessary for understanding of most fields. According to Ajayi (2011) Mathematics is the queen of all sciences and servant to all discipline. The summary of the matter is that of Abubakar (2015) who said Mathematics is the foundation of all science and also very embodiment of precision and brevity.

E-Learning on the other hand is a term that encompasses a broad array of content and instruction methods, and that has come to mean a new model of education involving revised curriculum, infrastructure, teacher professional development, textbooks, and exams to provide students with technology and “21st century skills” such as creative problem solving (Justin, 2021). A particularly useful aspect of ICT in education includes accessing the enormous number of educational resources on the Internet and online libraries. E-learning refers to a learning system that we can obtain through the internet using an electronic device. We also call it online learning or online education. The ‘E’ in E-learning stands for ‘Electronic.’ Hence, the original term ‘electronic learning.’ The term may also refer to a network that can provide knowledge and skills to one or more individuals. The network can provide the knowledge or skills either to everyone simultaneously or individually. E-learning is training provided via a computer or other digital device, allowing technology to facilitate learning anytime, anywhere. E-learning refers to a learning system based on formalised teaching but with the help of electronic resources. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning. E-learning can also be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times (Robert, 2018).  E-learning, also referred to as online learning or electronic learning, is the acquisition of knowledge which takes place through electronic technologies and media. In simple language, e-learning is defined as “learning that is enabled electronically”. Typically, e-learning is conducted on the Internet, where students can access their learning materials online at any place and time (Austin, 2018). E-Learning most often takes place in the form of online courses, online degrees, or online programs. Online learning has numerous advantages over traditional learning methods.  Sarah (2017) defines e-learning as electronic media used for various learning purposes ranging from conventional classroom add-on functions to online substitution for face-to-face meetings with online encounters. Robert (2018) defined E-learning as instructions delivered through digital devices with the intent of supporting learning.  Johnson (2020) defined e-learning as using information and communication technologies to for enabling access to online teaching and learning resources.  They added that e-learning as using Internet technologies for enhancing performance and knowledge.  It is a learning by utilizing electronic technologies for accessing educational curriculums outside of traditional classrooms.

The introduction of computers was the basis of this revolution and with the passage of time, as we get hooked to smartphones, tablets, etc, these devices now have an importance place in the classrooms for learning (Olaniyi, 2018). Books are gradually getting replaced by electronic educational materials like optical discs or pen drives. Knowledge can also be shared via the Internet, which is accessible 24/7, anywhere,      anytime. The networking of teachers, students and others can also produce a lively community sharing information, ideas and strategies (Yook and Egidio, 2019). The provision of an E-Learning system is an important factor in providing a comprehensive Information and Communications Technology solution within schools. Blackboard and other similar systems provide an easy to use, well-structured medium to assist learning and teaching because students and teachers are able to access information from anywhere around          the       world.

E-learning (EL) basically involves use and application of information and communication technologies (ICT) at web sites, personal computers (PCs), tablet PCs, cell phones, learning management system (LMS), televisions (TVs), radios and other means to improve teaching and learning processes. E-learning is really a unifying phrase accustomed to explain the areas associated with the internet, web-based instruction and technologies directions (Oye & Iahad, 2018). In that respect, e-learning is substantially becoming a learning strategy in the realms of teaching, practical learning, skills training and development and many corporate functions as evidenced by massive development of web technologies.

The integration of technological awareness and learning in secondary schools is today making significant strides towards use of more interactive e-learning strategies to effectively enhance overall performance of college students and their trained personnel. In many developed economies, several academic institutions make use of extremely interactive e-learning that directly enhances students’ performance (Soleymanpour, Khalkhali and Reayatkoonandeh, 2017). In the recent era, technologies have indeed become devices accustomed to get rid of physical obstacles and allow students to learn at anytime and anywhere without having physical interaction with the instructor. Against this background, e-Learning therefore improves easy access to effective teaching and learning, and thus enhancing students’ academic efficiency.

According to Heeger (2018), e-learning enables numerous secondary school students to take similar programs concurrently. Nowadays, educational systems have grown to enjoy the reasonable instructions in addition to their learning. Research findings indicate that e-learning systems permit instruction method geared to improve top quality related to instruction and students’ academic achievement. Soleymanpour, Khalkhali and Reayatkoonandeh (2017) further elaborate that those private secondary school that have demonstrated remarkable use of e-learning generally perform quite much better than student counterparts who much rely on use of face-to-face communications and physical interactions with their instructors.

Heeger (2019) report shows that secondary school students who generally participate in online or e-learning achieve far better amounts compared to secondary school students who examined traditional methods. Due to emergence of advancements in educational technology, e- learning is currently gaining substantial attention in education and for this reason; several educational institutions are now pursuing application of electronic learning programs. As such, e-learning is continuously becoming well-established in a number of both private and public education institutions in the world nowadays. Most of these education institutions have become aware of the impacts related to e-learning on students’ academic achievement.

A broad range of learning approaches exists already, for example, e-learning, blended learning, and distance learning which utilize information and communication technology (ICT). The use of ICT can benefit, for example, students in rural areas by having them attend classes as distance learners and motivating them to learn. Regarding this, the potential of e-learning seems very assuring, but because of gaps between developed and developing countries knowledge transfer is not only difficult but also costly. There is little systematic research into the overall effectiveness of e-learning as a learning medium despite the great interest in it, while there is much more work to be done, a variety of e-learning courses aimed at making sustainable development a reality have been developed and demonstrate how e-learning can reach thousands if not millions of minds and potentially plant the seeds of change.

According to case studies, there are already a number of e-learning programs offered in developing countries. These programs are developed by various national and international initiatives. The growth of e-learning programs according to Lockwood & Gooley (2019) is driven by the need for and potential of providing education in less expensive ways, increased access to information, effective learning and greater flexibility.

Academic performance on the other hand according to Roy (2021), is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. In other words, academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.  Academic performance generally refers to how well a student is accomplishing his/her tasks or studies. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement (Olaniyi, 2021). Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important procedural knowledge such as skills or declarative knowledge such as facts (Johnson, 2020).

E-learning, no doubt has the potential of enhancing students’ study habit, participation in learning activities and Motivation towards learning mathematics.

Study habit is defined as those techniques such as summarizing, note taking, outlining or locating materials which learners employ to assist themselves in the efficient leaning of the materials which is at hand.  It plays a vital role in the development of human capital and is linked with an individual well – being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individuals to increase in their productivity and improve in their quality of life. Paivio (2020), noted that habits of study, which are formed in school, have greater significance and students must realize the need to acquire these effective study habits. Effective studying will help students to prepare schoolwork in less time to achieve greater degree of mastery of the lesson. Students who study effectively and efficiently utilize methods of learning which aid the acquisition, retention, application of knowledge, facts and information from textbook and class discussion, lectures and other resources. According to Pascual (2019), Study habits or study strategies are approaches applied to learning. They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one’s life. There are arrays of study skills, which may tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They include mnemonic, which aid the retention of lists of information, effective reading and concentration techniques, as well as efficient note taking. Effective study habits are often up to the students and their support, however there is evident that they are increasingly taught at Secondary Schools and university levels. It is believed that the development of study habits helps a person become successful and productive.

Students’ participation in learning activities simply means taking part in the teaching and learning process. Not as passive listeners, but active participants. Active participation in class improves objective and subjective students’ performance in any given school subject. Active learning techniques and the associated student engagement during teaching leads to a greater number of students meeting the learning outcomes and thus, by extension, improved academic performance (Olaniyi, 2021). Student participation requires the mental and emotional involvement of students in order for them to achieve their aims (Frymier & Houser, 2018). Their participation in class is usually spontaneous, and occurs naturally (Abdullah, Bakar & Mahbob, 2020). Participation of students in group activities is usually not the same and they participate in different ways. The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explore issues and ideas in-depth, from a variety of viewpoints. Certain students will raise their voices more than others; this variation is a result of differences in learning preferences, as well as in personalities. Teamwork can help overcome many shortcomings of traditional learning methods and provide benefits for the students and teachers, where students become more active (Brown, 2012). Students can learn better when they are participating, involved mentally, and are committed in the process of investigation, discovery, and interpretation (Tesfaye & Berhanu, 2018).

However, the use of e-learning in teaching mathematics is not without challenges. Hence the need to ascertain effect of E-Learning on Students’ Academic Performance in Mathematics in Junior Secondary Schools.

Statement of the Problem

In recent years, the integration of technology into educational practices has revolutionized traditional teaching methods across the globe. Particularly in the realm of mathematics education, the advent of electronic learning (e-learning) platforms has presented a paradigm shift in how students engage with mathematical concepts and theories. With the rapid advancement of digital technologies and the increasing accessibility of electronic resources, understanding the impact of e-learning on students’ mathematical proficiency is paramount for educators, policymakers, and stakeholders in the educational sector.

The Oshimili South Local Government Area, like many other regions in Nigeria, grapples with challenges in its educational system, including limited resources, overcrowded classrooms, and varying levels of teacher expertise. Amidst these challenges, the integration of e-learning tools offers a promising avenue to enhance the quality of education and address the diverse learning needs of students, particularly in mathematics—a subject often perceived as challenging by many learners. By leveraging digital platforms, interactive software, and multimedia resources, e-learning endeavors to provide students with personalized learning experiences, foster deeper conceptual understanding, and promote independent problem-solving skills in mathematics.

However, while the potential benefits of e-learning in mathematics education are widely acknowledged, empirical evidence regarding its effectiveness in improving students’ academic performance remains inconclusive, especially within the Nigerian educational context. Factors such as digital literacy, access to technology infrastructure, teacher training, and socio-economic disparities may influence the extent to which e-learning initiatives impact students’ mathematical learning outcomes. Thus, a comprehensive investigation into the relationship between e-learning and academic performance in mathematics is crucial for informing educational policies and practices tailored to the specific needs of students in Oshimili South and similar settings. It is against the light of the above that this study seeks to examine the effect of E-Learning on Students’ Academic Performance in Mathematics in Junior Secondary Schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the effect of E-Learning on Students’ Academic Performance in Mathematics in Junior Secondary Schools in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. Identify the e-learning facilities used in teaching mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State.
2. Examine the influence of E-Learning on Students’ study habit towards learning Mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State.
3. Ascertain the influence of E-Learning on Students’ participation in learning Mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State.
4. Factors affecting the effectiveness of E-Learning in enhancing Students’ Academic Performance in Mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State.

Research Questions

The following questions were raised to guide the study:

1. What are the e-learning facilities used in teaching mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State?
2. How does E-Learning influence Students’ study habit towards learning Mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State?
3. How does E-Learning influence Students’ participation in learning Mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State.
4. What are the factors affecting the effectiveness of E-Learning in enhancing Students’ Academic Performance in Mathematics in Junior Secondary School in Oshimili South Local Government Area of Delta State?

Significance of the Study

Findings of this study would be of great benefit to students, teachers, government and future researchers.

Understanding how e-learning impacts academic performance in mathematics can empower students to leverage technology for their learning. It provides insights into effective study methods and encourages students to engage with educational platforms beyond traditional classrooms. Students can adapt their learning strategies based on the findings to improve their academic outcomes.

Teachers could incorporate e-learning tools and methods into their teaching practices, enhancing the effectiveness of their instruction. Understanding the impact of e-learning on academic performance can guide teachers in designing engaging and interactive lessons. It may also highlight areas where teachers need additional training or support in utilizing technology for teaching mathematics effectively.

Governments can use the findings to inform policies related to technology integration in education. It can guide investment decisions in educational technology infrastructure and resources. Governments can also implement initiatives to train teachers in utilizing e-learning platforms effectively and equitably across schools.

The study contributes to the body of knowledge on the effectiveness of e-learning in improving academic performance, particularly in mathematics. It provides a foundation for future research exploring different aspects of e-learning and its impact on student outcomes.

Scope and Delimitation of the Study

This study focused on effect of E-Learning on Students’ Academic Performance in Mathematics in Junior Secondary School. With particular emphasis on kinds of e-learning facilities, influence on students’ study habit, participation in learning mathematics and factors affecting the effectiveness of e-learning in enhancing students’ academic performance in mathematics.  Respondents of the study are public juniors secondary schools students and mathematics teaches in Oshimili South Local Government Area of Delta State.

Definition of Terms

E-learning: E-learning, short for electronic learning, refers to the use of electronic technologies, primarily the internet, to facilitate learning outside of a traditional classroom setting. It encompasses a wide range of educational activities conducted through digital platforms, including online courses, virtual classrooms, interactive multimedia content, educational apps, and more.

Mathematics: Mathematics is often described as the study of patterns and relationships among quantities, numbers, shapes, and structures. It is a systematic and logical approach to solving problems and understanding the world around us. Mathematics provides a language and framework for describing and analyzing phenomena in fields ranging from physics and engineering to economics and social sciences.

Academic Performance: Academic performance refers to how well a student is achieving in their studies within an educational setting, typically measured by grades, test scores, and other indicators of learning such as class participation, homework completion, and project quality. It encompasses various aspects of a student’s performance, including their understanding of subject matter, critical thinking skills, problem-solving abilities, and overall engagement with the learning process.

Study Habit: Study habits refer to the behaviors, routines, and techniques that individuals employ to facilitate effective learning and academic success. These habits encompass various activities such as how students organize their time, approach their coursework, and engage with learning materials. Effective study habits can significantly impact academic performance and contribute to long-term success in education.

Participation in Learning Activities: Participation in learning activities refers to actively engaging in various educational experiences, both inside and outside the classroom, to enhance learning and contribute to academic success.

Pages:  67

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

The Effect of the Availability and Utilization of Biology Laboratory on the Academic Performance of Secondary School Students, in Oshimili North Local Government area of Delta State

ABSTRACT

The study examined the availability and utilization of biology laboratory on student academic performance in biology in secondary schools in Oshimili South Local Government Area of Delta State. Three (3) research questions guided the conduct of the study. A review of related literature was reviewed based on the concepts in each research questions raised and variables in the study. A descriptive survey research design was adopted for the study.  The population of the study consists of all public secondary school biology teachers and students in Oshimili South Local Government Area of Delta State. there are 13 public secondary schools and 1850 teachers in Oshimili South Local government Area of Delta State. As a result of the inability of the researcher to effectively study the entire population of Secondary Schools in Oshimili South Local Government area, the researcher selected twenty (20) Biology teachers (12 females and 8 males) and thirty (30) students (13 females and 12 males) from five (5) public secondary schools in the study area. The simple random sampling technique was used thereafter, to select 30 student respondents while the teachers were purposively sampled. The instruments used for the study was a well-structured questionnaire titled; “Assessment of the effect of the Availability and utilization of Biology Laboratory on the academic performance of students”(AEAUBLAPS). The instrument used for data collection was vetted by two experts in the field of Biology Education from Federal College of Education (technical) Asaba, Delta State. The researcher took the instrument and subjected them to pilot test to ensure the consistency value of it. Consequently, 20 secondary school Biology teachers who were not part of the sample were used for the pilot test. their responses were collated and was subjected to a test of relationship with the use of the Pearson Product Moment Coefficient(r). A consistency value of 0.86 was obtained. As a result, the instrument was adjudged reliable. The researcher, through a letter of introduction from the Directorate of Professional Diploma in Education, Federal College of Education (Technical) Asaba, Delta state administered the questionnaire to the respondents. It took the researcher 3 days to accomplish the task. However, 50 copies of the administered instrument representing 100% were returned duly completed. The data collected were presented in tables. Frequency count, percentage and mean scores were used for the interpretation and analysis of data. The decision was that any mean value that ranges from 2.5 and above was accepted as agreed while any mean value that is less than 2.5 was regarded as disagreed. Findings of the study revealed that Biology laboratory resources are available and utilized in enhancing students’ academic performance in the subject. Some recommendations were made to enhance the availability and utilization of Biology laboratory resources in enhancing students’ academic performance.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Science is doing and involves regular hands – on practical work for learners to develop scientific literacy to face global challenges. Biology as a science subject is studied or taught by using different methods which employs the use of all sense organs including olfactory (smell), gustatory (taste), auditory (hearing), kinesthetic (skin),and optical (seeing) of which only the application of theory in teaching and learning could not yield 100-percent accuracy without the use of laboratory resources. Thus, effective teaching and learning of biology in secondary schools with the use of laboratory resources is very necessary if biology teachers must gainfully achieve stated objectives.

Biology as a science subject is based on practicals and experiments. Its objectives as contained in the National policy on education (FRN, 2014) include among others to equip learners with meaningful and relevant knowledge of Biology. It is only through the availability and utilization of these materials (laboratory materials) that the above objectives and goals can be achieved.

In addition, Biology is the natural science that studies life and living organisms, including their physical structure, chemical processes, molecular interactions, physiological mechanisms, development and evolution. Federal Republic of Nigerian (2014), emphasized that learning of biology will provide the students with suitable laboratory and field skills in biology. To make objectives of teaching and learning of biology achievable, emphasis should be placed on field studies, guided discovery, laboratory techniques and skills. The teaching and learning of biology motivate students to; develop practical techniques and process skills; acquire knowledge and develop understanding of fundamental biological principles, concepts, terms and facts; show understanding of the applications and uses of biological knowledge in daily life; develop an understanding of current issues and developments in biology.

Science laboratory resources/facilities can be human or material. The human resources have to do with personnel such as lecturers/teachers, laboratory technologist/assistants and students. The science laboratory material resources are those materials available to the science teacher for teaching and learning. They include textbooks, computers, thermometers, fire extinguishers, first aid kits, oven, incubators, test tubes, spatula, microscope, chalkboards, model/mock-ups, television, radio and other electronic devices.

According to Lawal (2023), such materials promote learning by doing, make the classroom lively, real, and meaningful and have the potential to make the content worth learning. When this laboratory materials are used it will promote creativity and self-reliance and at the same time, contributes meaningfully to effective teaching. Some Laboratory materials can be readily acquired, modified or developed by ingenious teachers to suit various needs and purposes in the teaching/learning process (Nkang, 2022).

The science laboratory has a direct effect on both students’ attitudes and academic achievement as per the instructional theory of learning interaction. It is generally believed that constant practice leads to proficiency in what the learner learns during classroom instruction; hence, the dictum “practice makes perfect” (Lawal, 2023). The quality of teaching and learning experience depends on the extent of the adequacy of laboratory resources in secondary schools and the teacher’s effectiveness in the use of laboratory resources with the aim of facilitating and providing meaningful learning experiences in the learners.

Biology laboratories provide a hands-on environment for students to apply theoretical knowledge, conduct experiments, and develop essential scientific skills (Hofstein & Lunnetta, 2004). Laboratories in biology enhance understanding through practical experience, allowing students to observe and analyze biological phenomena directly (Hester et al, 2018). This practical exposure fosters critical thinking, problem-solving, and data interpretation skills, which are vital in scientific research and real-world applications. Additionally, laboratories facilitate the development of proper scientific methodologies, safety protocols, and teamwork. Fleischner et al, (2017) posited that biology laboratories play a pivotal role in bridging theoretical concepts with practical applications, enriching the learning experience for students in the field of biology.

Scholar, (2020) stated that the use of biology laboratories positively influences the academic performance of students. He further emphasized that engaging in hands-on experiments enhances comprehension and retention of biological concepts by providing a practical application of theoretical knowledge. This active learning approach promotes a deeper understanding of complex biological processes, improves critical thinking skills, and fosters a sense of curiosity and exploration (Lombardi et al, 2021).

A review of student’s performance in Biology in the West African Senior Secondary Certificate Examination (WASSCE) from 2005 to 2013 in Nigeria revealed fluctuation and downward trend in the students’ performance. The poor performance in practical biology to the following:

“The high conceptual nature of biology practical which make it difficult to understand, lack of interest in the subject on the part of the students and inadequate practical work, shortage of qualified and pedagogically trained biology teachers”. The neglect of the practical aspect of biology in schools has been blamed on such factors as the inability of the school authority to provide materials and equipment for practical work and teacher’s failure to recognize the importance of practical work in science teaching. Onwu (2017)observed that teachers have an obligation to help students to become critical thinkers and problem solvers. This is only attainable when appropriate teaching and learning strategies are adopted, particularly at the senior secondary school level.

There are inadequate resources for teaching and learning of science subjects in public secondary schools in Nigeria. They further stated that where there are little resources at all, they are not in good condition, while the few ones that are in good condition are not enough to go round and also the few available material are dysfunctional. Empirical studies conducted in relation to resource utilization in education have revealed that essential facilities are not always available in schools. This inadequacy of teaching resources has been of serious concern to educators (Adakole, 2016).

Although some facilities may be available and adequate but may not be put to use by the teachers. Audio visual aids such as computers and projectors are not utilized in schools due to lack of knowledge on the proper use of such resources for teaching. Onyeji (2004) reported that none of these new media (electronics) is available, accessible or used in communicating Science, Technology and Mathematics (STM) in secondary schools. Physical laboratory facilities are the fundamental factors in better learning and achievements of the students.  All facilities should be provided to the schools for the students’ better, concrete, and real experiences.

Kalu (2015) reported that various teaching methods were used by teachers in the teaching of biology aimed at bringing about meaningful learning. These include lecture method, demonstration method, discovery method and experimentation method, among many others. However, the most commonly used is the lecture method. This is mostly employed among science teachers because of some of its advantages, which include the fact that it can be used to cover a large content area at a time and the students are given the same content at the same time. The discovery method brings home to students their notions of the nature of scientific evidence; students come to learn that answers to questions could often be obtained from investigations they can carry out themselves. A good demonstration method holds the learner‟s attention, thus facilitating learning by giving students the opportunity to see and hear what is actually happening in the classroom. This method has failed in the recognition of the uniqueness of the inquiry based nature of science and the learner‟s individuality(Dorgu, 2015). Furthermore, it does not facilitate the development of reasoning  skills and processes in the students due to poor retention of students in understanding the biology concepts in practical. These, among other reasons, have not enhanced learning in students and thus have led to poor performance of students in biology practical.

Students who participate in laboratory activities often develop better problem-solving skills and analytical abilities, which are valuable in academic assessments (Bree et al 2014). The practical experience gained in a biology laboratory helps students apply theoretical concepts to real-world scenarios, reinforcing their understanding of the subject matter. Overall, the incorporation of biology laboratories into the curriculum contributes to improved academic performance by offering a more holistic and experiential learning experience for students.

The availability and adequate use of laboratory resources during science instruction helps to develop values that aid the learners in decision-making. The laboratory is a distinctive feature in science teaching and learning. (Stuckey, 2013).  Lyons (2012), states that learning is a complex activity that involves interplay of students‟ motivation, physical resources, teaching resources, skills of teaching and curriculum demands. The process of managing and organizing resources is called resource utilization. The utilization of resources (laboratory resources) in education brings about fruitful learning outcomes since resources stimulate students learning as well as motivating them.  It is therefore necessary for the teachers to utilize available resources in teaching the learners in order to help the students comprehend the lesson with ease which will in turn improves their overall achievement in schools.

1.2 Statement of the Problem

Teaching and learning of biology ought to be simplified, comprehensive and concrete. Extensive use of laboratory resources makes biology interesting, stimulating and understandable to the learners. The continuous record of students’ poor attitudes towards the study of Biology is a serious problem in the Nigeria educational system, most especially at the secondary school level. The success of biology students in secondary schools largely depends on the availability and effective utilization of available human and material resources.

Biology as a science subject is faced with some problems, such as limited qualified teachers available, limited time allotted to practical classes to the minimal or even omit practical activities. Teachers find it difficult during laboratory activities to supervise and teach large classes and combine the practical effectively with normal class lessons. Students on their part have the problem of comprehending what is taught without the complementary laboratory activities in biology. Practical work in laboratories can spark interest and enthusiasm for science. Without this engagement, students may find science less interesting, leading to decreased motivation and participation.

Without hands-on laboratory experience, students may struggle to translate theoretical knowledge into practical understanding. This can hinder their ability to grasp complex scientific concepts. Most laboratory resources are lost, damaged or carelessly stored. It was on this background that the researcher became interested to investigate the effect of the availability and utilization of biology laboratory on student academic performance in biology in secondary schools in the study area.

1.3 Purpose of the Study

The main purpose of this study is to examine the effect of the availability and utilization of biology laboratory on student academic performance in biology in secondary schools in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:

Investigate the extent of the availability of laboratory materials in the teaching of Biology in secondary schools in Oshimili South local Government Area.

Examine the extent of the utilization of laboratory materials in the learning of Biology in secondary schools in Oshimili South local Government Area.

Factors affecting the effective utilization of laboratory materials in the learning of Biology in secondary schools in Oshimili South local Government Area.

1.4 Research Questions

The following research questions were raised to guide the study

To what extent are laboratory materials available for teaching biology in secondary schools in Oshimili South local Government Area?

To what extent are laboratory materials utilized in the learning of biology in secondary schools in Oshimili South local Government Area?

What are the factors affecting the effective utilization of laboratory materials in the learning of Biology in secondary schools in Oshimili South local Government Area?

1.5  Significance of the Study

The findings of this study will be beneficial to the following persons: biology teachers, biology students, education administrators, policy makers, researchers, curriculum planners and textbook writers.

The result of the study could enable biology teachers to see the need for effective and efficient utilization of available laboratory resources provided to schools. In the same way, students will appreciate the need to manage and improvise laboratory resources in secondary schools.

Biology students would realize the importance of group and individual laboratory work situations in the effort of learning biology concepts. It could also help the students to become knowledgeable in the following areas: communication, problem-solving, self-confidence and critical thinking. These are knowledge they are expected to acquire from practical activities which could lead to students’ improvement on their academic performance.

To education administrators as the recommendations will enhance educational growth. It will also furnish them with the quantity and quality of laboratory resources that are available in secondary schools the extent to which they are utilized for effective and efficient dispensation of lessons.

They will also appreciate the need to plan, direct, control, co-ordinate and supervise institutions of higher learning to actualize national educational objectives.

The findings of this study will help policy makers to work out effective means of providing and managing resources in biology laboratories in secondary schools. This could be achieved through the establishment of resource centres where laboratory resources could be purchased, observed and experimented with at subsidized rates.

On assessing this study, researchers would find it useful since it will provide them with documents and reference materials.

To the curriculum experts the findings of the study could form a basis for introducing laboratory innovations in teaching at all levels to promote practical based learning in schools.

1.6        Definition of Terms

The following key concepts will be defined as used in the study:

Laboratory: This is a place equipped and used for explanation to scientific laws and theories to students while learning Biology.

Laboratory materials: Laboratory materials refer to the various items and substances used in scientific experiments and research conducted in laboratories.

Utilization: Utilization generally refers to the extent to which something is being used or employed for a particular purpose. It is a measure of the effectiveness and efficiency with which resources are applied to achieve a specific goal.

Biology: “Biology” is the scientific study of living organisms and their interactions with each other and their environments. It encompasses a wide range of topics and levels of biological organization, from the molecular and cellular levels to ecosystems and the biosphere.

Pages:  79

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study was a descriptive survey designed to examine the role of head-teachers in effective management of public primary school resources in Nwangele L.G.A of Imo state. To effectively carry out the research, relevant literature was reviewed to direct the study. Three research questions were formed to guide the work. The sample population of the study was 49 head-teachers. The instruments for data collection was the researcher’s made four-points rating-scale questionnaires with 15 item statements, which was adequately validated ad found to be reliable. The instrument was distributed personally to the selected respondents and received instantly to avoid loss of copies. The data analysis was done by means of mean rating at 2.5 significant levels. The findings included that: Head-teachers supervise teaching and learning activities in the classroom and assigns subject and class to teachers according to qualification and competence. On their personal management role, the head-teachers identified what motivates his staff as well as communicates effectively with his staff. Keeping accurate financial information about the school and giving true and fair view of the financial position of the school, are the major functions of the school head-teacher in financial management. From the above findings, the following recommendations were made: Adequate provision should be made for prompt/regular payment of teacher’s salary. The supervision of school activities should be encouraged to a great extent. The organization of funds as at when due should be a drive taken serious in running the school.

CHAPTER ONE

INTRODUCTION

1.1   Background to the study:

        Education is the vital instrument for social and economic mobility at the personal level and an instrument for transformation of society at the national level. Education clearly denotes instinct worthwhile activities. It is a process of being initiated into knowledge and understanding which in turns regulates the recipient’s attitudes, emotions, wants and actions. Jaiyeoba (2007) defined education as a priority sector in every well-meaning society. She referred it to as a major force in economic, intellectual, social and cultural empowerment. The value of education in bringing about character and attitudinal change rank is as important as its ability to change and reshape human potentials for desired development. Education globally as well as in Nigeria is majorly divided into three levels: the primary, secondary and the tertiary education. The primary education serves as the foundation level of all other education by providing the children with a good preparatory ground for further education. Quadric (2001) cited the National Policy on Education (2004) described primary education as the “education given in an institution for children aged normally between 6 years to 11 years to 12 years.” The primary education level is the key to the success or failure of the whole educational edifice because the rest of the educational system is built upon it. Primary education according to the National Policy on Education (FRN, 2004) is likened to the key which opens to success or failure of the whole educational system. Akande (2010) reiterated Njoku (2000) regarded primary education as very vital and fundamental to all types of education any person can receive in life.

Primary education as the focus of this study is the first level of education. Apart from home as the first agent of socialization, primary school is the first place that introduces formal education or literacy to the children. In other words, primary school education is a foundation upon which all other levels of education are built. By implication, whatever happens at this level can either make or mar the entire education sector of a nation. This may be why its administration in the area of curriculum and resources management has attracted the attention of all local and international stakeholders such as PTA, School Basic Management Committee, Nigerian Union of Teachers, United Nation Organization, United Nation, UNICEF, UNESCO, to mention but a few. However, the main focus of the Nigerian Government is to use the Universal Basic Education (UBE) scheme to eradicate illiteracy and thus achieve the goal of education for all in line with JONTIEN Conference of 1990.

There are growing concerns among stakeholders and educational practitioners about the quality of education given to children. Educational practitioners and stakeholders are also lamenting on the fall in the standard of education in the country. There are also calls for the need to revamp the educational sector to address the concerns of the citizenry and comply with millennium development goals (MDGs). These calls gave stimulus to the current educational reforms of the Federal Government. The primary school is the foundation of the formal educational system. However, this very important level of the educational system has been neglected.

The learner is the centre-point of learner-friendly education which starts at the primary school level. Primary school is the fulcrum for all other levels of education. It is therefore important that care should be taken in organizing, coordinating and managing educational activities at the primary school level. Ndu (1991) observed that no nation could produce the kind of citizens that would think creatively and help in solving problems facing humanity without sound primary education. Thus primary education occupies a critical position in the educational sys tem and its importance in the overall national and individual development cannot be overstressed.

The head-teacher occupies the position of the chief executive in school. He or she is the leader of the institution who has a number of staff, both academics and non-academics working under him or her. The head teacher as a leader cannot work alone successfully without the cooperation of the staff. This is so because leadership is a rational attribute which emphasizes on the behavior of the person being led. Olaitan (cited in Ode 1992) defines leadership as “the behavior of the leader functioning vis-à-vis member of a group which is determined by both the leader and the led”. Leadership is therefore followership as corroborated by Okorocha (2012).

In the same vein, Brown (cited in Ode 1992) views leadership as a transaction, a state of total group which is determined by both the leader and the led. Leadership can therefore be seen as the acts that affect others. It gets into the midst of individuals and reacts with behavior already presented in the group. The interaction results into a new activity which may not have been possible without an act of leadership. Hence in studying the leadership role of a head teacher, the focus should be on the behavior of the head teacher as it relates to his staff, students, the community, the primary school as well as the Ministry of Education.

The concern of this study is not limited to how the head teacher behaves or his administrative roles but how the subordinates perceive his administrative behavior for better school performance. It is this perception that influences the subordinate actions and consequently determined what is referred to as leadership. The present demand for leadership in studies in Nigeria goes partly fro the gigantic investment on education and partly from the faith placed on education. The present National Development plan stresses increased faith in education through increased investment for expansion of educational institutions and increase in enrolment. Leadership in primary school should not be taken for granted. It is a necessary requirement for effective organization and management. Leaderships in education have to become an asset to nation-building and economic productivity. There should be more of educational leadership training than academic training. The educational leaders should acquire the skills and knowledge necessary for leadership in mobilizing the people to work. Specialized training for educational leadership should be seen as sine-qua-non to educational development. As stated earlier, no head teacher can do all the work in the school alone. He need needs the co-operation of other members of staff of his school, students, the community, the primary school Board and the Ministry of Education. The extent he will be able to get their cooperation and assistance depends on the type of leadership styles he adopts. The leadership style may be democratic, authoritarian or laissez-faire.

Resources are assets used to accomplish goals. According to Olson and Defrain (2000), resources are tools, talents and possessions used to create a lifestyle, solve everyday problems and reach goals for better living. Resources are also means to work with, to maintain control over one’s life as well as build one’s lifestyle. Unfortunately, the abundant resources have received little attention in most literatures. This has made it possible for people to underrate the concept Resources and the advantages embedded in them. They are not harnessed or mobilized (Madu, 2006). For this reason, the management of resources becomes imperative, for it is useful in the running of home, schools and trade centres, as many resources are involved in attending to the needs of the individuals, families, community and the nation at large.

In school, management of resources could lead to conducive environment for learning. Management according to Akintunde (2001) is the process by which the goals of the organization are attained by directing the efforts of others in the system. In addition, Abubakar (2008) stated that management process entails the application of four interrelated concepts, planning, organizing, implementing and evaluating the use of resources to achieve goals. The good foundations in the schools are the bedrock of the society which gives rise to a great nation. When a nation is great, people tend to be happy and more productive. Therefore, resources management is of paramount in development which is the context of this study. Hence, the researcher investigates the role of head teachers in effective management of primary school resources in Nwangele L.G.A of Imo state. 

1.2   Statement of the problem:

        In day-to-day administration of schools, head of schools face myriad administrative problems which militate against the effective running of their schools. These may range from lack of qualified and dedicated teachers, insufficient funding to maintain schools and paying teachers’ salaries and interference by parents. Others include lack of accommodation for pupils and uncooperative attitudes of their school staff. Where the heads fail to arrest these situations, the smooth running of primary schools is compromised. Hence the motivating factors to research on the role of head teachers in effective management of primary school resources in Nwangele L.G.A of Imo state.

1.3   Scope of the study:

        This study covers all the teachers and head teachers in the public primary schools in Nwangele L.G.A of Imo state. It is delved to investigate the roles of head teachers in effective management of primary school resources. The study seeks to find out the role of head teachers toward instructional improvement, financial management, personnel management and the wary forward.

1.4   Purpose of the study:

        The main purpose of this study is to investigate the role of head teachers in effective management of primary school resources in Nwangele L.G.A of Imo state. Specifically, the study sought to:

• Find out the role of head teachers toward instructional improvement.
• Ascertain the role of head teachers in financial management.
• Examine the role of head teachers in personnel management.

1.5   Significance of the study:

        This study may benefit students, teachers, secondary education management board, education stakeholders, educational policy makers and the general public in the following ways:

This study may help school heads to see that the allocations in the school budget are spent according to the directives of the government and expenditures should be made in the order of priority. Since the head teacher is not the only teacher in the school, the s study would help him/her to learn how to delegate authority to his staff and encourage them to participate in various activities in the school.

Human resources are essential in schools, the study may help the head teachers to see that all the staff members working in his/her institution are assigned specific tasks and duties and everyone is performing his/her duties satisfactorily.

This study may help the government to plan on how to allocate school resources to primary schools in Imo state.

Lastly, this study may serve as an empirical study and as relevant materials to subsequent researchers who might be carrying out a related topic to this.

1.6   Research Questions:

        The following research questions were posed by the researcher to guide the study:

1. What are the roles of head teachers towards instructional improvement?
2. What are the roles of head teachers in personnel management?
3. What are the roles of head teachers I financial management?

Pages:  67

Category: Project

Format:  Word & PDF         

Chapters: 1-5                                 

Material contains Table of Content, Abstract and References.

ABSTRACT

The study investigated the causes of students’ poor attitude towards teaching practice with reference to Imo State University, Owerri. In the course of this work, the researcher highlighted the benefits of teaching practice among student teachers, problems encountered during the exercise as well as the impact of teaching practice on teachers’ productivity. Four research questions were carried out and. The descriptive survey method was used as 100 students were randomly selected from the study population. A sixteen (16) item questionnaire and a four (4) point likert scale were used in the collection of data.  With an expected mean of 2.5, the data were analyzed and presented in tables and the summary of findings revealed the benefits of teaching practice exercise on student teachers, the problems teachers encounter during teaching practice and how often teacher attend classes during teaching practice. Based on the findings the study, it was therefore recommended that there should be cooperation among student and staff involved in teaching practice, adequate provision of stable school calendar for universities should be ensured, as well as student orientation, goals and incentives given to them to carter for their transportation and feeding.

CHAPTER ONE

INTRODUCTION

In this chapter, the researcher discusses the background of the study, statement of the problem, scope of the study, significance of the study as well as the research questions.

Background of the Study

Education is the most important instrument of change in any society. The quality of education provided in any society and the nature of the change affected by that education are both dependent on the quality of teacher and effectiveness of their teaching in the schools.

A nation whose teachers fail most times in their duties at school may for a long time, gracing the effect of underdevelopment. Somehow that nation will within that period remains ignorant mainly because of colossal waste of its human resources in the field of education that being the case, it therefore becomes imperative that the success of the teacher as regards to classroom teaching should not be left to chance. This underscores the essence of teacher education programme as a veritable factor in the educational programme seeking to prepare teachers for professional competence. One important way of achieving this is through teaching practice.

Oguniyi (2004) stated that before a student teacher is awarded a professional certificate that shows his/her professionalism, he/she is sent into the classroom where he/she practices how to teach. Thomas and Marshal (1997) defined teaching practice as the pre-service teaching or apprenticeship under actual classroom condition. In the course of training, reading up to formal licensing a a practitioner in most profession, a trance is required normally to have some practiced experience before attainment of full professional status.

In this view, the national policy of education (2004), pointed out the importance of teaching practice to enhance teaching profession. These are abilities, competencies and the acquisition of appropriate skills (i.e. effective teaching and good communication). It exposes the student teachers to real life classroom experience under the supervision of professional teachers for “experience they say is the best teacher”. This is to test the ability of individuals across to the learners based on what he/she has learnt theoretically and how efficient they will be when they embark on full time teaching.

However, the faculty of education in the conventional universities organizes teaching practice for their students as a pre-condition for graduation.

Student-teachers are meant to teach for six-consecutive weeks in two session. For instance, in Imo State University, Owerri, teaching practice is organized for the students as stated in the students handbook (2006/2007:34) in their 200 level and 300 levels as Edu 292 and Edu 392 respectively and each of the course is a 3unit credit load.

The people that are involved in teaching practice are the student teachers, the supervisors, the principal of the schools where the student-teachers are posted to, teachers in that particular school and the students of the school.

Notwithstanding, teaching practice is however carried out concurrently with other courses in the university and this arrangement often conflicts with the expected attention to be given. This creates some problems that tend to affect the students’ poor attitude to teaching practice. Since educational research is inherently problem-solving in its orientation, there is need to investigate the poor attitude of students about teaching practice exercise to the detriment of the teaching.

However, the professional education of teachers cannot be validated without adequate preparation of prospective teacher dynamic roles in modern teaching practice. Teaching programmes has never been more important in the past than what it is now, there has been much cry from all the nook and crannies of the federation for an adequate and through preparation of teachers, as they say “taste of the pudding is in the eating” prospective teachers as a means of testing their suitability for altering and changing the poor attitude of students towards teaching practice.

Statement of Problem

The kind of poor attitude students sometimes display towards teaching practice is something that calls for attention. Most students at the verge of carrying out this teaching practices, they do it haphazardly as some abandon it, while some take it for granted.

Some student teachers do not even have lesson note. What they do is to look for textbook written by different authors and recopy what is written from the text for the pupil/students to copy. Some student teachers do not teach their lesswons as expected because of bad communicating skills or the inability of the student teacher to introduce Information Communication Technology (ICT) which would have been as good interaction between the teacher and the pupil/students in question.

However, due to the negative attitude student teachers show towards teaching practice, the principals of many secondary schools reject the student teacher posted to their schools. This in view made the researcher to investigate the poor attitude of students towards teaching practice in Imo State University and also identity cause of their attitude.

Scope of the Study

This study tends to examine the causes of students poor attitude towards teaching practice. The study is however limited to the attitude of students towards teaching practice and the causes of the poor attitude student develop towards teaching practice. It is also limited to students of Imo State University in the faculty of education.

Purpose of the Study

The purpose of the study is to find out the causes of students poor attitude towards teaching practice, specifically the study will;

1. Identify the benefits teaching practice exercise among teaching practice students,
2. Examine the problems encountered during teaching practice by students,
3. Ascertain the impact of teaching practice on teachers productivity
4. How often student teachers teach their lesson as expected.

Significance of the Study

This study is necessary at this time and stage of our educational development because of the emphasis on education as the instrument for nation building and self reliance in the 21ist century.

However, this study will make one realize the importance of good field work as a balance between theory and practice. There are some beneficiaries from teaching practice and they include, the lecturers, students and the society at large.

The student teacher benefits from teaching practice in the sense that teaching practice exposes them to the realities of the classroom situation. It also enables them (student teachers) to become resourceful and creative in planning.

Teaching practice also helps the student teacher to put theory into practice. The lecturers are also beneficiaries of teaching practice because if after evaluation, the students’ attitude was perfect that means that credit goes to the lecturer for a work well done.

Notwithstanding, there is also a beneficiary of teaching practice, that is when competent and qualified teachers are produced, their importance is seen in all aspect of the society as these teachers will take the task of teaching students who will develop the society with the knowledge they have acquired.

Research Question

The following research questions will guide the study;

1. What are the benefits of teaching practice exercise to the life of student teachers?
2. What are problems student teachers encounter during teaching practice exercise?
3. What are the impact teacher practice exercises have on teacher production?
4. How often do the student teachers attend classes during teaching practice?

Pages:  52

Category: Project

Format:  Word & PDF        

Chapters: 1-5

Material contains Table of Content, Abstract and References.

SUMMARY/ABSRACT

This Study focused on The Effect of Class Size on Academic Achievement at a Selected Institution of Higher Learning. The research design for this study was largely quasi-mixed methods as it focused on survey and phenomenology. The major reason for this study was to explore whether the number of students in any given class has any bearing on their performance and resultant achievement in the mediation of Applied Communicative Skills lectures. The research was largely qualitative, with only the section on student questionnaires being quantitative. The use of research-based practices was also explored. The descriptive findings which are a triangulation of the data gathered from the various instruments of data collection used in the current study pointed towards a conclusion that class size and school factors such as teacher effectiveness can influence student achievement. The present study reflects the need to consider professional development in the area of research-based instructional practices.

CHAPTER 1

BACKGROUND TO THE STUDY

1.1             Introduction

The search for the substantial achievement impact of reducing class size is one of the oldest and most frustrating concepts for educational researchers. Despite the search now approaching the end of its first century; it may rival the search for the Holy Grail in both duration and lack of results. The econometric evidence inherent in the literature examined by the researcher such as the study which was named project STAR, (Student/Teacher Achievement Ratio) and the other which was named SAGE, (Student Achievement Guarantee in Education) referred to in greater detail below seem to point at one conclusion. There is little reason to believe that smaller class sizes systematically yield higher student achievement. While some studies point in that direction, an almost equal number of studies point almost in the opposite direction.

Students themselves tend to have divided opinions. The contending literature reports suggest that students say they get more out of a course when the class size is small yet practical experience in an enrolment survey conducted at Harvard suggests that many students are drawn to and choose large-enrollment courses and that the staggering numbers seem to be a pull factor to students. Given the seemingly tug of war in terms of available literature, the researcher felt the over-powering urge to explore the topic further and delve deeper into issues regarding the link between class size and academic achievement, if at all such a link exists.

According to Chilles, Cam, Nye, Zachariah, and Fulton (1993) random experiments like the (STAR) project have shown the benefits of smaller class sizes. The research was conducted in 79 elementary schools in Tennessee. The STAR was a four-year longitudinal class size study funded by the Tennessee general assembly and conducted by the state department of education. Over 7,000 students in 79 schools were randomly assigned into one of three interventions: small class (13 to 17 students per teacher), regular class (22 to 25 students per teacher), and regular-with-aide class (22 to 25 students with a full-time teacher’s aide). Classroom teachers were also randomly assigned to the classes they would teach. The interventions were initiated as the students entered school. The Tennessee’s STAR project and SAGE assigned children to small or regular-size classes, as well as large-scale analyses of small and large classrooms that have occurred naturally. Although researchers may quibble over the exact magnitude of gains associated with smaller classes or the means by which small classes bring about such gains, few of them such as Glass, Cahen and Smith (1982) and Slavin (1989) disagree with the basic fact that smaller classes result in higher average achievement. By reducing elementary school classes from 23 students to 15 in the STAR project, achievement, as measured by standardized exams like the Stanford achievement test increased about 7% on average. This achievement test is a common measure of student performance used in the United States of America in the elementary stages to measure basic literacy and numeracy. It was also noted that the longer students are in smaller classes, the greater their achievement level is. In the STAR report, the authors contend that smaller classes could actually widen the achievement gap between haves and have-nots if properly harnessed. The introduction serves to wet our appetite regarding the issue of class size and achievement and as we delve deeper into the topic, further problems are explored in the next section.

1.2               Statement of the problem

1.2.1            The class size debate

The coming of democracy in South Africa in 1994 ushered in a new era which came with what Luckett and Sutherland (2000) and Biggs (2003) refer to as the ‘massification’ of education and the ‘diversification’ of the classroom, especially at tertiary level. This means that universities in South Africa have over the years seen an influx in the enrolment of students from all parts of the country and the continent.

It is widely known that South Africa is currently experiencing enormous challenges in institutions of learning due to a plethora of problems. To this end, Gibbs (1992:96) has advocated for what he terms “flexibility, choice and movement around the system”, to be put in sharp focus as instability in these centres creates many societal and economic problems. It is important to try and attend to these problems from all possible angles.

A perception exists among parents and teachers that smaller classes are better than larger classes. Some researchers have technical concerns about the research designs of studies that report a link between reduced class size and improved achievement, including the project STAR study. Other studies address concerns that are based on the cost effectiveness or program design of smaller classes. But big surveys like Pascarella and Terenzini’s (1991) studies of class size and other educational factors (most of which have been conducted in K-12 schools) tend to show an inverse connection between achievement results and student preparation. In other words, the two educationists concur that class size matters a lot for students who are unprepared and come from disadvantaged backgrounds but matter little for students who bring more in the way of social capital, aptitude, and other resources to the classroom. Pascarella and Terenzini (1991) conclude that the overall evidence suggests that class size plays little or no influence on student achievement. This however has not quelled the debate. Notwithstanding the factors mentioned above, the debate still leaves the question of whether the marginal loss of learning all other students experience as a result of having one more student in class outweighs the marginal benefits that one more student receives.

Though there is debate about the extent of benefits small classes bring, or how much it costs to achieve, there is at least some agreement in the literature that using certain tests, class size does matter in some circumstances. Educationists such as Hoxby (2002) and Hanushek (1989) support this view. No such agreement exists in the literature concerning the effect of class size in higher education. Bowden and Marton (1998) have presented arguments that class size is the primary environmental variable college faculties must contend with when developing effective teaching strategies. They argue that while class size may not be significant in courses best suited for lecture style learning, courses geared toward promoting critical thinking and advanced problem solving are best taught in a smaller classroom environment. Their views are consistent with findings which suggest that students and educators’ motivation and attitude towards learning tends to be more negatively affected by larger classes. Becher (1999) agrees that though they may have learned the material, students do not feel as satisfied with the classroom experience as they would have in smaller classes, suggesting that some learning opportunities may have been lost.

Analysts such as Slavin (1989) and Luckett (1996) have raised several fiscal and implementation issues, including questions about whether the benefits of reduced class sizes are sufficient to offset the costs incurred to create them. To this end, therefore, the topic of class size has received a lot of public and professional attention. Organisational interventions in the educational fraternity in this regard are considered to be relatively new phenomena as, before the ushering in of independence in most African states; management in these institutions has always taken on a trial and error fashion. Calls for reduction in class sizes are rallying points for parents, educators, administrators and all stakeholders are trying to find a solution so as to introduce policies aimed at tackling the high class size challenge (Nzimande, 2009).

According to the Minister of Higher Education, Blade Nzimande, there is a need to triple or quadruple the student intake at universities if we are to address the skills shortage challenges in South Africa. The minister also called for the scraping of the matric examination and rather focusing on prior learning and an entrance test (Nzimande, 2009). He reiterated the need to keep the teacher–pupil ratio at what he referred to as “manageable levels”, so as not to turn institutions of higher learning into, “mere award conferring institutions” with no real learning that results in an acquisition of skills, but fosters what he terms “sterile learning” (Nzimande, 2009).

Gibbs (1992) states that the typical class size in many institutions of higher education in the twentieth century are likely to be 80 to 100, with small group work being defined as involving 16 to 20 students. Gibbs (1992) maintains that the danger of the speed of the increase in student numbers is that the system will not be able to adapt fast enough. This, he adds, could result in Higher Education Institutions (HEI`s) responding by modeling themselves on existing systems of mass higher education or by attempting to remain as they are and finding that resources are stretched beyond acceptable limits.

Herbst (2001:69) advances a number of reasons for variations in terms of optimum class sizes in different learning institutions. He believes that systems around the country differ in many respects. Important sources of variation include the examination system, existence of high-stake incentives for students and educators, provision of remedial instruction for lagging students or of enrichment classes for outstanding achievers, the level of allocation of resources, the quality of educators amongst others. He believes that these are the factors which inform class sizes in many institutions. As a result, naively assumed estimations of educational production functions may be biased by omitted variables among these characteristics of good teaching. These include the ability to communicate challenging content; involving students in hands-on experiences; providing clear and immediate feedback; and supporting family involvement and endogenity of class size with respect to student performance. In this regard, Herbst (2001:69) states that estimating the “true” class size impact, which is the causal outcome of class size on learner performance, requires an identification strategy. He maintains that this should restrict the analysis of exogenous variations in class size, being the factors other than those earlier mentioned. Several of these exogenous features involved classroom management issues such as student discipline and instilling a culture of hard work. Overall, differences were found with regard to student misbehavior, teacher misbehavior reprimands, teacher control, noise levels, student engagement, perceptions of class size and effectiveness, the use of in-depth projects and equipment as well as student assignment choice. After assessing the plethora of factors that Herbst (2001:70) believes also contribute immensely to student achievement, teacher behavior, teacher feedback and student cooperative help were seen as being more prevalent in large classes. He is of the opinion that other variables such as potential grade inflation, student aptitude, lower academic standards and a lack of remediation for ill-prepared and disadvantaged students, teaching styles and student motivation and effort could confound research results in this area and may also account for inconsistent results.

Herbst (2001:71) believes that even though there is now strong evidence that smaller class sizes improve student performance, at least in some circumstances, and using common methodologies to test the data, the debate continues. In particular, economists point out the need to weigh the costs of achieving smaller classes versus the cost of improving student achievement by other means. The investigation concludes that the strategy of class size manipulation should currently be reassessed and a new impetus for educators in HEI’s should be encouraged, to look beyond the usual methods and investigate new trends for creating effective classrooms.

1.3.       Research aims

This research stems from debates in relation to the link between class size and learning achievement. The aim of this study therefore is to investigate whether there is a connection between the number of students in a class and their resultant performance. The research looks closely at the value and benefits as well as the disadvantages of smaller class sizes and vice versa.

The researcher examines and records any variations in the progress and achievement levels of the two extremes of large and small classes. In addition examples of instances when each size has been put into use are also scrutinized. In the end some form of resolution or recommendation emerges from the findings, to which intervention strategies are then proposed. An open, reflective and critical exploration relating to the issue of whether there is an optimum class size which is ideal for effective instruction also helps shed more light and contribute to teaching practice in tertiary education in south Africa.

1.4        Research objectives

From the aims stated above, several objectives emanate, and lead the research problem to revolve around the following:

• To explore how lecturers of larger and smaller groups mediate learning in Applied Communicative Skills (ACS).
• To describe large and small group lecturers’ and students teaching and learning experiences.
• To determine the extent to which the group size affects the manner in which teaching and learning is mediated in ACS.
• To find out whether reducing the number of students in an ACS class would result in either higher or lower grades in ACS.
• To establish whether there is some kind of mechanism which can assist in establishing what determines a large, small or even optimum class size which strikes a balance between size and achievement.

1.5        Research questions

According to Mutch (2005) research generally begins with a question to answer, a problem to explore or a situation to change. The initial question for this study states: “is there any connection between the size of the class and the learner performance and achievement in an institution of higher learning?” To keep the research process focused, the study, and especially the data-gathering process, should be informed and guided by the following questions:

• Is the education, which refers to the teaching, learning and resources, received in a large class the same as that received in a small class?
• Does most of the evidence presented in the research point towards smaller or larger classes as having a greater propensity to yield better performance and achievement results?
• Do students in larger classes participate more actively than do those in smaller classes in the mainstream classroom?
• What are the general attitudes and preferences of students regarding class size in the mainstream classroom?
• What prompts most learners to adopt the specific attitudes and preferences referred to above?
• Is there significant scientific evidence to prove and convince legislators, school educators, parents and other major stake holders in the educational fraternity that class size makes a difference in student accomplishment?

These questions were designed to allow and encourage answers beyond the researcher’s own experiences and knowledge. The researcher deliberately makes the research questions open-ended with the intention of allowing for unexpected responses in order to achieve the trustworthiness of the research. Silverman (1993) reiterates that open-ended questions are the most effective method to gather an authentic understanding of what people are going through.

1.6        Motivation

The questions motivating this research can largely be divided into three sub-areas, namely:

• How does class size affect learner performance and achievement?
• What motivates the performance of learners other than class size?
• What do these findings suggest about the nature of learning taking place in institutions of education in as far as class size is a factor?

By answering some of these pertinent questions the researcher discovers more about the how, why, and other implications of the unique but intricate connection between class size and learner performance and achievement. This study analyzes data to give a clearer picture of the connection between class size and student achievement.

During the course of the researcher’s teaching experiences at an institution of higher learning, the researcher came to the realization that students need a more interactive method of communication. Concerns pointing to the fact that the large and continuously increasing enrolment numbers tended to make it difficult, if not virtually impossible to provide the hands-on interaction that students undoubtedly need to sharpen their focus in this field of study were raised. This trend has been evident not only at the institution in question, but it’s currently a common trend with the majority of HEI’s in South Africa as enrolment figures continue to swell in line with the aspirations of education for all espoused by the new, post-apartheid dispensation.

It is also apparent that most students are not proficient in English at the entry point level to tertiary education. This impediment only further complicates the delicate position in which ACS educators find themselves. In terms of the teaching context, the researcher therefore felt that it was important to explore the idea of a class size which offers instruction that can best assist students to enrich their learning experience, grasp concepts well and become fully fledged members of the communities of practice that constitute the world of academia.

The main interest revolves around finding out whether smaller classes could be harnessed for academic purposes. The researcher therefore observes a number of classes in an effort to find out what happens if various group sizes are taught in Applied Communicative Skills given a semblance of similar conditions. An open, reflective, critical exploration relating to the issue of whether there is an optimum class size which is ideal for effective instruction helps shed more light and contribute to teaching practice in tertiary education in South Africa. On the one hand, it is clear that improving the status of the previously disadvantaged masses of mostly black youth can only be achieved through mass education. However on the other end of the scale stands the question of whether much is gained by mass enrolment of students at the expense of quality education. Webb (1999:115) argues that it is not only enrolment that is important, but the whole process that sees the student through to final graduation which should be put into full focus. This is a debate that will rage on for decades to come not only in South Africa but the world over where the quest to address any imbalances of the past exists.

In a report on HEI’s performance index survey conducted by the scientific and industrial research council Hlungwane (2007:49) states that, “the standards of education in institutions of higher learning in South Africa continue to deteriorate…” It is such assertions that arouse curiosity in determining whether larger classes are indeed one of the factors that erode levels of achievement.

The argument that the tuition of students must be conducted in a scenario that creates interaction and benefit is put in sharp focus. Institutions of learning should be more meaningful and provide an enriching learning experience which does not disadvantage the learners in their quest to acquire knowledge. This view is shared by among others Scauva (2002) and Heugh (1995: 208). Scauva (2002:10) maintains that “unless the practical assertion of educational rights extends to the positive interaction and change in behavior in all walks of life, the real empowerment of the majority of South Africans will remain in the realm of mere rhetoric”. Heugh (1995:331) asserts that the status quo of the dominant high-status versus low-status education impartment has not changed in South Africa. She argues that a laissez-faire approach to human rights is adopted, whereby all issues regarding a molding of the “final product” are not put into practice and accorded equal status, as is declared in educational opportunities which are enshrined in the South African Constitution.

On the other hand it is almost fool-hardy to think that equal education for all can be achieved outside the framework of the “massification of education”, given the country’s history as well as its population base. Those who have been deprived of education and academic privilege for centuries would have a different story to narrate. The lecture method is thus seen as the best suited medium for learning, instruction and assessment the world over, South Africa included. From this perspective class number is not an avenue of societal domination or a handicap to the acquisition of academic knowledge. The need to satisfy all those who may need to be educated suggests that mass lectures ought to be seen as a tool that is best capable of transmitting academic discourse in a wide range of disciplines to an even wider audience base. Honey (1997) adds that instruction and learning en masse gives students the opportunity to partake in discourses that lead them forward.

1.7        Statement of hypothesis

Anticipated findings may very well confirm the fact that the learners’ class size affects achievement and performance. Having fewer learners in the class reduces the level of distractions in the room and gives the teacher more time to devote to the needs of each individual learner.

1.8        Research methodology

Essentially, the researcher chose a qualitative research paradigm because it is appropriate to the aims of this study, which are to investigate whether there is a link between the number of students in a class and their resultant performance. The study is of special significance to me, as I am also facing the challenges associated with larger classes and teaching in the same department as the participants in my research. I fulfill a part of the study as a participant, as well as a researcher hence it becomes easy to immerse and gain entry into the participants’ world as I already belong in it. The observations, informal conversations and interviews with the participants/colleagues, no doubt bring us closer as a unit and make us more amenable to sharing our experiences, difficulties and challenges as well as little joys and successes.

A more collaborative climate prevails with all of us understanding and sharing our unique contexts as ACS lecturers. To determine the efficacy of the effect of class size on influencing achievement, two distinct group sizes are observed, a big group and a smaller group under the same conditions and comparisons in the pedagogical challenges and benefits are made.

Qualitative researchers use data collection techniques such as observation and unstructured interviews. These techniques are particularly pertinent to this study, as they enable the researcher to interpret the participants’ verbal responses and their style of mediation and interaction in the classroom. The quantitative design for this study would not enable one to uncover the rich information unraveled with the use of the qualitative paradigm. Henning, (2004:102) asserts that, “the human factor” in social research is brought in by being able to communicate with the participants. He believes that, “by studying the participants’ words, it is possible to gain deeper insights and understanding of their emotions and experiences: qualitative research places emphasis on understanding, through looking closely at people’s words, actions and records” (Henning 2004:102). To this end, interviews are conducted with lecturers and the responses they give provide useful data which is interpreted and subsequently depicted in various graphic ways. The study would otherwise not have been able to uncover the rich information which is desired if the quantitative paradigm were used instead.

1.9        Clarification of key concepts

1.9.1     Performance

The South African Department of Education (DoE, 2002:179) in its educational report defines performance as being based on direct observation of a student’s work (a writing sample) or a process, (say an oral presentation). According to the report, the quality of the performance is judged on the basis of clearly specified criteria that define what the given performance looks like at the beginning, developing, and proficiency levels. Sound performance assessment is characterized by clear targets; a well-defined sense of purpose (how will we use results?); sound, thoroughly tested criteria that are known to everyone (including students); and quality tasks that are engaging and challenging. The department further states that teachers could classify students

into four broad performance categories, namely, distinguished, proficient, apprentice and novice. These are semantically replaced by: “exceeds expectations”, “meets expectations”, “approaches expectations”, and “struggles to meet expectations”.

1.9.2    Achievement

According to Black and William (1998:219) achievement is past oriented. It is based on a specific body of knowledge and it reveals areas of weakness, which can result in remedial action. Achievement can also reveal competence and such results can be used to predict future performance.

1.9.2.1    Towards a detailed definition of student achievement

Trawler and Knight (2002:317) propose four approaches of defining student achievement:

• The level of student attainment, defined in terms of test score averages or percentages of students at proficiency levels;
• Cross-cohort change in the level of attainment;

• Change in the level of attainment, comparing the same group or cohort of students over time; and Value models that try to isolate the school or teacher contribution statistically and that control for factors like poverty and ethnic heritage.

• Defining student achievement by level of attainment

According to Trawler and Knight (2002:317) this is defining student performance as the average level of student attainment. However, test scores are highly influenced by student socio-economic characteristics, such as family income, that are outside educators’ control, nor does it take into account the level of knowledge students bring with them to the classroom.

• Defining student achievement by cross-cohort change in attainment

Trawler and Knight (2002:317) state that defining learner performance in terms of cross-cohort change in attainment is the basic approach used in educational settings. Performance is measured by comparing test scores for the same subject and grade level across yearly cohorts of students.

(c) Defining student achievement as average change in attainment

Black and William (1998) state that this refers to defining learner performance as the average change in attainment across years for the same group of students. This method requires tests that can measure the progression of student learning from year to year, and data systems that track individual students across grades.

(d) Defining student achievement using value-added methods

Black and William (1998) and Trawler and Knight (2002:317) concur that the value-added approach attempts to isolate the contribution of the teacher or school to student achievement by controlling for student, classroom, or school characteristics that influence learning but are not under teachers’ or schools’ control.

In summary, performance is defined as the accomplishment of a task in accordance with a set standard of completeness and accuracy while achievement is defined as a measurement of what a person can do after training. Achievement and performance are strongly linked to behavioral results. In this research therefore, the two concepts are used interchangeably.

1.9.3    Formative assessment

Black and William (1998) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessment becomes formative when information is used to adapt teaching and learning to conform to the needs of the students.

1.9.4    Group

Cahen et al (1983:164) define a group as, “a subset or unit of individuals with highly interdependent tasks to be completed in limited periods of time. In the context of this study, group also refers to “a distinguishable set of two or more people who interact dynamically, interdependently, and adaptively toward a common and valued goal/objective/mission, and who have each been assigned specific roles or functions to perform, and who have a limited life-span of membership” (Heugh, 1995:178).

1.9.5     Higher education institutions (HEI`s)

Black and William (1998) define HEI`s broadly as universities, technikons, colleges and poly-technical institutions which offer tuition to post matric students for further academic learning.

1.9.6     Mainstream classroom

The South African Department of Education (DoE, 2001) defines a mainstream classroom as a regular classroom where all students are catered for and taught the usual curriculum by teachers with regular teaching qualifications.

Pages:  150

Category: Project

Format:  Word & PDF        

Chapters: 1-5

Material contains Table of Content, Abstract and References.

ABSTRACT

Parent child neglect is a global issue which is a threat to holistic development of children. Neglected children perform poorly in school. Research has shown that parent child neglect starts at home during the early years. The study was to establish the prevalent forms of parent child neglect among lower primary school pupils’ in Mekenene Zone of Borabu Sub-county and factors influencing it. This study was guided by Baumrind’s theory of parenting styles. The dependent variable was parent child neglect in lower primary schools, while the independent variables were parents’ socioeconomic status. The study locale was Mekenene Zone in Nyamira County. The population was lower primary school pupils and their parents in twenty three schools in the zone. Questionnaires and interview schedules were used to collect data. The researcher carried out a pilot study in two schools in the zone, one public and the other private. Data was analyzed using descriptive statistics that is frequencies and percentages and results were presented using tables, figures and text. Results revealed that parents neglected their children in many ways. The common forms of parent child neglect were: Physical, medical, inadequate supervision, emotional and educational form of neglect. Parents’ level of education, income and occupation influenced parent child neglect. School management should also start programmes to support needy children to help them to be in school.

CHAPTER ONE

INTRODUCTION AND CONTEXT OF THE STUDY

 1.1   Introduction

 This chapter presents an overview of the background to the study, statement of the problem, purpose of the study and objectives, research questions, significance of the study, delimitations and limitations of the study. The theoretical framework, conceptual framework and definitions of operational terms are also described in this section.

1.2   Background to the Study

 Child neglect makes children to score poorly, to be absent from school and sometimes drop out of school (Gootman, 1993). It also hinders children holistic development (Kundu & Tutoo, 2000). Parent child neglect also makes children to repeat classes and develop negative attitude towards school (Acierno & Resnick, 1997). When parents support their children they perform better in school (Jeynes, 2007). All types of child abuse emanate from parent child neglect and a child who is neglected by parents is vulnerable to many other vices (Gootman, 1993).

Parent child neglect is when the parent or caregiver fails to meet the basic needs of a child (Umobong, 2010). Parent child neglect is a situation when a parent fails to provide the basic needs of a child which includes food and education (Children Act, 2001). Parent child neglect also refers to when parents can’t meet a child’s needs due to lack of skills or support (Alued, 2000).

Neglect of children by parents is a global issue. According to DePanfilis (2006) child neglect is a common child maltreatment which is never reported. In USA Hussey, Chang and Kotch (2006) found that physical assault and physical neglect were the most common forms of child abuse. In the United Kingdom, Cawson  and Corrinne (2014) established that maltreatment of children was an extensive social problem. Nguyen (2006) who did a study in Vietnam had found that many young children were exposed to many forms of child abuse like physical neglect. It was therefore necessary to find out whether parent child neglect is an issue in Kenya and specifically in Nyamira County.

Studies done in Africa have also shown that child neglect is a serious problem. For example in Uganda Tuwangye (2000) found that some forms of child abuse by parents were regarded as part of everyday life. This practice of denying the female children basic education was also found to be practiced in many communities in Kenya (Nasir, 1988). In Kenya the Early Childhood Development (ECD) Service Standard Guidelines (2006) safeguards the rights of children which include protection from all forms of abuse. It further states that children need to be given stimulation, shelter, proper clothing, adequate nutrition, healthcare education and others (Republic of Kenya, 2006). The national Early Childhood Development (ECD) policy framework (2006) also provides for the safety and protection of children from all forms of abuse and neglect (Republic of Kenya (ROK), 2006). The policy also advocates for safeguarding of the rights of young children which was the focus of this study. There was therefore need to establish whether parents comply with the policies.

In Kenya it is also an offence for any person to neglect a child (Children Act, 2001). There was also need to find out whether parents comply with the provisions of the constitution. Therefore this study was designed to establish the forms of parent child neglect among lower primary school pupils’ in Mekenene Zone of Nyamira County.

1.3   Statement of the Problem

 Parent child neglect is failure for a parent to meet the basic needs of a child. Neglected children perform poorly in school because they lack basic needs and support. Research has shown that parent child neglect starts at home and in early childhood and is caused by many factors related to the home environment.

The studies done in Kenya and in the county on child abuse and neglect have mainly concentrated on social and cultural factors which promote child maltreatment and very little on socio-economic factors. Due to the effect of child neglect on children’s holistic development and performance in school, there was need to establish the prevalent forms of parent child neglect in the zone and determine how socio-economic factors of parents are influencing it in order to suggest appropriate strategies to overcome the vice.

1.4   Purpose of the Study

 The study was to determine the prevalent forms of parent child neglect among lower primary school pupils’ in Mekenene Zone of Nyamira County. The study

was also to determine the influence of parents’ level of education, income and occupation on child neglect and the strategies teachers are using to overcome the problem.

1.3.2   Objectives of the Study

 To establish the prevalent forms of parent child neglect among lower primary school pupils.

1. To find out the influence of parents’ level of education on parent child neglect among lower primary school

• To determine the influence of parents’ income on parent child neglect among lower primary school

1. To find out the influence of parents’ occupation on parent child neglect among lower primary school
2. To determine the strategies teachers have put in place to overcome parent child neglect among lower primary school

1.3.3   Research Questions

 What are the forms of parent child neglect among lower primary school pupils?

1. Does parents’ level of education influence parent child neglect among lower primary school pupils?
2. What is the influence of parents’ income on parent child neglect among lower primary school pupils
3. Does parents’ occupation influence parent child neglect among lower primary school pupils
4. What are the strategies teachers have put in place to overcome parent child neglect among lower primary school pupils?

1.4   Significance of the study

These study findings provide insight to the forms of parent child neglect in primary schools. This study may also shed light on how parents’ socio-economic status influences parent-child neglect.

The findings of the study may be useful to many key stakeholders like teachers, school board of management, and county government. Teachers may use the findings of the study to come up with strategies to overcome parent child neglect. School Board of Management may use the findings of the study to come up with strategies to reduce parent child neglect in schools.

1.5   Limitation and Delimitations of the Study

 They have been described in the following sections.

1.5.1   Delimitations of the Study

 The study was conducted in both public and private lower primary schools in Mekenene Zone of Nyamira County. There were many factors which could be making parents to neglect their children like family conflicts, but this study focused on parents’ socio-economic status.

1.5.2   Limitation of the Study

One of the limitations the researcher experienced during data collection was challenges of accessing some schools with very poor roads due to heavy rains in the area. The researcher overcame the challenge by collecting the data during dry season and using motorbikes. The other limitation was use of questionnaire to collect data from the respondents which imply that some of them could give information which is not true. The limitation was overcome by assuring the respondents that the information they provide was to be kept confidential and used for research only.

1.6   Assumptions of the Study

 The study assumed that parents understood the basic needs of children and reasons why they should provide the basic needs of their children.

Pages:  65

Category: Project

Format:  Word & PDF        

Chapters: 1-5

Material contains Table of Content, Abstract and References.

ABSTRACT

The focus of this work is to examine the problems of strike action by teachers to students and parents as it concerns Orsu Local Government Area of Imo State.  Random sampling technique became necessary in data collection.  It was discovered that while schools go on strike, the pupils/students do little or no academic work within the period which have adverse effect on the up-bringing of  children of school age.

CHAPTER ONE

INTRODUCTION

1.1     Background of Study

Since 1936, the Nigerian Union of Teachers (NUT) at National level and in different parts of the country has on so many occasions embarked upon trade disputes and strike actions to back-up its demands.  In all cases, the cause of such disputes was either when the government would not negotiate with the union or failed to honour established agreements.  There has been so many such disputes through out the country at least in its 56 years (1931-1987) of existence.  In spite of trade disputes and strike actions which took place earlier, one shall discuss the recent trade disputes and make a list of others that were equally of importance.  The National Joint Negotiating Council for Teachers (NIMCT) 1964-65, the Public Service Commission (Udoji Commission) 1973-74 and the trade dispute between the NUT, Imo State Wing and the State Government of march 1981.

The National Joint Negotiating Council for Teachers (NJNCT) 1965 to back-up its demand for better conditions of service for its members, the Nigerian Union of Teachers staged a nation-wide strike in June; 1964.  The strike action was called off after the then government of the Federation agreed to appoint a National Joint Negotiating Council for teachers.  This council was appointed in October, 1964 with the following terms of reference.  To consider the grading remunerations of service of teachers and to make recommendations (NJNCT) report, (1965:3).  The memoranda used were submitted to it by:

(1)     The Nigerian Union of Teachers.

(2)     The then five Governments of Nigeria.

(3)     The voluntary Agency, school proprietor

(4)     The Lagos City Council (Local Authority)

(5)     The Local Authorities of the Western Region.

(6)     The Local Authority of the Northern Region.

In its memorandum captioned “The Teachers’ Case”, the NUT complained against the gross inadequacy of teachers remunerations, their intolerable conditions of service and their inequality; when compared with those of their counter parts in the teaching fields in Government and other sectors of the civil service.  The teachers argued that the situation was responsible for the exodus of a large number of able and conscientious teachers from the service of voluntary agencies.  In the view of the NUT, the only solution to the problem was the introduction of a unified teaching service for all teachers in the country.

This demand as legitimate as it was could not be achieved until after the public service Review Commission of (1973-74).  The NUT also recommended:

(1)     Equal pay for work

(2)     Equitable grading and new salary scale for teachers.

(3)     Creation of promotion prospects.

(4)     The retiring age for teachers to be raised above 55 years and

(5)     Leave and leave pay for teachers.

In their own memorandum, the missionary, voluntary Agency school proprietors emphasized that religion was “essential to education” not just as one subject squeezed into a secular weekly school curriculum; but as a whole atmosphere that parades and permeates the school”.  As a group, they demanded a reconfirmation from the government and the Nigerian Union of Teachers.  What they (the missionary socities) were truly and legally the proprietors of education institutions and employesrs of the teachers in them (NJNCT) report (1965:89).

Since the request for uniform conditions of service and the establishment of unified teaching service featured prominently in the teachers’ demands, and since these cannot be realized under the present arrangements, the council recommended the establishment of regional or Local Schools Board; to deal with the appointments and promotions within the teaching service discipline, collection and disbursement of funds and such other duties; as the Minister Education may from time to time direct; provided that:

(i)       Voluntary Agency Schools retain their denominational character under proprietor-ship.

(ii)      Religious freedom as guaranteed by the constitution of the Republic is observed and respected.

(iii)     There is adequate presentation on every board of:

(a)     Voluntary Agencies  (b) Government  (c) Local Government  (d) Nigerian Union of Teachers and Northern Teachers Association were applicable.

Furthermore; the council, recommended among other things that Graduate teachers salaries be brought at par with those of their counterparts in the civil service, appointment to promotion posts to be made on merit; the retiring Age of voluntary Agency teachers to confirm with the practice in the public service of the Region concerned; and that leave allowances be paid to teachers (NJNCT) Reports, (1965:17-20).  All the recommendations as outlined above were jointly accepted by all governments of the Federation.  The National Joint Negotiating Council for Teachers was all round success for the NUT and all that is stood for.

It was in September, 1973 that the then Head of State, General Yakubu Gowon appointed the commission; with Chief Jerome Udoji as its Chairman; and its terms of reference were: Undertake with the aid of appropriate grading terms, the grading of all posts in the public service, establish scales of salaries as corresponding to such grades and as a result of job evaluation of posts, recommended salary scales; as corresponding to such.  The inclusion of all teachers in the work of commission was seen as an opportunity for the NUT; and it made full use of it:  The union wrote its memorandum to the commission in then chapters of 120 pages.  This touched on almost all aspects of the teaching profession.

1.2     STATEMENT OF PROBLEM

The facts so far needed for this investigation can best be collected from teachers.  It is clearly known that the Nigerian Union of Teachers (NUT) is the only organ qualified to declare strike action at either state or federal level.  The teachers must always justify their actions; before and after any strike.  This then makes it difficult to collect reliable data or information for this project work.  Most times, the NUT officials declare strike action, without giving either the state or federal government enough time for deliberation.  As such the researchers on this topic are likely to be fed with unbalanced information.  Most times it is difficult or impossible to collect needed information by researchers from the N.U.T. offices.  The officials fear the exposure of such data in order to prosecution in law courts.  It is also known that most of the NUT officials are teachers serving in different schools. This then makes it very difficult for researchers to met them for face to face discussions.

This also poses a big problem for research work such as this.

1.3     PURPOSE OF THE STUDY

The main purpose of this study is for the researcher to find out some of the causes of strike action by teachers, its impact on the students and the parents too. The socio-economic impact it has on the student and their parents/guardians; within Orlu Local Government Area. It is always discovered that whenever children are out of school, it poses a lot of problems to parents and the pupils/students too. Most parents do not have maids who can help control their children; while away in the day for work or business many students/pupils have fallen victims to road accident, kidnapping or assassination within strike periods.

It then means that this study at a glance exposes the threats to student/pupils and parents/guardians during strike action by teachers.

Through this study, the society sees how he academic calendar or scheme of work is shifted to future periods; making it difficult foe scholars to complete their courses within the scheduled time or period. The study hereby exposes the loss suffered not only by the scholars and their parents but the active society.

1.4     SIGNIFICANCE OF THE STUDY

          The significance of this study or project work shows its importance within the Orlu Local Government Area; as the researcher highlights those problems which students/pupils encounter at the time of strike by their teachers through this investigation, the expected remedies on the part of the teachers, through the Nigerian Union of Teachers (NUT) are highlighted. This work will in essence serve as the anti-dot to the parents, the children and even the NUT by providing what role they will play whenever there is strike action. What they do at that period will help to reduce the level of hazard experienced within that period. On the other hand, this investigation suggest to the government the much need to keep negotiating with the striking teachers in order to end-up the strike; without taking much time. This study has discovered that teachers’ demands are endless and the government must be conscious of that, in order to know how best such issues can be handled to avoid strike action.

1.5     SCOPE OF THE STUDY

This study shed light on the extent or the boarder line within which the researcher is expected to do this investigation.

From the topic, the whole work is limited to the borderlines of the Orlu Local Government Area it is then clearly spelt out that the researcher concentrates in finding out what impacts the teachers’ strike action does on the socio-economic life of the students/pupils and their parents at this period of strike. The researcher is not by any means expected to carry out the investigation beyond Orlu Local Government Area.

1.6     RESEARCH QUESTIONS

          The research questions are essentials tools for facts finding in ay project work.

Such questions must be short, clear and direct to the point or devoid of any ambiguity.

The question in use here are framed in a way that the answer expected from the respondents is either “YES or NO” and no other contribution was expected. More so, such responses must be oral.

(1)     Has there been a strike action by Imo State Teachers.

(2)     Did schools (primary/post primary) close within the period

(3)     Did pupils/students do the expected level of academic work at that period?

(4)     Did some pupils/students get involved in accidents or other forms of mishaps at the period?

(5)     Do parents feel fine to see their children out of school during strike period?

1.7     DEFINITION OF TERMS

This shows the list of some wards used in this project; which readers may find difficult to understand. Such words are hereby written out and shortly explained:

(1)     Essence               –         Reason or Cause

(2)     Researcher          –         One doing the research work

(3)     Respondents       –         One who answer the research                                                          question

(4)     Investigation        –         Fact Finding

(5)     Boarder Lines      –         Boundaries

(6)     Concentrate         –         Where much attention is given

(7)     Legitimate            –         Legal or approved

(8)     Recommended    –         Set out for acceptance

(9)     Appropriate          –         Good enough for a purpose

(10)   Correspond          –         To fit in orlu

Pages:  30

Category: Project

Format:  Word & PDF        

Chapters: 1-5

Material contains Table of Content, Abstract and References.

ABSTRACT

This study focused attention on the Hawking and its effects on the Academics performance of secondary schools students in Umuahia South Local Government Area of Abia State as a case study.

Based on the findings of the study, it is revealed that secondary school students in Umuahia South Local Government Area are involved in hawking, that female students participate in the business more than the male counterparts.

The study also shows that the involvement of students in hawking is highly associated with their parents socio-economic background, whereas there is a significant difference between the academic performance of hawkers and non hawkers that is students who hawk perform poorly academically than those who do not hawk.

More so, dangers like motor accidence, lost of life, child abuse, sexual abuse of students, poor academic performance etc has also been attributed to hawking by those students.

Finally, the researcher hence in this study made some recommendations that will help in the remedy of this ugly situation.

CHAPTER ONE

BACKGROUND OF THE STUDY

One of the problems which have over the past decades racked the boat of the Nigeria society is the graduate but steady decay in her educational system as described by Iwe (1992), is in such a pathological state that it seems certain forces, both within and outside the system are in a deliberate alliance to come ensure its total collapse.

A clear manifestation of this deplorable state affairs in the general decline in the standard of education reflected in the unprecedented low level of academic performance among pupils/students at the various level of education commenting on the sharp difference between peoples academic performance today and that in the past few decades.

In some ways, everyone who attended school in thirties/forties agrees that, there is a sharp fall in the level of performance of pupils / students when compared with their counterparts of the thirties/forties. Older people quickly point out that they write better, speak better, and read better than the younger ones now. It is hopeless and sad that the present situation in our school system holders of the primary / first school leaving certificate can hardly write correctly their names, not to talk of writing or spelling simple and correct words.

A number of factors have been blamed for the above ugly trend in our educational system.

Among such factors is the interest of our children in academic work in pursuance to material values.

The values system of many Nigeria has gently changed over they years, and has become materialistic oriented. Today, however, the spirit of materialism and hedonism has and over shadowed over value system. In many cities in our society, opulent and quantity of wealth have been substitute for dignity and quality of human person. It is no longer ones personality, quality a virtue that count, but the volume of wealth no matter how dishonest or unjust the means. This tread has equally influence our children’s. Value conception and perception.

Hence, many school children here in Umuahia South Local Government Area one seen in all moor and crannies of the town roaming the streets, either sent by their parent or guardians or on their own, hawking all manners of commodities, such as pure water, soap, groundnuts, food items, sweet etc. this , they do must often before or soon after school and sometimes during school hours.

While some people believe that hawking by such children has its positive side as it can serve as a source of additional money to augment the small income of poor parents, others argue that the extra money realized from the venture more often than not, motivates the children more, toward money than their studies.

The researcher, however, fears that hawking could expose the school child those conditions, which have the potentials of adversely influencing his devotion to academic in this study.

STATEMENT OF THE STUDY

Hawking, no doubt, affords a cheap means of self employment for the teeming and jobless members of the society, and also serves as a means of livelihood to many poor families. However, there is simple evidence to show that hawking by children exposes them to a lot of hazards such as sexual abuse, sexually transmitted diseases, accidents, emotional trauma and other psychological proplems. It is the researcher view that a proplem such as this deserves a close study in order to find out whether or not it has any significant effect on the childrens academic performance.

PURPOSE OF THE STUDY

The purpose of this study is to investigate the effects of hawking by secondary student in Umuahia South local Government Area on their academic performace. The specific objectives of the study are:

1. To find out extend of the involvement of the second any school students in hawking in Umuahia South L.G.A.
2. To identify which of the sexes that is more involved in hawking than the other among the secondary school students.
3. To determine if involvement of school students in hawking is associated with their parent Socio-economic background in terms of occupation and level of education.
4. To find out if there is any significant difference between the academic performance of school students who hawk and those who do not.

SIGNIFICANCE OF THE STUDY

The result of this study shall be useful to different categories of people or groups of people. It will help to enlighten parents whose children or wards engage in hawking and who were igorant of it effects on their educational career and wellbeing.

This will also help to improve the students over all academic performance  and also boost the teachers moral and job efficiency. Again, the product of this student shall be useful to our policy and lawmakers who will need the information in it for purpose of legislation against lawking by school age children.

RESEARCH QUESTION

To facilities the investigation the following question have been formulated;

1. To what extent are secondary school students in Umuahia South L.G.A. of Abia state involved in hawking?
2. Which of the sexes (male or female students) are more involved in hawking than other.
3. Are students involvement in hawking associated with their parents socio-economic background in terms of level of education and occupation?
4. Is there any significant difference between the academic performance of secondary school students who and those who do not?

SCOPE OF THE STUDY

The study shall be limited to students in senior secondary three in Umuahia South L.G.A. the reason for this decision is that, since students in this class have spent up to six years in school, they are relatively older and more mature than those in lower class. They are therefore preferred by their parents or guardians for use in activities such as hawking to the younger ones.

LIMITATION OF THE STUDY

This work could have been marvelous but for the following constrains. First, there was shortness of time for completion and submission of this project as a research of this wind deserves more time. Secondary inadequate finance constitutes, yet another problem as researcher had in mind to sample more people but inadequate of funds made it relatively difficult.

Pages:  47

Category: Project

Format:  Word & PDF

Chapters: 1-5

Material contains Table of Content, Abstract and References

ABSTRACT

This study was to examine the gender attitude towards teaching as a profession, Owerri Municipal Area in Imo State. The study was designed to find out the attitude of students towards teaching as a profession. Four research questions were formulated to guide the study. The study adopted a survey research survey design. The population of the study comprises of all secondary schools in Owerri Municipal Area. 100 students were randomly sampled from five schools. The instrument used for collecting data is the questionnaire. The data analysis was done using descriptive statistics such as mean, frequency and percentage. The findings reveals that majority of the secondary students doesn’t have interest in teaching in teaching as a profession rather they prefer other profession like medicine, law and accountancy, the low standards of living among teachers due to poor salaries and irregular payment have contributed to negative perception gender have towards teaching as a profession, teaching as a profession can be a proud profession if the governments are actively involved in raising the standard, the inadequate provision of educational facilities has brought about neglect of updating knowledge and research work in this profession. Recommendations were made from the findings revealed.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

         Emotions and attitude plays a crucial role in all human behaviours. Over the past few decades, emotional aspects and attitudes of people have recently attracted a great deal of attention in academic research (Oz, Demirezen & Pourfeiz, 2015, Durmusoglu, Yanik, & Akkoyumlu, 2009) much research has shown that attitudes are closely linked to learning.

The need for genuine, dedicated teachers for a country can’t be over emphasized of course; the educational sectors need teachers who will be committed to their jobs. It is obvious that so many teachers combined their profession with outside jobs, as a result of poor salary.

The global claims that education is a major sure and potent instrument of sustainable development in all human society today cannot be overemphasized. Education is conceived as a powerful agency which is instrumental in bringing about the desired changes in the social and cultural life of a nation. Developing countries face barrage of extra ordinary problems among which are abject poverty, ignorance etc, the solution of course, lies in proper education of citizenry. Ogunna cited in Okemakido (2013) explained that education helps cushion high rate of literacy effect, emancipate the masses from the shackle of ignorance, equipping them with cognitive skills to induce development and make them aware politically economically, socially and enable them produce and develop teaming human resources, producing caliber of personnel imbued with skills for productivity.

Weje in Uwafo (2009) opined that education unlocks the door of modernization and sustainable development and that hold the key to the door. The whole process of education is shaped and mould by human personality called the teacher, who plays a pivotal role in any education system. Thus the teacher has the responsibility of translating educational policies into practice and programs into action. Okafor (1991) writing on the secret of American power pointed that America built her greatness in the classroom. According to Orji (2003), he argued that the level of job satisfaction among teachers differ according to sex, with male teachers being more dissatisfied with teaching jobs than female teachers. The reason for some negative attitude of male teachers towards teaching profession could be poor remuneration and lower salaries. This fact makes students to have poor negative attitude towards teaching as a profession.

At the secondary school level, the male and female secondary school students are given the opportunity to decide on what career path to pursue in life. These students already have negative thought about teaching as a profession, which will make them go for other professions like law, medicine and accountancy etc. without even regarding teaching as a profession. For students who may want to have flare or interest for teaching will surely deviate. There by making these students to choose wrong choice as career. It is clear that from the fore going that the role of the teacher in sustainable development cannot be quantified, especially in the act of training personnel in various areas of workface. However there is need to be properly educated and trained for professional efficiency and inculcation of positive attitude that will enable one to go through the training properly and come out well equipped for the responsibility ahead. Many nations have solved many of their problems through education and the secret lies in the effective classroom and the secret lies in the effective classroom activities, management and control (Nwaanekezi, 2011).

Attitude, according to Guse and Byrne (2007) a positive or negative view that represents view that represents an individual’s degree of like and dislike for an item. This case is also valid for the profession of teaching attitude of teacher has also been determined to be influence or gender on the report of Dodeen. (2003). He found that female teachers have more positive attitude towards teaching. They indicated that it is the social and political control exciting amongst teachers and over their profession, in addition to the economical problems. She also reported that the work place also plays a crucial role in shaping teachers attitude towards teaching especially behaviors of principles and the nature of communication with the school.

Linking attitude to this noble profession (teaching) the inspiration drawn from the characteristics of a true profession. It has been realized that teaching could be said to be a semi-profession because it doesn’t satisfy all the requirements of a true profession.

The teacher is the pillar of educational development. Country’s level of development among other things is hinged on the quality of education given to its citizenry by the teacher. On this premise, teacher’s attitude, willingness, motivation and above all items or love for the teaching profession is the major focus of this work. It is important for the educational sector to have willful and talented teachers who will help to promote educational system which is almost at the dead point especially in Nigeria. Teachers constitute the most essential body of personnel within the educational system. Given the enormous responsibilities bestowed on teacher by his calling and society, his condition of service remains pitiable.

It is important to identify the missing links in teaching that causes controversies over its professional status and how best to contain them n order to boost up the professional image of teachers in our society. These controversies such as poor remuneration and lower salaries, regarding teaching as low or no profession in the society is responsible for non-commitment of teachers to their job and students (gender) negative to teaching as a profession. Teaching has been analyzed by various authors using the parameters of profession. According to Oon (2003) noted that a profession is a job that is not for all corners but exclusive to a certain group of people who posses monopoly of knowledge, skins, ethics, right and privileges required of a job. In fact, parents and indeed the society need to be educated to be educated to understand the realities about teacher and the teaching profession. It had never occurred to them that this negative and low rating of teachers have a boomerang effect on the educational system and the society at large. Lassa (1996), observed that in spite of the inevitability of teacher’s role in espousing quality and standard performance of educational system, the sad truth remains that society almost all over the would have depicted a surprising hesitance in correlating the values and standard of teachers with the expected standard of education. In this regard, the maxim that to whom much is given much is expected is very apt.

However, in this study work we shall review some features and characteristics of professionals while considering the place of teachers in the professional area:

• Long period of training
• Professional ethics of government members
• Professional body uniting members
• Standards and control guided members

In the field of teaching, candidates are expected to undergo few years of training at the National Teachers Institute (NTI), college of education or the facilities of education in the universities. Secondary there are ethics governing teachers code of conduct in Nigeria. There is also the national Union of Teachers (NUT) charged with helping to seek teachers welfare, when the above requirements are prevalent, then teaching is qualified to be called a profession.

1.2 Statement of the Problem

Statement in Nigeria Secondary Schools disregard teaching as a profession because of the poor salaries and poor remuneration received by teachers which makes them to live in abject poverty delay of payment of gravity and pension, lack of conductive learning environment by the government for the teachers in order to enhance teaching and learning, discrimination of teachers both in the banking sector by parents and government. All these factors are responsible for the reasons why students see teaching as a low or no profession. The negative attitude of students has affected the teaching profession and educational sector at large.

Therefore, this study tends to investigate the attitude of students towards teaching as a profession and also identify many other causes of student’s negative attitude.

1.3   Scope of the Study

This study tends to examine the attitude of students towards teaching as a profession.  This is how ever limited to the attitude of students towards teaching as a profession and the causes of the attitude students (gender develop towards teaching profession).

1.4 Purpose of the Study

This study is undertaken to reveal the following;

1. If the attitude of students towards teaching as a profession has affected the standard of education in secondary school system.
2. Factors that can influence gender attitude towards taking teaching as a profession.
3. Students attitude towards teaching as a profession will be influenced through the possible solutions.
4. To determine the extent to which the views of male students is different from the female students towards teaching as a profession.

1.5   Significance of the Study

The importance of this study can’t be over emphasized, putting into consideration, the ultimate help of teachers and teaching profession in our society today. This study will help to restore the dignity of the profession and as well outline issues or factors that will reduce the level of misconceptions and understanding of teaching as a profession. The study will also enhance the interest of students who have flare teaching and also help those who neglect the profession to appreciate its place in the society. This study will as well improve the ethical standard of the profession.  It is believed that both the students are the society at large will benefit from the study.

1.6   Research Questions

The following research questions are formulated for the study:

1. What attitude does the students posses towards teaching as a profession?
2. What leads to the attitude students posses towards teaching as a profession?
3. What are the possible solutions to the causes of students’ attitude towards teaching as profession?
4. To what extent are the views of male students different from that of female students towards teaching as a profession?

 1.7   Research Hypothesis

1. There is no significant difference between the attitude of male and female student towards teaching as profession.

Pages:  83

Category: Project

Format:  Word & PDF

Chapters: 1-5

Material contains Table of Content, Abstract and References