ABSTRACT

This study examined the influence of large class size on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. 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 South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South Local Government Area of Delta State, 9 schools were randomly selected. A total of 115 teachers were sampled through balloting. The instrument for data collection is a structured questionnaire. A draft copy of the questionnaire was validated by a lecturer from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba.          Permission was obtained from the management of the selected secondary schools before the distribution of questionnaire to the respondents. The researcher administered the copies of the questionnaire to primary school teachers and 109 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study revealed among others that large class size influences pupils’ participation in Basic Science learning activities negatively in Oshimili South Local Government Area. It was recommended among others that Basic Science teachers in Oshimili South Local Government Area should adopt interactive and learner-centered teaching strategies to enhance pupils’ participation in learning activities despite class size limitations.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Education is a vital instrument for nurturing intellectual growth and empowering learners to achieve their full potential in both academics and life pursuits. It provides the foundation for developing problem-solving abilities, critical thinking, and practical skills needed for national development. At the primary school level, Basic Science is particularly important as it introduces pupils to scientific concepts, attitudes, and processes that stimulate curiosity and lay the groundwork for future learning in science and technology. However, the effectiveness of teaching and learning Basic Science is often influenced by class size, as large classes can create challenges in terms of individual attention, classroom management, and effective participation.

Basic Science is defined as the study of the fundamental principles of natural sciences such as biology, chemistry, physics, and earth science, introduced at the primary and junior secondary school levels to lay a solid foundation for scientific knowledge (Adebayo, 2020). It equips learners with essential concepts and processes that enable them to understand their environment and apply scientific reasoning in daily life. By emphasizing observation, experimentation, and inquiry, Basic Science nurtures curiosity and critical thinking among young learners. Another definition views Basic Science as an integrated science subject designed to remove the barriers between traditional science disciplines and present them as a unified body of knowledge for easier understanding (Okeke, 2019). This integration helps pupils see the interconnectedness of scientific concepts rather than perceiving them as isolated fields. It also supports continuity and progression in science learning, preparing students for more advanced studies in senior secondary school. Basic Science has also been described as the foundational science education that provides learners with the basic skills, attitudes, and values needed to appreciate the role of science in technological and societal development (Eze, 2021). Through practical activities and problem-solving tasks, it instills confidence in learners to apply scientific ideas to real-life challenges. Furthermore, Basic Science is considered a core subject in the Nigerian curriculum aimed at fostering environmental awareness, sustainable living, and scientific literacy from an early age (Olatunji, 2022). This definition emphasizes its role not only in academic achievement but also in shaping responsible citizens who can contribute to national growth through the application of scientific knowledge.

Large class size is defined as a situation where the number of students in a classroom goes beyond the recommended teacher–student ratio, thereby making individualized instruction and effective classroom management difficult (Adebayo, 2021). In such contexts, teachers face challenges in monitoring learners, giving timely feedback, and using participatory methods, which negatively affects learning outcomes. This implies that large class size is not only about numbers but also about the strain it places on teaching and learning processes. Large class size has also been described as a classroom population that exceeds available facilities, space, and resources, leading to overcrowding and reduced learning opportunities (Okeke, 2020). When classes are overcrowded, students often compete for limited instructional materials, while teachers struggle to maintain discipline and sustain students’ attention. This shows that the quality of education is compromised when class enrolment surpasses the carrying capacity of the school environment. Another definition considers large class size as a learning situation where a teacher has to manage more students than is professionally acceptable, thus reducing the chances of giving individual learners the required attention (Eze, 2022). In such settings, teachers tend to generalize instruction and evaluation, thereby limiting opportunities for weak learners to improve. Similarly, large class size can be seen as an instructional setting where the population of students per class exceeds forty in primary schools or sixty in tertiary institutions, especially in the Nigerian context (Olatunji, 2019). This definition recognizes that the impact of large class size is relative to the educational level and local policy, but in all cases, it tends to hinder active participation, interaction, and the overall effectiveness of teaching and learning.

Academic performance is commonly defined as the measurable outcome of a learner’s efforts and abilities in achieving educational objectives, often expressed through scores, grades, or other formal assessments (Ogunleye, 2019). It represents how well students meet the requirements of their curriculum, reflecting mastery of knowledge, skills, and competencies as determined by institutional standards. High performance usually indicates effective learning and cognitive growth, while low performance signals gaps in understanding and achievement. Academic performance is also described as the level of success students attain in their educational pursuits, which is shaped by both internal factors such as intelligence, motivation, and study habits, and external factors like teacher quality and classroom environment (Eze, 2022). This definition highlights that learning outcomes are not only dependent on a student’s ability but also on the broader context in which learning occurs. Furthermore, academic performance can be viewed as the degree to which a student is able to demonstrate knowledge, skills, and attitudes acquired over a period of learning through tasks such as projects, examinations, and classroom participation (Adebayo, 2021). This perspective emphasizes the multidimensional nature of performance, which includes cognitive, affective, and psychomotor domains of education. Another definition sees academic performance as an indicator of the effectiveness of both teaching and learning processes, serving as a benchmark for evaluating the success of educational institutions and policies (Okeke, 2020). In this sense, it is not only a measure of individual student achievement but also a reflection of how well the education system is functioning in terms of producing competent and knowledgeable learners.

Study Habit refers to the regular behaviors, routines, and strategies learners adopt in order to achieve academic success (Adebayo, 2020). It goes beyond mere reading of textbooks to include practices such as time management, note-taking, goal setting, and systematic revision of learned materials. Strong study habits are linked with better comprehension, improved memory retention, and consistent performance in tests and examinations. On the other hand, poor study habits—such as irregular reading schedules, distraction from social media, and lack of concentration are often associated with poor academic outcomes (Eze, 2021). The development of effective study habits is influenced by factors such as teacher guidance, parental involvement, school environment, and peer influence, showing that good academic results are often a product of both discipline and support systems (Okeke, 2019). In this sense, study habit plays a central role in shaping learners’ ability to cope with the demands of schoolwork and is a key determinant of long-term academic achievement.

            Participation in learning activities refers to the level of students’ active involvement in teaching and learning activities, ranging from asking and answering questions to contributing in group discussions, carrying out experiments, and completing assignments (Olatunji, 2022). True participation is not limited to being physically present in the classroom, but also involves mental engagement, attentiveness, and willingness to share ideas. When students actively participate, they become co-creators of knowledge rather than passive recipients, which fosters deeper understanding and critical thinking. Active classroom involvement has been shown to improve learners’ confidence, motivation, and social interaction skills, all of which enhance their academic performance (Adebayo, 2021). However, participation is often influenced by factors such as teacher attitudes, classroom size, availability of resources, and the confidence level of students. In settings where classes are overcrowded or poorly managed, participation tends to decline, reducing the overall quality of learning and making it difficult for students to achieve their full academic potential (Eze, 2020).

Motivation towards learning refers to the internal and external forces that drive students to engage in academic activities, persist in the face of challenges, and strive to achieve educational goals (Adebayo, 2021). It determines the level of effort learners put into studying, attending classes, and completing assignments, thereby directly influencing their academic performance. Highly motivated students often display curiosity, resilience, and a positive attitude toward schoolwork, while learners with low motivation tend to show disinterest, procrastination, and poor achievement. Motivation towards learning can also be understood as the willingness of a learner to commit energy and time to the acquisition of knowledge and skills, guided by personal aspirations, rewards, or recognition (Okeke, 2020). This highlights the fact that motivation may be intrinsic, such as when students learn out of curiosity or personal growth, or extrinsic, such as when learning is driven by grades, praise, or career prospects. Furthermore, motivation is seen as a psychological factor that not only initiates learning behaviors but also sustains them until mastery is achieved (Eze, 2022). For example, a motivated learner is more likely to overcome distractions, remain focused, and practice regularly, which enhances long-term retention and application of knowledge. In addition, motivation is influenced by environmental factors such as teacher encouragement, classroom climate, peer competition, and parental support (Olatunji, 2019). When the learning environment is supportive, interactive, and rewarding, students tend to participate actively and maintain high motivation, but in hostile or overcrowded classrooms, their drive to learn may decline significantly.

Statement of the Problem

In many Nigerian primary schools, particularly in Oshimili South Local Government Area of Delta State, the challenge of large class size has continued to affect the quality of teaching and learning. Basic Science, which is a foundational subject aimed at equipping pupils with scientific knowledge, attitudes, and skills, requires interactive and practical-oriented teaching for effective learning outcomes. However, when pupils are clustered in classrooms that exceed the recommended teacher–pupil ratio, it becomes increasingly difficult for teachers to manage the class effectively, give individual attention, and adopt child-centered approaches necessary for meaningful learning. This situation raises concerns about whether pupils in such crowded classrooms can cultivate good study habits, actively participate in learning activities, and sustain motivation towards learning Basic Science.

Despite the recognition of the negative implications of large class sizes, the problem persists in many primary schools within Oshimili South. Teachers often struggle to monitor pupils’ assignments, provide adequate feedback, and maintain classroom discipline. Pupils, on their part, may find it difficult to concentrate, engage fully in practical activities, or develop a strong interest in science learning. This situation, if not addressed, may result in poor academic performance, low participation in science-related tasks, and a decline in pupils’ readiness to pursue science at higher levels of education. It is against this backdrop that this study is set to determine the influence of large class size on pupils’ academic performance in primary schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the influence of large class size on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. determine the influence of large class size on pupils’ study habit in Basic Science in Oshimili South Local Government Area.
2. assess the influence of large class size on pupils’ participation in in Basic Science learning activities in Oshimili South Local Government Area.
3. examine the influence of large class size on pupils’ motivation towards learning Basic Science in Oshimili South Local Government Area.

 Research Questions

The following research questions were raised to guide the study:

1. How does large class size influence pupils’ study habit in Basic Science in Oshimili South Local Government Area?
2. How does large class size influence pupils’ participation in in Basic Science learning activities in Oshimili South Local Government Area?
3. How does large class size influence pupils’ motivation towards learning Basic Science in Oshimili South Local Government Area?

Significance of the Study  

This study would be of immense benefit to pupils, teachers, school management, policy makers and future researchers.

This study is highly significant to pupils as it sheds light on the direct impact of large class size on their academic performance in Basic Science. Pupils often struggle to receive adequate attention in overcrowded classrooms, which affects their participation, comprehension, and study habits.  The study provides a pathway to improving learning experiences for pupils through recommendations that can enhance individual support, foster greater engagement, and encourage active participation in class activities. Ultimately, the findings of this study will empower pupils to develop stronger foundations in Basic Science, boost their confidence, and improve their chances of excelling academically despite environmental constraints.

For teachers, the study is important because it draws attention to the instructional challenges that arise from teaching in overcrowded classrooms. Managing large groups often makes it difficult for teachers to monitor individual progress, provide timely feedback, and maintain effective classroom discipline. This study provides insights that can guide teachers in adopting innovative teaching methods, differentiated instruction, and classroom management techniques that can improve learning outcomes in Basic Science. Moreover, the findings serve as a tool for teachers to advocate for smaller class sizes and better working conditions, thereby ensuring they can deliver quality education more effectively.

The findings of this study are valuable to school management as they highlight the organizational implications of large class sizes on pupils’ academic performance. Overcrowding not only affects learning outcomes but also stretches available resources, such as instructional materials, classroom space, and teacher workload. With the evidence from this study, school administrators will be better informed to make strategic decisions regarding class distribution, teacher deployment, and provision of learning facilities. Furthermore, the study can serve as a guide for school management to implement policies and practices that support effective teaching and learning in Basic Science, ensuring that pupils receive quality education.

This study holds significance for policy makers as it provides evidence-based insights that can inform the formulation of educational policies aimed at improving learning conditions. Large class size is a persistent challenge in the Nigerian educational system, and its impact on Basic Science performance cannot be ignored. This study offers a solid basis for policy interventions such as recruitment of more teachers, construction of additional classrooms, and strict regulation of teacher–pupil ratios. In the long run, the findings can help policy makers implement strategies that promote equitable access to quality education and ensure that national educational objectives are achieved.

For future researchers, the study is significant as it adds to the growing body of knowledge on class size and its effect on learning outcomes, particularly in Basic Science at the primary school level. The findings provide a reliable reference point for comparative studies across different subjects, locations, or educational levels. Additionally, this study identifies gaps and raises new questions that future researchers can explore, thereby advancing scholarly discussions in the field of education. The study encourages further empirical investigations and supports the continuous improvement of strategies aimed at addressing the challenges posed by large class sizes in the Nigerian educational system.

 Scope of the Study

This study focused on examining the influence of large class size on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State. With particular emphasis on study habit, participation in learning activities and motivation towards learning. The study is delimited to public primary school students in the study area.

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Pages: 58

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the factors responsible for pupils’ lack of interest in Mathematics in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  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 (100) 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  validated by two experts, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other in Educational Psychology Department, both from Federal College of Education (Technical) Asaba. One hundred copies of the validated questionnaire were administered to 100 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. Findings of the study revealed that abstract nature of the subject is responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area. It was recommended among others that Mathematics teachers in primary schools within Oshimili South Local Government Area should employ activity-oriented and learner-centered instructional methods such as games, demonstrations, and real-life problem-solving tasks to make abstract concepts more concrete and relatable.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Mathematics is universally acknowledged as a core subject in the school curriculum and a vital tool for logical reasoning, problem-solving, and technological advancement. It plays a significant role in shaping the intellectual development of pupils and serves as the foundation for numerous disciplines such as science, engineering, and economics. Despite its importance, many pupils in primary and secondary schools exhibit a lack of interest in learning mathematics, which has become a major concern for educators, policymakers, and parents. This persistent disinterest often leads to poor academic performance, reduced confidence, and limited career prospects in mathematics-related fields.

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, 2021). 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, 2019). In other words, it is the science of number, shape, space, size, and the relationships between them (Ezenweani, 2018). 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, 2018).  Austin (2020) 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 (2019) Mathematics has been regarded as the bedrock of science and technology. The progress of science would be determined by the extent to which mathematics has entered into its methods and contents.

Interest is defined as a mental disposition that draws an individual’s attention toward a particular activity, subject, or object, leading to sustained engagement (Okoye, 2020). This suggests that interest is not passive; rather, it involves a readiness to learn and a positive emotional response toward the activity. In the context of education, interest motivates learners to pay attention and participate actively in classroom activities.  According to Adebayo (2019), interest refers to an internal drive that influences a learner’s willingness to engage in learning tasks. This definition emphasizes the role of interest as a motivating force that enhances concentration and persistence, even when the task is challenging. Thus, pupils with a high level of interest in a subject like mathematics are more likely to invest time and effort in mastering concepts. Eze (2021) views interest as a personal preference or inclination toward an activity, which determines the degree of involvement and satisfaction derived from it. This means that when learners develop a preference for mathematics, they perceive the subject as enjoyable and relevant to their personal goals, making them more committed to learning.

Several factors such as nature of mathematics, teachers’ attitude and classroom environment have been identified as responsible for pupils’ lack of interest in mathematics. The abstract nature of mathematics is one of the major factors responsible for pupils’ lack of interest in the subject. Mathematics often involves complex symbols, formulas, and abstract concepts that many pupils find difficult to relate to real-life experiences (Okeke, 2020). When learners fail to see the practical relevance of mathematics, they tend to perceive it as boring, difficult, and unnecessarily complicated (Eze, 2019). This perception leads to anxiety and avoidance behavior, which further hinders interest and performance. Additionally, the cumulative nature of mathematics, where mastery of previous concepts is required to understand new ones, poses a challenge to pupils who have weak foundational knowledge (Adebayo, 2021). As a result, the technical and abstract characteristics of the subject discourage continuous engagement and foster negative attitudes toward learning mathematics.

Teachers’ attitudes play a critical role in shaping pupils’ interest in mathematics, and negative teacher behavior has been identified as a major cause of disinterest. When teachers display hostility, impatience, or lack of enthusiasm during mathematics lessons, pupils often become discouraged and anxious (Ogunleye & Adeoye, 2022). In many cases, teachers adopt rigid teaching methods, relying heavily on rote learning and failing to apply creative or practical strategies that would make learning enjoyable (Okoye, 2020). Moreover, teachers who do not provide adequate support or encouragement to struggling learners inadvertently reinforce pupils’ perception that mathematics is too difficult (Musa & Ibrahim, 2021). Positive teacher attitudes, such as showing empathy, using engaging techniques, and creating an inclusive learning environment, are therefore essential to sustain pupils’ interest in the subject.

The classroom environment significantly influences pupils’ interest in mathematics, and poorly structured learning environments contribute to declining interest. Crowded classrooms, inadequate seating arrangements, poor ventilation, and insufficient learning resources create discomfort and distraction during mathematics lessons (Eze & Nwankwo, 2019). Additionally, classrooms that lack visual aids, manipulatives, and technological tools limit opportunities for interactive and practical learning (Chukwu, 2021). When pupils learn in environments that are dull, noisy, or unconducive, their concentration and motivation decline, leading to disinterest in mathematics (Okoro, 2022). Conversely, a well-organized, resource-rich, and supportive classroom atmosphere can stimulate curiosity, encourage participation, and make mathematics lessons more engaging and enjoyable for learners.

Interest is indeed vital to pupils’ success in any subject area particularly mathematics. Hence the need to

Statement of the Problem  

Mathematics is widely regarded as a foundational subject essential for the development of logical reasoning and problem-solving skills. Despite its importance in academic achievement and future career opportunities, many pupils exhibit a persistent lack of interest in learning mathematics. This trend is particularly noticeable in primary and secondary schools, leading to poor performance and negative attitudes towards the subject. Several factors may contribute to this problem, including the abstract nature of mathematical concepts, teachers’ attitudes and teaching strategies, and the classroom environment in which instruction takes place.

In Oshimili South Local Government Area, observations and reports indicate that many pupils display low motivation and reluctance towards mathematics lessons. Some scholars suggest that the perceived difficulty of mathematics discourages pupils, while others highlight the role of teachers’ attitudes, which can either inspire or discourage learners. Additionally, an unconducive classroom environment, characterized by overcrowding, lack of instructional materials, and poor interaction, may further diminish pupils’ interest in the subject. If these issues remain unaddressed, they would result in continued poor performance, limited career prospects, and reduced competitiveness in science and technology-related fields.

It is against this backdrop that this study seeks to review the factors responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area, focusing on the nature of the subject, teachers’ attitudes, and classroom environment.

Purpose of the Study

This study reviewed factors responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:

1. Examine nature of the subject as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area.
2. Assess as teachers’ attitude as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area.
3. Review classroom environment a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area.

 Research Questions

The following questions guided the study:

1. How is nature of the subject responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area?
2. How does teachers’ attitude serve as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area?
3. How does classroom environment serve as a factor responsible for pupils’ lack of interest in mathematics in Oshimili South Local Government Area?

Significance of Study

The study of this nature would be beneficial to Pupils, Teachers, School Management, Policy Makers and Future researchers.

The study would benefit pupils by identifying the key factors responsible for their lack of interest in mathematics. Understanding these factors would lead to the implementation of strategies that make mathematics more engaging and accessible, which in turn would improve their interest, participation, and academic performance in the subject.

This research would provide teachers with insights into how their attitudes and instructional approaches influence pupils’ interest in mathematics. It would encourage them to adopt positive attitudes, learner-centered methods, and innovative teaching strategies that foster motivation and understanding among pupils.

Findings from this study would assist school administrators in creating a conducive learning environment by addressing classroom-related challenges such as overcrowding, inadequate resources, and poor classroom management. This would help in enhancing teaching and learning experiences within the school system.

The study would serve as a valuable reference for educational policy makers in designing policies that address the root causes of low interest in mathematics among pupils. It would guide the development of teacher training programmes, curriculum reforms, and resource allocation strategies aimed at improving mathematics education.

This research would contribute to the existing body of knowledge on mathematics education and serve as a useful reference point for future studies on factors influencing pupils’ interest in mathematics. It would also open new areas for further investigation, particularly in addressing emerging challenges in mathematics learning.

Scope of the Study

            This study focused on review of factors responsible for pupils’ lack of interest in mathematics. The study was delimited to primary schools in Oshimili South Local Government Area of Delta State. With particular focus on nature of mathematics, teachers’ attitude and classroom environment.

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Pages: 55

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study 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 (100) teachers were selected from 5 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 “Attitude of Working Class Parents Towards the Education of their Children(AWCPTECQ) validated by two lecturers, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other in Educational Psychology Department, both from Federal College of Education (Technical) Asaba. One hundred copies of the validated questionnaire were administered to 100 teachers from the 5 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 and analyzed            using  frequency counts, percentage and mean statistics. Findings of the study revealed among others that working class creates conducive learning environment for their children in Oshimili South Local Government Area. It was recommended among others that Delta State Ministry of Education should organize regular parental involvement workshops to encourage working-class parents to sustain active participation in their children’s learning activities.

CHAPTER ONE

INTRODUCTION

Background to the Study

Teaching and learning processes are fundamentally influenced by the attitudes and involvement of parents, with parental support serving as one of the most significant predictors of student academic success and educational outcomes.

Education is widely regarded as a fundamental tool for individual and societal development. It serves as the foundation upon which knowledge, skills, values, and attitudes are built to prepare individuals for meaningful participation in society. For children to derive maximum benefits from education, active parental involvement is essential, especially during the formative years. Education is seen as a process through which individuals acquire knowledge, skills, values, and attitudes required for personal and societal development (Igbokwe & Eze, 2019). It involves both formal and informal means of preparing individuals to participate meaningfully in the social, economic, and political life of their community. Through this process, people are shaped intellectually, morally, and socially to become responsible members of society. Education serves as a tool for transmitting cultural values, norms, and innovations from one generation to the next to ensure continuity and transformation in society (Ogunyemi & Adebayo, 2021). It empowers individuals with the capacity to think critically, make informed decisions, and contribute meaningfully to national development. Education is viewed as a lifelong process through which individuals acquire the competencies necessary for effective living in a dynamic world (Okolie & Nwachukwu, 2020). It begins at birth and continues through different stages of human development, both in and out of the classroom. This process prepares individuals to adapt to changes, solve problems, and take advantage of opportunities in various aspects of life.

Attitude is regarded as a learned disposition that influences how an individual reacts to situations, objects, or people either positively or negatively (Okezie & Igwe, 2019). It reflects one’s internal beliefs and emotions, which in turn shape consistent patterns of behaviour. In education, parental attitude determines the level of attention and encouragement given to children’s academic progress. Attitude also encompasses mental and emotional responses toward educational responsibilities and roles (Adeoye & Omolayo, 2021). These responses, whether supportive or neglectful, are often shaped by parental beliefs, previous experiences, and socio-economic status. Positive attitudes often translate into active engagement in the child’s learning, while negative ones may result in disconnection. Furthermore, attitude can be seen as a psychological tendency expressed through evaluation, which can be seen in behaviour and verbal expression (Chika & Madueke, 2020). In the family context, this affects how parents value education and the way they support their children’s learning journey. Such tendencies influence home-schools collaboration and children’s academic success.

Working class parents are individuals involved in semi-skilled or unskilled occupations that often demand physical labour and offer limited income (Owolabi & Ajayi, 2022). Their roles may include artisans, traders, drivers, or clerical workers, and these jobs often involve long hours and minimal job security. These parents frequently face economic and time-related constraints that impact their ability to support their children’s education consistently. They are also characterized by limited access to economic and social capital, which would affect their involvement in school-related matters (Obasi & Nwankwo, 2021). However, their level of educational attainment and attitude toward learning still play a role in shaping how much they can support their children academically. Their commitment to their children’s future success often pushes them to make sacrifices despite occupational challenges. Additionally, working class parents are seen as those whose daily income sustains the family but leaves little room for educational investment (Ijeoma & Okoro, 2020). The burden of meeting daily needs often limits participation in school events and home-based learning activities. Nonetheless, many still value education as a pathway out of poverty and make deliberate efforts to support their children where possible.

Participation in learning activities entails the active engagement of students in structured educational tasks both in school and at home (Nnadi & Okonkwo, 2020). This includes classroom interactions, homework, reading, and discussions with peers and teachers. When parents monitor and support these activities, students are more likely to develop commitment to learning. It also involves learners’ involvement in academic and co-curricular tasks that facilitate comprehension and skill acquisition (Enemuo & Udeh, 2021). Such participation promotes discipline, critical thinking, and retention. Parents play a key role by providing encouragement and reinforcing the importance of these activities at home. Moreover, participation is seen as a measure of students’ willingness to engage with learning opportunities provided by the school (Chidera & Yusuf, 2018). Active participation results in better academic performance and deeper learning. Parents who provide emotional and academic support help strengthen this involvement.

Interest and motivation are internal psychological drives that initiate and sustain learning behaviours (Akinlade & Eze, 2021). Interest makes learning enjoyable and relevant, while motivation provides the energy needed to persist, even when tasks are challenging. When parents show appreciation for learning and celebrate academic efforts, children are encouraged to stay focused. Interest refers to the learner’s attraction to a subject, while motivation pushes the learner to take action towards mastery (Onuoha & Ayeni, 2023). These elements are essential for long-term academic success and personal development. Parents can influence these by creating a positive learning atmosphere and setting educational goals. Furthermore, motivation and interest are strengthened when learners perceive the value of education and the support of significant others like parents (Nwachukwu & Obasi, 2020). In working class families, verbal praise, small rewards, and goal-setting can improve motivation. Sustained motivation leads to perseverance, curiosity, and academic achievement.

A conducive learning environment is one where physical, emotional, and psychological conditions support effective teaching and learning (Uche & Bello, 2018). At home, this includes having quiet spaces, access to study materials, and parental emotional support. When these conditions are met, children tend to concentrate better and perform well academically. It also refers to the presence of stability, encouragement, and minimal distractions that allow for smooth learning processes (Oladimeji & Chukwu, 2021). Working parents can promote this by maintaining routines and minimizing disruptions during study time. The availability of basic resources like textbooks and lighting also plays a key role. In addition, a positive learning environment includes warm interpersonal relationships, regular feedback, and a culture that promotes academic excellence (Eze & Nwachinemere, 2022). Parents contribute to this by showing interest in their children’s education, attending school meetings, and helping with assignments. Such involvement enhances learners’ confidence and academic engagement.

In many urban areas such as Oshimili South, parents often engage in full-time or multiple jobs to meet family responsibilities, which can reduce the time and energy available for direct educational support. As a result, issues such as poor supervision of homework, limited attendance at school functions, and lack of communication with teachers may arise (James, 2021). These factors can negatively impact children’s academic performance, interest in school activities, and motivation to learn. While some working parents make deliberate efforts to balance their professional duties with their children’s educational needs, others may unintentionally neglect this responsibility due to time constraints or work-related stress. Hence the need to examine the attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:

1. examine the attitude of working class parents towards participation in learning activities of their children in Oshimili South Local Government Area.
2. investigate the attitude of working class parents towards the learning interest and motivation of their children in Oshimili South Local Government Area.
3. assess the attitude of working class parents towards creating a conducive learning environment for their children in Oshimili South Local Government Area.

Research Questions

The following research questions were raised to guide the study:

1. What is the attitude of working class parents towards the learning activities of their children in Oshimili South Local Government Area?
2. What is the attitude of working class parents towards the interest and motivation of their children in Oshimili South Local Government Area?
3. What is the attitude of working class parents towards creating a conducive learning environment for their children in Oshimili South Local Government Area?

Statement of the Problem

The role of parents in the academic development of their children cannot be overstated. Parental support, motivation, and involvement are crucial for fostering interest, discipline, and strong learning outcomes among school-aged children. However, in recent times, the rising number of dual-income and single-working-parent households in urban centers such as Oshimili South has brought about a shift in the level of parental engagement with children’s education. Many working parents are faced with the challenge of balancing job responsibilities with family commitments, often resulting in reduced supervision of academic work, limited participation in school activities, and poor communication with teachers. These circumstances may lead to low academic interest and poor motivation in children, as well as a lack of conducive learning environments at home.

Despite the growing concern, there is limited empirical evidence on how the attitudes of working parents specifically influence these aspects of their children’s education in Oshimili South. This study, therefore, seeks to examine the attitudes of working parents towards the learning activities, interest and motivation, and home learning environment of their children in Oshimili South Local Government Area of Delta State.

Significance of the Study

This study is significant to various stakeholders in the educational sector, including students, parents, teachers, school administrators, policymakers, and future researchers.

To students, the study would help highlight the importance of parental support and how it influences their motivation, academic interest, and performance. The findings may create awareness among students about the value of communicating their educational needs to their parents, especially when parental involvement is limited due to work commitments.

To parents, particularly working parents, the study would serve as a reflective tool for evaluating their current attitudes and involvement in their children’s education. It may encourage them to adopt more effective strategies for balancing their professional responsibilities with their parental duties to ensure better educational outcomes for their children.

To teachers, the study provides insight into the challenges working parents face and how these challenges may affect students’ academic progress. It would guide teachers in developing more flexible and collaborative communication strategies that accommodate the schedules of working parents.

To school administrators, the findings would be useful in formulating school policies and programmes that foster increased parental involvement. For example, schools might implement flexible meeting schedules or provide digital platforms for better engagement with parents who are unable to attend school events physically.

To policymakers, the study underscores the need to develop family-friendly workplace policies and educational support systems that enable parents to be more involved in their children’s academic life. It may also inform the design of community-based initiatives that support both working parents and students.

To future researchers, this study serves as a useful reference for further investigations into the relationship between parental occupation and educational outcomes. It would also open avenues for comparative studies across different regions or occupational groups.

Scope of the Study

This study focused on attitude of working class parents towards the education of their children in Oshimili South Local Government Area of Delta State. With particular emphasis on participation in learning activities, interest and motivation and conducive learning environment.

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Pages: 60

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of school leadership on teachers’ job performance in public primary schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised all the three hundred and fifty-seven (357) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred fifteen (115) teachers were selected from 9 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 “Influence of School Leadership on Teachers’ Job Performance in Public Primary Schools Questionnaire (ISLTJPPPSQ).”  Validated by two experts, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other from Educational Psychology Department, both from Federal College of Education (Technical) Asaba. One hundred copies of the validated questionnaire were administered to 115 teachers from the 9 selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and 109 were retrieved and analyzed using frequency counts, percentage and mean statistics. The bench mark was then fixed at 2.50.  Therefore, items with mean response of 2.50 and above were considered as agreed while items with mean response less than 2.50 were considered as disagreed. Findings of the study revealed among others that Effective leadership positively influences teachers’ instructional delivery by providing guidance, supervision, and motivation necessary for effective teaching and learning. Some recommendations were made to enhance the impact of school leadership on teachers’ job performance. It was recommended among others that School heads should motivate teachers through recognition and rewards for consistent punctuality and regularity to encourage commitment and discipline.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is widely regarded as the bedrock of national development, and its success largely depends on the quality of teachers’ performance at all levels. In primary education, which serves as the foundation of learning, teachers’ job performance is crucial in shaping pupils’ academic achievements and overall development.

Teachers’ job performance refers to the execution of duties such as lesson preparation, classroom instruction, punctuality, participation in co-curricular activities, and adherence to professional ethics. According to Adeyemi and Ojo (2021), teachers’ job performance refers to the effectiveness with which teachers carry out instructional duties, classroom management, and evaluation of students to achieve set educational objectives. This definition emphasizes the comprehensive nature of teaching roles beyond classroom instruction. Similarly, Okeke and Nwankwo (2022) describe teachers’ job performance as the extent to which teachers fulfill their professional responsibilities, including lesson preparation, delivery, and student assessment, in accordance with established standards. Their perspective highlights the adherence to pedagogical and ethical guidelines as a measure of performance. In the same context, Ibrahim and Salihu (2023) define teachers’ job performance as the degree of commitment and competence demonstrated by teachers in executing academic and co-curricular activities to improve students’ learning outcomes. This view incorporates both instructional and non-instructional contributions to student success. However, the level of teachers’ job performance is influenced by several factors, one of which is school leadership.

School leadership is the process by which school administrators influence, guide, and coordinate teachers and other stakeholders toward achieving educational goals. School leadership in Nigeria has been defined by scholars in ways that emphasize its managerial and instructional functions. According to Adebayo and Akintola (2021), school leadership refers to the ability of school heads to direct and influence teachers and learners toward the attainment of educational goals through effective decision-making and supervision. This definition focuses on leadership as a guiding process for achieving desired academic outcomes. Similarly, Okafor and Nwankwo (2023) describe school leadership as the coordination of human and material resources to promote effective teaching and learning, highlighting the administrative and resource management responsibilities of school leaders. In the same vein, Ibrahim and Yusuf (2022) define school leadership as the act of implementing educational policies and ensuring quality assurance through monitoring and evaluation of school activities. Effective school leaders create an enabling environment for teaching and learning by ensuring adequate supervision, providing instructional support, and fostering teacher motivation. They also establish a positive school climate where teachers feel valued and empowered to deliver quality education. According to recent educational studies, leadership is second only to classroom instruction among all school-related factors that contribute to student learning outcomes (Egwunyenga & Oyedeji, 2020). Schools leadership tend to influence teachers’ instructional delivery, punctuality/regularity and adherence to professional ethics.

Instructional delivery refers to the interaction among the student, the teacher, the content, and the knowledge/skills/dispositions students will need for learning and collaborating with others in a diverse society and rapidly changing world (Bailey, 2019). Instructional delivery can also be defined as the knowledge of teaching techniques and their application for learning to take place in such a flexible manner that would not distort the original intent of the teacher for being in the classroom (Olaniyi, 2020). In general, instructional delivery may be regarded as the interaction between a teacher, a pupil, content, and specific knowledge and skills necessary for a student in collaboration with others. That is why it involves a teacher’s application of instructional strategies to interact and communicate with pupils concerning academic content and support their engagement. As a matter of fact, students are able to extend previously acquired reading skills to adapt to various purposes and audiences’ demands.

Punctuality and regularity on the other hand are essential behavioral indicators of discipline and commitment in the educational environment. According to Adebayo and Alabi (2021), punctuality refers to the habit of arriving at a designated place or completing a task at the agreed time, while regularity denotes consistent attendance or participation in scheduled activities. This definition emphasizes time consciousness and attendance as key components of effective school functioning. Similarly, Okonkwo and Eze (2022) describe punctuality and regularity as behavioral traits exhibited by individuals who respect time and maintain steady participation in school or work-related activities, which in turn fosters productivity and organizational harmony. Their view highlights these traits as core values that enhance both individual performance and institutional efficiency. In the same vein, Ibrahim and Musa (2023) define punctuality and regularity as discipline-driven habits that ensure timely attendance and consistent engagement in formal obligations, contributing significantly to personal and organizational success.

Similarly, adherence to professional ethics Adherence to professional ethics is regarded as a critical aspect of maintaining standards and integrity within the teaching profession. According to Adeyemi and Ojo (2021), adherence to professional ethics refers to the compliance of teachers with established codes of conduct, guiding principles, and responsibilities required for effective service delivery in educational institutions. This definition stresses the importance of maintaining professionalism in behavior and instructional practices. Similarly, Okafor and Nwankwo (2022) describe adherence to professional ethics as the observance of ethical norms and statutory regulations that govern teachers’ actions and decisions in the classroom and school community. Their perspective underscores the role of ethics in fostering trust, accountability, and fairness in education. In the same vein, Ibrahim and Yusuf (2023) define adherence to professional ethics as the consistent demonstration of moral integrity, respect for rules, and commitment to best practices in teaching and learning processes.

In Delta and indeed Oshimili South, many public primary schools face challenges such as inadequate supervision, poor communication, and lack of instructional resources due to ineffective leadership practices. These issues often result in teacher absenteeism, lateness, poor lesson delivery, and low morale (Obinna, 2020). Consequently, pupils’ performance suffers, and the quality of primary education is compromised. Hence the need to examine the influence of school leadership on teachers’ job performance in Public Primary Schools in Oshimili South Local Government Area of Delta State

Statement of the Problem

The performance of teachers in public primary schools is a critical determinant of pupils’ learning outcomes and overall educational quality. Teachers’ job performance encompasses key aspects such as instructional delivery, punctuality, participation in co-curricular activities, and adherence to professional ethics. However, in recent years, concerns have been raised regarding the declining performance of teachers in many public primary schools in Nigeria and Oshimili South in particular. Reports of poor lesson preparation, absenteeism, lateness, and lack of commitment to teaching duties have become common, affecting the academic progress of pupils.

School leadership plays a pivotal role in creating an environment that motivates and supports teachers to perform effectively. Effective school leaders provide guidance, supervision, and resources necessary for teaching and learning, while also fostering a culture of accountability and professional development.            Unfortunately, in many public primary schools, leadership practices are perceived to be weak, characterized by poor supervision, inadequate communication, lack of instructional support, and limited involvement of teachers in decision-making. These challenges raise questions about the extent to which leadership influences teachers’ job performance.

It is against this backdrop that this study seeks to examine the influence of school leadership on teachers’ job performance in Public Primary Schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

This study seeks to examine the influence of school leadership on teachers’ job performance in Public Primary Schools in Oshimili South Local Government Area of Delta State.  Specifically, the study sought to:

1. determine the influence of school leadership teachers’ instructional delivery in public primary schools in Oshimili South Local Government Area.
2. examine the effect of school leadership on teachers’ punctuality and regularity in public primary schools in Oshimili South Local Government Area.
3. assess the impact of school leadership on teachers’ adherence to professional ethics in public primary schools in Oshimili South Local Government Area.

Research Questions

The following questions guided the study:

1. How does school leadership influence teachers’ instructional delivery in public primary schools in Oshimili South Local Government Area?
2. How does school leadership affect teachers’ punctuality and regularity in public primary schools in Oshimili South Local Government Area?
3. How does school leadership impact teachers’ adherence to professional ethics in public primary schools in Oshimili South Local Government Area?

Significance of the Study

Findings of this study could be of immense benefit to Students, Teachers, School Management, Policy Makers and Future Researchers.

The study could benefit student-teachers by exposing them to the role leadership plays in teacher performance. It could prepare them to work effectively under school leaders and also develop leadership skills they can apply in their future careers. Understanding leadership dynamics could help them adapt quickly during teaching practice and in their professional life.

The findings of this study could help teachers understand how effective leadership can enhance their job performance. It could provide insights on how good leadership practices such as supervision, communication, and support can improve their instructional delivery, punctuality, and participation in co-curricular activities. This awareness could motivate teachers to align with leadership goals for better results.

The study could provide school leaders with empirical evidence on how their leadership practices impact teachers’ job performance. This knowledge could guide them in adopting leadership strategies that foster a positive school climate, improve teacher morale, and enhance overall school effectiveness.

The research could assist policymakers in developing training programmes for school leaders to strengthen their leadership capacity. It could also inform policy interventions on supervision, monitoring, and teacher support systems aimed at improving performance in public primary schools.

The study could serve as a valuable reference for scholars interested in educational leadership and teacher performance. It could contribute to the existing body of knowledge and provide a foundation for further studies on effective leadership practices in schools.

Scope of the Study

            This study focused on influence of school leadership on teachers’ job performance. The study was delimited to Public Primary Schools in Oshimili South Local Government Area of Delta State with particular emphasis on classroom instructional delivery, punctuality and regularity and adherence to professional ethics. Respondents of the study are public primary school teachers in Oshimili South Local Government Area of Delta State.

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Pages: 60

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the role of artificial intelligence (AI) in enhancing access to education for rural dwellers in Oshimili South Local Government Area of Delta State. Four (4) research questions guided the study. The population of the study comprised of 128,511 inhabitants of Oshimili South Local Government Area of Delta State. The sample of the study comprised of 200 inhabitants of Oshimili South Local Government Area of Delta State. Selected through simple random sampling technique to represent the entire population. The instrument used for data collection was a structured questionnaire. A draft copy of the questionnaire was validated by an expert in Primary Education Department and another in Measurement and Evaluation, Federal College of Education (Technical) Asaba. The researcher administered 200 copies of the questionnaire to inhabitants of Oshimili South Local Government Area of Delta State and same were retrieved and analysed. Data collected was analyzed using mean and standard deviation statistics. The findings revealed among others that rural dwellers of Oshimili South Local Government Area have limited access to education among rural dwellers in. Some recommendations were made to facilitate the effectiveness of Artificial Intelligence (AI) in enhancing access to education for rural dwellers in Oshimili South Local Government Area of Delta State.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Education is widely regarded as one of the most powerful tools for fostering personal and societal development. It shapes individuals’ cognitive, social, and emotional capacities, offering the skills and knowledge needed to succeed in the modern world. Despite its importance, access to quality education remains an ongoing challenge, especially rural and remote areas of low-income countries such as Nigeria. Education provides the foundation for critical thinking, problem-solving, and emotional intelligence. A strong educational background empowers citizens to pursue their passions, build sustainable careers, and make informed decisions in their personal and professional lives. It plays a significant role in breaking cycles of poverty by increasing earning potential and improving overall quality of life. Beyond formal academic knowledge, education helps to develop character, discipline, and adaptability that are essential for navigating life’s complexities.

Education is a process that nurtures both intellectual and moral growth, essential for producing responsible citizens. Education prepares individuals to contribute positively to their families, communities, and the nation. Consequently, education helps in shaping character and instilling a strong sense of integrity, vital for societal harmony. According to Obanya (2018), education serves as a critical medium for the preservation of cultural heritage and national identity. It fosters a sense of belonging and continuity, passing down indigenous knowledge, values, and customs to younger generations. Education not only promotes national pride but also safeguards citizen’s diverse cultural heritage. Aina (2017) describes education as a crucial pathway to socioeconomic empowerment, particularly in developing nations like Nigeria. This highlights education’s role in reducing poverty by equipping individuals with knowledge and skills that improve their earning potential.

Access to education for rural populations, particularly in developing countries, has been a persistent challenge due to factors such as infrastructure limitations, teacher shortages, and socio-economic barriers. According to Azubuike and Aina (2020), rural communities often experience inadequate school facilities, with many schools lacking essential resources like electricity, textbooks, and trained teachers, which hinders educational access and quality. UNICEF (2021) highlights that children in rural areas are twice as likely to be out of school compared to their urban counterparts. This gap is partly due to issues like poverty, child labour, and socio-cultural practices that prioritize other economic activities over education (UNICEF, 2021). Moreover, rural areas frequently face long travel distances to schools, which discourages attendance, especially for girls, due to safety concerns (Abah & Nnamani, 2018). The digital divide also plays a significant role in limiting access to modern educational resources in rural areas. As observed by Amoo (2019), limited internet connectivity and access to technological tools in rural schools create challenges for integrating digital learning, which has become more relevant in the post-COVID-19 pandemic. Consequently, while urban schools may benefit from digital educational resources, rural students remain disadvantaged, widening the educational gap further.

Artificial Intelligence (AI) is the science and engineering of making intelligent machines, especially intelligent computer programs (McCarthy, 2020). AI is defined as “the study of agents that receive percepts from the environment and perform actions” (Russell & Norvig, 2018). It is a scientific and engineering discipline because it focuses on developing systems capable of autonomous problem-solving and information processing.  This implies that AI is not solely about imitating human intelligence; instead, it involves understanding and modeling cognitive functions to create algorithms that enable autonomy. This approach highlights AI’s role as a transformative technology aimed at enhancing capabilities across fields, from robotics to data analysis. AI is described as a branch of computer science aimed at developing systems capable of performing tasks that would typically require human intelligence, such as perception, reasoning, and decision-making (Adetayo, 2019). This perspective underscores AI’s focus on replicating core human cognitive abilities to empower machines to make decisions in complex environments. This definition positions AI as a key tool in sectors like healthcare, finance, and education, where data-driven decision-making can significantly enhance outcomes.

Access to education can be facilitated through the use of emerging technologies such as Artificial Intelligence (AI). AI can facilitate personalized learning experiences, which is particularly beneficial in rural areas where teacher-student ratios can be high, and students often have varying levels of prior knowledge. AI-driven platforms can adapt to the learning pace and style of individual students, offering personalized content, assessments, and feedback. This helps to address the diverse learning needs of students in rural settings (Baker & Smith, 2018). AI-enabled platforms can overcome geographical barriers by enabling remote learning. For rural areas with limited access to schools or where long travel distances are required, AI tools like virtual classrooms, online tutoring, and interactive learning applications can provide access to quality education without the need for students to leave their homes. AI can also support the automation of administrative tasks in remote learning environments, such as grading and content management, which improves efficiency (Femi, 2020). Rural communities often have local languages and dialects that are not reflected in mainstream educational resources. AI can help bridge this gap by offering translations and content in local languages, thus making educational materials more accessible and culturally relevant. Natural language processing (NLP) can be used to develop educational tools that understand and process multiple languages, which is crucial for rural populations (García & Rorald, 2019).

AI tools can assist teachers in rural areas by providing professional development opportunities through virtual coaching, tailored training programmes, and access to teaching resources. With AI-based analytics, teachers can receive real-time feedback on student performance, enabling them to adapt their teaching methods accordingly (Heffernan, 2019). This can help bridge the knowledge and resource gap where rural teachers might not have access to the same quality of professional development as their urban counterparts.

Many rural dwellers view AI as a potential game-changer for education in their communities. They are hopeful that AI tools can bridge the gap between rural and urban education by providing access to quality learning resources, overcoming teacher shortages, and creating personalized learning experiences. As noted by Amoo et al. (2019), rural parents and community members are increasingly aware of the educational challenges faced by their children and are open to new technologies that promise to improve learning outcomes. The belief that AI can provide equal opportunities for education, particularly in areas with fewer schools and limited resources, is a motivating factor for adoption. While there is optimism, concerns about the affordability and accessibility of AI-driven educational tools are significant barriers to adoption. Many rural communities in developing countries face challenges in terms of internet connectivity, electricity, and the affordability of digital devices required to access AI-powered learning platforms. Rural dwellers may perceive AI as a luxury that they cannot afford, particularly if they do not have the financial resources to invest in the necessary infrastructure (UNICEF, 2021). This concern is amplified by the lack of awareness of how AI can be integrated into existing low-cost infrastructure, such as offline applications or mobile phones. Technological literacy is another key factor shaping perceptions of AI adoption in rural areas. Many rural dwellers, especially older generations, may be hesitant to embrace AI due to a lack of familiarity with technology. There is also a fear that AI tools might replace traditional teachers, leading to concerns about job security for educators and the erosion of local teaching traditions. In some cases, rural communities may perceive AI as a threat rather than an opportunity, fearing that it could lead to the automation of teaching roles and limit human interaction in education (Aina, 2020).

Implementing AI-driven educational solutions in rural areas presents several challenges and limitations that need to be addressed for these technologies to have a meaningful impact. These challenges range from infrastructural barriers to social and cultural concerns. Rural areas often lack the necessary physical and digital infrastructure required for AI-powered educational tools to function effectively. AI-driven solutions typically require high bandwidth and reliable internet, which are not consistently available in rural areas (Olayinka, 2020). Without these basic infrastructure components, the deployment and sustainability of AI tools are severely hindered. There is a significant digital divide between rural and urban areas in terms of access to technology and the skills needed to use it. Many rural dwellers, including teachers and students, may lack the digital literacy required to operate AI-driven educational platforms effectively. Even if AI tools are available, their use may be limited by people’s unfamiliarity with digital tools, which can hinder adoption and usage. Educators in rural areas may not have the necessary skills to integrate AI into their teaching practices, which limits the effectiveness of these tools (Amoo, 2019). The cost of implementing AI-driven educational solutions can be a significant barrier for rural communities. The financial resources required to procure devices (such as laptops, tablets, and smartphones), establish internet connectivity, and purchase software licenses can be prohibitive for many families and schools in rural areas. Additionally, rural schools may struggle to afford ongoing maintenance costs and updates for AI systems, making long-term implementation difficult (UNICEF, 2021).

In many rural areas, there seems to be resistance to adopting new technologies, especially those that are perceived to be disconnected from local cultural values. AI-powered educational tools, particularly those developed in urban settings, may be seen as irrelevant or unsuitable for rural contexts. There may also be the fear that AI could replace human teachers, leading to job losses or a reduction in personal, human-centered education, which is highly valued in many rural communities (García & Reinders, 2019). In some cases, AI could be viewed with suspicion, with concerns about the technology being a “passing fad” or too complex for practical use. Many AI-based educational tools are designed with urban or mainstream curricula in mind and may not cater to the specific needs, languages, or cultural contexts of rural communities. Rural areas often have unique educational needs that may not align with standardized global education models. The lack of localized content such as courses in indigenous languages or culturally relevant examples could make AI-driven solutions less effective or even alienating for rural students (Baker & Smith, 2018).

AI tools are most effective when teachers are well-trained in how to integrate them into their instructional practices. However, rural teachers often have limited access to professional development and training in technology use. Even if AI tools are made available, teachers may lack the skills to incorporate them into their teaching methods. The gap in training is compounded by a general shortage of qualified teachers in rural areas, where teacher turnover is often high and continuing education opportunities are limited (Heffernan et al., 2019). AI-driven educational platforms often collect vast amounts of data on students, such as personal information, learning progress, and behavioural data. In rural areas, where there may be less awareness of data privacy and security issues, there is a risk of misuse or exploitation of sensitive information. Parents and communities may be wary of sharing personal data, particularly if there is a lack of transparency about how the data will be used or protected (Aina, 2020).

Ensuring the sustainability of AI-driven educational solutions in rural areas is another major concern. AI implementation requires continuous updates, software maintenance, and hardware replacement, which can be difficult to sustain in resource-constrained rural environments. If local governments or schools cannot maintain the infrastructure or technology in the long term, AI solutions may face abandonment or reduced effectiveness (Ogbonna & Unachukwu, 2018). The successful implementation of AI-driven educational solutions often relies on strong government policies and institutional support. However, in many rural areas, there seems to be limited political will or insufficient resources allocated to education technology initiatives. This lack of government support can hinder efforts to implement and scale AI in rural schools. Additionally, rural communities may face delays or lack of follow-through on promises of technological investment from the government (Cai & Liu, 2020). It is in this light that this study investigated the role of Artificial Intelligence (AI) tools in enhancing access to education for rural dwellers of Oshimili South Local Government Area of Delta State.

Statement of the Problem

Access to quality education remains a significant challenge, particularly for rural dwellers. Artificial Intelligence (AI) has emerged as a potential too to reshape the educational landscape by providing innovative solutions to these challenges. AI technologies, such as adaptive learning platforms, virtual classrooms, and AI-driven content delivery systems, offer new possibilities for overcoming resource constraints and providing personalized, scalable education.

. In recent years, the potential of Artificial Intelligence (AI) has emerged as a transformative tool in addressing educational inequalities. However, its role in enhancing educational access in rural areas, specifically in Oshimili South LGA, remains underexplored. What could be the current level of educational access in the area? Could AI be of help in enhancing access to education? What could be the perception of rurl dwellers on AI as educational solution? Are there challenges faced in using the tool? Many questions begging for answers. It is against this backdrop that this study investigated the role of Artificial Intelligence (AI) in enhancing access to education for rural dwellers of Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to investigate the role of Artificial Intelligence (AI) in enhancing access to education for rural dwellers of Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. assess the current level of access to education among rural dwellers in Oshimili South Local Government Area.
2. explore the perceptions of rural dwellers towards adopting AI-driven educational access in Oshimili South Local Government Area of Delta State.
3. evaluate the potential of AI tools in overcoming educational barriers specific to rural dwellers in Oshimili South Local Government Area of Delta State.
4. To identify the challenges and limitations of implementing AI-driven educational solutions in rural areas of Oshimili South Local Government Area of Delta State.

Research Questions

The following questions were raised to guide the study:

1. What is the current level of access to education among rural dwellers in Oshimili South Local Government Area?
2. What are the perceptions of rural dwellers towards AI-driven educational solutions in Oshimili South Local Government Area of Delta State?
3. How can AI tools be utilized to address educational barriers faced by rural communities in Oshimili South Local Government Area of Delta State?
4. What challenges associated with implementing AI-driven educational solutions in Oshimili South’s rural areas in Oshimili South Local Government Area of Delta State?

Significance of the Study

The result of this study would be beneficial to students, rural dwellers, policy makers and future researchers.

For students, the study would shed light on how AI can be used to personalize learning experiences for students in rural areas to tailor content and instructional strategies to individual needs and learning paces. This could lead to improved academic performance and student engagement. The study would contribute to expanding students’ access to a broader range of digital learning resources, compensating for the lack of physical educational infrastructure. The study would help to identify the areas in which AI could be used in providing students with supplemental virtual tutors and interactive educational content that can enhance their learning experience.

For rural dwellers, the study would help to educate them on the potential of AI to break down geographical barriers, making high-quality education accessible to rural dwellers who have been traditionally underserved by the education system. The study would provide insights into how AI could foster self-learning and independent skill development among rural dwellers, equipping them with the tools needed for economic and social mobility. The study could contribute to a more inclusive educational framework that empowers rural dwellers, particularly marginalized groups.

For policy makers, this study would provide them with data and insights on the potential applications of AI in education, enabling them to design evidence-based policies that leverage emerging technologies to improve access to education in rural communities. The study would guide the allocation of resources, ensuring that AI tools are integrated into rural education in a cost-effective and impactful manner. The findings could inform the development of policies that promote the adoption of digital education technologies, helping to close the digital divide between rural and urban schools and ensuring that rural students are not left behind in the digital age.

For future researchers, the study would contribute to the body of knowledge on AI applications in education, particularly in rural settings, offering a foundation for future studies that explore the long-term impact of AI on educational access and quality. Future researchers would benefit from the identification of gaps and challenges in the use of AI in rural education, enabling them to conduct more targeted studies to refine and optimize AI solutions for educational equity.

Scope of the Study

This study investigated the role of Artificial Intelligence (AI) in enhancing access to education for rural dwellers. The study is delimited to rural dwellers of Oshimili South Local Government Area of Delta State. With particular emphasis on current level of access to education among rural dwellers, perceptions of rural dwellers towards adopting AI-driven educational access, potential of AI tools in overcoming educational barriers specific to rural dwellers and challenges and limitations of implementing AI-driven educational solutions in rural areas of Oshimili South Local Government Area of Delta State. Respondents of the study are dwellers of Oshimili South Local Government Area of Delta State.

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Pages: 69

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the role of signposts in enhancing visual communication in the Federal College of Education (Technical), Asaba. The main purpose was to investigate how signposts function as tools for direction, information dissemination, and aesthetic communication within the college environment. The study adopted a descriptive qualitative research design. Data were collected through direct observation, visual documentation, and photographic analysis of signposts located in various parts of the college such as the main gate, departmental areas, hostels, and lecture halls. Findings from the study revealed that signposts play a significant role in ensuring proper orientation, identification, and communication on campus. However, the level of effectiveness varied based on design quality, placement, and maintenance. Some signposts were artistically designed and visually appealing, while others showed poor color harmony, small lettering, and fading paint, reducing their communicative impact. It was recommended that Fine and Applied Arts students and staff in the design and maintenance of signposts could greatly improve the institution’s visual communication system.

 CHAPTER ONE

INTRODUCTION

Background to the Study

In educational institutions, effective communication is vital for maintaining order, accessibility, and smooth interaction among students, staff, and visitors. It ensures that information flows seamlessly across all levels of the institution, promoting coordination and efficiency in daily activities. Through effective communication, institutions are able to convey instructions, share updates, and foster understanding among members of the academic community. It also enhances the learning environment by reducing confusion, improving response to institutional policies, and strengthening relationships between administrative bodies and students. One of the ways through which educational institutions communicate and direct people is via visual communication

Visual communication is the process of conveying ideas, information, and messages through visual elements such as images, symbols, colours, and typography to improve comprehension and engagement. Nwosu (2018) argues that visual communication acts as a bridge between sender and receiver by translating complex or abstract information into easily interpretable visuals. Chukwuma (2019) adds that visual stimuli engage both cognitive and affective processes, increasing retention and understanding in educational and public settings. Ajani (2020) notes that visual communication reduces barriers posed by language and literacy, making information accessible across diverse audiences. Okoro (2021) concludes that, when well designed, visual communication clarifies intent, shapes behaviour, and strengthens institutional identity. Together these functions establish the theoretical foundation that shows why practical tools which organise and present visuals are needed in real environments.

Signposts are one such practical tool, physical or digital that present concise visual messages to direct, inform, or identify. Olorunfemi (2019) describes signposts as essential components of environmental communication that improve wayfinding and reduce confusion in public and institutional spaces. Oguejiofor (2020) emphasises that signposts translate the principles of visual communication into immediate, actionable cues that viewers can process at a glance. Akpata (2021) highlights the dual role of signposts, noting their functional purpose in guiding movement and their aesthetic contribution to an environment’s visual order. Eze and Agbo (2022) observe that strategically designed signposts increase message accessibility and reinforce branding within educational and commercial contexts. Thus, signposts operationalise visual communication theory by delivering targeted visual signals where and when users need them, demonstrating their central role in enhancing clarity, orientation, and the overall effectiveness of visual messaging.

Signposts play a vital role in providing direction and guidance within educational institutions by ensuring effective movement, orientation, and information accessibility for students, staff, and visitors. According to Olorunfemi (2019), signposts serve as indispensable communication tools that simplify navigation within campuses, helping individuals identify locations such as lecture halls, libraries, laboratories, and administrative offices with ease. Chukwuma (2020) maintained that the presence of directional signposts promotes institutional efficiency by minimizing confusion, saving time, and reducing the need for verbal inquiries, especially for newcomers. Okeke (2021) observed that signposts enhance user experience and promote confidence by offering visual cues that make navigation intuitive and stress-free. Eze and Agbo (2022) further explained that well-designed signposts not only aid movement but also contribute to the institution’s image and orderliness by presenting information in a visually appealing manner. Similarly, Uzoigwe (2023) emphasized that signposts improve campus safety by guiding vehicular and pedestrian traffic, preventing congestion, and reducing the risk of accidents. Moreover, Oguejiofor (2023) noted that signposts foster inclusivity, as they support accessibility for individuals with disabilities when designed with clear symbols and appropriate font sizes. Therefore, signposts serve beyond mere directional tools—they are integral elements of institutional communication that facilitate orientation, enhance safety, and promote a welcoming atmosphere for all members and visitors of the academic community.

Signposts play a significant role in disseminating information and identifying various facilities within educational institutions, ensuring that communication is clear, accessible, and visually effective. According to Nwosu (2018), signposts function as non-verbal communication tools that transmit essential messages, instructions, and warnings to a wide audience without the need for direct human interaction. Olorunfemi (2019) stated that signposts serve as effective media for information dissemination by displaying relevant details such as departmental names, office designations, and event notifications in strategic locations. Chukwuma (2020) added that signposts help in identifying key facilities like classrooms, laboratories, libraries, hostels, and administrative offices, thereby promoting convenience and orderliness in the school environment. In a related study, Eze and Agbo (2022) maintained that signposts enhance institutional image and communication by visually representing organisational structure and fostering familiarity among users. Similarly, Okeke (2023) explained that signposts aid in the transmission of time-sensitive information such as safety instructions, schedules, and emergency routes, contributing to the overall efficiency of institutional management. Beyond mere identification, signposts provide a platform for continuous and passive information sharing, ensuring that students, staff, and visitors remain informed and oriented within the educational environment. Hence, signposts are indispensable components of institutional communication systems, playing a dual role in both informing and guiding individuals toward specific facilities and services.

The design and visual elements of signposts greatly determine their effectiveness in communication, as clarity, readability, and aesthetic appeal influence how messages are perceived and understood. According to Adebayo (2018), signposts with well-structured designs, legible typography, and appropriate colour contrast enhance message visibility and ensure that information is quickly processed by viewers. Nnamdi (2019) emphasized that the visual layout of a signpost, including its symbols, spacing, and balance, contributes to ease of interpretation and improves overall communication efficiency. Umeh (2020) noted that the effectiveness of signposts depends largely on their ability to attract attention through visually appealing designs that align with users’ perceptual tendencies. Likewise, Adediran (2021) observed that the choice of colours and icons not only draws attention but also conveys meaning and emotion, making the message more memorable and impactful. In a similar vein, Okwuonu (2022) stated that well-designed signposts enhance comprehension across linguistic and literacy differences, ensuring inclusivity in information dissemination. Furthermore, Bello (2023) explained that aesthetically designed signposts improve institutional branding and reinforce the credibility of the information being communicated. Therefore, the extent to which design and visual elements influence effective communication is substantial, as they determine visibility, comprehension, retention, and the overall user experience in educational and public environments.

The design and visual elements of signposts greatly determine their effectiveness in communication, as clarity, readability, and aesthetic appeal influence how messages are perceived and understood. According to Adebayo (2018), signposts with well-structured designs, legible typography, and appropriate colour contrast enhance message visibility and ensure that information is quickly processed by viewers. Nnamdi (2019) emphasized that the visual layout of a signpost, including its symbols, spacing, and balance, contributes to ease of interpretation and improves overall communication efficiency. Umeh (2020) noted that the effectiveness of signposts depends largely on their ability to attract attention through visually appealing designs that align with users’ perceptual tendencies. Likewise, Adediran (2021) observed that the choice of colours and icons not only draws attention but also conveys meaning and emotion, making the message more memorable and impactful. In a similar vein, Okwuonu (2022) stated that well-designed signposts enhance comprehension across linguistic and literacy differences, ensuring inclusivity in information dissemination. Furthermore, Bello (2023) explained that aesthetically designed signposts improve institutional branding and reinforce the credibility of the information being communicated. Hence the need to examine the role of signposts in enhancing visual communication in Federal College of Education (Technical), Asaba.

 

Statement of the Problem

Effective visual communication plays a vital role in ensuring the smooth flow of information, direction, and identification within educational institutions. Signposts serve as important tools that guide movement, convey essential information, and promote the institutional image through visual symbols, colours, and texts. However, in many educational environments, including Federal College of Education (Technical), Asaba, the use and maintenance of signposts appear to be inadequate or poorly managed. Some signposts are faded, improperly positioned, or lack clear visual elements that can be easily understood by students, staff, and visitors.

This situation often results in confusion, difficulty in locating offices, classrooms, and administrative blocks, as well as poor first-time impressions for visitors. In some cases, the absence or poor visibility of signposts reduces the effectiveness of communication within the campus and may even disrupt smooth institutional operations. Moreover, the aesthetic and communicative potential of signposts as visual communication tools is not fully explored, thereby limiting their ability to project the college’s identity and enhance accessibility.

It is against this background that this study seeks to examine the role of signposts in enhancing visual communication in Federal College of Education (Technical), Asaba, focusing on how they provide direction, disseminate information, and communicate effectively through design and visual elements.

Purpose of the Study

The main purpose of this study is to examine the role of signpost in enhancing visual communication in Federal College of Education, Asaba. Specifically, the study seeks to:

1. examine the extent to which signposts provide direction and guidance to students, staff, and visitors in Federal College of Education (Technical), Asaba.
2. Examine the role of signposts in disseminating information and identifying various facilities within Federal College of Education (Technical), Asaba.
3. determine the extent to which design and visual elements of signposts enhance effective communication within Federal College of Education (Technical), Asaba.

Significance of the Study

The study would be beneficial to students, staff, College Management, General Public and Future researchers.

This study would be beneficial to students as it would enhance their ability to navigate the college environment with ease through effective and well-designed signposts. Clear signposts would help reduce time wasted in locating lecture halls, offices, and facilities, thereby minimizing lateness and confusion. Improved visual communication would also promote students’ sense of belonging and orientation within the campus. Ultimately, the study would contribute to creating a more student-friendly learning environment that supports academic engagement and comfort.

The study would be of great benefit to staff members as it would promote efficiency in communication and movement within the institution. Well-structured signposts would help lecturers, administrative staff, and other personnel to identify offices, departments, and units more easily, facilitating effective coordination and service delivery. By reducing misdirection and unnecessary inquiries, the study would encourage a more organized and visually communicative campus that supports smooth administrative operations.

The study would assist the college management by providing valuable insights into the importance of signposts as tools for effective visual communication and institutional branding. The findings would guide management in planning, designing, and maintaining durable, clear, and visually appealing signposts across the campus. This would not only enhance navigation but also project a professional image of the college to students, staff, and visitors. Implementing the recommendations of this study would support management’s goal of fostering an organized and attractive learning environment.

The general public, including visitors, parents, and prospective students, would benefit from the study through improved orientation and accessibility within the college environment. Effective signposts would make it easier for visitors to identify buildings, departments, and facilities without constant assistance, thereby creating a welcoming and informative atmosphere. This would enhance the institution’s reputation as an organized and visually communicative educational setting that values clarity and accessibility for all.

The study would serve as a useful reference material for future researchers interested in exploring topics related to visual communication, environmental design, and educational signage. It would provide empirical data and theoretical insights that can support further investigations into the use of signposts in promoting effective communication within academic institutions. By highlighting the practical and communicative roles of signposts, the study would expand the body of knowledge and inspire subsequent research in related areas of study.

Scope of the Study

This study focuses on the role of signpost in enhancing visual communication in Federal College of Education, Asaba. It is specifically delimited to examining how signposts contribute to effective communication within the college environment through direction and guidance, dissemination of information, and identification of various facilities.

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Pages:  73

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of gamification on pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  The population of the study comprised of the one thousand, 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 “Influence of Gamification on Pupils’ Motivation and Participation in Learning Activities Questionnaire (IGPMPLAQ). A draft copy of the questionnaire was validated by a lecturer in the department of Primary Education and another in Measurement and Evaluation, Federal College of Education (Technical) Asaba. The researcher administered 115 copies of the questionnaire to primary school teachers and 100 copies were retrieved and analyzed using mean and standard deviation. Findings of the Study revealed among others that integration of gamified learning tools enhances pupils’ motivation towards learning in Oshimili South Local Government Area of Delta State to a high extent. It was recommended among others that Teachers in public primary schools in Oshimili South Local Government Area should consistently integrate gamified learning platforms such as Kahoot, Quizizz, ClassDojo, and Seesaw into classroom lessons to sustain pupils’ motivation and interest in learning.

CHAPTER ONE

INTRODUCTION

Background to the Study

In the evolving landscape of education, the need to make learning more engaging, interactive, and motivating for pupils has become a central concern, particularly in primary education. Traditional teaching methods, which often rely heavily on rote learning and teacher-centered instruction, have proven inadequate in sustaining the interest and active participation of pupils in learning activities. In response to this challenge, educators and researchers have begun exploring innovative approaches that make learning more enjoyable and meaningful. One such approach gaining increasing attention is gamification.

Gamification is the application of game-based elements such as point scoring, competition, and rewards in non-game contexts, particularly in education, to foster active participation and sustained motivation. According to Okafor and Eze (2021), gamification transforms traditional learning into an engaging experience by incorporating mechanics commonly found in games. It enhances cognitive involvement and emotional engagement, which can improve learners’ retention and academic performance. This approach is especially effective among young learners who respond positively to interactive and reward-driven learning processes. Gamification refers to the strategic integration of game design techniques into instructional activities to stimulate learner interest and encourage goal-oriented behaviours. As noted by Musa and Ibrahim (2020), gamification promotes self-paced learning by allowing pupils to set and achieve targets through engaging platforms. The incorporation of elements such as leaderboards, badges, and feedback loops supports a more personalized and participatory learning environment. It encourages collaboration, reduces anxiety associated with traditional instruction, and fosters a positive attitude toward learning. Gamification in education involves using digital or physical game elements to increase learner involvement, commitment, and performance in academic settings. Uche and Nwachukwu (2019) assert that gamification introduces fun and challenge into learning, creating a dynamic environment where pupils are more likely to participate actively. It provides immediate feedback, which is essential for correcting errors and reinforcing knowledge. Through gamification, the learning process becomes more pupils-centered and enjoyable, helping to bridge gaps in learner motivation and participation.

Pupils’ motivation towards learning refers to the internal drive or external influence that stimulates a pupil’s interest, effort, and persistence in academic activities. However, pupils’ motivation towards learning is the psychological readiness and energy pupils bring into learning tasks, which directly influences how effectively they engage with academic content. According to Adeola and Jimoh (2020), motivated pupils are more likely to participate actively in class, complete tasks, and strive for academic success. This motivation may be influenced by teaching methods, classroom environment, parental involvement, and reward systems. A high level of motivation positively impacts learning outcomes and reduces disengagement. Pupils’ motivation towards learning is the enthusiasm and willingness exhibited by learners in pursuing academic goals, often shaped by both intrinsic and extrinsic factors. As stated by Nwafor and Chukwuemeka (2021), when pupils find learning enjoyable or rewarding, their motivation increases, leading to higher retention and better performance. Motivation can be strengthened through praise, gamified lessons, or engaging instructional materials. A motivated pupil tends to show greater responsibility and interest in schoolwork. Okon and Olayemi (2019) emphasized that pupils’ willingness to learn is not only a function of personal interest but also a response to how stimulating and supportive the learning environment is. Factors like teacher encouragement, relevance of subject matter, and recognition of effort all contribute. Motivation is a key determinant of whether learning goals are achieved or abandoned.

Participation in learning activities refers to the active involvement of pupils in classroom tasks, discussions, assignments, and other academic engagements aimed at enhancing understanding. According to Eze and Nwankwo (2021), when pupils participate actively in learning activities, they take ownership of their learning process, which fosters better retention and deeper comprehension. Participation includes asking questions, contributing to group work, responding to teachers, and engaging with instructional materials. It is a key indicator of pupil engagement and academic interest. Participation in learning activities is the degree to which pupils are physically, emotionally, and cognitively engaged in instructional processes within the classroom. As stated by Abiodun and Edet (2020), meaningful participation involves more than just attendance, it encompasses learners’ willingness to contribute ideas, perform tasks, and collaborate with peers. It supports the development of critical thinking and promotes self-confidence in academic settings. Participation in learning activities involves learners’ consistent and constructive involvement in both individual and group academic tasks facilitated by the teacher. Ojo and Akinyemi (2019) noted that when pupils are encouraged to participate, they become more responsive, inquisitive, and cooperative during lessons. Such participation enhances learner-teacher interaction, classroom communication, and overall academic achievement. Promoting pupil participation requires structured opportunities and supportive feedback.

Gamified learning tools are instructional strategies that incorporate game elements to enhance pupils’ motivation and participation in learning activities. One such tool is the point system, which involves awarding points for completing tasks or answering questions, thereby encouraging consistency and effort (Nwachukwu & Ede, 2020). Badges and certificates serve as motivational tokens that recognize achievements and foster goal-oriented behavior (Yusuf & Ajayi, 2021). Leaderboards display pupils’ rankings to promote healthy academic competition, though they must be used cautiously to avoid discouragement (Obi & Alabi, 2022). Educational games integrate academic content with interactive play to make learning fun and improve retention (Ezeani & Ugwu, 2021). Progress bars visually track learning progress, giving pupils a sense of accomplishment and encouraging task completion (Okoro & Ibrahim, 2019). Similarly, classroom quests and missions present learning as adventures that increase engagement and foster collaboration (Musa & Okafor, 2020). Instant feedback systems offer real-time responses that help pupils identify their strengths and weaknesses, promoting immediate learning adjustments (Uche & Onuoha, 2021). Lastly, avatars and custom profiles allow pupils to personalize their learning experience, increasing their sense of identity and connection to the educational environment (Adebayo & Nwosu, 2020). These tools, when properly applied, contribute significantly to a more engaging and participatory classroom atmosphere.

The integration of gamified learning tools significantly enhances pupils’ motivation and participation in learning by making academic tasks engaging, rewarding, and interactive. Nwachukwu and Ede (2020) noted that features such as point systems, badges, and rewards encourage pupils to actively participate in tasks and persist in learning activities, especially in subjects they previously found uninteresting. Similarly, Yusuf and Ajayi (2021) emphasized that awarding certificates and virtual badges gives pupils a sense of accomplishment that boosts their self-esteem and drives greater effort. According to Obi and Alabi (2022), leaderboards promote friendly competition that motivates pupils to improve performance, stay focused, and remain committed to academic goals. Ezeani and Ugwu (2021) observed that educational games provide hands-on, enjoyable learning experiences that capture pupils’ attention and sustain curiosity. Okoro and Ibrahim (2019) explained that progress bars help pupils visualize their achievements and receive real-time feedback, which keeps them engaged and eager to advance. Musa and Okafor (2020) further reported that classroom quests and missions promote teamwork and goal-oriented learning that sustain pupils’ involvement and motivation. Uche and Onuoha (2021) concluded that instant feedback from gamified systems reinforces pupils’ commitment by allowing them to monitor their performance and make timely improvements. Overall, gamified learning tools transform passive learners into active participants by fostering intrinsic and extrinsic motivation, competition, collaboration, and accountability in the learning process.

Statement of the Problem

In recent years, the traditional methods of instruction in primary schools have come under scrutiny due to their inability to sufficiently motivate pupils or actively engage them in the learning process. Many pupils appear disinterested and unmotivated in classroom activities, often resulting in low participation, poor academic outcomes, and declining enthusiasm for learning. This has raised concerns among educators and stakeholders regarding the effectiveness of existing instructional approaches.

Gamification, which involves the application of game-like elements such as rewards, competition, feedback, and levels into learning environments, has been identified globally as a potential strategy for increasing pupils’ motivation and participation. However, the extent to which gamified learning tools are being utilized in classrooms within Oshimili South, and their actual impact on pupils’ engagement and motivation, remain unclear. While some schools may be experimenting with gamified methods, there is limited empirical data on the effectiveness, availability, and integration of these tools in the local context.

It is against the light of the above that this study seeks to examine the influence of gamification on pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the influence of gamification on pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State. Specifically, the study south to:

1. Determine the extent to which the integration of gamified learning tools enhances pupils’ motivation towards learning in Oshimili South Local Government Area of Delta State.
2. Examine the extent to which the integration of gamified learning tools enhances pupils’ participation in learning activities in Oshimili South Local Government Area of Delta State.
3. Identify the factors hindering the integration of gamified learning tools in enhancing pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State.

Research Questions

The following guided the study:

1. To what extent does the use of gamified learning tools enhance pupils’ motivation to learning in Oshimili South Local Government Area of Delta State?
2. To what extent does the integration of gamified learning tools enhance pupils’ participation in learning activities in Oshimili South Local Government Area of Delta State?
3. What are the challenges hindering the integration of gamified learning tools in enhancing pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State?

 

Significance of the Study

Findings of this study could be of immense benefit to Pupils, Teachers, School Management, Policy Makers and Future Researchers.

This study is significant to pupils as it emphasizes the potential of gamification to enhance their motivation and active participation in learning activities. Gamified learning environments make lessons more engaging and enjoyable, fostering intrinsic motivation and reducing learning fatigue. By incorporating elements such as points, badges, and rewards, pupils are likely to develop a positive attitude toward learning, improve their problem-solving skills, and sustain interest in academic tasks. Ultimately, the findings of this study can help pupils experience learning as an interactive and rewarding process, which can boost overall academic performance.

For teachers, the study provides insight into innovative strategies that can be integrated into classroom instruction to improve learner engagement. Understanding the influence of gamification enables teachers to adopt creative techniques that make lessons more participatory and enjoyable, reducing classroom boredom and enhancing retention of knowledge. The findings can also guide teachers in blending traditional methods with technology-driven approaches, promoting differentiated instruction that caters to diverse learning needs. This could lead to improved teacher effectiveness and classroom management.

The study is important to school management as it highlights the need to create a supportive environment for implementing gamified learning strategies. It provides evidence-based information for investing in resources and infrastructure that facilitate digital learning tools and gamified content. By adopting gamification as part of the school’s instructional framework, management can improve overall student performance, enhance school reputation, and foster innovation in teaching and learning processes.

For policy makers, this study offers empirical evidence that can guide educational reforms and the development of policies promoting technology-driven learning. Understanding the benefits of gamification for pupils’ motivation and participation can influence decisions on curriculum design, teacher training, and allocation of resources for digital tools in schools. It can also support the inclusion of gamified learning in national education strategies, thereby aligning with global trends in technology integration in education.

This study serves as a valuable reference for future researchers interested in the intersection of education, motivation, and technology. It provides a foundation for further exploration into other factors influencing gamification’s effectiveness, such as age, subject areas, and socio-economic background. Additionally, future researchers can build upon the findings to conduct comparative studies or experimental research on different gamification techniques and their impact on diverse learning outcomes.

Scope of the Study

This study focus on influence of gamification on pupils’ motivation and participation in learning activities. The study covers public Primary schools in Oshimili South Local Government Area of Delta State. Variables of interest are gamified learning tool, extent to which the use of gamified learning tools enhance pupils’ motivation and extent to which the integration of gamified learning tools enhance pupils’ participation in learning activities. Respondents of the study are public Primary school teachers in the study area.

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Pages:  57

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  The population of the study comprised of the one thousand and three hundred and fifty (1355) teachers in all the 23 public primary schools in Oshimili South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South Local Government Area, 10 schools were randomly selected. A total of 114 teachers were sampled through balloting. The instrument for data collection is a structured questionnaire. A draft copy of the questionnaire was validated by a lecturer Department of Primary Education and a lectures from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. The researcher administered 114 copies of the questionnaire to primary school teachers and 109 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study among others revealed that that emerging technologies are utilized for teaching and learning in primary schools in Oshimili South Local Government Area of Delta State to a low extent. It was recommended among others that Primary school teachers in Oshimili South Local Government Area should be encouraged and trained through regular workshops and seminars on the effective use of emerging technologies to improve classroom instruction and pupils’ engagement.

CHAPTER ONE

INTRODUCTION

Background to the Study

The rapid advancement of technology has transformed various aspects of life, including the field of education. Emerging technologies, such as interactive whiteboards, online learning platforms, virtual simulations, and multimedia presentations, have the potential to revolutionize the way teaching and learning are conducted. These technologies offer numerous advantages, including enhanced engagement, improved accessibility, and personalized learning experiences.

Emerging technologies refer to new and innovative technologies that are currently being developed and recently introduced into the market. These technologies have the potential to significantly impact various aspects of our lives, including communication, healthcare, transportation, and education, among others. Emerging technologies are new technologies that are currently developing or will be developed over the next five to ten years, and which will substantially alter the business and social environment (Halaweh, 2017, Bouwman, 2021). Wissenburg (2019), describes them as those technologies that are currently under development and rapidly evolving, with the potential to create disruptive innovation and new opportunities in various sectors. Emerging technologies are those technologies whose development, application, or both are still largely unrealized, such that they are framed as undergoing emergence from a variety of perspectives (Rotolo, 2017). Emerging technologies are those that are currently in the early stage of development and diffusion and are expected to have a significant impact on society, economy, and environment in the future (Srinivasan, 2019). The utilization of emerging technologies helps to facilitate teaching and learning process. Emerging technologies can be regarded to as those news technological innovations that are used to facilitate teaching and learning process.

Teaching is regarded as one of the oldest human activities or occupation. Some see it as an activity, a profession or an occupation. Teaching is the process of developing the cognitive, affective and psychomotor domains of or power of the learner through giving the learner knowledge of facts about subject matter, reinforcing or developing in the learner certain physical or manipulative skills (Adekunle, 2018). Teaching is the process where an expert, a more experienced person with more knowledge and skill assists a less experience or knowledgeable individual to gain knowledge and experience. It is an attempt to bring about desirable changes in the learner’s behaviour and it reflects the expected behaviour needed in improving on the learner and the society. Teaching is a systematic and purposeful process aimed at transferring knowledge, skills, attitudes, and values from teachers to learners through well-planned instructional activities. According to Okafor and Eze (2020), effective teaching goes beyond content delivery to involve structured experiences that promote understanding, critical thinking, and problem-solving. It also requires creating an enabling environment that fosters holistic learner development by considering individual differences and using strategies that sustain interest (Musa & Ibrahim, 2021). Furthermore, teaching combines cognitive, affective, and psychomotor domains to ensure balanced education while employing modern methods and resources to stimulate active participation (Uche & Onuoha, 2019). In essence, teaching is a dynamic and interactive process that aligns instructional methods with curriculum goals to achieve meaningful and lifelong learning outcomes.

Learning on the other hand is a continuous process through which individuals acquire knowledge, develop skills, and internalize values and attitudes necessary for personal and social development. According to Okoro and Ibrahim (2020), learning involves the active engagement of the learner in cognitive, affective, and psychomotor activities that lead to a permanent change in behavior. Musa and Adeola (2021) emphasize that effective learning occurs when instructional methods are interactive and tailored to individual needs, promoting understanding and problem-solving. Similarly, Uche and Nwachukwu (2019) note that learning is dynamic, adapting to environmental changes and incorporating new strategies, such as technology integration, to improve outcomes. Adeoye and Jimoh (2021) assert that learning is goal-oriented and shaped by experience, leading to meaningful behavioral changes. Likewise, Eze and Ajayi (2020) stress that learning involves active processing and application of knowledge for personal and societal development. Overall, learning is not a passive process but an intentional, interactive, and lifelong activity that prepares individuals for adaptability and growth.

Emerging technologies in education refer to innovative digital tools and platforms such as interactive whiteboards, virtual reality, mobile learning applications, artificial intelligence (AI), augmented reality, and adaptive learning systems that are designed to improve teaching and learning outcomes (Okeke & Nwankwo, 2020). These technologies have the capacity to make learning more engaging, collaborative, and student-centered by providing real-time feedback, personalized instruction, and immersive learning experiences (Obi & Agbo, 2021). Emerging technologies for teaching in primary schools refer to innovative digital tools and systems designed to support instructional delivery and improve learning outcomes at the foundational level of education. These technologies include interactive whiteboards, tablets, educational apps, virtual reality (VR), augmented reality (AR), adaptive learning platforms, artificial intelligence (AI)-driven tutors, and cloud-based collaboration tools (Okeke & Nwankwo, 2020). Their primary aim is to create engaging, interactive, and learner-centered environments that foster active participation, creativity, and problem-solving skills among young learners (Obi & Agbo, 2021).

In primary education, emerging technologies play a crucial role in introducing pupils to digital literacy and enhancing foundational skills in literacy, numeracy, and critical thinking. For instance, interactive whiteboards allow teachers to deliver visually rich lessons, integrate multimedia resources, and make classroom discussions more interactive (Adewale & Akinola, 2021). Similarly, educational mobile applications offer personalized exercises in reading and mathematics, enabling pupils to learn at their own pace. Virtual and augmented reality applications also provide immersive experiences that make abstract concepts easier to understand, such as exploring the solar system or visualizing geometric shapes (Eze & Chinedu, 2022).

Availability of these technologies in schools is the first prerequisite for integration. However, in many developing countries, including Nigeria, the extent to which such technologies are available in primary schools remains limited. Factors such as inadequate funding, poor ICT infrastructure, lack of consistent electricity supply, and low internet connectivity significantly hinder availability (Olawale, 2019). Although some urban schools have adopted digital tools such as projectors and e-learning platforms, rural and public schools still rely heavily on traditional teaching methods, widening the digital divide between learners (Eze & Chinedu, 2022).

Utilization of emerging technologies is equally critical because mere availability does not guarantee effective use for pedagogical purposes. Effective utilization involves integrating these tools into classroom instruction to enhance teaching efficiency and student learning outcomes (Okeke & Nwankwo, 2020). Studies indicate that even when technologies are available, their usage by teachers is often minimal due to inadequate training, low digital competence, and resistance to change (Adewale & Akinola, 2021). Teachers who are not technologically skilled often prefer conventional methods, which undermines the purpose of technology deployment in education (Eze & Chinedu, 2022).

However, the effective utilization of emerging technologies in teaching and learning at the primary school level in particular is not without challenges. Some of the challenges as reported by Philipson (2020), includes lack of technological knowhow, resistance to change, inadequate power supply, lack of access to technologies, among others. Hence, the need to examine the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.

Statement of the Problem

The integration of emerging technologies into education has become a critical driver for improving teaching and learning processes globally. Technologies such as interactive whiteboards, tablets, digital learning platforms, artificial intelligence (AI), and virtual reality (VR) have demonstrated significant potential to transform instructional delivery, enhance learner engagement, and promote individualized learning experiences.          In developed countries, these technologies are widely deployed to foster 21st-century skills, including creativity, collaboration, and critical thinking, which are essential for learners in a knowledge-driven economy. However, the situation in many developing nations, including Nigeria, reflects a substantial gap in both the availability and utilization of these technologies, particularly at the foundational level of education—primary schools.

Despite the implementation of policies and initiatives aimed at integrating Information and Communication Technology (ICT) into the basic education curriculum, the actual level of deployment of emerging technologies in Nigerian primary schools remains questionable (Obed, 2023). Observations indicate that many primary schools continue to rely predominantly on traditional teaching methods, often due to inadequate technological infrastructure, insufficient funding, erratic electricity supply, and limited internet connectivity. These constraints, coupled with inadequate teacher training and low digital literacy among educators, hinder the effective adoption and pedagogical use of these innovations.

Even in schools where some level of technological infrastructure exists, evidence suggests underutilization by teachers due to factors such as lack of competence, fear of change, and inadequate technical support. This scenario raises a critical concern about whether emerging technologies are truly being leveraged to enhance teaching effectiveness and improve pupils’ learning outcomes in Nigerian primary schools. Failure to address this challenge risks perpetuating an educational divide, limiting pupils’ exposure to digital skills, and undermining their preparedness for a technology-driven global society.

It is against this backdrop that the need arises to investigate the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.

Purpose of the Study

The main purpose of this study is to examine the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State. Specifically, the study sought to:

1. identify the emerging technologies available for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.
2. assess the extent to which emerging technologies are used for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.
3. examine the constraints to the availability and effective utilization of emerging technologies for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.

Research Questions

The following questions were raised to guide the study:

1. What are the emerging technologies available for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State?
2. To what extent are emerging technologies utilized for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State?
3. What are the constraints to the availability and effective utilization of emerging technologies for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State?

Significance of the Study

The study could be beneficial to Students, Teachers, School Management, Policy Makers and Future Researchers.

This study is significant to students as it highlights how the availability and utilization of emerging technologies could improve their learning experiences and academic performance. By identifying gaps in technology integration, the findings could create awareness of the benefits of technology-enhanced learning environments, such as interactive learning, personalized instruction, and improved engagement. The study could also emphasize the importance of equipping students with digital skills necessary for thriving in a technology-driven society. Ultimately, it could help provide a foundation for advocating for better access to innovative learning tools that promote creativity and critical thinking among pupils.

The study is equally important to teachers because it could reveal the current level of utilization of emerging technologies in classrooms and highlight areas where professional development is needed. The findings could inform teachers on the role of digital tools in making teaching more effective, interactive, and student-centered. Furthermore, the study could encourage teachers to embrace new technologies and upgrade their digital literacy, thereby enhancing instructional delivery and aligning their teaching methods with global best practices.

For school management, this study could provide valuable insights into the extent of technological resources available in their institutions and their utilization by teachers. This could help administrators identify gaps in infrastructure, training, and policy implementation, enabling them to make informed decisions on resource allocation and technology investment. The study could also guide management in creating strategic plans for integrating emerging technologies into their schools, thereby improving the overall quality of education and competitiveness of their institutions.

The findings of this study could be beneficial to policy makers by providing empirical evidence on the state of emerging technologies in primary education. This could enable them to design and implement policies that promote equitable distribution and effective utilization of technological resources across schools. The study could also serve as a basis for revising existing ICT-in-education policies and initiating teacher training programs that support technology integration, thereby advancing the goals of the National Policy on Education in Nigeria.

This study could serve as a valuable reference for future researchers who wish to explore related topics such as digital pedagogy, ICT integration, and technology-enhanced learning in primary education. It could provide empirical data and theoretical insights that could guide further investigations, particularly in areas such as the impact of specific technologies on student performance or teacher efficiency. By identifying gaps in the current research, this study could also stimulate new inquiries that contribute to the advancement of knowledge in educational technology.

Scope and Delimitation of the Study

This study focuses on the assessment on the availability and utilization of emerging technologies in teaching and learning. The study is delimited to primary schools in Oshimili South Local Government Area of in Delta State with particular reference to kinds of emerging technologies available, extent of utilization and the constraints to the availability and effective utilization. Respondents of the study are public primary school teachers and pupils in Oshimili South Local Government Area of in Delta State.

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Pages:  57

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study investigates the factors shaping students’ attitudes toward mathematics in secondary schools in Oshimili South Local Government Area of Delta State. Mathematics, being a core subject in the school curriculum, plays a crucial role in students’ academic and career development; however, many students exhibit negative attitudes towards its study, which adversely affects performance and interest.  To achieve the essence, the study was divided into five chapters. Five research questions were raised and answered in the study, related literature was reviewed in the study. A descriptive survey design was employed, with a sample of senior secondary students drawn from selected schools. The population of the study comprises all Senior Secondary School (SS1 to SS3) students in public and private secondary schools in Oshimili South Local Government Area Delta State with a population of 2,000 students. A sample size of 200 students which of comprises three public and two (2) private schools. Forty (40) students were selected from each school; sixty (60) students in each of the senior secondary classes SS1, SS2, and eighty (80) students from SS3. The instrument for data collection was questionnaire which was validated by two lecturers from the department of mathematics, school of science education, and educational psychology in school of education. The method of data collection was mean and standard deviation. The findings revealed that students’ attitudes toward mathematics are significantly influenced by teacher effectiveness, teaching methods, parental support, peer influence, perceived difficulty of the subject, and availability of learning resources. Gender and school location also showed a mild impact, with urban students generally displaying more positive attitudes.

Based on the findings, it was recommended among others that: Teachers should adopt interactive and student-centered teaching methods to make learning more engaging; Government and education stakeholders should bridge the resource gap between rural and urban schools by providing adequate instructional materials and qualified math teachers; Schools should also implement guidance and counseling programs to help students manage math anxiety and build confidence.

CHAPTER ONE

INTRODUCTION

 

 

• Background to the Study

Mathematics is a foundational subject in education and a core requirement for academic and career advancement, especially in science, technology, engineering, and mathematics (STEM) related fields. Despite its significance, students’ attitudes toward mathematics have remained a critical concern, particularly in Nigeria, where performance in mathematics at the secondary school level continues to fall below expectations (Akanbi & Adegoke, 2022). In Delta State, persistent underachievement in mathematics among secondary school students raises important questions about the factors that shape learners’ attitudes toward the subject.

Attitude toward mathematics refers to a learner’s feelings, beliefs, and behavioral tendencies toward learning mathematics. These attitudes play a major role in influencing motivation, classroom engagement, and academic achievement (Awofala, 2023). Studies have shown that students with a positive attitude towards mathematics tend to perform better, while those with negative attitudes often struggle (Obi & Udoh, 2021). Various researchers have identified factors that influence these attitudes, including gender, teaching methods, parental involvement, peer influence, availability of instructional materials, and school environment (Onyeneho, Omokaro & Ikubor, 2023).

In the context of Delta State, Onyeneho et al. (2023) found that poor instructional strategies and limited student-teacher interaction significantly affected students’ perception of mathematics. Similarly, Alao, Abdussalam & Ismail (2024) reported that mathematics anxiety and lack of learner-centered teaching approaches contributed to negative attitudes among secondary school students in Northern Nigeria. Though regional differences exist, these findings suggest a national trend where both personal and environmental factors influence students’ disposition toward mathematics.

Teacher-related factors also play a crucial role. Sabitu (2023) emphasized that the quality of mathematics teachers including their qualification, teaching style, and attitude—has a direct impact on how students perceive the subject. In line with this, Lee et al. (2023) argued that classroom dynamics and teacher support are significant predictors of students’ affective engagement in mathematics. This indicates the need for well-trained, motivated teachers who can create an inclusive and engaging learning environment.

In addition to school-related factors, societal and cultural perceptions of mathematics, especially stereotypes related to gender, continue to influence student attitudes. A study by Luo & Chen (2024) in China demonstrated how internalized beliefs like “math is for boys” can limit girls’ confidence and interest in the subject a trend that is also observed in parts of Nigeria (Awofala, 2023). These stereotypes often contribute to performance gaps and reinforce negative attitudes, particularly among female students.

Given these multiple influences, this study seeks to investigate the factors shaping students’ attitudes toward mathematics in Delta State secondary schools. Understanding these influences is crucial for developing targeted interventions that can improve student motivation, engagement, and performance in mathematics. This research is therefore timely and necessary, as it addresses both local educational challenges and aligns with global efforts to strengthen STEM education through improved learner attitudes.

Attitudes toward mathematics play a pivotal role in shaping students’ engagement, performance, and aspirations in the subject. Research has consistently shown that how students feel about mathematics — their interest, confidence, perceived relevance, and anxiety — can significantly influence their achievement (Akanbi & Adegoke, 2022). In the specific context of secondary education in Delta State, Nigeria, understanding what shapes these attitudes is particularly important because the region faces challenges related to resource disparities, teacher quality, and variation in students’ mathematics outcomes (Onyeneho, Omokaro & Ikubor, 2023).

A growing body of contemporary literature has identified multiple interacting factors affecting students’ attitudes toward mathematics. For example, student‑level motivators such as intrinsic motivation, self‑efficacy, and anxiety have been shown to correlate with attitudes and achievement (Alao, Abdussalam & Ismail, 2024). At the school level, institutional and contextual features such as teaching methodology, availability of resources, school location, and teacher expertise also play critical roles (Lee, Capraro, Capraro & Bicer, 2023). Specifically, instructional quality and teacher support have been linked to more positive student attitudes (Sabitu, 2023).

In the Nigerian setting, several recent studies underscore the multi‑dimensional nature of mathematics attitudes. Awofala (2023) demonstrated that attitudes comprise affective, behavioural and cognitive components, with gender differences favouring males in one Nigerian state context. Meanwhile, Onyeneho et al. (2023) identified motivation, teaching methods, and lack of communication skills among teachers as key ways in which students’ attitudes toward mathematics in Delta State are shaped. Collectively, these findings imply that students’ attitudes are not solely a matter of individual disposition but are influenced by the interplay of learner characteristics, teacher practices, and school environment.

Given this, the present investigation “An investigation into what shapes students’ attitudes toward mathematics in secondary schools in Delta State”  seeks to explore and unpack how gender, school location, teacher quality, and resource availability converge in the Delta State context to shape student attitudes toward mathematics. By doing so, the study aims to offer evidence‑based insights that can inform policy and practice to boost favourable attitudes and, in turn, improve mathematics achievement.

• Statement of the Problem

Despite the critical role that mathematics plays in national development and technological advancement, students’ performance in the subject at the secondary school level in Nigeria—particularly in Delta State—remains persistently low. One of the major contributors to this underachievement is students’ negative attitude toward mathematics. Studies have shown that when students develop unfavorable perceptions of mathematics—such as fear, anxiety, or disinterest—it affects their engagement, classroom participation, and overall achievement (Akanbi & Adegoke, 2022). Yet, these attitudes do not form in isolation; they are shaped by a complex interaction of personal, school-related, and societal factors.

In Delta State, low performance in mathematics in both internal and external examinations such as WAEC and NECO has been repeatedly reported. Onyeneho, Omokaro, and Ikubor (2023) observed that many students in Delta secondary schools perceive mathematics as too abstract, difficult, or irrelevant, often due to poor teaching methods, limited access to instructional materials, and lack of individual support. Furthermore, Alao, Abdussalam, and Ismail (2024) highlighted that mathematics anxiety, a lack of motivation, and gender-related stereotypes contribute significantly to students’ disinterest and weak performance in the subject.

Another compounding issue is the disparity between urban and rural schools in Delta State. Sabitu (2023) noted that students in rural areas often have limited access to qualified mathematics teachers and learning resources, which negatively affects their attitude toward the subject. Additionally, the perception that mathematics is a subject only for the intellectually gifted or for male students persists in some school environments, further discouraging female learners (Awofala, 2023).

Although several studies have examined general factors affecting mathematics performance across Nigeria, there is a lack of focused research investigating what specifically shapes students’ attitudes toward mathematics within the Delta State context, where cultural, educational, and infrastructural variables may differ from other regions. Without such localized understanding, interventions designed to improve attitudes and performance in mathematics may be ineffective or misdirected.

Therefore, this study seeks to fill that gap by investigating the key factors—such as teacher quality, school location, classroom practices, gender, peer influence, and availability of resources—that shape students’ attitudes toward mathematics in Delta State secondary schools. Understanding these factors is crucial for developing practical, context-specific strategies to improve student attitudes, and by extension, mathematics performance in the region.

• Purpose of the Study

The research study seeks to investigate into the factors shaping students’ attitudes toward mathematics in secondary schools in Oshimili South Local government Area of Delta State. Specifically, the purpose of the study is to:

1. Identify the key factors that influence secondary school students’ attitudes toward mathematics in Delta State.
2. Examine the role of teacher-related factors, such as teaching methods, teacher qualifications, and classroom interaction, in shaping students’ attitudes.
3. Assess the impact of school-related factors, including school location (urban vs. rural), availability of resources, and learning environment.
4. Determine the influence of student-related factors, such as gender, peer influence, and prior performance, on their attitude toward mathematics.
5. Provide recommendations for improving students’ attitudes toward mathematics to enhance their performance and interest in the subject.

• Research Question

The following questions below were raised to guide the study:

1. What are the major factors influencing secondary school students’ attitudes toward mathematics in Delta State?
2. How do teacher-related factors (e.g., teaching methods, teacher qualification) affect students’ attitudes toward mathematics?
3. In what ways does school location (urban vs. rural) influence students’ attitudes toward mathematics?
4. How do student-related factors such as gender, peer influence, and previous academic performance shape their attitudes toward mathematics?
5. What strategies can be implemented to improve students’ attitudes toward mathematics in Delta secondary schools?

• Significance of the Study

This study is significant as it provides valuable insights into the key factors influencing students’ attitudes toward mathematics in Delta State secondary schools. Understanding these factors can help educators adopt more effective teaching methods that foster positive attitudes and increase student engagement in mathematics. It will assist school administrators and policymakers in identifying gaps in teacher training, resource allocation, and learning environments that may contribute to negative perceptions of the subject.

For curriculum planners, the findings can inform the development of learner-centered and context-appropriate instructional strategies. Parents and guardians will also benefit by gaining a better understanding of how home support and encouragement impact students’ views on mathematics. Lastly, the study contributes to academic literature and serves as a reference for future researchers seeking to explore or address similar issues in other regions or subjects.

• Scope of the Study

This study focuses on investigating the factors that shape secondary school students’ attitudes toward mathematics in Delta State, Nigeria. It covers selected public and private secondary schools across urban and rural areas within the state. The study is limited to Senior Secondary School (SSS) students, particularly those in SS1 to SS3, as they have had sufficient exposure to mathematics content and teaching methods.

The research examines teacher-related factors (such as teaching methods and qualifications), school-related factors (like location and learning resources), and student-related factors (such as gender, peer influence, and previous performance). It does not cover primary or tertiary institutions, nor does it assess actual performance scores in depth, but rather focuses on the attitudinal factors influencing students’ disposition toward the subject in Oshimili South Local Government Area of Delta State.

• Definition of Terms

For simplicity purpose, some terminologies used were explained in simple ways.

1. Mathematics: Mathematics according to Maliki, Ngban and Ibu (2019), is described as a subject that affects all aspect of human life at different degrees.
2. Investigation: Means to make a careful enquiry in the study of something
3. Poor Performance: Students score, which are below 45% or below average, with reference to secondary school student,
4. Attitude Toward Mathematics: This refers to students’ feelings, beliefs, and behavioral tendencies toward learning mathematics. It includes interest, confidence, anxiety, and perceived value of the subject.
5. Secondary School Students: Learners enrolled in the post-primary education level, specifically in Senior Secondary School (SS1–SS3), within Delta State.
6. Mathematics Performance: Though not the core focus, this refers to students’ academic achievement or outcomes in mathematics, often influenced by their attitude.
7. Teacher-Related Factors: Aspects such as teaching methods, teacher qualifications, classroom interaction, and support that may influence how students perceive mathematics.
8. School Location: The geographical setting of the school—either urban or rural—which may affect access to resources, quality of teaching, and learning environment.
9. Student-Related Factors: Personal or social influences such as gender, peer influence, parental support, and previous experiences that shape students’ attitudes toward mathematics.
10. Delta State: A state in the South-South geopolitical zone of Nigeria where the study is conducted, focusing on its public and private secondary schools.
    

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    Pages:  61

    Category: Project

    Format:  Word & PDF               

    Chapters: 1-5                                          

    Source: Imsuinfo

    Material contains Table of Content, Abstract and References.

    

ABSTRACT

This study examined Impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. Population of the study comprised all the three hundred and thirty-five (335) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred (100) teachers were selected from 5 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique.  Instrument used for data collection was a structured questionnaire, titled “Impact of Artificial Intelligence (AI) on the Academic Performance of Pupils Questionnaire (IAIAPPQ).” Validated by two experts, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other in Educational Psychology Department, both from Federal College of Education (Technical) Asaba for face and content validation. One hundred copies of the validated questionnaire were administered to 100 teachers from the 5 selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and ninety-eight (98) copies were retrieved and analyzed using frequency counts, percentage and mean statistics. Findings of the study among others revealed that utilization of AI influence pupils’ motivation towards learning in Oshimili South Local Government. It was recommended among others that teachers and school administrators in Oshimili South Local Government Area should promote the regular use of Artificial Intelligence tools that make learning more engaging and enjoyable to sustain pupils’ motivation towards learning.

CHAPTER ONE

INTRODUCTION

Background to the Study

Teaching and learning at the primary school level form the bedrock of pupils’ academic success and future intellectual development. At this stage, pupils acquire the foundational skills, attitudes, and dispositions that influence their long-term educational outcomes. In Nigeria, where the basic education system faces challenges such as overcrowded classrooms, limited instructional materials, and teacher-centered pedagogies, there is a growing call for innovative approaches to strengthen pupils’ learning experiences. One such innovation is the use of Artificial Intelligence (AI), which is increasingly recognized worldwide as a transformative tool in education, capable of personalizing instruction, improving engagement, and enhancing learning outcomes.

In response to these challenges, Artificial Intelligence (AI) is increasingly being introduced into educational systems as an innovative tool for enhancing teaching and learning. AI has the capacity to provide personalized learning experiences, adapt instruction to individual learners’ needs, and foster interactive engagement that goes beyond traditional classroom practices. Through applications such as intelligent tutoring systems, adaptive learning platforms, and gamified tasks, AI creates opportunities for pupils to remain motivated, participate actively in academic activities, and develop essential problem-solving competencies. Artificial Intelligence (AI) is the science and engineering of making intelligent machines, especially intelligent computer programs (McCarthy, 2020). AI is defined as “the study of agents that receive percepts from the environment and perform actions” (Russell & Norvig, 2018). It is a scientific and engineering discipline because it focuses on developing systems capable of autonomous problem-solving and information processing.  This implies that AI is not solely about imitating human intelligence; instead, it involves understanding and modeling cognitive functions to create algorithms that enable autonomy. This approach highlights AI’s role as a transformative technology aimed at enhancing capabilities across fields, from robotics to data analysis. AI is described as a branch of computer science aimed at developing systems capable of performing tasks that would typically require human intelligence, such as perception, reasoning, and decision-making (Adetayo, 2019). This perspective underscores AI’s focus on replicating core human cognitive abilities to empower machines to make decisions in complex environments. This definition positions AI as a key tool in sectors like healthcare, finance, and education, where data-driven decision-making can significantly enhance outcomes.

            Academic performance at the primary school level is often measured not only by test scores but also by pupils’ ability to remain motivated, participate effectively in classroom activities, and apply knowledge to solve problems. These dimensions of performance provide a more holistic view of learning outcomes and are critical indicators of pupils’ readiness for higher levels of education. Understanding how AI influences these dimensions within the Nigerian context, particularly in Oshimili South Local Government Area of Delta State, is therefore essential for determining its potential to improve the quality of basic education. Academic performance is seen as the achievement of students in educational contexts, measured through grades, assessments, and other evaluative tools. It has to do with measurable outcomes highlights the importance of standardized assessments in evaluating student success. According to Akinola and Adeyemo (2022), academic performance should be viewed as the holistic development of learners, encompassing cognitive, emotional, and social dimensions. This shifts the focus from solely grades to include the overall growth and learning experiences of students. Ogunyemi (2020) describes academic performance as a key indicator of student success, reflecting their ability to meet academic expectations and learning objectives. This underscores that academic performance is not only about individual achievement but also about students’ ability to navigate the educational system successfully. Good academic performance can open doors to further education and career opportunities, highlighting its significance in shaping future prospects. In Nigeria, where competition for university admission is high, academic performance becomes a crucial determinant of students’ academic trajectories. According to Dada and Babalola (2019) academic performance is defined as the outcome influenced by various environmental factors, including socioeconomic status, parental involvement, and school resources. This definition acknowledges that academic performance is not solely a product of individual effort but is significantly shaped by the context in which students learn. Factors such as access to educational materials, parental support, and quality of school facilities play critical roles in determining students’ success.

Effective utilization of Artificial Intelligence (AI) as the potential of enhancing pupils’ motivations towards learning, participation and problem-solving ability. Motivation towards learning is one of the critical dimensions of academic performance that AI has the potential to improve. Scholars within Nigeria have consistently highlighted that motivated pupils are more likely to demonstrate perseverance, attentiveness, and greater enthusiasm for classroom activities (Okoye, 2021). Findings from studies in Delta and Anambra States indicate that technology-based interventions significantly improve pupils’ intrinsic motivation and interest in learning (Eze & Obi, 2022). Adewale (2023) further observes that digital tools sustain learners’ attention by making lessons interactive and enjoyable. These insights suggest that AI, with its capacity to individualize and gamify learning experiences, could play a vital role in enhancing pupils’ motivation towards learning.

Another dimension is pupils’ participation in learning activities, which is a crucial indicator of academic success. Nigerian researchers argue that learners’ active involvement in classroom interactions fosters deeper understanding and retention of knowledge (Ibrahim & Musa, 2021). In addition, interactive teaching strategies have been shown to significantly increase participation, particularly in schools where traditional teaching methods dominate (Ugwu & Okonkwo, 2022). Adeyemi (2023) adds that technology-enhanced learning environments can bridge participation gaps by encouraging learners to engage at their own pace, even in large and overcrowded classrooms. AI-powered platforms, through adaptive feedback and interactive simulations, therefore hold great promise for improving pupils’ participation in learning activities.

Problem-solving ability also represents a vital dimension of academic performance, as it prepares pupils to apply acquired knowledge to real-life challenges and academic tasks. Within the Nigerian context, scholars emphasize that building problem-solving skills at the primary school level is crucial for equipping pupils with higher-order thinking abilities necessary for future success (Oladipo, 2020). Studies show that instructional scaffolding significantly improves pupils’ reasoning and analytical abilities, enabling them to tackle academic problems more effectively (Chukwu & Ede, 2021). Similarly, Adebayo (2023) underscores the role of technology-supported instruction in enhancing problem-solving competence by offering learners adaptive tasks and timely feedback. Given these perspectives, AI’s unique ability to simulate real-world scenarios and provide structured guidance positions it as a valuable tool for strengthening pupils’ problem-solving ability in Nigerian schools.

While there’s a growing global conversation about the role of artificial intelligence in education, concrete evidence from Nigeria—especially regarding primary school pupils remains quite scarce. Focusing on how AI imapcts motivation, engagement, and problem-solving skills among students in Oshimili South, Delta State, could genuinely contribute to the field. Such research wouldn’t just support improved teaching and learning strategies, but could also guide policymakers in thoughtfully weaving AI into basic education.

Statement of the Problem

The integration of artificial intelligence (AI) in education has undeniably generated considerable interest, particularly regarding its potential to enhance learning experiences at various academic levels. Tools such as intelligent tutoring systems, adaptive practice software, and interactive platforms have been lauded for their ability to tailor instruction, increase student motivation, facilitate classroom engagement, and foster problem-solving abilities. Notably, while much of the existing literature explores these applications in technologically advanced contexts, there remains a significant gap concerning their tangible effects within Nigerian primary schools, where foundational learning and student attitudes are critically shaped.

Efforts to incorporate digital technologies into educational settings persist. Nonetheless, these initiatives often encounter significant barriers, including inadequate infrastructure, limited teacher preparedness, and disparities in resource availability (Sanusi, 2025). As a result, the transformative promise of AI in enhancing student motivation, participation, and problem-solving skills has yet to be fully realized. Although certain students may access AI-driven educational tools via mobile devices or school laboratories, there is a scarcity of empirical data examining whether such exposure correlates with improved engagement or higher-order thinking abilities.

It is against this backdrop that this study seeks to determine the impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State.

Purposes of the Study

The main purpose of the study is to determine the impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State. The study specifically aims to:

1. examine the effect of AI utilization on pupils’ motivation towards learning in Oshimili South Local Government Area.
2. determine how AI utilization influences pupils’ participation in learning activities in Oshimili South Local Government Area.
3. assess the impact of AI utilization on pupils’ problem-solving ability in Oshimili South Local Government Area.

Research Questions

1. How does AI utilization influence pupils’ motivation towards learning in Oshimili South Local Government Area?
2. How does AI utilization influence pupils’ participation in learning activities in Oshimili South Local Government Area?
3. How does AI utilization impact pupils’ problem-solving ability in Oshimili South Local Government Area?

Significance of the Study

The study will be of immense benefit to pupils, teachers, school administrators, policy makers and future researchers.

The study is significant to pupils because it demonstrates how artificial intelligence can enhance learning motivation, foster active engagement in class activities, and strengthen their capacity for problem-solving. Exposure to AI-based tools could encourage learners to develop a sustained interest in academic tasks, improve their self-confidence in handling complex learning challenges, and nurture creativity in approaching different subjects. These benefits have long-term implications for pupils’ academic achievement and their ability to adapt to the demands of a knowledge-driven society.

The study is equally significant to teachers as it provides empirical insights into how AI can be harnessed to improve teaching effectiveness and classroom dynamics. Teachers could gain practical knowledge on integrating AI into instructional practices in ways that not only capture pupils’ attention but also promote deeper participation and critical thinking. The findings will also encourage teachers to strengthen their professional competence in digital pedagogy, adapt lesson delivery to diverse learners, and adopt evidence-based strategies for fostering innovation in the classroom.

The significance of this study to school administrators lies in its potential to inform administrative decisions on technology adoption and school improvement planning. Understanding the role of AI in enhancing motivation, participation, and problem-solving enables administrators to make informed choices regarding investment in infrastructure, teacher training, and curriculum support. Such insights will assist in creating enabling environments where technology complements traditional methods, thereby improving the quality of teaching and learning within the school system.

For policy makers, the study offers credible evidence that can guide the design and implementation of educational policies that integrate AI into basic education. The findings will inform national and state-level strategies on digital literacy, equitable access to learning technologies, and curriculum innovation aimed at strengthening pupils’ competencies. Furthermore, insights from the research will help shape funding priorities, capacity-building programs, and regulatory frameworks that ensure AI deployment enhances, rather than disrupts, the goals of education in Delta State and Nigeria at large.

The study holds significance for future researchers as it expands the body of knowledge on the intersection between artificial intelligence and academic performance in Nigerian primary schools. It provides a foundation for comparative studies across regions, longitudinal investigations into long-term impacts of AI, and interdisciplinary research that connects educational technology with psychology, curriculum studies, and school management. The study will serve as a valuable resource for scholars seeking to advance understanding of AI’s role in improving teaching and learning outcomes.

Scope of the Study

This study focused on the impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State. With particular emphasis on motivation, participation in learning activities and problem-solving ability.

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Pages:  62

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of the challenges facing the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  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 South Local Government Area of Delta State.  Out of the 23 public primary schools in Oshimili South, 5 schools were randomly selected. A total of 100 teachers were sampled (Male and Female).  The instrument used for data collection is a structured questionnaire, which was constructed by the and validated by two lecturers, one Primary Education Department and the other in Educational Psychology and Counselling for face validation. The validated questionnaires were administered on the public primary school teachers in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of 2 research assistants; same were collected and analyzed mean and standard deviation statistics. Findings of the study revealed among others that inadequate instructional materials negatively influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State. It was recommended among others that Delta State Ministry of Education should provide adequate and suitable inclusive instructional materials in all nursery schools within Oshimili South Local Government Area to support effective teaching and learning.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education at the nursery level forms the foundation for lifelong learning, and the adoption of inclusive practices is essential to ensure that all children, irrespective of their differences, are provided equal opportunities to learn. Inclusive education is not merely a policy statement but a practical framework that requires the provision of adequate resources, trained personnel, supportive environments, and positive stakeholder attitudes to succeed. According to Okeke and Abidoye (2020), early childhood education is the bedrock upon which cognitive, social, and emotional development is built, hence exclusion at this stage would leads to long-term disadvantages for affected learners. Despite Nigeria’s commitment to inclusive education as enshrined in the National Policy on Education, the reality in many nursery schools, particularly in rural and semi-urban areas, still reflects gaps in implementation of inclusive practices (Adebisi, 2021).

Nursery school refers to an educational setting designed for children between the ages of 3 and 5 years, serving as the foundation for their cognitive and social development (Okeke & Abidoye, 2020). According to Ihebereme (2021), nursery schools provide opportunities for children to acquire basic communication, numeracy, and social interaction skills in preparation for primary education. Eze and Nworgu (2020) described nursery schools as structured environments where children are exposed to learning through play, exploration, and guided instruction. Similarly, Adebisi (2021) noted that nursery schools act as the first formal educational experience for children, thereby shaping their readiness for future learning. Nursery schools are crucial because they build the foundation for lifelong learning. When inclusive practices are implemented at this stage, children with diverse abilities would benefit from equal educational opportunities. However, without adequate facilities, competent teachers, and the right instructional materials, the effectiveness of nursery education is compromised, which directly links to the core variables of this study.

Inclusive practices are educational approaches that ensure all children, regardless of their differences in ability, background, or learning needs, are given equal opportunities to participate fully in the classroom (United Nations Educational, Scientific and Cultural Organization, UNESCO, 2022). Okoro and Igbo (2022) define inclusive practices as deliberate strategies adopted to integrate learners with special needs into regular schools without discrimination. Nwosu and Adeyemi (2023), argue that inclusive practices involve adapting teaching methods, resources, and environments to suit learners’ varying needs. Similarly, Onoja and Okoh (2021) stressed that inclusive practices encompass not just physical access to classrooms but also the creation of supportive and enabling learning conditions. Inclusive practices in nursery schools reflect a philosophy of “education for all.” They require competent teachers, adequate instructional resources, and conducive infrastructure. When these elements are lacking, inclusion remains a policy statement rather than a practical reality. Thus, inclusive practices serve as the link through which the challenges identified in this study (teacher competence, materials, and facilities) directly affect pupils’ learning experiences.

One major challenge influencing inclusive practices is the inadequacy of instructional materials. Learning resources adapted to the needs of diverse learners are critical for effective teaching in inclusive classrooms. However, many nursery schools in Nigeria lack specialized materials such as tactile charts, audiovisual resources, and adapted reading aids that support learners with disabilities (Eze & Nworgu, 2020). The absence of such materials often hinders participation and widens the learning gap among pupils. Teachers also play a significant role in driving inclusion, but their professional competence remains a key challenge. Studies show that most nursery school teachers have limited exposure to special needs education and are ill-equipped to adapt lessons to accommodate children with different learning needs (Okoro & Igbo, 2022). Without adequate training, teachers are unable to practice learner-centered pedagogy, which undermines the philosophy of inclusive education. Instructional materials are the physical and digital resources used by teachers to facilitate learning and ensure effective delivery of curriculum content (Eze & Nworgu, 2020). According to Nwachukwu (2019), instructional materials include visual, audio, and audiovisual resources designed to make learning meaningful and interactive. Adebisi (2021) defines instructional materials as the tangible aids—such as charts, models, and adapted learning tools—employed to meet the diverse needs of learners in inclusive classrooms. Okeke and Abidoye (2020) also emphasize that instructional materials are essential for promoting learner-centered pedagogy, especially in early childhood education. The availability and suitability of instructional materials determine how effectively teachers implement inclusive practices. For children with disabilities, adapted resources such as tactile charts, large print books, or audio stories are not optional but necessary. When these materials are inadequate, the implementation of inclusive practices is hindered, linking this variable to the wider challenge of ensuring equity in nursery schools.

Teachers’ professional competence refers to the knowledge, skills, and attitudes required by teachers to effectively manage classrooms, deliver curriculum content, and adapt teaching to learners’ diverse needs (Okoro & Igbo, 2022). According to Ihebereme (2021), opined that competent teachers are those who have both pedagogical and subject matter expertise, coupled with the ability to foster inclusive learning. Nwosu and Adeyemi (2023) noted that professional competence includes teachers’ preparedness through training, experience, and willingness to implement learner-centered methodologies. Similarly, Eze and Nworgu (2020) argued that without adequate competence, teachers would perceive inclusive practices as burdensome and resist their implementation. Teachers’ competence is a central determinant of successful inclusive education. In nursery schools, where children are at a formative stage, teachers’ ability to adapt lessons, manage diversity, and create an enabling classroom environment is critical. This directly ties to other variables such as instructional materials and facilities: even with resources in place, incompetent teachers would undermine effective implementation of inclusion.

Poor infrastructural facilities refer to the inadequacy of physical resources such as classrooms, furniture, playgrounds, libraries, and disability-friendly amenities required for effective learning (Nwachukwu, 2019). Onoja and Okoh (2021), define poor infrastructure as the lack of accessible facilities like ramps, wide doors, and toilets for children with physical disabilities. According to Adebisi (2021), infrastructure in nursery schools also includes safe, child-friendly learning environments that promote active participation. United Nations Educational, Scientific and Cultural Organization, UNESCO (2022) further highlights that inadequate facilities are a leading barrier to achieving global inclusive education goals. Poor infrastructural facilities directly obstruct the implementation of inclusive practices in nursery schools. When schools lack ramps, accessible toilets, or conducive classrooms, children with disabilities face exclusion, even when teachers and materials are available. This variable is interconnected with others: without proper infrastructure, teachers’ competence and instructional resources cannot achieve their full impact, hence making infrastructure a critical factor in this study.

Infrastructural facilities also significantly influence the implementation of inclusive practices. Basic facilities such as ramps, spacious classrooms, child-friendly furniture, and accessible toilets are often unavailable in many nursery schools (Nwachukwu, 2019). These deficits create barriers for children with physical disabilities, making it difficult for them to integrate into mainstream classrooms. Research in Delta State has also shown that poor infrastructural support contributes to dropout rates among learners with special needs at the early childhood stage (Onoja & Okoh, 2021). Beyond physical structures, the success of inclusive practices is equally dependent on the attitudes of stakeholders. Negative perceptions from teachers and parents often result in resistance to inclusion. According to Nwosu and Adeyemi (2023), some teachers perceive inclusive education as an extra burden, while parents fear that their children might face stigmatization or reduced academic outcomes in inclusive classrooms. Such attitudes perpetuate exclusion, limiting the effectiveness of policy efforts.

Globally, the Sustainable Development Goal (SDG, 2024), advocates for inclusive and equitable quality education for all by 2030, yet Nigeria still grapples with the gap between policy and practice (United Nations Educational, Scientific and Cultural Organization, UNESCO, 2022). In Oshimili South Local Government Area of Delta State, these challenges manifest in inadequate teaching resources, insufficiently trained teachers, poor infrastructural provisions, and resistance from stakeholders. The cumulative effect of these challenges undermines the objectives of inclusive education, which aim at ensuring no child is left behind in early childhood learning. It is against this backdrop that this study seeks to examine the influence of challenges facing the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State, with focus on instructional materials, teachers’ competence, infrastructural facilities, and the attitudes of teachers and parents.

Statement of the Problem

Inclusive education has become a global strategy aimed at providing equal learning opportunities for all children regardless of their physical, social, or intellectual differences. In Nigeria, government policies and international conventions such as the Universal Declaration of Human Rights and the Sustainable Development Goals (SDGs) emphasize the importance of inclusive practices in early childhood education. Despite these efforts, the implementation of inclusive practices in nursery schools remains a major challenge, particularly at the local government level.

In Oshimili South Local Government Area of Delta State, nursery schools are confronted with multiple challenges that hinder the effective inclusion of children with diverse learning needs. Many schools lack adequate instructional materials that cater for the different categories of learners, thereby limiting teachers’ ability to adapt lessons to suit all pupils. Similarly, a significant number of teachers in nursery schools may not possess the required professional competence or specialized training to manage inclusive classrooms effectively. The problem is further compounded by poor infrastructural facilities such as overcrowded classrooms, absence of ramps, and lack of child-friendly furniture, which make it difficult to accommodate learners with special needs. These challenges collectively undermine the objectives of inclusive education, leading to the marginalization of some children at the foundational level of learning.

It is against this backdrop that this study seeks to investigate the influence of challenges facing the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State, with a focus on instructional materials, teachers’ competence, infrastructural facilities.

Purpose of the Study

The main purpose of this study is to examine the Influence of the challenges facing the implementation of inclusive practices in nursery school in Oshimili South Local Government Area of Delta State. Specifically, the sought to examine:

1. examine the influence of inadequate instructional materials on the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State.
2. determine the influence of teachers’ professional competence on the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State.
3. assess the influence of poor infrastructural facilities on the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State.

Research Questions

1. How does the inadequacy of instructional materials influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State?
2. How does teachers’ professional competence influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State?
3. How does poor infrastructural provision influence the implementation of inclusive practices in nursery schools in Oshimili South Local Government Area of Delta State?

Significance of the Study

The study would be of immense benefit to pupils, teachers, school administrators, policy makers and future researchers.

            This study is significant to pupils as it addresses challenges that prevent them from fully benefiting from inclusive education. Pupils, especially those with special needs, would gain improved access to instructional materials and safer, child-friendly learning environments. With better-trained teachers and supportive attitudes from parents and staff, they would experience a sense of belonging and confidence to participate actively in class. The findings will ensure that pupils are given equal opportunities to grow cognitively, socially, and emotionally while reducing marginalization and stigmatization. Inclusive practices inspired by the study would also help pupils build collaboration with peers, develop independence, and enjoy education as a positive and rewarding experience. Ultimately, the study strengthens pupils’ foundation for future academic and personal growth.

Teachers would benefit from this study as it sheds light on the challenges of inclusion and offers practical solutions to improve classroom practices. The findings emphasize the importance of professional competence, motivating teachers to engage in continuous training and adopt learner-centered strategies. It would encourage teachers to develop empathy, patience, and positive attitudes toward pupils with special needs, while also learning to maximize available resources creatively. The study would further enhance classroom management skills, promote collaboration with parents and administrators, and reduce stress in handling inclusive classrooms. As teachers become more confident and effective in inclusive settings, they would find greater fulfillment in their professional roles. Ultimately, the study empowers teachers to act as agents of change in ensuring equal learning opportunities for every child.

For school administrators, this study is valuable as it highlights the structural and administrative barriers to inclusive education. The findings would help them prioritize the provision of adequate teaching aids, accessible infrastructure, and supportive resources for teachers and pupils. Administrators would also be encouraged to promote inclusive-friendly policies, organize training programs, and involve parents and communities in strengthening inclusiveness. By doing so, schools would become safer and more accommodating environments for all learners. The study also stresses the importance of monitoring and evaluation systems to track progress and advocate for more government support. Ultimately, administrators would be better positioned to lead effectively, ensuring equity and quality in nursery education.

Policy makers would gain from this study as it provides evidence-based insights into the real challenges facing inclusive education at the grassroots. The findings would guide them in designing context-specific policies that address infrastructural gaps, resource provision, and teacher training needs. It would also encourage greater investment in early childhood education and ensure effective supervision of policy implementation. By drawing attention to issues such as teacher and parent attitudes, the study would help policy makers promote advocacy programs that sensitize communities on the importance of inclusion. Additionally, the findings would support curriculum developers in embedding inclusive pedagogy in teacher training programs. Ultimately, the study empowers policy makers to design equitable and sustainable education systems that align with national priorities and global goals like the SDGs.

Future researchers would find this study useful as it adds to the growing body of knowledge on inclusive education in Nigeria. The localized focus on Oshimili South provides a case study that would be compared with other regions, while the methodological approach offers a framework for similar investigations. The findings highlight gaps in teacher training, infrastructural provision, and community participation, inspiring further research into practical solutions and innovations. Scholars would also benefit from insights on attitudinal barriers, which would stimulate deeper qualitative studies. In addition, postgraduate students and academics would use the study as a reference point to design interventions that strengthen inclusion.

Scope of the Study

This study is focused on examining the influence of the challenges facing the implementation of inclusive practices in nursery school in Oshimili South Local Government Area of Delta State. With particular emphasis on inadequate instructional materials, teachers’ professional competence and poor infrastructural facilities.

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Pages:  62

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the assessment of the availability and utilization of modern technologies in teaching and learning in primary schools in Onitsha South Local Government Area of Anambra State. Four (4) research questions guided the study. A descriptive survey design was adopted for the study.  The population of the study comprised all the one three hundred and thirteen (313) teachers in public primary schools in Onitsha South Local Government Area of Anambra State. One hundred and five (115) teachers in public primary schools in Onistah South Local Government Area of Anambra State were drawn through simple random sampling technique to serve as the representative of the entire sample. The instrument for data collection is a structured questionnaire titled, “teachers’ Perception on the Impact of Educational Facilities on the Academic Performance of Pupils Questionnaire (TPIEFAPPQ) which was validated by an expert in Primary Education Department and an expert Educational Measurement and Evaluation, both in of Federal College of Education (Technical) Asaba. One hundred and fifteen (115) copies of the validated questionnaire were administered on the teachers in the selected public secondary schools in Onitsha South Local Government Area of Anambra State by the researcher with the help of 2 research assistants and 100 copies were retrieved and analyzed using frequency count, mean and standard statistics. Findings of the study revealed that computers are available and utilized for teaching and learning in primary schools in Onitsha South Local Government Area to a high extent. It was recommended among others that Anambra State Government, through the State Universal Basic Education Board should sustain and expand the provision of computers and related accessories to all primary schools while ensuring that teachers receive continuous training to maximize their instructional use.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education remains the cornerstone of national development, serving as the platform through which knowledge, skills, values, and attitudes are transmitted to younger generations. At the heart of every educational system is the drive to equip learners with competencies that prepare them for active participation in society and meaningful contribution to economic, social, and cultural growth. Primary schools, in particular, lay the foundation for lifelong learning, shaping children’s intellectual, emotional, and moral development during their most formative years. The extent to which education fulfills this critical role depends not only on curriculum and teacher quality but also on the tools and resources available to enhance the teaching and learning process and the use of modern technology stands as one.

Modern technologies in education are broadly seen as digital tools and systems that enhance teaching and learning processes. Adepoju (2020) described modern technologies as the application of digital innovations such as computers, projectors, internet resources, and mobile devices to facilitate access to knowledge and improve instructional delivery. This definition highlights the centrality of technology in making education more efficient and interactive, especially in environments struggling with limited resources. Bello (2021) defined modern technologies as contemporary information and communication tools integrated into classroom activities to expand the scope of learning and promote active participation. His emphasis is on the interactive and participatory potential of technology, which helps teachers move away from rigid lecture methods toward student-centered approaches. The use of smartboards, e-learning platforms, and audiovisual materials exemplifies how such tools promote inclusiveness in learning. Modern technologies are also conceptualized as systems that provide learners with lifelong access to knowledge. Ibrahim (2022) described them as flexible digital platforms that support personalized, self-paced, and collaborative learning experiences. This definition underscores the transformative role of technology in bridging geographical barriers, enhancing research, and equipping learners with 21st-century skills. It positions technology not merely as a support tool, but as a driver of educational reform and sustainable development.

Teaching has consistently been viewed as the deliberate act of transmitting knowledge, skills, and values in ways that stimulate intellectual and moral development. Adeyemi (2019) defined teaching as the systematic presentation of concepts, facts, and ideas with the intention of guiding learners toward new understanding and improved behavior. This emphasizes the intentionality and structure that characterize teaching as a professional activity. Nwosu (2021) described teaching as the interaction between a teacher and learners where content is delivered using strategies that align with learners’ needs and abilities. The focus here is on interaction and adaptability, suggesting that effective teaching involves not only transmitting knowledge but also understanding learners’ contexts and tailoring instruction accordingly. This aligns with modern constructivist theories that see learners as active participants in their own growth. Teaching is also conceptualized as a creative process that blends content knowledge with pedagogical strategies. Bello (2022) explained it as the art and science of facilitating learning by combining methods, resources, and assessment practices to achieve desired outcomes. This framing acknowledges teaching as both structured and innovative, requiring teachers to employ diverse strategies that ensure inclusiveness, motivation, and lasting impact.

Learning is commonly described as the process of acquiring knowledge, skills, attitudes, or values that result in a relatively permanent change in behavior. Adeola (2020) defined learning as the systematic transformation of human behavior through experience, practice, and instruction. This definition underscores its enduring nature and the idea that learning goes beyond temporary memorization. Hassan (2021) described learning as the active process through which individuals construct meaning from experiences, interactions, and reflection. This reflects the constructivist orientation, which views learners not as passive recipients of information but as active agents who make sense of their world through engagement and problem-solving. Learning has also been defined as the acquisition of cognitive, affective, and psychomotor competencies that prepare individuals to adapt to their environment. Ibrahim (2022) described it as a multidimensional process that integrates intellectual growth, emotional maturity, and skill acquisition. This emphasizes its holistic nature, showing that true learning impacts both the mind and character, equipping individuals for academic success and societal participation.

The availability of modern technologies in primary schools has remained uneven, with many schools lacking adequate resources to support digital teaching and learning. Adeyemi (2020) observed that while some urban schools have access to projectors, computers, and internet facilities, many rural primary schools still operate with little or no digital infrastructure. Bello (2021) explained that the availability of modern technologies in Nigerian schools is constrained by limited funding, poor maintenance culture, and infrastructural decay, leaving a significant number of classrooms dependent on traditional chalk-and-talk methods. Ibrahim (2022) further stressed that the extent of availability is determined by the level of government investment, with well-funded schools better equipped to integrate technologies compared to poorly resourced ones. These perspectives indicate that although efforts have been made to introduce modern technologies into primary education, their availability remains limited and inconsistent across different contexts.

The utilization of modern technologies in primary schools is also limited, even in cases where such tools are available. Nwosu (2021) noted that teachers often rely on traditional instructional strategies because of limited digital literacy and inadequate training, leading to underutilization of computers, projectors, and interactive boards. Hassan (2020) emphasized that pupils also face challenges in engaging with technologies due to lack of exposure at home and school, which reduces their ability to benefit from digital learning resources. According to Bello (2022), utilization levels remain low because many schools that acquire technologies fail to integrate them systematically into teaching practices, resulting in sporadic or symbolic use rather than regular classroom application. This shows that the presence of technology does not automatically translate into meaningful utilization, as effective use depends on teachers’ competence, learners’ readiness, and the support structures in place.

Several factors affect both the availability and utilization of modern technologies in teaching and learning in primary schools. Adeola (2020) identified inadequate funding and poor infrastructural support as major constraints, since schools without reliable electricity and internet connectivity cannot sustain digital teaching. Ibrahim (2021) added that lack of teacher training is another limiting factor, as many educators lack the digital competence required to integrate technology effectively into classroom instruction. Nwachukwu (2022) also highlighted policy inconsistencies and poor maintenance culture as barriers, noting that some schools receive technology donations that quickly become obsolete due to neglect. Bello (2023) argued that socio-economic disparities further widen the gap, with pupils in urban schools having better access and exposure to digital learning than their rural counterparts. Together, these factors suggest that availability and utilization of modern technologies in primary schools are shaped by systemic, institutional, and social conditions that must be addressed holistically to ensure meaningful integration.

It has therefore become pertinent to assesses the availability and utilization of modern technologies in teaching and learning in Primary Schools in Onitsha South Local Government Area of Anambra State.

 

Statement of the Problem

Education in the 21st century relies heavily on the integration of modern technologies to make teaching and learning more effective and engaging for pupils. In many developed societies, primary schools are equipped with digital tools such as interactive boards, projectors, tablets, and internet facilities that enhance both teaching delivery and pupils’ participation. However, in many Nigerian primary schools, particularly in Onitsha South Local Government Area of Anambra State, the situation appears different.

While there is increasing awareness of the importance of technology in the classroom, its actual availability and utilization remain in doubt. Could it be as a result of inadequate funding, unstable power supply, poor infrastructure, and limited training opportunities for teachers that these technologies are either not available or not effectively utilized in schools? If such challenges persist, the quality of teaching and learning may continue to decline, leaving pupils disadvantaged when compared to their peers in technology-driven environments. It is against this backdrop that this study seeks to assess the availability and utilization of modern technologies in teaching and learning in primary schools in Onitsha South Local Government Area of Anambra State.

 

Purpose of the Study

The main purpose of this study is to assesses the availability and utilization of modern technologies in teaching and learning in Primary Schools in Onitsha South Local Government Area of Anambra State. Specifically, the study sought to:

1. assess the extent of availability and utilization of computers for teaching and learning in primary schools in Onitsha South Local Government Area.
2. examine the extent of availability and utilization of interactive whiteboards in teaching and learning in primary schools in Onitsha South Local Government Area.
3. determine the extent of availability and utilization of projectors for classroom instruction in primary schools in Onitsha South Local Government Area.
4. identify the factors affecting the availability and utilization of modern technologies in primary schools in Onitsha South Local Government Area.

Research Questions

The following research questions were raised to guide the study:

1. To what extent are computers available and utilized for teaching and learning in primary schools in Onitsha South Local Government Area?
2. To what extent are interactive whiteboards available and utilized for teaching and learning in primary schools in Onitsha South Local Government Area?
3. To what extent are projectors available and utilized for classroom instruction in primary schools in Onitsha South Local Government Area?
4. What are the factors affecting the availability and utilization of modern technologies in primary schools in Onitsha South Local Government Area?

Significance of the Study

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

This study is significant to pupils as it could help improve their learning experiences through the effective integration of modern technologies in classroom instruction. When technologies such as projectors, interactive boards, tablets, and educational software are made available and properly utilized, learning becomes more engaging, participatory, and easier to understand. Pupils who learn with technology are more likely to develop critical thinking skills, creativity, and digital literacy that prepare them for the challenges of the modern world. The study could therefore serve as an eye-opener to the importance of technology in ensuring equal opportunities for pupils in Onitsha South Local Government Area, preventing them from being left behind in a globally competitive educational environment.

Teachers stand to benefit greatly from this study, as it could reveal the extent to which they are provided with modern technological resources and how effectively they use them in teaching. The findings could highlight areas where teachers may require further training, support, and encouragement to adopt innovative teaching practices. With improved access and utilization of modern technologies, teachers could deliver lessons in more dynamic and interactive ways, making their instructional roles easier and more effective. The study could also motivate teachers to embrace continuous professional development in digital skills, thereby improving their confidence and competence in classroom practices.

            The study is significant to school management as it could provide vital insights into the strengths and weaknesses of their current provisions for technology-driven learning. By assessing the availability and utilization of modern technologies, the findings could guide school administrators in making informed decisions regarding resource allocation, infrastructure development, and staff training. With this knowledge, school management could prioritize investments that enhance both teaching and learning outcomes, while also positioning their schools as competitive and forward-looking institutions. Furthermore, the study could help them identify practical strategies to overcome barriers such as poor infrastructure and unreliable power supply, which often limit technological integration in primary schools.

            This study could be of great relevance to educational policy makers, as it provides empirical evidence on the state of modern technologies in teaching and learning within primary schools in Onitsha South Local Government Area. The findings could guide policy formulation and implementation, particularly in the areas of funding, provision of infrastructure, teacher training, and curriculum development. Policy makers could use the results to identify gaps that require urgent intervention and to design sustainable strategies for promoting technology integration in schools. Acting on the recommendations of this study, policy makers could help ensure that the nation’s educational system keeps pace with global trends, thereby enhancing the quality of primary education in Anambra State and Nigeria at large.

            For future researchers, this study could serve as a useful reference point for further investigations on the role of technology in education. It could provide relevant data, concepts, and frameworks that may be expanded upon in related studies, particularly in the areas of technology integration, digital pedagogy, and educational innovations. By highlighting the availability, utilization, and challenges of modern technologies in primary schools, the study creates a foundation upon which subsequent studies could build, compare, or contrast findings across different contexts. In this way, the research could contribute to the growing body of knowledge on educational technology while opening up new areas for academic inquiry and practical intervention.

Scope of the Study

This study focused on assessment of the availability and utilization of modern technologies in teaching and learning in Primary Schools in Onitsha South Local Government Area of Anambra State. With particular emphasis on extent of availability of modern technologies, extent of utilization of modern technologies and the factors affecting the availability and utilization of modern technologies in teaching and learning. Respondents of the study are public primary school pupils Onitsha South Local Government Area of Anambra State.

Pages:  63

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the factors affecting students’ enrolment into primary education programme in Federal College of Education (Technical) Asaba. Three research questions guided the study. A descriptive survey design was adopted for the study.  Population of the study is comprised of one hundred and fifty-four (154) Primary Education Students (Full-Time and Part-Time NCE) in Federal College of Education (Technical), Asaba. One hundred (100) Primary Education Students in Federal College of Education (Technical), Asaba were selected through simple random sampling technique to represent the entire population.  The instrument for data collection was a structured questionnaire and validated by two experts; one in Department of Primary Education and the other in Educational Measurement and Evaluation, both from Federal College of Education (Technical) Asaba, Delta State. One hundred (100) copies of the validated questionnaire were personally administered on the respondents by hand with the help of two research assistants and same were retrieved and analyzed using frequency count, mean and standard deviation statistics. Findings of the study that Learning environment, government policy a students’ preference affects students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba.  It was recommended that Federal Government should provide incentives such as scholarships and guaranteed employment opportunities for teacher trainees to encourage enrolment in Primary Education programmes.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the best legacy every nation can pass to her citizenry. It is the key to the development of any nation. No nation can experience progress and even development without standard education. It is the foundation for every profession and career.

Education according to Onyeachu and Onyeachu (2019) is a veritable tool for national development. This being the case according to them, there is every need to prepare teachers who will educate the citizenry. To that end, Onyeachu et al (2019) opined that for any nation to develop rapidly, there must be a teacher that does the work of educating its citizens. Hence, Mkpa (2020) stated that there can be no meaningful formal education in the absence of the teacher. Education is nothing without qualified teacher. The Federal Republic of Nigeria (2018) averred that no education system may rise above the quality of its teachers. As a result of the above assertion, teachers have to be well prepared practically for effective performance to their duties.

Since education is the key to science and technological advancement and even development, teachers are the bedrock of education at every level. Without them, the goals of education cannot be achieved. They play vital roles in ensuring that the overall goals of education at all levels are achieved (Roy, 2021).  Teachers are specially trained for this very important task. For effective training of teachers who will in turn teach and train the younger generation, colleges of education were established and charged with the responsibility of training competent teachers in the country. They produce teachers with the Nigeria Certificate in Education (NCE) which happens to be the minimum qualification for entering into the teaching profession. Regular students spend minimum of three (3) years and part-time students spend 4 years in college of education in other to obtain the said qualification; after which they will be registered as professional teachers by Teachers Registration Council of Nigeria (TRCN). TRCN is a body responsible for registering teachers in Nigeria (Obed, 2020). Colleges of Education, according to Olabode and Bello (2018) are the institutions that award the Nigeria Certificate in Education (NCE), and this is obtained after a three – year post – secondary school pre – service teacher education programme.

In recognition of the pivotal role of quality teachers in the provision of quality education at all levels, teacher education shall continue to be emphasized in educational planning and development (FGN, 2018). Teacher education is the education given in institutions of learning after secondary education. It is through teacher education programme that teachers are prepared for effective performance of their duties. (Onyeachu & Onyeachu, 2019).  In Nigeria, Teacher Education has several levels. These according to Olayanju and Opatayo (2018) are: National Certificate in Education (NCE), Bachelor’s Degree in Education (B. Sc (Ed) or B. Ed), Professional Diploma in Education (PDE), Post Graduate Diploma in Education (PGDE), Master’s Degree in Education (M. Ed) and Doctor of Philosophy in Education (Ph. D). Onyeachu and Onyeachu (2019) noted further that the well-articulated objectives of teacher education cannot be achieved if teachers are not well prepared for effective performance of their duties.

Students’ enrollment on the other hand 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.

Students’ enrolment into Colleges of Education in Nigeria seem to be hindered by several factors such as learning environment, government policy and students’ preference. Learning environment plays crucial role on enhancing students’ learning. Learning environment refers to the physical, social, and psychological context in which learning takes place. It encompasses all the elements and factors that contribute to a person’s educational experience (Roy, 2020). Ehiametalor (2018), noted that school buildings, chairs and desks, boarding facilities, materials, laboratory equipment and qualified instructional and supporting personnel are the important inputs necessary for a school learning environment. He maintained that the physical out look of a school building has a strong psychological impact on students’ attitude towards the school authority and willingness to belong. In fact, the effectiveness of the school system in achieving the established goals is dependent on adequate facilities. Ajayi (2019), noted that institutions exist in a symbiotic relationship with their environment and the subjects taught in the classroom. In the production of educated and socialized students, he stressed that schools should create a conducive environment for teaching and learning. School subjects need to be learnt in a conducive environment for better understanding of the subject. A situation where students are exposed to indecent environment is not good for learning. The learning environment should give the students appropriate culture that will enable them to interact when they meet their counterparts elsewhere in the world. They should not be at sea at such times as a result of the inadequacies of their learning environment. Farombi (2020), also noted that school input denotes and represent all the factors or characteristics of the school that promote cognitive achievement of the students. He stressed that the school compound could be regarded as the second home of the children. By this, the school environment must be comfortable and convenient for the students’ academic work. Justin (2019), conducted research on the causes and effects of low enrollment of students in science-related courses in colleges of education in Benue State. It was found among others that lack of practical facilities, school environment, students’ lack of interest in education related courses and government policy are some of the causes of students’ low enrollment in science related courses particularly in colleges of education which has affected the standard of teacher education in the state.

Policy, on the other hand is a principle or course of action proposed or implemented by a governing body. Governing bodies are groups of people that act in unison to guide and support a community, unit, business, institution, etc. While government policy on the other hand is a set of decisions made by governments and other political actors to influence, change, or frame a problem or issue that has been recognized as being in the political realm by policy makers and/or the wider public (Onyi, 2021). Government policy refers to the set of decisions and actions taken by a government to address real-world problems and challenges (Roy, 2020). He added that it encompasses various areas such as economic policy, foreign policy, social policy, and environmental policy, among others. The implementation of public policy is known as public administration. A government is a body of people that work to effectively and successfully guide a unit or community. One thing government does is set and administer policy. They use customs, laws, and institutions to exercise political, executive, and sovereign power with the intent of managing a state of wellbeing that benefits all aspects of the community or unit Researchers like Obed (2020) who investigated factors affecting students’ enrollment in Colleges of Education in Kwara State. The study revealed that over the years Colleges of Education in the state have experienced a decline in students’ enrollment which according to the study is caused by factors such as poor government policy, lack of facilities, unhealthy environment and societal perception of the importance of college education.

On the other hand, preference is a technical term usually used in relation to choosing between alternatives. For example, someone prefers A over B if they would rather choose A than B. Preferences are central to decision theory because of this relation to behavior. Some methods such as Ordinal Priority Approach use preference relation for decision-making. As connative states, they are closely related to desires. The difference between the two is that desires are directed at one object while preferences concern a comparison between two alternatives, of which one is preferred to the other. References refer to an individual’s attitude towards a set of objects, typically reflected in an explicit decision-making process (Justin, 2019). The term is also used to mean evaluative judgment in the sense of liking or disliking an object (Robert, 2019) which is the most typical definition employed in psychology. However, it does not mean that a preference is necessarily stable over time. Preference can be notably modified by decision-making ocesses, such as choices. Consequently, preference can be affected by a person’s surroundings and upbringing in terms of geographical location, cultural background, religious beliefs, and education. These factors are found to affect preference as repeated exposure to a certain idea or concept correlates with a positive preference. Olaniyi (2019) carried out a study on the causes of poor students’ enrollment in mathematics in colleges of education in Ogun state. The study found that poor student’s enrollment in mathematics, particularly in colleges of education is caused by many factors, some of which are students lack of interest in mathematics, lecturers’ method of teaching, students’ preference, peer group influence, parental influence, poor education facilities and the believe that mathematic s is meant for the bright students. Students’ preference tends to affect their decision to enroll for a programme or choose a course of study.  Hence this study investigated the factors affecting students’ enrolment into primary education in Federal College of Education (Technical) Asaba.

Statement of the Problem

Primary education is the foundational stage of every educational system, and the preparation of competent teachers through programmes such as the Primary Education Department in Colleges of Education is crucial to national development. However, there has been a noticeable decline in students’ enrolment into the Primary Education programme in Federal College of Education (Technical), Asaba, despite the growing demand for qualified teachers at the basic education level. This trend raises concern regarding the underlying factors that discourage prospective students from choosing this discipline. Several challenges could be responsible for the low enrolment rate.

The state of the learning environment, including inadequate teaching facilities, overcrowded classrooms, and poor infrastructure, could negatively influence students’ decisions. Government policies regarding teacher education, such as changes in admission criteria, policy neglect, or inadequate funding, could also serve as a barrier to enrolment. Furthermore, students’ personal preferences, influenced by societal perceptions, career prospects, and peer influence, might contribute to their lack of interest in studying Primary Education. It is against this backdrop that this study is carried out to investigate the factors affecting students enrolment into Primary Education in Federal College of Education (Technical) Asaba.

Purpose of the Study

The main purpose of this study is to ascertain the factors affecting students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba. Specifically, the study to examine:

1. Learning environment as a factor affecting students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba.
2. government Policy a factor affecting students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba.
3. students’ preference a factor affecting their enrolment into Primary Education in Federal College of Education (Technical) Asaba.

Research Questions

The following research questions were raised to guide the study:

1. How does learning environment affects students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba?
2. To what extent does government Policy affects students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba?
3. To what extent does students’ preference affect their enrolment into Primary Education in Federal College of Education (Technical) Asaba?

Significance of the Study

This study would be of immense benefit to students, Educators, College Management, Policy Makers and Future Researchers.

The study is significant to students as it would help identify and explain the various factors that influence their decision to enrol in Primary Education programmes. By understanding these factors such as social perception, career prospects, financial challenges, or lack of awareness students would make more informed academic and career decisions. The findings would also empower them to demand improved guidance and counseling services that support their educational choices.

Educators stand to benefit from the findings of this study as it would uncover gaps in students’ interest and participation in Primary Education. With a clearer understanding of the enrolment challenges, lecturers and teaching staff would adopt more effective instructional approaches, enhance student engagement, and provide mentorship that aligns with the expectations and aspirations of prospective enrollees.

The study would guide the college management in developing and implementing strategic interventions aimed at improving enrolment into the Primary Education programme. Through the identification of key influencing factors, the management would revise admission procedures, improve programme visibility, strengthen academic support services, and initiate outreach efforts that attract more students to the department.

For policy makers in the education sector, the study provides relevant empirical evidence that would inform the formulation of policies and funding models aimed at revitalizing interest in Primary Education. It would also guide the creation of national or institutional incentives such as scholarships, improved remuneration, or awareness campaigns that address systemic barriers to enrolment and promote teacher education across the country.

Future researchers would find the study valuable as a foundational resource for further investigations into teacher education and enrolment trends. The study would help identify gaps in existing literature, provide data for comparative studies across institutions, and suggest new variables or perspectives for examining the dynamics of enrolment into educational programmes in Nigeria and beyond.

Scope of the Study

This study is focused on factors affecting students’ enrolment into Primary Education in Federal College of Education (Technical) Asaba with particular emphasis on learning environment, government policy and students’ preferences. Respondents of the study are Primary Education Students in Federal College of Education (Technical) Asaba.

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Pages:  61

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

The study was to examine the impact of motivation on the performance of primary school teachers’ in Oshimili South Local Government Area of Delta State. To achieve the essence, the study was divided into five chapters. Three research questions were raise and answered in the study, related literature were reviewed in the study. The study used a descriptive survey. The population for this study consisted of all public primary school teachers in Asaba, Oshimili South Local Government Area of Delta State. Sample of the study was one hundred and twenty five (125) primary school teachers which was selected from the nine (9) primary schools in Oshimili South Local Government Area of Delta State. The instrument for data collection was questionnaire which was validated by experts in measurement and evaluation. The method of data collection was mean statistics to answer the research questions. The findings revealed that irregular payment of teacher’s salary, poor working condition and poor career advancement influences the performance of primary school teachers. Based on the findings, it was recommended among others that; government should ensure that teacher’s salaries are regularly paid, government should provide incentive to improve the teachers’ moral so that they can face their duty with zeal and interest, school authorities and government should motivate primary school teachers by providing fringe benefit and incentives in other to make them increase their teaching performance by encouraging them to further their study through professional development, in-service teacher training and others so as to increase their interest in teaching and learning process and government should also encourage and facilitate adequate training of teachers for efficient teaching performance of primary school teachers’. 

CHAPTER ONE 

INTRODUCTION

Background to the Study

Motivation and performance are very important factors in terms of organization success and achievements (Latt, 2018). Motivation plays an important role in the school because it increases the productivity of teachers and the goals can be achieved in an efficient way. The behavior of teachers can be changed through motivation in any school from situation to situation, the level of motivation differs with an individual (Robbins 2015). Motivation also takes part in an important role for teachers because it helps to achieve the target in an efficient way. Teachers’ motivation is very important because it improves the skills and knowledge of teachers because it directly influences the pupil’s achievement (Mustafa, and Othman, 2010). If in schools, the teachers do not have sufficient motivation then they are less competent which directly influence the pupils and the education system. The teaching profession previously was accorded with respect, honor and dignity. This enviable profession was a sort of motivation to many teachers. Also not only afford life career and permanent membership but also renders services to the public. It has code of ethics; the code of ethics for teachers is contained in the handbooks of the Nigeria union of teachers (Okocha 2017). They were revealed and given pride of place in the study. But recently, the government and all its organs neglect teachers and the educational sector, while motivation can be brought about by adequate remuneration, fringe benefits and recognition. They can also be made to occupy high social status in the society. Adelabu (2015) found in Nigeria that teacher’s motivation is very poor and teachers are also dissatisfied with their working environment and salary conditions. The reason behind the poor motivation of teachers is that they have low salaries as compared to other professionals, poor work environment, no decision making authority, and also not giving them opportunity to develop their career. Motivation guide people‘s actions and behaviours toward achievement of some goals (Analoui, 2010).

Primary education is the foundation on which further education is built. Primary education has two main purposes. The first purpose is to produce a literate and numerate population that can jointly deal with problems both at home and at work. It also serves as a foundation on which further education is built (Akanle, 2017). Akanle further stated that primary schools are established to educate pupils to enable them contribute to the economic, political and social cultural well being of their country.  In Oshimli South Local Government Area of Delta State, there appears to be an hindrance in the realization of objectives of primary school.  An important factor responsible for the non-attainment of the overall purpose of primary school is due to inadequate motivation of staff. Primary schools teachers are different in sex and status.  However sufficient efforts are not made by the Government, proprietors and some parents to motivate the primary schools teachers in Oshimili South Local Government Area of Delta State to teach the pupils (Dubini 2012).

Bulya (2017) assents that:- The Government is not left out in making the teachers feel inferior. Thus, there is need to motivate teachers to enable them teach their pupils very well.  The teachers should be paid their salaries on time, the parents should not snub teachers and the government should give car loans to the teachers, entertainment allowance and meal subsidies.

Teachers’ motivation has become an important issue given their responsibilities to impact knowledge and skills. It is argued that satisfied teachers are generally more productive and can influence pupils’ achievement (Martter, 2012).

According to (Etuk, 2012), motivation is the act of giving someone a reason for doing something. Motivation is one of the essential element of management, that could make the achievement of the overall objective of an organization possible. Motivation guides peoples action.

Motivation is the means of activating the behavior of an individual towards the accomplishment of certain goals (Akinson 2018). Thus, to motivate an individual or group of individual, it is to compel them with an action to achieve a robust need. Motivation guides people action and towards achievement of some goals (Analoui 2010).

Education system like other institution has set goals, aims and objectives, targets, etc which are set out to be achieved and if this must be achieved, the teachers must be ready to play their role efficiently and effectively. Hence a teacher occupies an important position in the educational system of any primary school. This is because they act as the bridge between the learners and curriculum of the society. Obilom (2015) stated that the teachers constitute the most vital position in the education system Igbiouou (2010) states that the teachers is the hope of two education because the school cannot be better than its teachers and teachers are to see that the child develops the right habit, ideas and ethnical standards.

Education is a vital tool of change and it unlocks the door to civilization. The teacher holds the keys to the door of education and also, he/she is the facilitator that translate educational policies into practice and programme into action and her adequacies in terms of what she knows and how she can make a difference in the life of a learner and her mistakes, failure and inability to impact knowledge will have negative effect on the learner. The teacher therefore, is a vital component of educational system because he/she is the main determinant of the quality of the system. Therefore, motivation on the primary school teachers’ performance in primary schools is very important to the long term growth of any educational system of the world. This is because it has effects on the academic performance of pupils and overall standard of education.

Adebayo (2011) pointed out that though there are many factors that job is excellently rooted upon, and these factors includes; educational policy, leadership style, payment and fringe benefit, material rewards, achievement among others. Adebayo (2011) further stated that the influence of motivational factors on the teachers performance could be positive or otherwise. Motivation can be inform of regular payment of salaries, fringe benefits such as allowance, bonus on the job training, promotion of the teachers, provision of good work environment, maintaining of high degree of relationship and improving the teachers general well being. Hence any teacher that enjoys the above named items is bound to give in her best in discharging of her duties. Thus there is need to motivate teachers in order to enable them teach the pupils very well. The teachers should be paid their salaries on time, the parents of the pupils should not snub teachers and the government should give loans to the teachers

Furthermore, Bulya (2017) observes that the delay in the payment of teachers’ salaries is responsible for the poor image of the teacher. He further added that in 2013, school teacher salaries was delayed in Gongola states for monitors, in the same year teachers in Bauchi local government are appealed to the state government to do everything possible to ensure that the school teachers are paid arrears of their two months salaries. The nonpayment of primary schools teachers’ salaries on time makes it difficult for them to meet their family financial obligation at home. Hence teachers need to be motivated by the government to enable them perform well in the primary schools. Teachers are very important in our primary school because their teach the pupils, there need to motivate the teachers to enable them perform well in teaching pupil in primary schools. Musa (2010) stated that the delay in the payment of salaries of teachers and other fringe benefit are sufficient for this nonchalant of teacher’s attitude to welfare. He further added that the nonpayment of teachers salaries has reacting consequences on our educational system and its products. Outstanding among these consequences also the falling standard of education. When the teachers do not teach the pupils well, and do not go to classes which will result will make some pupil not to perform well. When teachers go to strike the effect is not felt immediately so the government do not care and the pupil rejoice that they are free. When the teachers resume from their strike, they will rush the pupils or jump some topics in the scheme of work in other to meet up by the end of the term which will make the pupils not to know some of the topics the teachers jumped.

Furthermore, teachers’ motivation is very vital and non motivation of teachers is affecting the performance of the pupils which may lead to falling standard of the educational system which the government set up. It is therefore on this ground that this research work stands to investigate on impact of motivation on the performance of primary school teachers’ in Oshimili South Local Government Area of Delta State.

Statement of the Problem

There are many factors associated to the falling system of education as regards to this topic; impact of motivation on the performance of primary school teachers’ in Oshimili South Local Government Area of Delta State. The falling standard of education which also leads to the failing of pupils have been a major concern to parents, teachers, government and the society at large, and those problems that attributed to this includes; salary, package, leadership style, fringe benefit, career advancement, teachers motivation, promotion, working condition, environmental and societal acceptance. For an effective and functional primary educational to be achieved therefore, the need to take cognizance of the performance of the imputes (teachers in this context) is very essential.  However, in view of the unhealthy government, private proprietors and school administrators attitude towards making much impact to motivate primary school teachers to perform well in primary schools, it could be rightly asserted that delay in payment of teachers salaries, poor condition of work, lack of job security, nonpayment of entertainment allowance and meal subsidy, grant of car loans among others are responsible for the lack of motivation of primary teachers. Thus, teachers in primary school are currently facing many challenges in education and in the society which may also affect the impacts of motivation (Adenike 2011). This raises concern regarding the attitude of educators towards their work and their levels of job motivation. Adenike (2011) posited that almost half of new teachers leave’s the field during the first five years of their employment. This should be great concern to all employers because motivated and unhappy employees may mean poor performance and high staff turnover. Fajan (2012) identified lack of recognition for work well done through merit or announcement in meetings, lack of material resources which makes employees not to carry out their duties and lack of staff development activities which prevents personnel from being equipped with knowledge and skills that they need in order to provide quality services as factors that can bring about dissatisfactive in work place. Hence the poor treatment given to primary school teachers in primary schools has caused immense concern to parents, ministries of education and the society as a whole.  The researcher therefore wishes to examine the impact of motivation on the performance of primary school teachers’ in Oshimili South Local Government Area of Delta State.

The Purpose of the Study

The broad purpose of this study is to examine the impact of motivation on the performance of primary school teachers’ in Oshimili South Local Government Area of Delta State.

The specific objective are:

1. To find out if irregular payment of teachers salaries affects teachers performances
2. To verify extent of the working conditions of teachers influence on their teaching performance.
3. To identify the influence of career advancement on the performance of primary school teachers

Research Question

The study will be guided by the following questions:

1. To what extent does irregular payment of teachers’ salary affect teachers’ performance?
2. To what extent does working conditions of teachers influence the teachers’ performance?
3. To what extent does career advancement influence performance of primary school teachers?

Significance of the Study

The result of the study should be of great benefit to the teachers educational administration, the parents, the government, the society and educational researchers.

The result of the study should be to great extent, enable educational administrations understand the importance of teachers motivation in uplifting the standard of education in relation to the National objectives.

The study should also sensitize the government and stake-holders in education on the need for teachers, consideration while making education policies knowing fully well that the success of any educational policy is the direct function of teachers’ motivational factors. The finding of the study or research as the case may be, should serve as a source of literature for future educational researchers in related field study.

The Scope of the Study

This research study was limited to Oshimili South Local Government Area of Delta State, nine public primary schools are used for this study in Oshimili South Local Government Area of Delta State.

Based on the study it was restricted to determine the impact of motivation on primary school teachers, extent to which irregular payment of teachers salary affect teachers performance, extent to which working condition of teachers influence on the teaching performance and extent to which career advancement influence the performance of primary school teachers.

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Pages:  66

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

The study examined the factors responsible for primary school pupils poor academic performance in information technology. To achieve the essence, the study was divided into five chapters. Three research questions were raise and answered in the study, related literature were reviewed in the study. The study used a descriptive survey. The population comprised of all public primary school teachers in Oshimili South Local Government Area of Delta State. Simple random sampling techniques were used to select one hundred and twenty five (125) public primary schools teachers in Asaba, Oshimili South Local Government Area of Delta State. The instrument for data collection was questionnaire which was validated by two lecturers; one from the department of primary education, and the other from measurement and evaluation in school of education. The method of data collection was mean statistics to answer the research questions. The findings revealed that, teachers’ qualification, pupils interest, learning environment and inadequate provision of information technology facilities influence the performance of primary school pupils in Asaba, Oshimili South Local Government Area. Based on the findings, it was recommended among others that primary school teachers should adjust their attitude/behaviour in a way that will help motivate or improve the performance of pupils, government should supply needed instructional materials to enhance teaching and learning in various primary schools since the availability of teaching aids makes pupils performance better, student should make effort to develop interest in learning by paying attention during classroom lesson and parents should provide the basic needs of their child in the learning and also endeavour to check their children note every day.

CHAPTER ONE

INTRODUCTION

 Background to the Study

The development of any nation or community largely depends upon the quality of education available to its citizens. It is generally believed that the basis for any true development must commence with the development of human resources. Hence, formal education remains the vehicle for social-economic development and social mobilization in any society (Nwaokolo 2017).

Education as the key to development has the capacity to upgrade teaching effectiveness as well as learning efficiency among learners. Efforts have been made by school administrators to improve the performance of publicprimary school pupils. The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect pupils’  academic achievement (Ajayi, 2001 and Oluchukwu, 2000).  Hence, the school environment remains an important area that has to be studied and well managed to enhance pupils’  academic performance.

Primary education is the foundation on which further education is built. Primary education has two main purposes. The first purpose is to produce a literate and numerate population that can jointly deal with problems both at home and at work. It also serves as a foundation on which further education is built (Akanle, 2017).

According to Jam  (2016) academic performance 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 pupils 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 pupils is accomplishing his or her tasks or studies. There are quite a number of factors that determine the level and quality of pupils’  academic performance. (Scottk, 2012).

Achievement is generally a pedagogical terminology used while determining learners’ success in formal education and which is measured through reports examinations, researches, and ratings with numerous factors of variables exerting influence. Essentially, the National Policy on education (Federal Republic of Nigeria, 2014) has identified school achievement contents according to school subjects which are classified as core or elective subjects.

The issue of poor academic performance of public primary school pupils in Nigeria has been of much concern to the government, parents, teachers and even pupils themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2015). The issue of poor academic performance of primary school pupils in Nigeria has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Delta State and Nigeria at large. Over time pupils’  academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao 2015). Teachers have been shown to have an important influence on pupils’  academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the pupils (Afe 2016). Both teaching and learning depends on teachers: no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna 2016). Considering governments’ huge investment in public education, its output in terms of quality of pupils have been observed to be unequal with government expenditure.

In Nigeria, there are so many factors influencing the ability of pupils to cultivate effective and efficient study habit. Ozmert (2015) emphasized the importance of environmental influence as a major factor in the development of pupils studying habit. In the same vein, Adetunji and Oladeji (2017) submit that the environment of most children is not conducive for studying; It was on the basis of this that Abdulla Al-Hawaj & Twizell, (2018) observed that the use of ICT in the teaching and learning of most school subjects is critical to make learners learn better and teachers to teach well. It ensures transactional instructional communication where the teacher manages the human materials, time and space to make sure that instructional conditions help in drawing pupils’ attention to stimulation and recall stimulus thereby improving performance (Balash, Yong & Bin-Abu, 2011; AlAmmary, 2012). No doubt ICT enable pupils to learn faster, remember longer, gain more accurate information and receive and understand delicate concepts. The use of ICT in schools includes computers, internet facilities, audio-visual devices, multimedia projectors etc. Computers and internet facilities are now in place in many institutions of learning. It is envisaged that educators will see ICT as a major teaching and learning device across all educational institutions. Kosoko-Oyedeko & Tella (2017) have shown that with the power of interactivity and participation of multimedia and communication devices, the computer proves an excellent tool for the teaching and learning of school subjects.

Information and Communication Technologies (ICTs) are generally accepted as a modern instructional tool that enables the educators to modify the teaching methods they use in order to increase pupils interest. Its general definition covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. It consists of hardware, software, networks and media for collection, storage, processing, transmission and presentation of information (voice, data, texts and images) (Jegede and Owolabi, 2003; Arinze, Okonkwo & Iwunor, 2012).

Information and Communication Technologies (ICTs) are indispensable tools in the transmission of knowledge and have been accepted as viable means of communication in the contemporary world. ICT facilities in this study are instructional equipment and services which make teaching and learning processes to be done electronically and provide access to a wide range of innovation, information and educational materials on the internet in order to bring the world into the classroom. ICT is used for gathering, processing, storing, sharing and distributing information, knowledge and ideas (ESCAP in Ugwoke, 2011; Balash, Yong & Bin-Abu, 2015).

Effective utilization of ICT facility for instructional process reinforces the teacher’s ability to cater for individual differences and fosters learners’ involvement, participation and understanding, which help them in grounding their thoughts and feelings and in turns contribute to good academic performance in schools. In this current era, ICTs are recognized as means of quality assurance in curriculum management. For instance, the use of ICT to instruct pupils will help them learn better as they do not always forget what they are taught when used alongside the traditional method of teaching (Cushman & Klecun, 2006; Hussain, Iqbal, & Akhtar, 2010). ICT stands to improve teaching and learning, and primary schools with very good ICT resources achieved on the average, better results in teaching subjects than those with poor ICT resources (Ayeni and Ogubameru, 2013). Internet usage for teaching and learning can assist the teachers to discover new methods and simple process of teaching, while the pupils can construct their own understanding and be in complete control of their topics through the sharing of ideas and experiences worldwide by accessing diverse collections of information from books, magazines, newspapers, and many others. The teachers are therefore, expected to give considerable attention to the selection and use of appropriate instructional resources to stimulate pupils’  interest for meaningful learning during lessons. For instance, the use of interactive whiteboards, video projection units, and microscopes connected to computers, provide more opportunities and add value to curriculum delivery (Hussain, Iqbal, & Akhtar, 2010). Pupils learning activity and task engagement, higher order thinking skill, and flexibility in terms of time, learning environment and teacher-learner interaction have been reported to be enhanced by using ICT in learning. Effective use of ICT facilities promotes high academic achievement as indicators of quality learning outcome (Yusuf, 2004).

According to Nweke (2016) stated that despite the important of Information and Communication Technology in teaching and learning in other to improve the academic performance of pupils, the issue of poor performance of pupils in Information and Communication Technology still arises, this is because there are still some factor that are still negligent of and this are; employment of computer illiterate teachers, inadequate facilities, poor computer labouratory, lack of pupils interest more other. It was based on this fact that made the research to investigate the factor responsible for primary school pupils poor academic performance in Information Technology (IT).

 Statement of the Problem

Over the past few years, concerns have been raised about the poor academic performance of pupils in primary school. Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of pupils’  low performance at both internal and external examination. This problem is attributed to poor foundation from primary school due to poor teaching standards as well as other factors such as poor funding of education by government as well as negligence by parents.  However, researchers have shown that lack of teacher’s motivation, inadequate teaching and learning materials, lack of qualified teachers, lack of pupils interest, inadequate Information Technology (ICT) facilities, lack of ICT laboratory and several other related factors affect academic performance of primary schools pupils in information Technology.

This situation raises questions about the depth of understanding of factors affecting the low performance of pupils in Nigeria primary school. The pertinent questions to address, therefore, are what is the cause of this poor academic performance of pupils? Is the fault entirely that of teachers or pupils or both of them? Or is the poor performance of pupils caused by parents‟ neglect or school environmental factors? The present study therefore sought to identify factors responsible for primary school pupils poor academic performance in information technology in order to assist educational authorities to develop appropriate strategies to improve their output.

Purpose of the Study

The purpose of this study is to investigate the factors responsible for primary school pupils’  poor academic performance in information technology in Oshimili South Local Government Area of Delta State.

Specifically, the study sought to:

1. Examine how teachers’ qualification in Information Technology (IT) can affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State.
2. Determine how lack of pupils interest affects their academic performance towards learning Information Technology (IT) in primary schools in Oshimili South Local Government Area of Delta State.
3. Examine how environment can affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State.
4. Determine how inadequate provision of Information Technology (IT) facilities can affect primary school pupils’ academic performance in Oshimili South Local Government Area of Delta State.

Research Question

1. To what extent does teachers qualification in Information (technology (IT) influence the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State?
2. To what extent does lack of pupils interest affects their academic performance towards learning information technology (IT) in primary schools in Oshimili South Local Government Area of Delta State?
3. To what extent does environment affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State?
4. To what extent does inadequate provision of Information Technology (IT) facilities affect primary school pupils in Oshimili South Local Government Area of Delta State?

Significance of the Study:

The importance of the study will be beneficial to the pupils, the teachers, the school authorities, and the government. The result of the study would help the pupils to discover how they contributed towards their poor academic performance in schools and it would help them to change from the horrible ways of behaviour so that they can improve in their academic performances in schools.

The result of the study would help the teachers to know the areas they need extra effort for maintaining effective teaching and learning in Information Technology (IT) in influencing primary school pupils to improve in their academic performance and also provide all needed materials for teaching and learning.

The school authorities from the result of the study will know those areas that contribute to pupils poor academic performance, and  provide all necessary measure in other to improve pupils poor academic performance in school.

The result of the study will also help the government to know the factors responsible for primary school pupils poor academic performance and haven known that, they will try to provide every necessary facilities needed by both school authorities/administer and the classroom teacher in other to eradicate the poor academic performance of pupils in primary schools.

Scope of the Study

The study focused on investigating the factors responsible for primary school pupils poor academic performance in information technology among primary school pupils at middle basic (primaries 4=6). The scope of the study was limited to public primary school pupils in Oshimili South Local Government Area of Delta State. The researchers concentrated on schools in Asaba metropolis, owing to the fact that there are social amenities in the metropolis. Other forms are in the  riverine area and prone to flood which made them inaccessible to the researcher.

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Pages:  56

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

The study examined the influence of school environment on academic performance of primary school pupils in Oshimili South Local Government Area of Delta State. To achieve the essence, the study was divided into five chapters. Three research questions were raised, related literature were reviewed in the study. The study used a descriptive survey. The population comprised of one hundred and fifty (150) primary schools teachers in Oshimili South Local Government Area, both private and public schools. Sample of the study was a simple random sampling technique which were used to select one hundred and twenty five (125) primary schools teachers in Asaba, Oshimili South Local Government Area of Delta State. The instrument for data collection was questionnaire which was validated by two lecturers; one from the department of primary education, and the other from measurement and evaluation in school of education. The method of data collection was mean statistics to answer the research questions. The findings revealed that, school facilities, unconducive environment, and school location influences the academic performance of primary school pupils. Based on the findings, it was recommended among others that primary school teachers should adjust their attitude/behaviour in a way that will help motivate or improve the performance of pupils, government should supply needed instructional materials to enhance teaching and learning in various primary schools since the availability of teaching aids makes pupils performance better, student should make effort to develop interest in learning by paying attention during classroom lesson and parents should provide the basic needs of their child in the learning and also endeavour to check their children note every day.

CHAPTER ONE

INTRODUCTION

Background to the Study

          Primary school is the foundation of a child’s formal educational development, the quality of teaching at this stage will not only influence the child’s rate of learning, but will to a very large extent determine the quality and direction of his academic achievements and career later in life(Ijaduola 2015).

According to Nakpodia and Achugbue (2012) Primary means first and the first stage of formal education. Primary education studies as a field of study has attracted much attention and concern from the government, educationists and parents because this primary education level is most crucial and fundamental to Nigeria’s future educational stability. It serves as the springboard and holds the key to the success or failure of the whole system of our education. Its popularity is evidenced by the launching of the universal primary education (UPE) by the federal government in 1976. Though its implementation is not without hitches, it has recorded tremendous success hence; federal government has taken various devices and means to protect this level of education (Weber 2015).

School environment is the thread that connects to the various activities on the school. In many respects, this thread is almost invisible, yet everyone experiences its influence. Dudek (2013), opines that it is external influences in the school that can influence academic performance of pupils, irrespective of their intelligent quotient. School environment can also be considered as a major factor in teaching and learning, since space has the power to organize and promote pleasant relationships between people of different ages, to provide changes, to promote choices and activities and for its potential for sparking different types of social and affective learning (Okeke, 2011).

The school environment, include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, and others are variables that affect pupils’ academic performance (Ajayi, and Oluchukwu, 2011). Hence, the school environment remains an important area that should be studied and well managed to enhance pupils’ academic performance.

School environment also include the planning of instructional spaces, administrative places, spaces for conveniences, equipments, the teachers as well as the pupils are all essential in teaching-learning process (Mbadugha, 2016). The extent to which pupils’ learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the pupils (Nwaokolo 2014).

According to Williams, Persaud, and Turner (2018), safe and orderly classroom management and School facilities were significantly related to pupils’ academic performance in schools. Therefore a comfortable and caring environment among others could help to contribute to pupils` academic performance.  According to Frazier (2012), the physical facilities of the school have a variety of effects on teachers, pupils, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among pupils as well as teachers, could lead to poor performance and higher absentee rates, these factors can adversely affect pupils’ behavior and lead to higher levels of frustration among teachers, and poor learning attitude among pupils’.

It seems that the direct effect, poor facilities have on pupils’ ability to learn, the uncomfortable and uninviting workplace for teachers, the frustrating behavior by pupils, including poor concentration and hyperactivity makes room for more stress and stressful conditions for teachers. It is possible that the mentioned characteristics of school facilities have an effect upon the academic performance of pupils (Eze 2017).

School Environment is thus defined as an avenue that provides training, resources, and technical assistance in the establishment of a school/community environment that is physically and emotionally safe, well disciplined, and conducive to learning (Mkpugbe, 2015).

It is therefore noted that the academic performance of pupils depend on the conducive environment of learning, which implies that the learning environment of pupils’ should be highly conducive in other to help improve their academic performance whereby the school administrators, teachers, and parents provide the necessary facilities that will make learning conducive. This therefore makes the researcher to investigate on the Influence of School Environment on Academic Performance of Primary School Pupil in Oshimili South Local Government Area of Delta State.

Statement of the Problem

School environment being an important aspect of educational planning, unless schools have well suited buildings, adequately constructed, well equipped and the facilities well utilized and maintained much teaching and learning may not be effective. In some cases, pupils sit on the ground to receive lessons, also many of the classrooms, laboratories, libraries, playing grounds are in a terrible state of despair. Ahmed (2013), stated that in most of the primary schools, teaching and learning take place under a most uncomfortable environment, lacking basic materials. Pupils’ academic performance may not also be guaranteed where instructional space such as classrooms, library, laboratory, technical workshops and others are not structurally in good condition or lacking. The importance of school environment to the pupils cannot be over emphasized because the school environment has a lot play in the life of a pupils, despite the important, the way school administrators and teacher run the school activities is so pathetic because they do not think of the welfare of the pupils anymore rather they think of their money and forget to make the school comfortable for pupils’, most factor of school environment include the location of the school (some schools are located in a busy place such as market), lack of facilities and material, inappropriate use of facilities by the teachers etc. However, the researcher haven observed all this factors seeks to investigate on the influence of school environment on academic performance of primary school pupil in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The general purpose of this study is to determine the influence of school environment on academic performance of school pupils in Oshimili South Local Government Area of Delta State.

Specifically, the study sought to:

1. Examine how school facilities affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State.
2. Determine how unconducive classroom influence the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State.
3. Examine how school location affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State

 Research Questions

1. To what extent does a school facility influence the academic performance of primary school pupils?
2. To what extent does unconducive classroom influence the academic performance of primary school pupils?
3. To what extent does school location influence the academic performance of primary school pupils?

 Significance of the Study

The result of this study will be of immense benefit to the government and policy makers, principal, teachers, parents and pupils at large.

The findings will help the government and policy makers in formulating effective planning and implementing policies and programmes for improved school academic activities. It will also provide policy makers intelligent analysis and forecast of the future needs of the schools in the area of the school principals, teachers, parents, pupils and future researchers.

It will provide the school principals the opportunity to improve in instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning. It will help the school principals to improve in school supervision so as to ensure both quality teaching and learning in the schools as well appreciate the contribution of school facilities and equipment on pupils’ academic performance.

The findings will enable the teachers to enhance their teaching, depending on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories.  Also appreciate the need for proper use of conducive environment for effective instructional delivery. It will help the teacher to improve both in teaching effectiveness and increased productivity in the schools.

It will help the parents in determining the choice of the type of school for their children. This is because, their children will enjoy good school learning environment that will lead to quality school personnel and product of the school.  It will also help the Parents Teacher Associations (PTA) of schools in promoting the academic performance of pupils’. This is because at PTA meetings, parents know their functions and responsibilities at home, to help solve their children’s problems both home and school environment.

It will be of good benefit to the pupils because it will enable them know how they contribute to their poor academic performance in school.

 Scope of the Study

The scope of the study focuses on influence of school environment on academic performance of primary school pupil in Oshimili South Local Government Area of Delta State.

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Pages:  53

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

The study examined the investigation of teaching and learning of information communication technology in public primary schools in Asaba metropolis. To achieve the essence, the study was divided into five chapters. Three research questions were raise and answered in the study, related literature were reviewed in the study. The study used a descriptive survey. The population comprised of two hundred (200) public primary school teachers in Oshimili South Local Government Area of Delta State. Simple random sampling techniques were used to select one hundred and twenty five (125) public primary schools teachers in Asaba, Oshimili South Local Government Area of Delta State. The instrument for data collection was questionnaire which was validated by two lecturers; one from the department of primary education, and the other from measurement and evaluation in school of education. The method of data collection was mean statistics to answer the research questions. The findings revealed that, teachers’ qualification, pupils interest, learning environment and inadequate provision of information technology facilities influence the performance of primary school pupils in Asaba, Oshimili South Local Government Area. Based on the findings, it was recommended among others that primary school teachers should adjust their attitude/behaviour in a way that will help motivate or improve the performance of pupils, government should supply needed instructional materials to enhance teaching and learning in various primary schools since the availability of teaching aids makes pupils performance better, student should make effort to develop interest in learning by paying attention during classroom lesson and parents should provide the basic needs of their child in the learning and also endeavour to check their children note every day.

 CHAPTER ONE

INTRODUCTION

 Background to the Study

The development of any nation or community largely depends upon the quality of education available to its citizens. It is generally believed that the basis for any true development must commence with the development of human resources. Hence, formal education remains the vehicle for social-economic development and social mobilization in any society (Nwaokolo 2017).

Education as the key to development has the capacity to upgrade teaching effectiveness as well as learning efficiency among learners. Efforts have been made by school administrators to improve the performance of publicprimary school pupils. The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect pupils’  academic achievement (Ajayi, 2001 and Oluchukwu, 2000).  Hence, the school environment remains an important area that has to be studied and well managed to enhance pupils’  academic performance.

Primary education is the foundation on which further education is built. Primary education has two main purposes. The first purpose is to produce a literate and numerate population that can jointly deal with problems both at home and at work. It also serves as a foundation on which further education is built (Akanle, 2017).

According to Jam  (2016) academic performance 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 pupils 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 pupils is accomplishing his or her tasks or studies. There are quite a number of factors that determine the level and quality of pupils’  academic performance. (Scottk, 2012).

Achievement is generally a pedagogical terminology used while determining learners’ success in formal education and which is measured through reports examinations, researches, and ratings with numerous factors of variables exerting influence. Essentially, the National Policy on education (Federal Republic of Nigeria, 2014) has identified school achievement contents according to school subjects which are classified as core or elective subjects.

The issue of poor academic performance of public primary school pupils in Nigeria has been of much concern to the government, parents, teachers and even pupils themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2015). The issue of poor academic performance of primary school pupils in Nigeria has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Delta State and Nigeria at large. Over time pupils’  academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao 2015). Teachers have been shown to have an important influence on pupils’  academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the pupils (Afe 2016). Both teaching and learning depends on teachers: no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna 2016). Considering governments’ huge investment in public education, its output in terms of quality of pupils have been observed to be unequal with government expenditure.

In Nigeria, there are so many factors influencing the ability of pupils to cultivate effective and efficient study habit. Ozmert (2015) emphasized the importance of environmental influence as a major factor in the development of pupils studying habit. In the same vein, Adetunji and Oladeji (2017) submit that the environment of most children is not conducive for studying; It was on the basis of this that Abdulla Al-Hawaj & Twizell, (2018) observed that the use of ICT in the teaching and learning of most school subjects is critical to make learners learn better and teachers to teach well. It ensures transactional instructional communication where the teacher manages the human materials, time and space to make sure that instructional conditions help in drawing pupils’ attention to stimulation and recall stimulus thereby improving performance (Balash, Yong & Bin-Abu, 2011; AlAmmary, 2012). No doubt ICT enable pupils to learn faster, remember longer, gain more accurate information and receive and understand delicate concepts. The use of ICT in schools includes computers, internet facilities, audio-visual devices, multimedia projectors etc. Computers and internet facilities are now in place in many institutions of learning. It is envisaged that educators will see ICT as a major teaching and learning device across all educational institutions. Kosoko-Oyedeko & Tella (2017) have shown that with the power of interactivity and participation of multimedia and communication devices, the computer proves an excellent tool for the teaching and learning of school subjects.

Information and Communication Technologies (ICTs) are generally accepted as a modern instructional tool that enables the educators to modify the teaching methods they use in order to increase pupils interest. Its general definition covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. It consists of hardware, software, networks and media for collection, storage, processing, transmission and presentation of information (voice, data, texts and images) (Jegede and Owolabi, 2003; Arinze, Okonkwo & Iwunor, 2012).

Information and Communication Technologies (ICTs) are indispensable tools in the transmission of knowledge and have been accepted as viable means of communication in the contemporary world. ICT facilities in this study are instructional equipment and services which make teaching and learning processes to be done electronically and provide access to a wide range of innovation, information and educational materials on the internet in order to bring the world into the classroom. ICT is used for gathering, processing, storing, sharing and distributing information, knowledge and ideas (ESCAP in Ugwoke, 2011; Balash, Yong & Bin-Abu, 2015).

Effective utilization of ICT facility for instructional process reinforces the teacher’s ability to cater for individual differences and fosters learners’ involvement, participation and understanding, which help them in grounding their thoughts and feelings and in turns contribute to good academic performance in schools. In this current era, ICTs are recognized as means of quality assurance in curriculum management. For instance, the use of ICT to instruct pupils will help them learn better as they do not always forget what they are taught when used alongside the traditional method of teaching (Cushman & Klecun, 2006; Hussain, Iqbal, & Akhtar, 2010). ICT stands to improve teaching and learning, and primary schools with very good ICT resources achieved on the average, better results in teaching subjects than those with poor ICT resources (Ayeni and Ogubameru, 2013). Internet usage for teaching and learning can assist the teachers to discover new methods and simple process of teaching, while the pupils can construct their own understanding and be in complete control of their topics through the sharing of ideas and experiences worldwide by accessing diverse collections of information from books, magazines, newspapers, and many others. The teachers are therefore, expected to give considerable attention to the selection and use of appropriate instructional resources to stimulate pupils’  interest for meaningful learning during lessons. For instance, the use of interactive whiteboards, video projection units, and microscopes connected to computers, provide more opportunities and add value to curriculum delivery (Hussain, Iqbal, & Akhtar, 2010). Pupils learning activity and task engagement, higher order thinking skill, and flexibility in terms of time, learning environment and teacher-learner interaction have been reported to be enhanced by using ICT in learning. Effective use of ICT facilities promotes high academic achievement as indicators of quality learning outcome (Yusuf, 2004).

According to Nweke (2016) stated that despite the important of Information and Communication Technology in teaching and learning in other to improve the academic performance of pupils, the issue of poor performance of pupils in Information and Communication Technology still arises, this is because there are still some factor that are still negligent of and this are; employment of computer illiterate teachers, inadequate facilities, poor computer labouratory, lack of pupils interest more other. It was based on this fact that made the research to examine on the investigation of teaching and learning of information communication technology in public primary schools in Asaba Metropolis.

Statement of the Problem

Over the past few years, concerns have been raised about the poor academic performance of pupils in primary school. Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of pupils’ low performance at both internal and external examination. This problem is attributed to poor foundation from primary school due to poor teaching standards as well as other factors such as poor funding of education by government as well as negligence by parents.  However, researchers have shown that lack of teacher’s motivation, inadequate teaching and learning materials, lack of qualified teachers, lack of pupils interest, inadequate Information Technology (ICT) facilities, lack of ICT laboratory and several other related factors affect academic performance of primary schools pupils in information Technology.

This situation raises questions about the depth of understanding of factors affecting the low performance of pupils in Nigeria primary school. The pertinent questions to address, therefore, are what is the cause of this poor academic performance of pupils? Is the fault entirely that of teachers or pupils or both of them? Or is the poor performance of pupils caused by parents‟ neglect or school environmental factors? The present study therefore sought to identify teaching and learning of information communication technology in public primary schools in Asaba Metropolis in order to assist educational authorities to develop appropriate strategies to improve their output.

Purpose of the Study

The purpose of this study is to investigate the teaching and learning of information communication technology in public primary schools in Asaba Metropolis.

Specifically, the study sought to:

1. Examine how teachers’ qualification in Information Technology (IT) can affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State.
2. Determine how lack of pupils interest affects their academic performance towards learning Information Technology (IT) in primary schools in Oshimili South Local Government Area of Delta State.
3. Examine how environment can affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State.
4. Determine how inadequate provision of Information Technology (IT) facilities can affect primary school pupils’ academic performance in Oshimili South Local Government Area of Delta State.

Research Question

1. To what extent does teachers qualification in Information (technology (IT) influence the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State?
2. To what extent does lack of pupils interest affects their academic performance towards learning information technology (IT) in primary schools in Oshimili South Local Government Area of Delta State?
3. To what extent does environment affect the academic performance of primary school pupils in Oshimili South Local Government Area of Delta State?
4. To what extent does inadequate provision of Information Technology (IT) facilities affect primary school pupils in Oshimili South Local Government Area of Delta State?

Significance of the Study:

The importance of the study will be beneficial to the pupils, the teachers, the school authorities, and the government. The result of the study would help the pupils to discover how they contributed towards their poor academic performance in schools and it would help them to change from the horrible ways of behaviour so that they can improve in their academic performances in schools.

The result of the study would help the teachers to know the areas they need extra effort for maintaining effective teaching and learning in Information Technology (IT) in influencing primary school pupils to improve in their academic performance and also provide all needed materials for teaching and learning.

The school authorities from the result of the study will know those areas that contribute to pupils poor academic performance, and  provide all necessary measure in other to improve pupils poor academic performance in school.

The result of the study will also help the government to know the factors responsible for primary school pupils poor academic performance and haven known that, they will try to provide every necessary facilities needed by both school authorities/administer and the classroom teacher in other to eradicate the poor academic performance of pupils in primary schools.

Scope of the Study

The study focused on investigating the factors responsible for primary school pupils poor academic performance in information technology among primary school pupils at middle basic (primaries 4=6). The scope of the study was limited to public primary school pupils in Oshimili South Local Government Area of Delta State. The researchers concentrated on schools in Asaba metropolis, owing to the fact that there are social amenities in the metropolis. Other forms are in the revering area and prone to flood which made them inaccessible to the researcher.

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Pages:  56

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

The study examines the influence of family background on the academic performance of Basic School Students in Aniocha South Local Government Area of Ogwashi-Uku, Delta State. The numerous task played by the parent and effect of family factor exert in the education of the pupils were explored. Questionnaire was used for data collection and simple percentage was used for data analysis. The five Research Questions formulated were tested. The result showed that the non-provision of educational materials affect students’ academic achievement, parents educational background affect students’ academic performance, the size of the family affect the academic performance of student, socio-economic level of parents has nothing to do with students’ academic performance and parental non-motivation of students affects the students’ academic performance. On the basis of these findings, it was recommended that school counselors should be employed in all schools and that they should provide necessary educational materials to enhance teaching, learning. Assistance should be given to student especially those that lack love, warmth and encouragement so as not to feel inferior among their mate and to become academic achiever and live their lives meaningfully.

 CHAPTER ONE

INTRODUCTION

 Background to the Study

Over the years, the investigation of the factors that influence academic achievement of students have attracted the interest and concern of teachers, counsellors, psychologists, researchers and school administrators in Nigeria. This is because of the public outcries concerning the low standard of education in the country and the breeding of graduates with little technical know-how has resulted in serious setbacks to the industrial development of the nation. Education is a very powerful instrument for social change in any nation. The philosophy of Nigeria education as stated in the National Policy of Education (1981) is based on the integration of the individual into a sound and effective citizens and equal educational opportunities for all citizens of the nation at primary, secondary and tertiary level, both side and outside the formal school system.

The aims and objectives of the National Policy on Education include the inculcation of national consciousness and national unity; the acquisition of appropriate skills, abilities and competence both mental and physical for the individual to live and contribute to the development of his society. Different factors are capable of influencing the poor/low academic performance of students. Such factors may be the students’ internal state (intelligence, state of health, motivation, anxiety etc.) and their environment (availability of a suitable learning environment, adequacy of educational infrastructure like textbooks and well equipped laboratories). Investigation of these factors has produced several finds by researchers. For example, Clemens and Oelke (2009), and Emeka  (2003), have attributed the causes of poor academic achievement to a combination of personal and institutional factors. Personal factors relates to the individual’s intelligence, knowledge and ability, while institutional factors are family or parental influence, societal influence, institutional influences and school related factors-student lecturer report, teacher related factors, accommodation and living conditions. In the same vein, Wiseman (1999), Sogbetan (2002) and Hassan (2000) among other have examined the causes of poor academic performance among the basic school students. Some of the factors identified are intellectual ability, poor study habit, achievement motivation, lack of vocational goals, low self-concept, low socio-economic status of the family, poor family structure and anxiety. The consequences of these include indiscipline in school and low level of educational standard.

A daily sketch publication on “causes and cures of poor performance at first school leaving certificate examination (FSLCE) in 2006 identified and categorized problems responsible for students poor achievement to problems of qualified teachers, problems of inadequate facilities in the schools, problems traceable to students, problems caused by parents and society at large and problems of government policies and low funding of the education sector as stated by Ajila and olutola (2007).

This project is to critically examine and analyze the negative  and the poor family background on the academic achievement of students in Ogwashi-uku, Aniocha South Local Government Area of Delta State. The important role of parental background on the students’ academic performance cannot be over emphasized.

A child’s psychological and mental capabilities, emotions and motivations are necessary ingredients for improving the system of the family or home into which the child is born, for instance, in a family where both parents are formally educated; they will be interested in the achievement of their children. In a case where both parents do not have formal education, children from such family are expected to have dubious character in the society. The parents, relatives and peer groups are among the improvement agencies involved in the education of the people in content. There is no written curriculum or an organized system of education for people and neither is there any specific length of time the people could spend on learning the social norms. Learning is not structured and thus, it is often referred to as formal learning. It is obvious that every member of the society is involved in this type of learning.

Statement of the Problem

Poor academic performance of students has been of great concern to educationists, guidance and counselors in particular. Despite all guidance programmes and counseling strategies mounted in schools to improve the students’ academic performances, poor performances are still recorded yearly in Nigeria and it has become necessary to find out the cause of such poor performance. The type of education one receives determines his future potentials. Parents and guardians are ill-feeling about the harming rate of poor academic performance of students in school nowadays. What they do eventually is to call the teachers to questions the pupil’s poor performance. Little do they know that other factors apart from teacher’s abilities such as home background do influence pupil’s academic performance. The home being a primary unit of socialization and where most of children learning take place cannot be single or left out in identifying course of poor academic performance of a child.

Based on the above problem, it was observed nonchalant attitude of parent/guardian, family size, broken home, non-assessment of students exercise daily, lack of educational material and lack of facilities influence the performance of student and it is on this note that lead the researcher to investigate on the influence of family background on the academic performance of students in Ogwashi-Uku, AniochaSouth Local Government Area of delta State.

Purpose of the Study

The purpose of this study is to enable the agencies concerned with education of the child (the schools, parents, government, teachers, voluntary organizations and students themselves) to realize the following:

1. To know if there is any relationship between provision of educational materials and academic performance of students.
2. To know if the educational background of parents constitute a barrier to the academic performance of students.
3. To know if the size of the family affects the students educational achievement.
4. To know if the socio-economic level of parent affect the student’s academic performance.
5. To know if parental motivation improve on students academic performance. .

Research Questions

The objective of this study is to find answers to the following questions:

1. Is there any relationship between provision of educational materials and academic achievement of students?
2. Does the educational background of the parents constitute a barrier to the academic performance of student?
3. Does the size of the family affect the students’ educational achievement?
4. Does the socio-economic level of parents affect the student academic performance?
5. What influence does parental motivation improve on students academic?

Significance of the Study

It is envisaged that the findings and recommendation that would be made from this study will make it obvious to the government, why it should provide the basic schools with laboratories, qualified teachers, good building and adequate facilities. Also to the teachers, the study will enable them to know that their method of teaching should be designed to cater for individual difference in the students. To the parents, the study will enable them to realize their position in terms of formal education background and their children performance in school.

Scope of the Study

The research work restricted its scope to sampling some selected basic school within Ogwashi-Uku in Aniocha South Local Government Area Delta State because of distance. Ogwashi Ukwu is a city in Delta State, Nigeria. It is located west of the state capital, Asaba and is the headquarters for the local government area, Aniocha South. The population of Ogwashi-Ukwu is about 26,137 according to the GeoNames geographical database. Ogwashi-Ukwu people are of the Igbo stock. The area is saturated with educational zone, family and civil servants.

Definition of Terms

The following definitions of terms are presented to minimize the problem of interpretation

1. Family: The V.S. Bureau of Census in 2000 (2001) defines family as two or more persons related by birth, marriage or adoption who reside in the same house hold. This is a legal definition relying solely on relationship determined by blood or contract.
2. Background: A person’s past history, family circumstances and social class
3. Family Background: This involves the educational background of the family. Example of this, is formal education that one is exposed to.
4. Academic Performance: This is the level of the achievement that is exhibited by an individual. This means the extent one is able to accomplish.
   

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Pages:  48

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study investigated the Influence of Instructional Materials in Teaching and Learning Process in Primary School in Isoko North Local Government Area Of Delta State. Three research questions guided this study. A descriptive survey design was adapted for the study. The population comprised of all primary school teachers in Isoko North Local Government Area of Delta State, sample of the study consisted of one hundred and twenty five (125) primary school teachers in Isoko North Local Government Area of Delta State. The instrument for data collection was questionnaire which was validated by two lecturers in school of education. The method of data collection was mean statistics which was used to answer the research questions. The findings revealed that ineffective use of instructional materials by the teacher, inadequate provision of instructional materials by the teacher and types of instructional material used by the teachers influences teaching and learning process in primary schools. Based on the findings, it was recommended among others that Primary school teachers should provide the instructional materials needed to facilitate teaching and learning process in primary schools and government should supply needed instructional materials to enhance teaching and learning in primary school since the availability of teaching aids makes students performance better.

 CHAPTER ONE

INTRODUCTION

Background to the Study

          Primary school is the foundation of a child’s formal educational development. The quality of teaching at this stage will not only influence the child’s rate of learning, but will to a very large extent determine the quality and direction of his academic achievements and career later in life. This underscores the need to make teaching and learning very interesting, stimulating and meaningful to the child. One of the ways of achieving this is through the proper utilization or assessment of instructional materials (Ijaduola 2015).

According to Gage (2012), Teaching is a form of interpersonal influence aimed at changing the behavior, potential of another person. It is primarily involving class room talk which takes place between teacher and pupil and occurs during certain definable activity. Robert (2011), is of the view that learning is a change in human disposition or capability that persists over a period of time and is not simply ascribable to processes of growth. He further stated that learning process is an expensive article on the part of the pupils but what make it attractive and acceptable is the nature of instructional materials through which the topic is presented by the teacher.

Agugbem (2010) view instructional materials as the equipment, devices, objects, and formation materials which the teacher uses to facilitate learning process. In other words, they are the specific things used by the teacher in the classroom to make the pupils learn easily and quickly. Instructional materials are important to the teaching-learning process, but often teachers do neglect them during their lesson when instructional materials are used effectively, they help to simplify what is being taught, motivate the learners and make the lesson meaningful. The idea of making teaching and learning meaningful, functional and purposeful is to enable the pupils see what they are to learn clearly and also afford them the opportunity of making use of instructional materials. Learning tend to be more effective when individuals activity participate in learning experience in selecting what he/she is to learn and receive feedback or result soon after response is made having made use of specified instructional materials. Meaningful learning is said to be possible through the active involvement of a learner in the learning situation. It is what the learner sees or does that he/she is likely to learn meaningfully. In a class where instructional materials are used, the learner is an active participant in the learning process.

The influence of instructional materials in teaching and learning in educational development is indisputable. The materials used by teachers to teach and drive home their subject points at the primary school levels of our education system is incontrovertibly a paramount issue in practical classroom interaction and successful transfer of knowledge from the teacher to the learners. Instructional materials are materials which assist teachers to make their lessons explicit to learners. They are also used to transmit information ideas and notes to learners (Ijaduola 2015). Instructional materials include both visuals and audiovisuals such as pictures; flashcards; posters; charts, tape recorder; radio; video; television; computers among others. These materials serve as supplement to the normal processes of instruction. The teacher alone cannot provide all the needed condition for an effective teaching and learning process, other supporting materials should be provided. The pupils learn better when most of the senses are checked to the instruction and use of instructional materials.

Based on the above premise, the researcher focused on the influence of instructional materials in teaching and learning process in primary school in Isoko North Local Government Area of Delta State.

 Statement of Problem

Despite the importance of instructional material in the teaching and learning process, it has been observed that the teaching and learning process is done without the use of instructional materials. Today, teachers are found giving abstract explanation on what necessarily should have been made easier with the employment of instructional materials. Students, on their part, do not bother to use their textbooks during classroom instruction. Many of them still do not use them after school as an additional learning resource. The deteriorating state of our educational system is quite worrisome. The problem teachers and students encounter in our educational system include inadequate teaching and learning materials.

Nevertheless, it has been realized that there is a need for a coordinated source of information for pre-service teachers on the preparation and utilization of instructional materials. This may likely help to reduce most of the problems in the teaching and learning process. Inspite of the importance of instructional material, there are many problems militating against their use in primary schools. These include; lack of electricity supply to operate some visual aids, lack of qualified educational technologists to operate them, unavailability and inaccessibility of media, non-existence of Education Resources’ Centers (ERC), incompetence of teachers, large classes, lack of facilities, centralized funding and media acquisition arrangements. However, curriculum planners should emphasize the use of instructional materials by teachers for a break-through in educational attainments. Thus, this makes it imperative to assess the influence of instructional materials in teaching and learning process in primary schools in Isoko North Local Government Area of Delta State.

Purpose of the Study

The general purpose of this study is to determine the influence of instructional materials in teaching and learning process in primary schools in Isoko North Local Government Area of Delta State.

Specifically, the study sought to:

• Determine the type of instructional materials used by the teachers in the teaching and learning process in primary schools in Isoko North Local Government Area of Delta State.
• Determine how effective the teacher uses instructional material in teaching and learning process in primary schools in Isoko North Local Government Area of Delta State.
• Determine whether there is adequate provision of instructional materials by the teacher in the teaching and learning process in primary school in Isoko North Local Government Area of Delta State.

Research Question

• To what extent does the type of instructional materials used by the teachers influence teaching and learning process in primary schools in Isoko North Local Government Area of Delta State?
• To what extent does the ineffective use of instructional material by the teacher influence the teaching and learning process in primary schools in Isoko North Local Government Area of Delta State?
• To what extent does inadequate provision of instructional material by the teacher influence the teaching and learning process in primary schools in Isoko North Local Government Area of Delta State?

Significance of the Study

The study would be of immense benefit to learners, pupils, teacher, government and researchers. The use of instructional materials gives the learner opportunity to touch, smell or taste objects in the teaching and learning process. Consequently, knowledge passed unto the students at different levels of educational instructions should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. Hence the significance of this study will be of immense benefit to the students, teachers, curriculum planners, educational system and the society at large.

To the pupils, the effective use of instructional materials would enable them to effectively learn and retain what they have learnt and thereby advancing their performance in the subject in question. This is because according to Nwadinigwe (2010), learning is a process through which knowledge, skills, habits, facts, ideas and principles are acquired, retained and utilized; and the only means of achieving this is through the use of instructional materials.

The study would help enhance teachers’ teaching effectiveness and productivity. This is in line with assertion of Ekwueme and Igwe (2011) who noted that it is only the teachers who will guarantee effective and adequate usage of instructional materials and thereby facilitate success. Consequently a teacher who makes use of appropriate instructional materials to supplement his teaching will help enhance students’ innovative and creative thinking as well as help them become plausibly spontaneous and enthusiastic. Oremeji (2012) supportively asserts that any teacher who takes advantage of these resources and learns to use them correctly will find that they make almost an incalculable contribution to instruction. He further says that instructional materials are of high value in importing information, clarifying difficult and abstract concepts, stimulating thought, sharpening observation, creating interest and satisfying individual difference.

The study is also significant to the educational system and society at large. This is because when teachers solidify their teaching with instructional materials and the learners learn effectively, the knowledge acquired will reflect in the society positively. Pupils will be able to understand the functioning of the economy, interpret government’s economic policies and activity and perform economically better in the choice of life and work.

Scope of the Study

The scope of the study focuses on the influence of instructional materials in teaching and learning process in primary school in Isoko North Local Government Area of Delta State.

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Pages:  53

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This invested the factors responsible for moral decadence among female students in Delta State Polytechnic Ozoro. The population of this study comprised of one hundred and fifty five (155) female students in Delta State Polytechnic Ozoro, Delta State. Due to the number of the population, a simple random sampling techniques was used to sample three one hundred and eight (108) female students only from Delta State Polytechnic Ozoro. The instrument used for this study was questionnaire. In other to ensure face and content validation of the instrument, the researcher gave the instrument to two lecturers in the school of childhood education and the other in measurement and Evaluation Department. The researcher administered to the respondents by the researcher. A total of 108 questionnaires were distributed. Method used in analyzing the data collected was mean statistics. The result revealed that several factors cause moral challenges among female students in tertiary institutions and immorality has negative on students’ academic, physical, moral, health and social lives. Based on the findings, it was recommended that school authorities should promote guidance and counseling services to help handle the problem of immoralities in youths and the teachers should try and see and the learner learn without being disturbed by any family or moral challenges.

CHAPTER ONE

INTRODUCTION

Background of the Study

It is amazing to find out that the youths of these days are morally bankrupt. Our society has witnessed a tremendous deterioration in its moral, social and educational values, especially among the youths, (Chima, 2010). However, the issue of moral decadence in our society has become a very controversial issue because the society seemed not to know the disparity between what is morally right or wrong. Ugwu (2010), described morality as “the astuteness of one’s conduct and behavior which enhances good conduct and fair relationship. Muraino & Ugwumba (2014) asserted that Morality is collectively upholding of certain beliefs, ideas, values and behaviors, rules and regulations which are considered good, right and acceptable by the society and to which members of the society are bound. Gert (2012), posited that the descriptive definition of morality explains moral as set of conduct put forward by any group; including a society; and the normative definition which is based on the idea that what is moral should have a code of conduct, that is put forward by a society and that it should be accepted as a guide to behavior by members of that society. Therefore, from the above definitions, morality seems to be a set of code of conducts put forward by any group, society or nation that is acceptable members of the group.

Odeh (2013), asserted that moral decadence is the failure to uphold sound morality in our society. Muraino and Ugwumba (2014), asserted that moral decadence is the process of behaving in a way that shows low moral standards. It means gross reduction in the moral values in a particular society. Thus, moral decadence appears to be a fall’ in the moral standard of the society. It seems to be deterioration or a collapse in upholding our societal values, beliefs, norms and ethical standards.

The increasing awareness among Nigerian of the need to instill moral conduct in the youth is a sign in the right direction. Morality has been recognized as a way of shaping the youth on what they can become and what they can do with their human capabilities. Thus, as Thiroux (2011) puts it, morality deals with how humans treat other beings so as to promote mutual welfare, growth, creativity, and meaning, striving for what is good over what is bad and what is right over what is wrong. In this light, morality gives a sense of purpose and a philosophy of life. It gives people values that serves as guiding principles by which they can direct their thoughts, actions, opinions, behaviors and serves as a sort of bedrock or foundation allowing for spiritual, emotional and intellectual growth (Matsumoto, 2012).

The benefits that accrue to the individual and the state through morality are manifold. This is because the type of moral training that is offered to the youth by teachers does not only determine the quality of adults they become to their family, community and the nation, but also maintain sound environmental hygiene, love humanity, appreciate communal life and respect authority and work hard. It is in this regard that instilling good moral conduct among the youth is seen as an investment for any nation. Thus, the education of the child without attention on good moral behavior is seen as a farce. It is not therefore, surprising that many adults who cherish high moral principles and know how they have benefited from practicing them, have expressed their dissatisfaction about the fact that good virtues, principles and accepted practices have virtually disappeared from the country. For instance, the Government of Nigeria decision to reintroduce the study of Religious and Moral Education on the syllable of both basic and second cycle institutions in its educational reform has been praised by many educationists as a way of showing its commitment to this fight. However, there are noted lapses which contradict the tenets of religious and moral education. Teachers also do not handle religious and moral education as a way of life and some teachers’ lifestyle does not depict a life of a role model. The study therefore is motivated by the desire to determine the factors responsible for the moral decadence among female students of Delta State Polytheistic Ozoro

Statement of the Problem

Policy makers, educators, religious leaders and others involved in education are seeking ways to utilize the limited resources effectively and efficiently in order to identify and solve problems in the education sector and instill discipline and good moral conduct among the youth. Discipline, the obedience to rules and orders and outward mark of respect in accordance with standing agreements. Discipline is absolutely essential for smooth running of any society or institution and that without discipline no institution could prosper. Schools with high discipline do not only have high output but also help students to grow up as responsible citizens (Boakye, 2012).

In spite of the numerous attempts and calls by the government, religious groups and other stakeholders to instill moral discipline in the youth as a result of the numerous benefits associated with it, moral decadence or immorality among the youth has become a big problem and worrisome to individuals, parents and the society as a whole. Series of immoral acts reported by the media in our educational institutions are indications that all is not well in the society concerning discipline and morality among the students in tertiary institutions in Nigeria. The problem that induces the reason to embark upon writing this project is the modernization and western technology which are encroaching into the youths which they consider as civilization. The cherish values and customs of the youth will make it parts and parcel of their life, especially in the learning strategies. Some youths feels proud to be recognized, because their mode of dressing and other activities that  where  adopted had conformed them with western values, such values involves mal-adjustive behavior like, cultism, smoking, prostitution, examination mal-practices, drug abuse, alcoholism, stealing etc. Something effective must be done to improve the condition of Nigeria youths. The youths’ situation can be described as one of the worst in the world. There is an urgent need to instill in youths, not only in knowledge and skills but also in motivation and values, to enhance their physical and mental health. Homes, schools, health care institution, community groups, peer groups, and the media must help in health promotion, emphasizing health education building life skills and enhancing knowledge of human psychological system, so that youths can have good  interpersonal behaviors and through understanding of the state of their health so that they can avoid risk behaviors.

Purpose of the Study

The main purpose of the study examined the factors responsible for moral decadence among female students in Delta State Polytechnic Ozoro. Specifically, the study sought to:

1. Examine the moral challenges and its causes among female students in tertiary institutions.
2. Determine the effects of immorality on students’ academic, physical, moral, health and social lives.
3. Assess the strategies taken by school authorities to minimize immorality among female students.

Research Questions                                                                                             

The following research questions were raised to guide the study

1. What are the moral challenges and its causes among students in Delta State Polytechnic Ozoro?
2. How does immorality affect students’ academic, physical, moral, health and social lives?
3. What strategies can be taken by the school authorities to minimize immorality among students?

Scope of the Study

The study is limited to the factor responsible for moral decadence among female students in Delta State Polytechnic, Ozoro

Significance of the Study

This study would be of benefits to the following: government, tertiary institution students, and school managements of tertiary institution of learning.

This project is of great significant to the government, as it will guide the government to provide programme on war against moral decadence in Nigerian institutions of learning, especially the free intermingling of the opposite sex. In the light of the above, the research can therefore help the government to have more information on the causes of moral decadence in Nigerian Institution of learning and on how to arrest such problems. It will also help Nigerian government in solving some of the problems about the moral activities such as: school cultism and drug abuse. The research will also be of help to the Nigerian government in solving some of the problems about the moral activities such as school cultism and drug abuse.

This research will be of vital use to tertiary institutions of learning as it will help the school authorities or the administration to arrest the prevailing cases of immorality.

This study will be of great importance to student in general and those in tertiary institution in particular (especially those engaged in cults and disorders) to realize how to adjust their way of life, in order to bring an end to the immoral characters exhibited by students which will eventually improve the spiritual, academic, social, emotional and physical aspect of their lives.

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Pages:  57

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

This study was carried out to ascertain the influence of punishment on primary school pupils’ learning in Oshimili South Local Government Area of Delta State. The study adopted a descriptive research design. The population of the study comprised of the thirteen thousand, five hundred and thirty (13530) pupils (male and female) in all the 23 public primary schools in Oshimili South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South, 10 primary schools were randomly selected. A total of 150 pupils was sampled (Male and Female. Three research questions were raised to guide the study. The instrument used for data collection was a structured questionnaire which was developed by the researcher and validated by two experts; one in Measurement and Evaluation and one in Primary Education Department of Federal College of Education (Tech) Asaba. One hundred and fifty (150) copies of the questionnaire were administered to primary school pupils in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of two research assistants. 142 copies of the instruments were retrieved and analyzed. Based on the analysis, it was found that teachers ask pupils to kneel down and carry stones in their hands when they commit offence and pupils who are subjected to punishment have low self-esteem and discourage them from reading their books which affects their learning. On the basis of the findings, it was recommended that teachers should avoid the use of verbal abuse on the primary school pupils and there should be a strict law guiding the use of punishment in primary schools.

CHAPTER ONE

INTRODUCTION

Background to the Study

The school is a place where individuals are raised from cradle to adulthood to be able to become useful not only to themselves but also to their family and the society as a whole. In the process raising and training the individuals, discipline is instilled and failure to adhere to the laid down rules and regulations attracts punishment which is usually not favourable to those involved. Children spend most of their time at home, with friends and in school. Intrinsically, they have some innate characteristics, while they learn most of the behavioural attributes form external sources.  Most of the learnt behaviours are greatly influenced by the environment, at home or in school (Saul, 2011) If there is use of abusive language and punishment at home, is likely that primary school children will learn the same. Similarly, if teachers motivate and encourage primary school pupils, their moral social and psychological development will reach the peak; however, if primary school teachers fail to tackle their needs, one cannot expect best possible development.

Pupils who are punished develop negative attitudes towards learning. Such pupils, when developed to adulthood possess no empathy for others. Research has shown that primary school children who are beaten up by their teachers learn aggression (Boser, 2011). They develop low self-concept and see aggression as a means of solving problems in life. They develop low self-esteem and show dejection and hesitation to participate in learning activities (Patel, 2010). This type of behavior has wider implications as it leads to bigger violence later in life.  The use of corporal punishment inculcates a strong belief in the impressionable minds of pupils that force is justified to control unwanted or undesirable behaviour. Ultimately, this promote the attitude of children that use of force or aggression is acceptable in the society (Robert, 2011). According to Roussow (2013), pupils who receive corporal punishment show symptoms of dejection in studies, poor performance in tests and also do not participate in the teaching and learning process enthusiastically. According to Roy (2011), the effect of physical punishment on pupils develop more severe psychiatric and traumatic conditions in children. Pupils in such conditions consider schools as unsafe place and thus avoid coming to school. Pupils remain absent from school and this situation of absenteeism leads to withdrawal from school.

Reward and punishment have always been associated with each other in education. The latter used to have a greater role. However, advances in science and the study of behavior have led to the role of punishment being reduced. Nevertheless, some still believe that the technique is useful despite its damaging nature and must be used in certain conditions.

In everyday language, punishment is understood to mean shouting at a child, scolding or hitting; in the behavioral sciences, punishment is taken to be the reduction of the probability of the behavior being repeated in the future. It takes on many forms in schools: criticism, scolding, shouting, giving extra work, detention, slapping and beating.

There are two types of punishment: in the first, an unpleasant stimulus, such as spanking or scolding, is given; in the second, a pleasant stimulus is removed, as in denying love to a child, denying break time privileges and separating from friends (Erden, 2013). The first type of punishment is closely related to the concept of violence. According to John (2011), violence is the cause of pain by one individual to another, either knowingly or unknowingly. Examples of violent behavior include bursts of temper, hitting, kicking, pushing, pinching, slapping, fighting, wounding, threatening, insulting, shouting, abusing, bullying, limiting freedom, confiscating possessions and withholding what should be given.

Punishment should be applied in proportion to the behavior in order to inhibit it; thus, it is necessary that the pupil knows why s/he is being punished. Examples of such punishment include assigning difficult or unpleasant tasks; not carrying out the pupil’s requests; separating the pupil from the group, game or lesson; making him/her sit with his/her back turned to his/her friends; or detention (Philip, 2010). According to the applied behavior analysis approach, if a reaction is punished, the probability of it being repeated is reduced. When this principle is applied correctly, it works in 95% of children, and their behavior is easily affected by reward and results. However, clinicians accept that the behavior of children with attention disorders who are oppositional and defiant by nature is not affected by the systematic application of reward and punishment (Hall, 2013).

When administering a punishment, it is necessary to take into account the child’s age, personality and the context in which s/he is found. The child must be told why s/he is being punished, the punishment should be in proportion to the undesired behavior and based on valid reasons and it should be the final resort. Punishment by denying affection to a child, or threatening to do so should be avoided, because an extremely oppressive attitude in a child’s education can cause the child to be intimidated, develop a weak character and can bring about emotional unbalance (Kelvin, 2014). According to Glasser (2011), in quality education, teachers do not scold, punish or oppress. Instead, they encourage the pupils and show that they are always willing to help them. Punishment never corrects a pupil’s behavior; and since punishment should never be used to control unwanted behavior, alternative methods to do so should be applied. Gordon believes that effective discipline cannot be achieved by pressure or by reward and punishment (Charles, 2013).

It is true that punishment has side effects on pupils; however, these effects differ in degree according to the type of punishment applied, and the characteristics of the teacher and pupils.

Corporal punishment applied in order to correct behavior has the following negative effects: reduction in ability to focus on cognitive activities; turning to harmful habits as refuge; running away from home; truancy or leaving school; deviating from the truth; lying to escape punishment and turning to crime; a low level of identity; lack of courage; the development of an ineffective character; anger; formation of feelings of grudge; physical stimulation at an early age; preparing the ground for sexual disorders; physical harm; permanent incapacitation; nervous disorders that cause incapacitation; suicidal thoughts (Dickson, 2014); cowardice; reclusion, hating teachers, fighting with teachers, fighting with friends; the desire to kill one’s oppressors; hating oneself and others, a reduction in self-respect; a decrease in academic success; learning not to trust others but to fear them, become obsessed as an adult with seeking revenge on those who applied the punishment, a weakening of friendships, behaving appropriately solely to avoid punishment; keeping away from the teacher and from class, playing truancy, denial and shyness; rebellion, the  desire  to  seek  revenge,  hate,  fear,  guilt.

Statement of the Problem

The process of child upbringing requires a lot of effort particularly from the part of the parents and the classroom teachers. Maintaining discipline in school seem to be practically impossible without the application of punishment. When children are not punished for their offences, they tend to continue repeating the same kind of behavior which may in a long run affect them.

Over the years it has been reported by teachers and parents that children tend to develop hatred and other kinds of attitude towards anyone who punish them for their actions or inactions. Some children skip classes especially in public schools when they know fully well that they will be punished for one offence or the other. This attitude seems to affect them psychologically, emotionally and academically. This study is therefore carried out to examine the influence of punishment on primary school pupils learning in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the influence of punishment on primary school pupils learning in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to:

1. Influence of positive punishment on pupils’ academic activities in Oshimili South Local Government Area.
2. Determine the influence of corporal punishment on pupils’ level of participation in learning activities in Oshimili South Local Government Area.
3. Ascertain the influence of corporal punishment on pupils’ learning in Oshimili South Local Government Area.

Research Questions

The following research questions were raised to guide the study:

1. What are the of positive punishment on pupils’ academic activities in Oshimili South Local Government Area?
2. What is the of corporal punishment on pupils’ level of participation in learning activities in Oshimili South Local Government Area?
3. What is the influence of corporal punishment on pupils’ learning in Oshimili South Local Government Area?

Significance of the Study

The findings of the study would be of benefit to students, teachers, school management, ministry of education and the field of Primary Education.

The findings of the study would enable the students know how their attitude towards punishment affect their relationship with teachers and how affect their academic performance.  Teachers would also benefit from the findings of the study because it will help them to identify different types of punishment that they can give children with love and care and the consequences of using corporal punishment on the children.

The school management through the findings of the study would understand the kinds of attitude demonstrated by pupils towards the use of punishment which will enable the school management to spell out the kinds of punishment not to use on the students.

The findings of this study, ministry of education would know the kinds of punishment used by teachers at the primary school level and the attitude of the pupils towards the which will enable them to make a guideline on the type of punishment to use and the ones not to use.

Finally, this study would be an addition to the literature in the field of Primary education. It would also serve as a reference material to for scholars and researchers who may which to carry out a related study.

Scope of the Study

This study focused on the examine the influence of corporal punishment on primary school pupils in five selected public primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on influence of punishment meted on pupils, influence of corporal punishment on pupils’ level of participation in learning activities and the influence of corporal punishment on pupils’ academic performance.

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Pages:  58

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the attitude of working class mothers on the learning activities of pupils in Oshimili South Local Government Area of Delta State. Three research questions guided the study.  A descriptive survey design was adopted for the study. 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 while out of the 23 public primary schools in Oshimili North, 9 schools were randomly selected. In each school, 15 teachers were selected through balloting. A total of 135 teachers were sampled (Male and Female).  The instrument used for data collection was a structured questionnaire, which was constructed by the researcher and validated by two lecturers; one in Primary Education Department and one in Educational Measurement and Evaluation. One hundred and thirty-five (135) copies validated questionnaires were administered on the primary four pupils in the selected primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of 2 research assistants; 125 were collected and analyzed using mean statistics. Findings of the study revealed that working class mothers have positive attitude towards pupils’ study habit, participation in learning activities in Oshimili South which defines their attitude towards pupils’ learning activities and they believe that active participation in a child’s learning activities motivates him or her and they understand that assisting a child to learn especially at home makes them do better which positively influence their attitude on support for learning activities of their children in Oshimili South. Based on the findings, it was recommended among others that working class mothers should be more involved in the learning activities of their children to enhance their study habit; school management should sensitize the working class mother to create conducive learning environment for their children to enhance class participation and primary schools should ensure that they involve working class mothers in educational activities in their schools to improve their attitude towards the learning activities of their children.

CHAPTER ONE

INTRODUCTION

Background to the Study

Home is the point of support around which the early years of a child revolve.  The central figures in the home are the parents, especially, the mother. The type of child upbringing has tremendous impact on the entire life of the child including his/her academic, social and psychological, even moral life on his/her entire life or career. As Adiele (2017) puts it, the social climate or environment in which an individual finds his/her self, to a large extent, determines his/her behavior or personality development, parental guidance and discipline he added, usually influence the behavior of the child. At the apex of this parental influence is the mother. Mothers’ love for their children is undeniable. Their feminine nature makes them wholesome, soft, passionate and sensitive to the plight of their children and a condusive atmosphere for problem-solving involved (Odomene, 2018).

Chukwuka (2014) opined that in this period of economic hardship, more women (wives or mothers) take up paid employment due to the fact that more women are exposed to the western education and their jobs or careers take them away from their matrimonial home and duties of taking care of their children and wards and the proper upbringing of these children. In effect, children are often left in the hands and care of the hired care-giver(s) and maids who do not possess the requisite experience to train the child and inculcate maternal-morality and good behavior in the child. In support of this statement, Uzor (2013), points out that children of these days lack adjustment, because, they are mostly brought up by others instead of their mothers. He went ahead to claim that even when these children know the right thing to do, they fail to do them because, their learning to do good from the family (especially from their mothers) is faulty due to mothers’ absence to direct and inculcate the right attitude of children from cradle.

Ayodele (2015), opines that, women in the contemporary society especially mothers, miss out in their daily routine and obligations to their families including the societal adjustment of their children, due to gainful employment either to augment the family’s income or to empower themselves economically in the society in order to be independent of their husbands. Anyanwu (2019) opines that most women who work usually leave very early in the morning and come back late at night, thereby leaving the upbringing of the child in the hands of the immature and inexperienced househelps in the home and in the day care centres. According to Ayo (2016) children left in the cares and upbringing of the inexperienced house-helps tend to grow up misbehaviouring and upholding the wrong tenets or values of the society due to non-inculcation of the basic motherly care, directions and role-modelling.

Most adolescents who are brought up by care-givers due to the absence of mothers who are in search of golden fleece in terms of gainful employment or business, grow up to lack etiquette and positive social adjustment (Uzodinma, 2016). No wonder, many children these days, lack good morals and positive values that are upheld in any given society. Most children these days have turned out to be disrespectful to parents and elders in their communities; some of them do not even know the cultures of their communities, not to talk of how to keep and respect them. And the society is at the brink of collapse, because the norms and values that make the society thick have been in constant disregard and violated due to lack of motherly upbringing of children.

As Epstein (2015) put it parents especially, mothers these days, do have the knowledge of child upbringing, but lack the time and opportunities in bringing these children up in proper ways. A situation where a mother wakes up early in the morning and leaves for work while the child is fast asleep and returns very late at night when the child has gone to bed, will cause most children not to even know their mothers, not to talk of having the mother-child bonds or relationships that transpires naturally between mother and child. Parents need to bring up their children and wards in a proper way, teaching them to observe the laid down cultures and traditions of the communities; instructing them to respect and value the societal norms and values, ethics and good moral behaviours that a child needs to imbibe in order to grow into acceptable adolescence and adulthood in the society (Mumonye, 2013).

Mothers’ employment has influence on the academic performance of their children especially when it is considered that mothers play significant roles in the education of their children, starting from conception, informal to formal education. Akogun (2017) stated that there is mounting evidence which indicates that, when malnutrition starts early in life, it becomes more severe in the impairment of the brain and may result in life-long reduction of intellectual abilities. Also, a mother who has consistently lived on poor nutrition is not likely to produce pupils with good intellectual abilities and may lead to poor academic achievement. In most homes, mothers take care of their children, preparing them for school, cooking their food, and taking care of their dresses and books.

The role of the mother is to ensure that children are well fed with nutritionally balanced diet and were necessary to ensure that the pupils go to school with a well packaged lunch-box. Where the employed mother is not always available to do this, the tendency is for the pupils to go to school with junk foods or money with which they buy junk food. This ultimately influences the mental development of the child and determines the level of academic performance.

Nigeria, in the National Policy on Education, affirmed that education is the cornerstone for development, and has adopted education as an  “instrument per excellence” for effective national development (FGN, 2014). Thus, education opens access for employment, notwithstanding gender or circumstances of birth. Oyetunde (2014) noted that examination and education are inseparable, for the efficiency and quality of an educational system is usually determined through performance of its products in an examination or a set of examinations. Examination, according to him, therefore influence what is taught and learned in schools, especially when the results of the examinations are used to make important decisions (such as awarding certificates to graduating students, promoting students to higher classes, or selecting students for higher levels of education).

Igube and Ejaro (2003) argued that working mothers contribute in no small way towards juvenile delinquency and poor academic performance of their pupils. They noted that, the working mother phenomenon could also contribute to marital conflict and may lead to increase in the divorce rate among dual career families.

The employment of mothers (whether on shift basis, part time employment or full employment), to a large extent determines how successful or unsuccessful their children would be in their academic performance. This is attested to by Mustapha (2018) who observed that child training is a neglected area in most families and women are no more devoted to the up keep of their pupils. According to him, when mothers work, they spend the whole day at their places of work, especially if they occupy top positions at work, and have little or no time for their pupils and family. This neglect of family responsibilities may result in pupils who are ill-cultured and whose moral and academic performance leaves a lot to be desired.

Statement of the Problem

Most men are of the view that women’s place is in the kitchen. Women are to cook the family’s food, give birth to pupils and nurture them. This trend is fast changing, because men are no longer ready to shoulder the responsibilities of the family alone, rather they want it to be a joint venture. Even though men are ready to be the sole bread winner, the economic situation of the country (Nigeria) is not making it practicable. For most families, the bread the man brings home can no longer meet the family needs; hence mothers have to be engaged in paid employment outside the home to make ends meet.

Most mothers are ‘working mothers’ and earn income to supplement that of the father. Instances also abound where the woman is a single mother or single parent, and has to shoulder the responsibility of training the children through all the stages of schooling. Her social status as determined by her income level will determine how well fed the pupils would be. It is significant to note that, the extent to which the pupils feed well also influences their performance in school.

The issue of working mothers and its effects on the academic achievement of the child has been a heated-up debate among Nigerians. Due to the economic down-turn in the country and the world in general, which has caused high inflationary trends and problems, the men have failed in their bid to win bread for the family. This is as a result of general unemployment and harsh business environment in the country today. This in turn has caused the women to go out in search of gainful employment in order to support the dwindling financial up-keep of the family. According to Alfred (2013), most mothers work these days and these has made them to leave their children at home at the mercy of care-givers and house-helps, who often maltreat the children and bring them up in the way devoid of society’s moral values and positive adjustment and norms. This is the reason why few children in Nigeria today turn out to be area boys and wayward girls simply because they lack home training as a result of the absence of mother-care and guidance. For these reasons, prostitution, disrespect to the rules and regulations governing the society and disobedient to parents, significant others and school authorities are the order of the day. The fact that most children have lost the opportunity of being reared by their mothers, has led to moral decadence and adolescents’ delinquency. This has also seemed to affect their interest and achievement in academics. It is against the light of the above that this study is carried out to examine the attitude of working class mothers on the learning activities of pupils in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the attitude of attitude of working class mothers on the learning activities of pupils in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to examine:

1. The attitude of working class mothers towards pupils’ study habit in Oshimili South.
2. The attitude of working class mothers towards pupils’ participation in learning activities in Oshimili South.
3. Factors influencing working class mothers’ attitude on their support for learning activities of their children in Oshimili South

Research Questions

The following research questions were raised for the conduct of this study:

1. What is the attitude of working class mothers towards pupils’ study habit in Oshimili South?
2. What is the attitude of working class mothers towards pupils’ participation in learning activities in Oshimili South?
3. What are the factors influencing working class mothers’ attitude on their Support for Learning Activities of their Children in Oshimili South?

 Significance of the Study

The study of this nature could be of benefit to the pupils, teachers, parents, government, field of Primary Education, researchers and scholars as a whole.

The study could enable the pupils to understand the attitude of their mothers towards their interest and achievement.

It could be an eye opener to the teachers because it could enable them to know how working mothers attitude affects children’ interest and achievement. This could enable them talk to the mothers and advise them on the way to be more involved in the education of their children for better performance.

The study could also help the parents understand the effect of working mothers attitude on the interest and achievement of their children at the primary school level which could make them adjust for being more involved in the learning activities of their children, particularly at the primary school level.

Findings of the study could be a wake-up call to Government on the ways working mothers attitude affects their children’ interest and academic achievement at the primary school level which could motivate them to invest in the areas of skills acquisition and women empowerment for better involvement in the education of their children.

Finally, the study could add to the literature in the field of Primary education which could also serve as a reference material to researchers and scholars as a whole.

Scope of the Study

This study is delimited to attitude of working class mothers on the learning activities of pupils in Oshimili South Local Government Area of Delta State. With particular emphasis on the attitude of working class mothers towards pupils’ study habit, participation in learning activities and the factors influencing working mothers’ attitude towards their support for pupils’ learning in Oshimili south. The study is further delimited to only primary school teachers in public primary schools in Oshimili South Local Government Area of Delta State.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the impact of human and material resources on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State.  Thee research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised of four hundred and Forty-eight (448) teachers from all the 23 primary schools in Oshimili South Local Government Area of Delta State while the sample of the study was forty-five (45) teachers from ten (9) selected primary schools in Oshimili South local government area drawn through Simple random sampling technique to serve as the representative of the entire population. The instrument used for data collection was a structured questionnaire. Forty-five (45) copies of the validated questionnaire items were administered to basic teachers in the selected public schools in Onitsha North Local Government Area of Anambra State by the researcher with the help of two research assistance and 45 of the administered instruments were retrieved and analyzed using mean statistics.  The findings of the study revealed among others that human and material resources such as laboratories, audio-visual materials, audio materials, electronic materials, visual, qualified basic science teachers are readily available for teaching basic science, human and material resources used in primary schools positively influence pupils attitude towards basic science and there are factors that affect effective utilization of material resources  in teaching basic science such as teachers’ inability to improvise instructional resources, large class size, primary school teachers’ and so on. Based on the findings, it was recommended among others that government should ensure constant electricity supply and build more classrooms for effective utilization of audio-visual instructional resources in teaching basic science; and government should build basic science laboratories in primary schools to enhance effective teaching and learning of basic science.

CHAPTER ONE

INTRODUCTION

Background to the Study

Teaching learning is made possible with the aid of resource which could be human or material. The human and material resources contribute immensely to the achievement of desired objectives. Without these two, teaching and learning cannot be achieved. They are the brain behind every successful teaching and learning.

Contextually, resources are tools for up-lifting the standards of education and the level of compliance in implementing the resource for teaching and learning process is decided at level and the type of education to be provided. The human resources are set of individuals who occupy certain positions in an organization, be it in the business or public sector domain. The material resources are assets that are in form of material possessions and they can be sourced or supplied for achieving organizational or societal objectives (Ronald, 2016). Gbeinbo (2019) asserted that learning occurs through someone’s interaction with his/her environment; that is, a person is capable of generating learning from environment without being taught. Environment here refers to facilities or resources that are available to facilitate students learning outcome. It includes textbooks, audio-visual, software and hardware of educational technology, size of classroom, sitting position and arrangement. Availability of tables, chairs, chalk boards, library, laboratories, school bus, plants, building, well, lighting, ventilation, football pitch, sickbay, suggestion box etc.

Resources in school can be human or material. Human Resources (HR) of an organization consist of all staff (teaching, managerial, and technical/support staff) engaged in any of the organization’s activities. It is well-recognized that the human resources of any school are its most valuable asset (Ukpabi, 2015). Despite the scarcity of resources, there is the need to expand and reform the educational system and ensure its quality in meeting the popular demand. Of the human resources required for the production function of the school system, teachers are the most vital. This is because they play great facilitative role in the teaching – learning process. Human resources (HR) is the division of a business that is charged with finding, screening, recruiting, and training job applicants, and administering employee-benefit programs (Robert, 2017). Human resources responsibilities include compensation and benefits, recruitment, firing, and keeping up to date with any laws that may affect the company and its employees. While Material includes physical assets like laboratories, libraries, material tools, writing materials, classrooms, etc used to develop student academic performance. Material resources are also seen as physical resources utilized by educational institutions in the process of implementing educational programmes.

Basic science as subject serves as the foundation to the study of the physical, natural world and phenomena, especially by using systematic observation and experiment. Basic Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Omiko (2015) sees basic science  as a science in which concepts and principles are presented so as to express the fundamental unit of scientific taught and avoiding premature or undue stress on the distinction between various scientific fields. Ukpabi (2017) defined Basic Science as a science in undifferentiated form which stresses the fundamental unity of science.

The situation of Nigerian Educational system has subsequently brought serious concern about the quality and quantity of trained teachers, equipment and facilities in the school set-up. As the public intensifies their criticisms of education system in Nigeria, experts in education are also intensifying their search to enhance the quality of education (Onyesom, 2013).  Hence the need to assess the impact of human and materials resources on pupils’ academic performance in basic science in Oshimili south Local Government Area of Delta state.

Statement of the Problem

Resources constitute the major strategic factor that fosters excellent academic achievement but, what constitutes the resources in education is determined at the level and the type of education to be provided.

Basic science is a subject designed to equip pupils with the basic skills in sciences which will enable them to effective performance in sciences. To achieve this laudable objective, resources such as human, physical facilities and equipment among others are not only important but are expected to be available and effectively utilized in the teaching and learning processes.

Primary school pupils’ academic performance basic science in public examinations of recent is one of the major means by which the general public judges the products from primary schools in Nigeria. This being the case, Nigeria has not fared favorably well in her attempt to providing quality education to her citizens (Ibukun, Oyetakin, Akinrotimi, Akinfolarin and Ayandoja, 2012). Factors such as motivation, leaders supervision, quality and quantity of teaching staff and materials, have influence on pupils’ academic performance (Ibukun et al, 2012). The problem of downward trend in academic performance of pupils has often been attributed to a number of factors among which are the principal’s leadership style, teachers’ quality, home factors, government factors and non-provision of educational resources (human, material, financial and physical resources) Ekundayo et al (2010). However, this study is limited to the provision of human resources and pupils’ academic performance in primary schools. Disparities in performance continued to be noticed as one of the many challenges facing education. These variations had raised a lot of concern as the government expenditure on education was not only aimed at increasing enrolment but also ensuring that academic performance was improved in these institutions at minimum cost.

It is against this backdrop that this study is carried out to ascertain the impact of human and material resources on pupils’ academic performance in Basic science in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to ascertain the impact of human and material resources on pupils’ academic performance in Basic science in Oshimili South Local Government Area of Delta State. The study specifically sought to ascertain:

1. The availability of human and material resources for teaching basic science in primary schools in Oshimili South.
2. The extent to which human and material resources influence pupils attitude towards basic science in Oshimili South.
3. Factors affecting the effective utilization of material resources in teaching basic science in primary schools in Oshimili South.

Research Questions

To effectively carry out the study, the following research questions were raised:

1. What are the human and material resources available for teaching basic science in primary schools in Oshimili South?
2. To what extent does human and material resources influence pupils attitude towards basic science in Oshimili South?
3. What are the factors affecting the effective utilization of material resources in teaching basic science in primary schools in Oshimili South?

 Significance of the Study

The study of this nature would be of benefit to pupils, teachers, government, field of primary education and researchers as a whole.

          The study would be of benefit to the pupils because it will help them understand the influence of human and material resources on their rate of class participation, study habit and attitude towards basic science.

It would also go a long way in making the teachers understand how human and material resources influence pupils’ academic performance which would enable them ensure that the materials resources needed to make teaching and learning lively are made available and accessible to the pupils. This will go a long way in improving their performance.

Findings of the study would also call the attention of the government to the scarcity of human and material resources particularly at the primary school level and the influence such have on pupils’ academic performance. This could enable take the necessary steps in ensuring that resources are made available and accessible, both to the teachers and the pupils.

Finally, the study would add to the literature in the field of Primary Education which could also serve as a reference material to scholars and researchers as a whole.

Scope/Delimitation of the Study

The scope of the study covered impact of human and material resources on pupils, academic performance in Basic Science in Oshimili South Local Government Area of Delta State.  The study was delimited to only public primary schools in Oshimili South Local Government Area of Delta State.

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Pages:  45

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study investigated the attitude of working parents towards the education of their children in Onitsha North Local Government Area of Anambra State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised of three thousand, for hundred and twenty-one (3421) pupils and teachers in Onitsha North Local Government Area of Anambra State. The sample of the study comprised of three hundred and eleven (311) pupils (primary 4, 5 and 6) and thirty-one (31) teachers from 10 selected public schools making a total of 342 respondents in Onitsha North Local Government Area of Anambra State drawn through simple random sampling technique to serve as the representative of the entire population. The instrument that used for data collection is a structured questionnaire titled “Attitude of Working Parents Towards the Education of their Children” (AWPTEC) which was validated by an expert in School of Early Childhood Care, Primary, Adult and Non-Formal Education, Federal College of Education (technical) Asaba. Three hundred and forty-two (342) copies of the validated questionnaire items were administered to pupils and teachers in the selected public schools in Onitsha North Local Government Area of Anambra State by the researcher with the help of two research assistance; 332 questionnaires were retrieved and analyzed using mean statistics. The findings of the study revealed among others that working parents have positive attitude towards the learning activities of their children, their interest, motivation and creating conducive learning environment for their children in Onitsha North Local Government Area of Anambra Stat. On the basis of the findings, it was recommended among others that parents should be encouraged during PTA meeting to be more involved in the education of their children so as to improve their participation in learning activities and parents should make it a priory to always reinforce their children in terms of learning so that they can develop positive mindset towards.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the best gift every parent can give to the children. It is the key to fulfilling destiny in the 21^st century. With education, a child can achieve anything and contribute to the growth and development of his or her country. Parents always want their children to be greater than them which they believe can be achieved if they are given quality education and shown love as they grow. When they grow to understand that their parents sacrifice so much for them to be where they are, they will do everything possible to make their parents proud.

Human nature is very complex and multidimensional in nature. Attitudes are the general elements of man’s nature. Attitude is the specific mental state of an individual toward something according to which his behaviour toward it is moulded (Robert, 2017). During one’s life, every one of us develops many kinds of attitudes. Attitude may be toward profession, people or philosophy of life. Attitude is a hypothetical construct that represent an individual’s like or dislike of an item. Attitudes are positive, negative or natural views of an attitude object, i.e. a person’s behaviour or event. Attitudes are positive or negative feelings that an individual hold about object, person or ideas. In simple words, an attitude may be directly observed and can be inferred from one’s own behaviour through his verbal and non-verbal responses (Austin, 2016).

Attitudes are the most important outcome of the experiences of the child. They are considered to be by products of learning and instructions. They are valuable results of development. They are emotionalized opinions formed through their experiences in the world. Attitude may be described as emotionally toned pre-disposition towards for objects and ideas. They are said to be somewhat lasting generalization of experiences, example, attitude towards divorce, democracy and dictatorships etc. Thus, they are generalized habits which partially control human behaviour, thinking and learning.

The main aim of education is to modify the behaviour of a child according to the need and expectations of the society. Behaviour is composed of many attributes. One of these important attributes is attitude. One’s behaviour, to great extent, depends upon one’s attitude towards the thing, idea, person, or object in his environment. The entire personality and development of a child is influenced by the nature of his attitudes. Learning of a subject and acquisition of habits, interests and other psychophysical disposition are all affected by his attitudes, the factors responsible for their measurement. Attitude is a predisposition or tendency to behave in a particular definite way to a particular situation. Behaviour by all means is a function of both characteristics of behaving persons and the situation, in which he behaves. Hence, a person may hold strong attitude and yet under certain circumstances, may behave in quite contradiction.

In this way, one’s behaviour towards an object related to a particular attitude cannot be safely predicted though that attitude but it can be safely said that it make the individual respond in a particular stimulus. Therefore, we may understand attitude as a determining acquired tendency in a certain way towards a specific object or a class of object to the condition prevailing in the environment (Mangal, 2018). An attitude is the degree of positive or negative effect association with some psychological object (Thurstone, 2015)). Britt (2017) sees attitude as a mental and natural state of readiness, exerting directive or dynamic influence upon the individual’s response to all objects and situation with which it is related. He Added that attitude is a readiness to react towards or against some situations, persons or thing in a particular manner to a particular degree of intensity. An attitude is an expression of favour or disfavour towards a person, place, thing, or event (the attitude object). Prominent psychologist Gordon Allport (2015) described attitudes as the most distinctive and indispensable concept in contemporary social psychology.” Attitude can be formed from a person’s past and present. Attitude is also measurable and changeable as well as influencing the person’s emotion and behaviour.

Parental attitude is a measure or index of parental involvement. A child brought up with affection and care in the least restrictive environment would be able to cope up better with the sighted world. Therefore, the family shapes the social integration of the child more than a formal school. Turnbull (2018) has identified four basic parental roles, parents as educational decision makers; parents as parents; parents as teachers and parents as advocates. Since the parent’s attitude is so important, it is essential that the home and school work closely together, especially for children with disabilities. The Warnock Report (2017) stresses the importance of parents being partners in the education of their children. It is the parent who exerts the major influence on the development of the child from birth to maturity.

Areas is which the attitude of working parents towards the education of their children is noticed are towards their learning activities, interest and motivation and creating conducive learning environment at home. When parents monitor the learning progress of their children on daily basis by ensuring that they do assignments and or exercises, they are likely to get motivated and do more. Roy (2017) opined that the attitude demonstrated by parents towards the learning activities of their children to a large extent determines their rate of class participation which influence their academic performance.

Creating a conducive learning environment at home helps to motivate the children to develop good reading habit which helps to improve their performance academically. But when they do not have enough learning materials, they seem to be inactive when it comes to learning activities. Ronald (2016) asserted that a good learning environment at home helps to motivate children to learn. Good attitude towards their learning environment is a booster when it comes to developing good study skills.

Statement of the Problem

The attitude of the parents signifies the supporting nature of family in their children’s education. The parental attitude can be negative or positive. The negative attitude of the parents regarding education and schooling can prevent their children from doing well educationally. With less parental support in school work, low level of motivation and poor self-esteem of children can result poor academic performance. Positive attitude of the parents can be beneficial to their children in many cases and can be reflected in improvement in class performance, creating interest among children to learn, and higher achievement scores in reading and writing. The growing awareness regarding education makes many families value their children’s education and act favorably towards schooling and education of their children. They become a part of the decision-making process of school, and decide their children’s future regarding higher education.   

Some parents have so much interest in the education of their children while some are too busy to monitor the learning progress of their children. The working-class parents in some cases seem to be too busy with work, forgetting about their children’s learning. They only pay school fees and do not care if the children are doing well or not. Some of the working class male parents seem to leave their monitoring and evaluating their children’s learning progress to the female parents (mothers) thereby denying children the opportunity to learn something some both parents.

Some children seem to be left alone to help themselves with homework and assignment which results in summitting undone assignments. Academic performance of some children seems to be dropping which educationists and researchers may likely believe that it may be caused by nonchalant attitude of the some parents towards the education of their children. It is against the light of the above that this study is carried out to examine the attitude of working parents towards the education of their children in Onitsha North Local Government Area of Anambra State.

Purpose of the Study

The main purpose of this study is to examine the attitude of working parents towards the education of their children in Onitsha North Local Government Area of Anambra State. Specifically, the study seeks to examine:

1. The attitude of working parents towards the learning activities of their children in Onitsha North.
2. The attitude of working parents towards the interest and motivation of their children in Onitsha North.
3. The attitude of working parents towards creating conducive learning environment for their children in Onitsha North.

Significance of the Study

The study of this nature will be beneficial to pupils, teachers, government, researchers and the field of Primary Education.

The study will enable the pupils to understand how their parents’ attitude affects their academic performance.

It will also enable the teachers to understand the attitude of working parents towards their children’s learning activities, interest, motivation and creating learning environment for the children at home. This could help them work with the management in encouraging the parents to develop positive attitude towards the education of their children.

The findings of the study will also go a long way in calling the attention of the government through the ministry of basic education to the negative attitude of working parents towards the education of their children so as to enlighten them on the need to be more involved so that they children can be motivate to perform better in their academic activities.

Finally, the study could add to the literature in the field of Primary Education which could serve as a reference material to researchers who may wish to carry out a related study.

 Research Questions

The following research questions were raised to guide the study:

1. What is the attitude of working parents towards the learning activities of their children in Onitsha North?
2. What is the attitude of working parents towards the interest and motivation of their children in Onitsha North?
3. What is the attitude of working parents towards creating conducive learning environment for their children in Onitsha North?

Scope of the Study

This study is covered the attitude of working parents towards the education of their children in primary schools in Onitsha North Local Government Area of Anambra State. With particular emphasis on attitude of working parents towards their children’s learning activities, interest, motivation and creating conducive learning environment at home. The study is further delimited to public primary school in Oshimili North Local Government Area of Delta State.

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Pages:  55

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of instructional resources in teaching and learning of social studies in Primary Schools in Aguata Local Government Area of Anambra State. Three research questions guided the study. Literature was reviewed under conceptual framework and empirical related studies.  The study adopted descriptive survey research design. The population of the study comprised of all the one thousand three hundred (1300) pupils and two hundred (200) teachers in public primary schools in Aguata Local Government Area of Anambra State. While one hundred and thirty (130) public primary school pupils and twenty (20) social studies teachers from 10 public primary schools in Aguata Local Government Area of Anambra State drawn through simple random sampling technique to serve as the representative of the entire population. A total of one hundred and fifty (150) respondents were used for the study. The instrument used for data collection is a structured questionnaire, which was structured by the researcher with a guide from the supervisor and validated by two experts; one in Primary Education Department of Federal College of Education (Technical) Asaba and one in Measurement and Evaluation. One hundred and fifty (150) copies of the validated questionnaires were administered on selected pupils and teachers in the selected public secondary schools in Aguata Local Government Area of Anambra State by the researcher with the help of 2 research assistants, 143 were retrieved and analyzed using mean statistics. Based on the analysis, it was found among others that use of instructional resources have been attained in effective teaching and learning of social studies which have positive influence on pupils’ attitude towards social studies leading to improved academic performance in social studies in Aguata Local Government.On the basis of the findings, it was recommended among others that government should provide instructional resources to enhance the teaching of social studies in primary schools and teachers should use of instructional resources in teaching social studies in primary schools for improved academic performance.

 CHAPTER ONE

INTRODUCTION

Background to the Study

In modern teaching-learning situations, the utilization of instructional resources have become prominent because experts and scholars are of the view that teaching will be effective if teaching aids or audio-visual aids are used effectively. Also, pupils learn better if they are exposed to the use of the teaching resources no matter how prototype it would be. The provision of instructional resources is supposed to cut across the four sensory organs viz-a-viz sight, hearing, touch and feeling. Every instructional resource used for teaching is an aid. An aid is such as chalkboard, books, chart, newspapers, modern pictures, radio, tape recorder, posters are good examples for teaching.

Ikerionwu (2016), refers to instructional resources as objects or devices which help the teacher to make learning meaningful to learners. Similarly, Ezegbe (2014) classified them into two; visual resources: made up of reading and non-reading and audiovisual; comprising electrically operated and non-electrically operated resources. The purpose of instructional resources is to promote efficiency of education by improving the quality of teaching and learning. According to Aduwa-Ogiegbaen and Imogie (2014), these resources such as audio tape recorders, video tape recorders, slide projectors, opaque projectors, overhead projectors, still pictures, programmed instruction, filmstrips, maps, chart, graphs and many more offer a variety of learning experiences individually or in combination to meet different teaching and learning experiences.

These instructional materials can as well be used in the teaching and learning of social studies.

Social studies is seen as the study of man and his physical environment. It enables pupils to examine those norms and cultures of their core and immediate communities within the Nigerian society in order to strengthen their socializing and humanizing responsibilities. Social studies helps the child to realize that all the aspect of his environment are revolving or changing. Akpabio (2015), is of the view that social studies is a subject that is concerned with man’s way of life. It examines the way man lives and interacts with his social and physical environment. The use of the available knowledge, skills, tools and technology may aid his interaction. It is important to note that man lives in the society of other human beings. At the same time, society demands the loyalty, cooperation and knowledge of its members in order to ensure development and continued survival of the society. Again, man lives in a physical environment or territory. He interacts with the resources of the physical environment to meet his need for water, food, clothing, shelter, exercise, sleep and rest. In order to interact successfully for the purpose of meeting his social and physical needs. Man, as a general rule uses the knowledge, the ideas, the material objects that his society possesses (Uzoagulu, 2016). Social Studies is not only a way of life, it studies how man is influenced by his physical, social, political, economic, psychological and cultural environment. Uzoagulu further observes that social studies is one of the social sciences disciplines which studies man as he interacts with his fellow men and with his environment. The content of social studies, therefore, is man and his actions.

To effectively teach social studies as a subject, instructional materials are needed. Adekunle (2015) noted that teaching resources in social studies means anything that can assist the teacher in promoting teaching and learning. When the pupils are given the chance to learn through more senses than one, they can learn faster and easier. The use of instructional resources provides the teacher with interesting and compelling platforms for conveying information since they motivate learners to learn more. Furthermore, the teacher is assisted in overcoming physical difficulties that could have hindered his effective presentation of a given topic. The teacher facilitates the learning by acting as a coach, resource guide and companion in learning. The use of instructional resources does not only encourage teachers and pupils to work collaboratively but also results in more cooperative learning activities among the pupils. Hence the need to ascertain the influence of instructional resources on teaching and learning social studies particularly at the Primary school level.

Statement of the Problem

The essence of instructional resources in teaching and learning of social studies in primary schools cannot be over-emphasized. This is as a result that pupils tend to comprehend faster when shown real-life examples than when they are not.

Hence, at the primary school level, the use of instructional resources in teaching pupils, is yet to be ascertained.

Students’ performance in social studies over the years have not been encouraging. This is as a result of pupils’ attitude towards the subject. This again become a problem to be addressed. It is against this backdrop that this study is carried out to ascertain the influence of the use of instructional resources in teaching and learning of social studies in Primary Schools in Aguata Local Government Area of Anambra State.

Purpose of the Study

The main purpose of the study entails investigating the influence of the use of instructional resources in teaching and learning of social studies in Primary Schools in Aguata Local Government Area of Anambra State. Specially, the study is aimed at ascertaining:

1. The extent to which the use of instructional resources have been attained for effective teaching and learning of social studies in Primary Schools in Aguata Local Government.
2. The influence of the use of instructional resources on academic performance of pupils in social studies Aguata Local Government.
3. The extent to which the use of instructional resources influence pupils’ attitude towards social studies in Aguata Local Government.

Research Questions

To effectively carry out the study, the following questions were raised:

1. To what extent is the use of instructional resources been attained in effective teaching and learning of social studies in Aguata Local Government?
2. What is the influence of the use of instructional resources on academic performance of pupils in social studies in Aguata Local Government?
3. To what extent has the use of instructional resources influenced pupils’ attitude towards social studies in Aguata Local Government?

Significance of the Study

The study of this nature would be of benefit to teachers, pupils, government, researchers and the field of Primary Education.

The study would be of immense benefit to pupils because it will make them understand the importance of the use of instructional resources in teaching social studies and how it influences their overall academic performance.

The study would also benefit teachers in the sense that it would enable them understand the influence of using instructional resources in teaching social studies which would motivate them to embrace the use of instructional resources for better academic performance in the subject.

It could also, be of importance to the government by calling their attention to the importance attached to the use of instructional resources and the influence it has on pupils’ performance in subjects such as social studies. This could go a long way to making them provide instructional resources for effective teaching and learning of social studies and other school subjects.

Finally, the study would add to existing literature in the field of primary education which could serve as a reference material for researcher who may wish to carry out similar study.

Scope of the Study

This study is delimited to the influence of instructional resources in teaching and learning of social studies in Primary Schools in Aguata Local Government Area of Anambra State, with particular emphasis on the availability of instructional resources, influence of the use of instructional resources on pupils’ academic performance and attitude towards social studies.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised of the three thousand and twenty (3020) primary four pupils (male and female) in all the 23 public primary schools in Oshimili South Local Government Area of Delta State; out of the 23 public primary schools in Oshimili South, 9 schools were randomly selected. In each school, one stream of primary 4 pupils was selected through balloting. A total of 135 pupils were sampled (Male and Female). The instrument used for data collection was a structured questionnaire, which was constructed by the researcher and validated by two lecturers in Primary Education Department of Federal College of Education (Technical) Asaba. One hundred and thirty-five (135) copies of the validated questionnaires were administered on the primary four pupils in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of 2 research assistants and 125 were retrieved and analyzed using mean statistics. The findings from the study revealed that e-learning facilities are available for effective teaching in primary schools, they available once are widely used and the utilization is affected by several factors such as inadequate electricity supply, poor maintenance culture, lack of technology experts, among others.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Electronic learning or e-learning as popularly called has been variously defined by different authors. Like the name sounds electronic learning is learning via electronic means. E-learning involves use of electronic media (The internet, Digital Versatile Disk (DVD), Compact Disk Read Only Memory (CD-ROM), video tape, television, cell phones etc.) for teaching and learning at a distance. E-learning is the use of technology to deliver solutions that enhance knowledge and performance. E-learning is an inclusive term that describes educational technology that electronically supports learning and teaching. It is a technological medium that assists in the communication of knowledge and its development and exchange, also e-learning includes multimedia learning. E-learning was useful and utilized in some parts of Nigeria during the outbreak of the pandemic, (Covid-19) in 2020 a lot of schools in Nigeria started on-line learning because pupils could no longer go to the classrooms for their lessons due to the lockdown. This was to reduce the spread of the deadly disease.

The Wikipedia (2014) refers to e-learning as the use of electronic media and information communication technologies (ICT) in education broadly speaking, it includes all forms of educational technology in teaching and learning, e-learning is synonymous to multimedia learning, Technology Enhance Learning (TEL), Computer Based Interaction (CBL), Computer Based Training (CBT), Computer Assisted Intrusion Or Computer Aided Instruction to mention but a few.

Onyechi and Obikaeze (2011) defined e-learning as a formal and non-formal education that uses electronic delivery method such as internet based learning delivery packages, CD ROM, Online video conferencing, website or e-mail to manage the relationship between teachers and pupils. E-learning refers to a learning system that we can obtain through the internet using an electronic device. 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”.

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. Clark and Mayor (2016) defined E-learning as instructions delivered through digital devices with the intent of supporting learning.  Arkorful and Abaidoo (2015) 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.

In recent decades, the use of information and communication technologies (ICT) for educational purposes has increased, and the spread of network technologies has caused e-learning practices to evolve significantly (Kahiigi, 2018). The discussion of the definition and practices of e-learning focuses on the intersection of education, teaching, and learning with ICT (Friesen, 2014). It is undoubtedly preceded by two other disciplines: educational technology and distance education. Both have significantly contributed to the intensive use of ICT for educational purposes, but neither can be strictly equated with e-learning. E-learning could also be considered a natural evolution of distance learning, which has always taken advantage of the latest tools to emerge in the context of technologies for structuring education. No doubt, e-learning has proven to be one of the best ways to prove teaching and learning. Hence the need to ascertain the impact of e-learning on academic performance of primary school pupils.

Statement of the Problem

The importance of the use of facilities (teaching aids) in teaching at the primary school level cannot be over-emphasized. This is because they make learning more real and concrete, thereby attracting and sustaining pupils’ interest throughout the lesson bringing about better academic performance.

The world is gradually moving from the conventional face-to-face teaching to a more convenient teaching learning called e-learning. E-learning was used in most schools in Nigeria during the Covid-19 lockdown, bringing about continuous education.

However, most pupils are not familiar with the e-learning facilities used in primary schools which many believe that it could be as a result of the non-utilization of such facilities. Could the non-usage of instructional materials be as a result of inadequate facilities? Could it be as a result of teachers’ negative attitude towards the usage? Or Could it be as a result of inadequate funding?

It is against the light of the above that this study is carried out to ascertain the extent of the use of e-learning facilities in primary schools in Oshimili South local government area of Delta State.

Purpose of the Study

The main purpose of this study is to assess the extent of the utilization of e-learning facilities in primary schools in Oshimili South local government area of Delta State. Specifically, the study sought to:

1. assess the availability of e-learning facilities for teaching in primary schools in Oshimili South.
2. evaluate the extent of the utilization of audio e-learning facilities in primary schools in Oshimili South.
3. Examine the factors affecting the effective utilization of e-learning facilities in primary schools in Oshimili South.

Research Questions

The following questions guided the researcher in collecting data from the respondents:

1. what are the available e-learning facilities for teaching in primary schools in Oshimili South?
2. what is the extent of the utilization of audio e-learning facilities in primary schools in Oshimili South?
3. what are the factors affecting the effective utilization of e-learning facilities in primary schools in Oshimili South?

Significance of the Study

The study would be of benefit to pupils, teachers, government, field of Primary education and researchers as a whole.

The study would enable the pupils get to know the kinds of e-learning facilities available for teaching and learning so that they can effectively learn how to use them

It would also be of help the teachers to know the available e-learning facilities and the factors affecting the effective utilization of such facilities so that they can work with relevant agencies to tackle the challenges for effective utilization of the available e-learning facilities.

The government through the findings of this study would be aware of the level of the availability of e-learning facilities at the primary schools and the factors responsible for non-utilization of the facilities. This would also enable them provide more facilities for the effective teaching and learning at the primary school level.

Finally, the study could add to the literature in the field of Primary Education which would also serve as a reference material to researchers who may wish to carry out a similar study.

Delimitation/Scope of the Study

This study investigated the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State, with particular emphasis on the availability of e-learning facilities, extent of utilization of audio, audio-visual facilities and the factors affecting the effective utilization of e-learning facilities at the primary school level. The study was delimited to public primary schools in Oshimili South Local Government Area of Delta State.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of educational management and supervision in achieving the goals of primary schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. Literatures related to the research questions and variables in the study were reviewed along-side empirical related studies. The population of the study comprised of one hundred and fifty (150) primary four and five teachers in all the 23 public primary schools in Oshimili South Local Government Area of Delta State the sample of the study was fifty (50) teachers from ten selected primary schools in Oshimili South local government area and to be drawn through Simple random sampling technique. The instrument used for data collection was a structured questionnaire, titled: Influence of educational management and supervision in achieving the goals of primary schools (IEMSAGPS), structured by the researcher with the help of the supervisor and validated by two lecturers; one in Primary Education Department and one Measurement and Evaluation of Federal College of Education (Technical) Asaba, Delta State. Fifty (50) copies of the questionnaire was administered on the fifty (50) selected primary teachers in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of two research assistants and 46 copies of the questionnaires were retrieved and analyzed. The findings from the study revealed that educational management and supervision positively influence staff development, classroom instruction, school records and facilities which aid in achieving the goals of primary schools in Oshimili South Local Government Area of Delta State. Based on the findings, it was recommended that government should ensure that educational managers and supervisors are well-equipped with relevant skills that will enable them to be effective in terms of staff development so as to aid in achieving the goals of primary schools; educational managers and supervisors should ensure that classroom instruction is well-supervised to aid in achieving the goals of primary schools and teachers should ensure that schools records are well-kept and facilities are maintained for timely achievement of the set goals of primary schools.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the bedrock of any developing country, and Nigeria is not an exception. It is the best legacy every nation can leave for the   citizens. It is a formal system with a special design which is called the school. The Nigerian educational system is designed based on levels, according to the current educational reform; the levels consist of primary, secondary and tertiary education. The basic level is made up of primary and junior secondary level. There are both private and public schools. The primary schools were supported by public funds (i.e by government) with other support from non-governmental organizations.

Public primary schools are for all the children in various communities. Primary school is a social system as it is a collection of people with contribution towards the achievement of self and the country goals. The children at that level are between six to seven years of age, whom are expected to be taught for at least six years in the schools. Teachers, head teachers and other none teaching staff are provided in such schools.  School management and supervision was provided by the government to the schools in order to monitor, assess, guide, improve and help stimulate the teachers in order to perform their duties for the achievement of primary educational aims and objectives.

Primary schools are the basic step taken by all the Nigerian children in order to be trained and prepared for the next step of educational level. Therefore, it is very necessary to make primary school organized since it is the educational foundation for all Nigerian children. It is very important to make sure that primary schools are run the way it supposed to be. In order to achieve the aims and objectives of primary schools, school supervision and management must be constant and proper, so that the teacher will be motivated and work harder. School supervisors do not only monitor teachers but it also give them chance to discuss their problems and provide ways to handle them. In addition, it gives room to improve teachers’ development in terms of promotion issues by identifying those that are due for promotion or those that are supposed to go for studies, workshop and conferences. Effective educational management supervision is very important for the benefit of both teachers and pupils.

Educational management and Supervision is a way of stimulating, guiding, refreshing, encouraging teachers with the hope of achieving the educational set goals. It is an age-long device for improving teachers’ skills (Ogunsaju, 2017). Educational management and supervision is one among the many responsibilities of an educational administration performed by school heads. Since education is very necessary in our country, management and supervision must be given a high priority. This is because educational management and supervision deals with the basic needs of schools and it helps in provision, maintenance, assisting and proper placement of both human and nonhuman materials in schools.

Areas where educational managers and supervisors assess in school include, the resources (fund), environment, school and community development, records, staff development, and school instructional material. All these areas are vital which such schools will not remain as schools without them. Therefore, these are areas which if much attention is not given to; the educational goals will never be achieved or cannot be realized (Obed, 2016).

The most powerful force be deviling education as a system according to Justin (2017) is funding. This cankerworm did not spare school management and supervision. An inadequate fund disallows school to conduct several of its activities and programmes. For example, inspection suffers due to non-staff development, most school heads (managers) supervise school activities on the basis of tacit knowledge, in other words, supervision is made on the basis of unconscious experience not through formal training. Also, a problem made by inadequate funds is the inability of schools to procure facilities for record storage. In many schools, files are inadequate let alone shelves for documenting records for future uses and decision making. This results to several fake results and claims by nonexistent students.

In relation to supervision of school environment; schools nowadays are in court with their host communities for claim and disclaim of lands. Most school territorial lands are not known, may be due to lose of records and inadequate supervision of the lands due to ineffective management. This problem has resulted to several disagreements and conflict which result to having bad school-community relationship. The bad school community relationship result, to hostility and affect students’ moral control. In fact, in some cases result to theft of the school’s properties. Moreover, inadequate environmental supervision results to schools becoming bushy, thereby making the school prone to fire disaster and snake bite. Most of these problems are associated with the inadequate school managerial skills and funds for managing primary schools in Oshimili South.

In order to attain the educational aims and objectives in the country, educational management and supervision should be given more attention on the aspect of instructional work because it is the heart of the school. Teachers’ activities and class activities will be assessed by the management to find out the teachers’ level of skills, knowledge and ideas. And also, to observe the pupils’ capacity on learning activities and to realize whether the instruments provided by the government were adequate and used by both the pupils and the teachers (Philip, 2018).

Effective educational management and supervisors will make sure that there is provision of proper school environment with good surroundings, proper cites and area, play-ground equipment and garden with good colorful flowers that will beautify the school, proper arrangement of water devices (Philip, 2017). All these and many more make and encourage teaching and learning in schools.

Another area to be well supervised is the school facilities, the supervisors were expected to investigate the provision, maintenance and functioning of school facilities provided by the school management. School facilities involve; library equipment, tables, chairs, lab equipment, play-ground facilities, toilets, and urinary materials. The supervisors help in the provision of school facilities and maintenance.

The last but not the least area supervised by school managers is the inspection of school records. This is a very important way of having the historical, references, documentation and evaluation of teachers, head teachers and the pupils of the school. School records involves functioning, availability, and maintenance of the school records. If there is proper and regular supervision in this mentioned, areas, in our primary school basically, education in Nigeria will be improved and the aims and objectives will be attained not only in primary school but also in the higher academic level of education and the output or the graduates will be more qualitative in terms of skills and knowledge, because primary school is the foundation of any knowledge if there is concrete foundation. Hence the need to ascertain the influence of educational management and supervision in achieving goals of primary education.

 

Statement of the Problem

Educational management and supervision plays vital role in staff development, instructional resources, school records, environment and the overall teaching and learning. It ensures that teaching and learning at all levels of education, particularly the primary school level is effective and the overall goals are achieved.

The standard of primary education in Nigeria seems to be falling. This is because there seem to be decline in the performance of students who just finished primary school which many attributed it to ineffective management and supervision.

As a result of ineffective management and improper supervision, education lacks its quality, because there are inadequate facilities, no harmony and good relationship between school and the community, no proper maintenance and availability of school records and also the instructional works were not given maximum attention. It appears that schools are facing a lot of problems which cause the backwardness in educational sector. These therefore, call for this research so as to find out the influence of educational management and supervision on achieving goals of primary education in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to ascertain the influence of educational management and supervision in achieving goals of primary schools in Oshimili south Local Government Area of Delta State. Specifically, the study sought to examine:

1. The influence of educational management and supervision on staff development in primary schools.
2. The influence of educational management and supervision on classroom instruction in primary schools.
3. The influence of educational management and supervision on school records and facilities in Primary schools

Research Questions

To effectively carryout this study, the following research questions were raised:

1. What is the influence of educational management and supervision on staff development in primary schools?
2. What is the influence of educational management and supervision on classroom instruction in primary schools?
3. What is the influence of educational management and supervision on school records and facilities in Primary schools?

Significance of the Study

The study will be of immense benefit to pupils, teachers, educational planners, government, researchers and the field of primary education as a whole.

The teachers will benefit from this study because it will help them to understand the influence of educational management and supervision on achieving the overall goals of primary schools.

It could go a long way in helping the government to identify the influence of educational management and supervision on achieving the goals of primary education and the ways in which it could be enhanced for effective service delivery.

The study could add to the literature in the field of primary education which could also serve as a reference material for researchers who may wish to carry out related study.

 Scope of the Study

This study is delimited to the influence of educational management and supervision in achieving goals of primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on staff development, classroom instruction, school records and facilities.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

This study investigated the problems associated with the teaching of social studies in primary schools in Oshimili South Local Government Area of Delta State. The study adopted a descriptive survey research design.  The population of the study comprised of all primary school pupils and teachers in Oshimili South while the sample of the study was 80 pupils and 20 teachers drawn through simple random sampling technique. Four research questions were formulated to guide the study.  The instrument used for data collection was a structured questionnaire and the method used in analyzing data was mean. Based on the analysis the study discovered that pupils’ attitude, lack of instructional materials, teachers, method of teaching and class size affect the teaching of social studies in primary schools in Oshimili South. On the basis of the findings, the study recommended among others that Parents should encourage their children to study social studies at home and ensure that they do their homework, government should provide adequate instructional facilities to schools to facilitate effective teaching and learning of social studies, teachers should ensure that they use methods of teaching that will enable the pupils to participate in social studies class for improved academic performance and teachers should ensure that home works given to pupils are checked every day before the commencement of the next lesson.

CHAPTER ONE

INTRODUCTION

Background of the Study

Teaching of Social Studies provides opportunities for pupils to anticipate and understand some of the issues they will face in a modern Nigeria, and offers them the opportunity to explore ideas and concepts, building a picture of the world in which they are going to live, both before and as they experience it.

The absence of related instructional materials in primary schools, lack of trained social studies teachers and other similar problems serves as barriers to the achievement of numerous objectives in social studies (Dubey, 2017). In view of this situation, the teaching and learning of social studies tends to be ineffective. In the schools, non-specialist teachers are employed to teach social studies and they apply the methods of teaching traditional subjects like History, Geography, Economic, Government and Civics. This kind of arrangement is obviously bad. It is like spreading seeds on a sandy soil. When this happens, the seed will not germinate but rot away. In the same way, if this situation is allowed to continue the essential points or aims about social studies will be lost.

The social sciences like sociology, economics and political science were thought of as the only subjects designed for the study of social and its institutions. Emphasizing on the objectives of social studies, DuBey (2017) stated that the overall objectives of social studies should be to help students to develop the ability to make reflective decisions in order to resolve individual and social problems as well as participating intelligently in social actions. Social studies emphasize an interdisciplinary approach to the study of man interacting and coping with problems in society. Appropriate method to facilitate such interaction and cooperation among the learners and teachers should be encouraged.

Teaching and learning are usually taken to be major activities or process that takes place in formal school system, particularly, in the classroom. During this process however, there are lot of subjects being taught, especially after the introduction of Western Education (Formal Education) in primary Schools.

Modern Educationists see the study of social studies as not only the best course for fostering good citizenship, but it gives information to students and help them learn about the physical, social and economic Environment in which they live. They also agree that it helps the child to understand the diversity among the peoples of Nigeria, the wider world as well as learning to appreciate the world’s phenomena.

Statement of the Problem

Social studies is one of the subjects being taught in our schools. The Importance of social studies cannot be overemphasized because it has to do with man and his environment. Social studies is an attempt to reconcile conflicting and distracting statements about man. In other words, it is problem solving. According to Uzoagulu (2016) “In practical terms, social studies is the subject which considers man’s aspirations, hopes, dreams, resentment, hurts and frustrations in order to understand and interpret his behaviours at any particular time”. Uzoagulu added that social studies deals with human beings. Since human behaviour varies from person to person as a result of changes in their mode of life, social studies serve to mould and form man’s behaviour. Although social studies is a new subject in Nigeria, and despite the fact that little is known about its contents, it is a moral oriented subject whose concern is to help people appreciate and solve their problem.

Despite the importance of social studies, the teaching of the subject has generated a lot of public complains which have been attributed to teachers handling the subject to have little or no sound knowledge concerning the it, inadequate instructional materials, improper method of teaching and lots more.

It is against this backdrop that this study seeks to find out the problems associated with the teaching and learning of social studies in primary schools in Oshimili South local government area of Delta state.

Purpose of the Study                                                 

The main purpose of this study is to find out the problems associated with the teaching of social studies in primary schools in Oshimili South Local Government Area of Delta state.

Specifically, the study is aimed at finding out:

1. How pupils’ attitude affect the teaching of social studies in Oshimili south.
2. How lack of instructional materials affect teaching of social studies in Oshimili South.
3. How teachers’ method of teaching affect teaching of social studies in Oshimili South.
4. How class size affect the teaching of social studies in primary schools in Oshimili South.

Research Questions

The following research questions guided the study:

1. How does pupils’ attitude affect teaching of social studies in primary schools in Oshimili South Local Government Area?
2. How does lack of instructional materials affect the teaching of social studies in Oshimili South Local Government Area?
3. How does teacher’s method of teaching affect the teaching of social studies in primary schools in Oshimili South Local Government Area?
4. How does class size affect the teaching of social studies in Oshimili South Local Government Area?

Significance of the Study

This research work is significant in many ways:

The study would be useful to teachers, parents, school management and the government.

The findings of the study would help parents to understand different problems associated with the teaching of social studies and assist the school management in any way they can for improved academic performance.

It would also help the teachers understand different problems associated with the teaching of social studies and work with the school management to tackle those problems.

The study would be of great help to school management in Oshimili South to make programmes that will to make instructional materials available for teaching and learning of social studies in primary schools.

Scope of the Study

This study focused on problems associated with the teaching of social studies in some selected primary schools in Oshimili South local area of Delta state. With particular pupils’ lack of instructional materials, teachers’ method of teaching and class size.

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Pages:  40

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

This study investigated the extent of parental involvement in their children’s learning activities in Oshimili South. Three research questions were formulated to guide the study. The population of the study was all primary four pupils in the local government. The sample of the study was 135 primary four pupils drawn through random sampling technique. The study adopted a descriptive survey research design. The instrument used for data collection was a structured questionnaire which was structured by the researcher and validated by two experts (one from Primary Education Department and one from Measurement and Evaluation). The validated questionnaires were administered to the pupil and collected after which data was analyzed using mean statistics. Based on the analysis the study revealed that parents are involved in their children’s learning activities in areas such as guiding them in homework, giving suggestions to schools, encouraging them to learn at home and communicating with class teachers and that parental involvement in their children’s academic activities is gender based because mothers are revealed to be more involved in their children’s learning activities and spend more time with the children compared to the fathers. Some challenges to effective parental involvement includes unfriendly school heads, lack of encouragement from teachers, over engagement of parents in business and unhealthy relationship between school rules and parents desire to be involved in their children’s learning activities. On the basis of the findings, it was recommended among others, that fathers should as much as possible be actively engaged in their children learning activities for improved academic performance; parents should ensure that they give their children equal opportunity of being educated; school heads should as much as possible to partner with parents and liaze with to be more involved in their children learning activities and teachers should encourage the parents to develop interest in getting more involved in the learning activities of their children.

 CHAPTER ONE

INTRODUCTION

• Background to the Study

Children are the future of any nation and the progress of any nation depends upon the education that they acquire today, the same kind of education they will apply on themselves or their nation future. So, it is necessary for any nation to take special care of children by providing them an excellent education. No doubt, the education is a power that influences individual’s life.

The involvement of parents is vital for child grooming and they are their first educator. Parenting is the process of uprising and educating the child frombirth till adulthood this is usually done in a child’s family (Keith, 2012).

The involvement of parents means that parents participate in one or more school associated activities, such as parent-teacher meetings, volunteering at school, stimulating their child with homework, encouraging the child to upgrade achievement and so on. The involvement of parents in each stage of child’s education is necessary and the parents leave imperishable prints on the life of their children. (Singh, 2013)

Parents are central figures in their children’s socialization and education (both formal and informal) to become responsible and productive members of the society.This is because the training of the child begins at home, before the school and the larger society come in to continue the education of the child to make him or her, the best he/she could become.

The type of child upbringing practiced in a home, has a major impact on the child’s life, including his/her academic performance in school.

Parental school involvement, like many other variables, such as the student, teacher and school variables, is an important determinant of students’ academic performance.

Driessen and Sleegers (2010) reported that parental school involvement improved student’s academic performance.

The positive impact of parental involvement is understandable because it helps to maintain the much-needed bridge for effective learning between the home and the school.

Parents, in the context of this study, are students’ biological parents, adoptive parents and guardians.

The importance of parental school involvement cannot be overemphasized since it is the home that first socializes the child before he or she is sent to school.

A healthy family background with good child-upbringing practices offers the child emotional stability (Barry, 2016) and helps maintain the much -needed bridge between the home and school for effective learning and improved students’ academic performance.

Henderson and Mapp (2014) in their analysis of parental involvement and student achievement reports that when schools, families and community groups work together to support learning, children tend to better in school, stay in school longer and like schooling more.

Regardless of the level of family income and background, students whose parents are involved, are more likely to earn higher grades and test scores, be promoted, enroll in higher level programmes, pass their classes, earn credits, attends school regularly, have better social skills, show improved behavior, adapt well to school and graduate to post-secondary education.

In a learning community grounded in constructivism, learners mediate knowledge within the social context. Learners move forward through stages of cognitive development through socially mediated situations. Culture is the product of social life and human social activity (Vygosky, 1986, cited in Hedges, 2012). Therefore, when learners actively construct knowledge in a social context, they mediate through language situated in a framework of problem posing. It provides not only an optimal learning environment, but the potential for cultural reality (Vygotsky, 1986, cited in Hirtle (2013). Often parental involvement with the school helps learnersto understand the social context to construct knowledge based on the social values and norms.

Macfarlane (2010) argues that neither home nor school can operate to the optimum isolation in the context of education and therefore,school and home must work together for a healthy environment of learning for students.

Parental engagement in educational activities allows students from diverse backgrounds to feel more comfortable with their own identities in the school, which contributes to better educational outcomes (Macfarlane, Glynn, Cavanagh & Bateman, 2012).

Thus, the value of home-school relationships is that they can help the educators to understand family perspectives of the studentsand reduce the gaps between students, parents and teachers(Macfarlane, 2014).

Over the last few decades reforms have been made in schools worldwide in order to consolidate the different views of significant players–students, teachers, principals, board of trustees, parents and the community–in the school setting(Baker, 2012).

Likewise, partnerships between schools and their communities have strengthened the school activities, and helped to create spaces for stakeholders to understand each other, particularly to understand the key aspects of partners’ views (Timperley & Robinson, 2012).

In this context, schools are not just made up of teachers and students; parents and the wider community are also significant actors.

Consequently, students have the opportunity to develop their skills and talents by forming partnerships with different stakeholders of the schools, particularly parental involvement (Epstein &Salinas, 2011).

When schools, parents, children and other stakeholders come together and build a good relationship where they will support each other in order to achieve a common goal, namely effective teaching and learning, then children can succeed in school. Parents’ involvement in schools helps parents to discover their potential, which they can use for the benefit of their children.

Parental involvement in their children’s education appears to be a constant in children’s academic achievement and social adjustment. Although many parents may not be certain how to help their children with assignments, guidance and support, they can be actively involved in home learning activities, as well as having an opportunity to teach, be a role model, and guide their children (Dekker et al., 2012). According to Keane (2013), parental involvement improves the chances of children’s success at school. A recent report conducted by the National School Public Relation Association (2015) showed that enhanced parental involvement leads to better academic performance, better school attendance, and improved behavior of children at home and in school.

 1.2Statement of the Problem

Parental involvement in their children’s learning is one factor that has been consistently related to a child’s increased academic performance.

The lack of concern by parents in the running and management of schools is worrisome. As a result 0f their impact on nurturing students towards academic achievement is minimal.

While this relation between parents’ involvement and a child’s academic performance is well established, studies are yet to examine how parental involvement increases a child’s academic performance. Moreover, few studies have examined parental involvement as a primary socializing agent, as direct predictor(s) of learners’ senses of self-efficacy, engagement and intrinsic motivation, hence the need to carry out this research. It is against this background that this study is aimed at investigating the extent of parents involvement in their children’s learning in Oshimili South Local Government Area of Delta State.

1.3 Purpose of the Study

The main purpose of this study is to find out the extent of parents involvement in their children’s learning activities in Oshimili south local government Area of Delta state. Specifically, purposes are to:

1. Find out the various ways parents get involved in their children’s academic activities in Oshimili South.
2. Find out the challenges to effective parental involvement in their children’s learning in Oshimili South.
3. Determine the extent to which both parents are involved in their children’s academic activities in Oshimili South.

1.4 Research Questions

The following questions were formulated to guide the study:

1. What are the various ways parents get involved in their children’s academic activities?
2. What challenges do parents face in getting involved in their children’s academic activities in Oshimili South?
3. To what extentis parental involvement in their children’s academic activities gender based in Oshimili South?

1.5 Significance of the Study                                            

The study would be useful to teachers, parents, school management and the government.

The findings of the study would help teachers to encourage parents to get involved in their children’s learning activities for improved academic performance.

It would also help the parents to know the importance of getting involved in their children’s learning so as to bring about good relationship between them and the school for the benefit of their children.

The study would be of great help to school management in Oshimili South to make programmes that will enable the parents to be active participants in their children’s learning. It would also help the government to look for ways of working with schools through the ministry of education to strengthen parent-teachers relationship.

1.6 Scope of the Study

This study islimited to the extent of parents’ involvement in their children’s learning activities in Oshimili South Local Government Area of Delta State. The form and extent of involvement of parents in their children’s academic activities will be investigated. Furthermore, the challenges to effective parental involvement in their children’s academic activities will also be examined.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

Abstract

This study was carried out to ascertain the communicable diseases common among primary school pupils in Awka Local Government area of Anambra State. The population of the study was primary school pupils and while the sample of the study was 100 primary school pupils drawn through simple random sampling technique. The study adopted a descriptive survey research design. Three research questions were formulated to guide the study. The instrument used for data collection was a structured questionnaire which was structured by the researcher and validated by two experts (one from primary education department and one from measurement and evaluation). The validated questionnaires were administered to the pupil after which data was collected and analyzed using mean. Based on the analysis the study found communicable diseases common among primary school pupils includes chicken pox, cholera, whooping cough, measles and catarrh, causes of communicable diseases includes living in dirty environment, eating with dirty hands, unprotected/unpreserved food, overcrowded classrooms and poor sanitation condition and ways of preventing the spread of communicable diseases among primary school pupils includes regular washing of hands with soap, immunization, environmental sanitation and children should avoid touching wild animals. On the basis of the findings, the study recommended that schools should make provision for sanitation facilities so as to keep the school environment clean and tidy to prevent communicable diseases, government through the ministry of health should carry out regular immunization in primary schools to prevents the spread of communicable diseases among children, there should be checking of pupils from time to time for likely symptoms and quick remedial actions, children should be taught the importance of personal hygiene and teachers should ensure that children wash their hands regularly while in school.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The World Health Organization (2010) defined a health promoting school as one that constantly strengthen its capacity setting for living, learning and working. Such schools foster healthy learning environment.

Provision of health services and facilities like immunization, school feeding, counselling and school dispensaries are not new to Nigeria. These support services contributed to the high quality of education in Nigeria was once known for. There is a need therefore, to resuscitate the school Health programme in Nigeria and provide a legal framework for its implementation.

This school health policy is aimed at promoting the health of learners to achieve the goals of Education for All (EFA) outlined the roles of relevant ministries like education, health, environment, agriculture, water resources, information, women affairs and other stakeholders (Justin, 2013). Education For All (EFA) is the business of all. It is hoped that effective implementation of the policy and it guidelines by all, as outlined in the document will guarantee conducive school environment and promote the education of the learners in our schools.

I therefore, endorse the national school health policy and the implementation guideline in the national school health programme to be supported and implemented by all stakeholders for the realization of the ideal school environment of our dream and for the benefit of our children.

School is an institution for educating learner. In the context of this policy, it includes Early Child Care Centers (ECCC) primary and secondary schools and Non-Formal Education(NFE).

School community refers to all the people living or working within the school premises including pupils/students, the teaching and non-teaching staff as well as members of their families. According to World Health Organization (2010), health is the state of complete physical, mental and social well-being and not merely the absence of diseases or infirmity.

Services is a system or arrangement that supplies public needs. It could be organized by an individual, group or the government (John, 2014).

School health programme according to Raymond (2013), is a series of harmonized, protects or activities in the school environment for the promotion of the health and development of the school community.

In this era of technological advancement, there is a possibility for a fast association of knowledge in all fields of human endeavors.

The health care delivery system of Awka North local government is being geared towards aligning with the national goals on health   for all. One way of achieving this goal is through the education of primary school pupils on better health care. This is certainly one of the domain of physical and health education. Health education is designed for primary school level to educate the pupils about common diseases in our immediate environment and their prevention. Also, health education can bridge the gap, reduce some of our environmental hazards for the welfare of every citizen. It is well known that children are exposed to various hazards of communicable diseases. It is necessary to guide the children from these diseases. Therefore, the teacher should be very much concerned with the health welfare and survival of the pupils. Communicable diseases in the past have been endemic and now it has become spondaic because of the awareness of this study. As the name implies, communicable disease is derived from the combination of two words; communicable and disease. Communicable disease is an illness that can be exchanged, shared, transmitted and imparted (Jude, 2012).

Communicable diseases are diseases which are communicated from one person to another or animal to man through personal contact like water, dust or the use of personal belongings (Ahmed, 2011). Some communicable diseases common in primary schools includes chicken pox, cholera, measles, whooping cough, poliomyelitis and so on. The research intended to carry out the overview of communicable diseases common among primary school pupils. It is also intended to give advice and suggestions to teachers in primary schools in particular on how to prevent the spread of communicable diseases among the pupils in primary schools in Awka North local government.

• Statement of the Problem

This research intended to carry out an overview of communicable diseases common among primary school pupils in Awka North local government area. The researchers intended to do this under the following statement of the problems:

1. Communicable diseases common among primary school pupils in Awka North local government.
2. Cause of communicable diseases among primary school pupils in Awka North.
3. How the spread of communicable diseases can be prevented

1.3 Purpose of the Study

The main purpose of this study is to find out the communicable diseases common among primary school pupils in Awka North Local Government Area of Anambra State. Specifically, the study seeks to find out the:

1. Communicable diseases common among primary school pupils in Awka North.
2. Causes of communicable diseases among primary school pupils in Awka North.
3. Ways of preventing the spread of communicable diseases among primary school pupils in Awka North.

   1.4 Significance of the Study

The importance of this study cannot be over-emphasized.

1. The study would be of greater help to the ministry of health and the government.
2. It will help the teachers and pupils to be aware of the common communicable diseases in primary schools in Awka North with the view of preventing the spread of such diseases.
3. It will also be beneficial to teachers to prevent the crowdy classrooms in order to give room for ventilation.
4. It will help the teachers to care about the health of the pupils and to know how to treat the infected pupil.
5. It will help in continuous training of teachers on diseases control.

1.5 Research Questions

The following questions were formulated tom guide the study:

1. What are the communicable diseases common among primary school pupils in Awka North?
2. What are the causes of communicable diseases among primary school pupils in Awka North?
3. What are the ways of preventing the spread of communicable diseases among primary school pupils in Awka North?

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Pages:  40

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

 

ABSTRACT

This study was carried out to ascertain the Impact of teachers’ welfare on job satisfaction in primary schools in Oshimili South Local Government Area of Delta State. The study adopted a descriptive survey design. The population of the study comprised of three hundred and Forty-five (345) teachers from all the 23 primary schools in Oshimili South Local Government Area of Delta State while sample of this study was one hundred and fifty (150) teachers from ten (10) selected primary schools in Oshimili South local government area and drawn through Simple random sampling technique to serve as the representative of the entire population. The instrument used for data collection is a structured questionnaire which was structured by the researcher and validated by two experts. 150 instruments were administered on the respondents by the researcher with the help of some research assistants and 136 instruments were retrieved and analyzed. Based on the analysis, the study found that teachers’ welfare has impact on their effective teaching, motivation and standard of living in primary schools in Oshimili South. On the basis of the findings, the researcher recommended among others that teachers’ salary should be increased for better service delivery, government should ensure that teachers are promoted as at when due and teachers should be paid weekly allowances to enable them meet their daily needs.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education in the broad sense is the entire process of socialization by which man and woman learn to adapt, and, where necessary, conquer their environment. It is the process of developing the cognitive, affective and psychomotor faculties of the individuals and groups in order to equip them with knowledge and skills necessary to survive and make progress in the human society (Roy, 2015).

The National Policy on Education (2014) states “Education in Nigeria is an instrument “par excellence’ for affective national development… It is therefore, desirable for the nation to spell out clear and unequivocal terms the philosophy and objectives that underlie its investment in education. Ojoawo (2017) posited that education is recognized both as an end in itself and as a mean to achieve many other ends. It is the only sector in the economy that has the primary responsibilities of human resources development from cradle to adulthood for the purpose of national development. Akangbou (2016) wrote that “Education is a service provided in all countries of the world with many objectives in mind. These objectives include the development of the skills required for a more rapid growth of the economy and provision of basic knowledge to the citizens of the country concerned”. Emphasizing the importance of education in the social and economic development of a country, the success, survival and continuity of any organization in a competitive world is ultimately determined by the productivity of its employees (workers) as well as the satisfaction which these workers derive from performing their jobs (Olaniyan, 2015).

The most important information to have regarding an employee is a validated measure of his or her job satisfaction since people join and work in organizations in order to satisfy their personal needs (Berder, 2017). Job satisfaction can be better understood when one considers both the factors related to job and individual (Postanjee, 2015).

Olando (2017) put it that teaching is a demanding job that need to be remunerated well to attract and retain teachers in the profession. This will help prevent teachers from running to other greener pastures. Olando further urges that for any efficient work to take place there is need for favorable conditions. Thus, an individual should be provided with an enabling environment to perform and produce the desired results. Okemwa (2018) notes that teachers working in rural centers are more disadvantaged compared to their urban counterparts due to the under development in their schools.

The teacher as an instrument of success needs the physical, psychological, economical and social comfort. Okemwa (2018) confirms that every organization which has to succeed must have contended workers. He added that one of the signs of diminishing conditions in an organization is low job motivation and satisfaction. It leads to strikes, slowdowns, absenteeism and employees’ turnover. It may also lead to low productivity, disciplinary and organizational difficulties.

According to Kim (2018) teacher’s job motivation was an effective response to one’s situation at work. Thus, teacher job satisfaction refers to a teacher’s effective relation to his or her teaching role. With globalization which is heightening competition, schools must continue to develop tangible products and provide services which are based on strategies generated by teachers. Teachers were extremely important to the schools since their value was essentially intangible and not easily replicated (Meaghan, 2016).

The teacher is regarded as the man or woman who has undergone some professional/academic training to prepare him or her for the task of facilitating the education of children and young learners in the school. The school on its own part is the structured environment organized to provide or encourage interaction between the teacher and the learner in the complex process of learning. Teaching is seen as a matter of great importance and generally a suitable tool to hand down the people or nation legacies from one generation to another. “Teaching should be regarded as a profession. It is a form of public service which requires of teachers’ expert knowledge and specialized skills, acquired and maintained through rigorous and continuing study. It also calls for a sense of personal and corporate responsibility for the education and welfare of pupils in their charge.      Indeed, the state of education in Nigeria is below expectation (non-productive) and the level of our teachers’ commitment is a reflection of their welfare packages that is not benefiting. The National Policy on Education (2004) Says “Since no education system may rise above the quality of its teachers, teacher education shall continue to be given major emphasis in all educational planning and development “The goals of teacher education among others is to: (a) produce highly motivated, conscientious and efficient classroom teachers for all levels of our educational system; (b) to enhance teachers’ commitment to the teaching profession. The quality of teachers is as vital as the quality of the students. Experience has shown that owing to social, political, economic and even educational delicacy situation, it has gradually become so difficult to find teachers who know and are motivated to teach their subject in a better way. However,       There is need for teachers’ good welfare conditions which would bring about total commitment for the purpose of productivity in the education sector. To ensure effective job performance in any organization, workers must be involved in articulating their own needs and in participating in the making of vital output through their commitment. (Olaniyan, 2015).

For a school organization to be able to perform to the expectations there is need to recognize teachers (staff) personnel services. In line with Olaniyi (2015), a school administrator should be able to administer the personnel services or polices, which would help in high output through:

Recruitment; Selection; Orientation; Assignment; Retention; Development; Supervision; Motivation and Evaluation.

In his view, Eduese (2016) opined that “High productivity is the hallmark of growth and development of every nation all over the world. The level of efficiency, productivity and the ability of the education system to achieve its set goals depend on the teachers as reflected in performing their defined roles because teachers are the fulcrum upon which the whole educational system revolves”. The teachers’ dedication and commitment is subjected to the management system which rest mostly on the remuneration of the teachers.

Loyd (2018) agrees that “Teachers have an important impact on students’ achievement and also play a crucial role in the educational attainment”. Article 8 of the UNESCO charter states that working conditions for teachers should be such as will best promote effectiveness (effective learning) enable teachers to concentrate on their professional task. Both teaching learning process centralize on teachers, for there can be no meaningful socio-economic and political development in any society without teachers. There is general fear that the perceived fallen standard of education in Nigeria is due to regular strike of teachers, this which is majorly based on financial crisis between the teachers’ union and the government agency.

Statement of the Problem

The contributions and productivity of teachers depend on the motivation received from their employer. Indeed, teachers need to be taken care of before they can be committed to their job. It is then we can achieve high standard of education. Over the years, there had been several records of teachers’ strikes and poor performance of students in our educational sector especially at the primary school level. Teachers’ commitment and engagement had been identified as one of the most critical factors in the success and failure of education. It contributes to teachers work performances, absenteeism, burnout and turnout, as having an important Impact on students’ achievement in and around school. Teachers productivity in primary schools may be determined by several factors among which are poor working conditions, delay of teachers’ salaries and allowance, failure of government to grant regular promotion, bad surrounding for learning environment, inappropriate national education policies to mention but a few. All these factors have bedeviled our educational system hence led to low productivity of teachers’ performance. It is against this background that the study is carried out to investigate the Impact of teachers’ welfare on job satisfaction in primary schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to investigate the Impact of teachers’ welfare on job satisfaction in primary schools in Oshimili South Local Government Area of Delta State. Specifically, the study is carried out to ascertain:

1. The Impact of teachers’ welfare on their motivation in primary schools in Oshimili South.
2. The Impact of teachers’ welfare on their effective teaching in primary schools in Oshimili South.
3. The Impact of teachers’ welfare on their standard of living in primary schools in Oshimili South.

Research Questions

The following questions were raised to guide the researcher in carrying out the study:

1. What is the Impact of teachers’ welfare on their motivation in primary schools in Oshimili South?
2. What is the Impact of teachers’ welfare on their effective teaching in primary schools in Oshimili South.
3. What is the Impact of teachers’ welfare on their standard of living in primary schools in Oshimili South?

Significance of the Study

This study would be beneficial to the teachers, school management, the government, researchers and the field of Primary Education

The findings of the study would help the teachers understand how welfare package Impact their job and motivation which will enable them to voice out so that the relevant authority will look into their welfare package for better service delivery. The findings would also be an eye opener to the school management because it will help them to understand that welfare package goes a long way in determining the effectiveness of teachers at the primary school level.

The findings of the study would help to call the attention of the government through the ministry of basic education to the Impact of teachers’ welfare package on their job satisfaction and the strategies to improve their welfare package for better service delivery. The study would be helpful to researchers who may which to carry pout further researcher related to this one which will also add to the literature in the field of Primary Education.

Scope of the Study

The study is delimited to the Impact of teachers’ welfare on job satisfaction in primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on effective teaching, motivation, standard of living and strategies for improving teachers’ welfare package.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study was carried out to investigate influence of indiscriminate waste disposal on pupils’ health in Onitsha Metropolis. The study adopted a descriptive survey research design. The population of the study comprised of the one million, three hundred and forty-eight thousand (1,348,000) residents in Onitsha Metropolis while two hundred and fifty-eight (258) residents were drawn through stratified random sampling technique to serve as sample selected at random to represent the entire population. Three research questions were raised to guide the study. The instrument used for data collection was a structured questionnaire which was developed by the researcher. Two hundred and fifty-eight (258) copies of the questionnaires were administered to the selected respondents and analyzed using mean statistics. The study revealed that there are methods of waste disposal, causes of indiscriminate waste disposal and health implication of indiscriminate waste disposal in Onitsha Metropolis. Based on the findings, the study recommended that residence should be enlightened on the health implication of indiscriminate waste disposal, government should set up waste management team that will monitor how waste is been disposed, government should as a matter of necessity establish dump sites in every community to ensure that waste is properly disposed.

CHAPTER ONE

INTRODUCTION

Background to the Study

One of the ways we can get connected to nature is through a clean and healthy environment. A clean and healthy environment attracts humans as it helps to improve health and aesthetics. It refreshes and even generates income through tourism. But an environment if continuously polluted and abused with waste indiscriminately, encourages spread of diseases, destabilizes the ecosystem and repels people (Jimoh, 2015).

Historically, before now the amount of wastes generated by human population was insignificant mainly due to the low population densities, coupled with the fact that there was very little exploitation of natural resources (Austin, 2010). Common wastes produced during the early ages were mainly ashes and biodegradable wastes. Biodegradable waste is a type of waste, typically originating from plant or animal sources, which may be broken down by other living organisms (Dickson, 2013). There are also non-biodegradable wastes. These are wastes that cannot be broken down by other living organisms and are released back into the ground locally, with minimal environmental impact (Austin, 2010).

With the advent of industrial revolution, waste management became a critical issue. This was due to the increase in population and the massive migration of people to industrial towns and cities from rural areas during the 18th century (Robert, 2010).

The generation and disposal of waste is an intrinsic part of any developing or industrial society. Waste, both from domestic and commercial sources has grown significantly in Nigeria over the past decades. Every time a householder shops at the Store and open market, he contributes to the generation of waste. It is possible to quote figures which show that the production of waste amounts to millions of tons. The percentage of Nigerian’s population living in cities and urban areas has more than doubled in the last 15 years (Jimoh, 2015). The cities and urban areas experience continuous growth which contributes to enormous in generation of solid and liquid waste.

The management of waste is a matter of national and international concern. Studies have shown that the volume of waste does not actually constitute the problem but the ability or inability of governments, individuals and waste disposal firms to cope with the task of managing waste and the environment (Austin, 2010). There is no doubt that a dirty environment affects the standard of living, aesthetic sensibilities, health of the people and thus the quality of their lives. Austin further opined that improper disposal of waste can constitute hazards to the society through the pollution of air, land and especially water.

Waste management especially in urban areas of Nigeria is still very problematic. Governments, non-governmental organizations and private sectors have been involved in waste management through various means (Johnson, 2013). Waste management in urban areas has moved from solely public management to private management and presently to public -private participation. The problems associated with waste management are made more complex by the presence of non-degradable refuse (such as polythene materials) (Johnson, 2013).

Indiscriminate disposal and dumping of waste has become a common practice in Nigerian cities. Most of the waste dumps are located close to residential areas, markets, farms, roadsides, and creeks. The composition of waste dumps varies widely with many human activities located close to dump sites. Familiar examples include domestic and industrial wastes. Industrial wastes are generated from industrial activities such as chemicals, pesticides, paints, grease, inorganic materials, oil sludge, and so on. Domestic wastes are those generated from commercial establishments and household activities.

In the Anambra, Delta and the nation at large, environmental degradation as a result of increased rate of indiscriminate waste disposal and its detrimental consequences to the environment and human health is a great concern that call for government and private organization’s immediate attention especially in this prevalent health challenges in some part of the countries as a result of diseases which ranges from communicable to non-communicable diseases such as Lassa fever, a rat borne disease and other diseases resulting from         environmental          pollution.
Unregulated growth of urban areas and inadequate infrastructural facilities for collection, transporting, treating and disposal of waste have all contributed to increase in pollution and ecological degradation in the region (Dickson, 2013). He further maintained that indiscriminate waste disposal is known to block water drainages thereby leading to flooding a situation that can cause damages to house and property, ill health and even death. Waste flushed to the stream affect the color, odour and the general water quality of the stream where most of the people get their water from and thereby exposing them to health hazard such as water borne diseases and       others (Sunday,2015).
The problem of indiscriminate domestic waste disposal in Onitsha South is getting to a threatening level. Abdullahi (2014) opined that the domestic waste disposal problems in Onitsha South is typified by overflowing dustbins, mountains of open refuse dumps at virtually every street corners (especially where burning also occurs) and the existence of improperly operated open landfill which are often rodent infested, with potentials for surface and ground water pollution.

Dumping of waste into the rivers, streams, ponds, gutters/drainages, on the streets in the market places is wrong and unlawful. The waste you indiscriminately disposed can come back to haunt you in form of flooding, sicknesses and diseases.

 Statement of the Problem

There are lots of implications when wastes are not properly handled and indiscriminately disposed of. The effects are negative and could be detrimental. It poses risk to our Environment, Health, Social and psychological life, Infrastructure and Aesthetic. When wastes disposed of indiscriminately are not collected, it gives rise to unsanitary condition which poses environmental and health hazard risk. Waste disposed of indiscriminately can also result to water pollution, land pollution, drainage blockage, flooding and infrastructural degradation with its attendant negative effects. It is as a result of this backdrop that the researcher is motivated to examine the influence of indiscriminate waste disposal on pupils’ health in Onitsha Metropolis.

Purpose of the Study

The main purpose of this study is to examine the influence of indiscriminate waste disposal on pupils’ health in Onitsha Metropolis. Specifically, the study seeks to determine:

1. The methods of waste disposal in primary schools in Onitsha Metropolis.
2. The causes of indiscriminate waste disposal in primary schools in Onitsha Metropolis.
3. The health implication of indiscriminate waste disposal in primary schools in Onitsha Metropolis.

Research Questions

The following questions were raised to guide the researcher in carrying out the study:

1. What are the methods of waste disposal in primary schools in Onitsha Metropolis?
2. What are the causes of indiscriminate waste disposal in primary schools in Onitsha Metropolis?
3. What ate the health implication of indiscriminate waste disposal in primary schools in primary schools in Onitsha Metropolis?

Significance of the Study

This study would benefit the indigenes of Onitsha Metropolis, waste management agencies, government and the field of biology education. The study would help the indigenes to know the methods of waste disposal and the health effect of indiscriminate waste disposal. The recommendations of the study would help the indigenes to know the proper way of disposing waste.

The study would be of help to the waste management agencies in the local government to put more effort in insuring that they go round the local government to collect refuge and dispose it appropriately to avoid the indiscriminate.

Findings of the study would go a long way in helping the government to know the forms of waste disposal and the negative effect of indiscriminate waste disposal and work with the waste management agencies in the local government to ensure constant collection and disposal of waste. Finally, the study would add to the existing literature in the field of biology education and also serve as a reference material for scholars and researcher who may wish to carry out a related study.

Scope of and Delimitation of the Study

This study focuses on influence of indiscriminate waste disposal on pupils’ health in Onitsha Metropolis. With particular emphasis on methods of waste disposal, causes of indiscriminate waste disposal and the health implications of indiscriminate waste disposal.

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Pages:  55

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo                                     

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of early childhood education on the academic achievement of primary school pupils in Oshimili South local government area of Delta State. The population of the study comprised of the three thousand and twenty (3020) primary four pupils (male and female) in all the 23 public primary schools in Oshimili South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South, 9 schools were randomly selected. In each school, one stream of primary 4 pupils was selected through balloting. A total of 135 pupils were sampled (Male and Female). The instrument used for data collection was a structured questionnaire which was structured by the researcher and validated by two experts (one from Primary Education Department of Federal College of Education (Technical) Asaba and one from Measurement and Evaluation. One hundred and thirty-five (135) copies of the questionnaire were administered to primary four pupils in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of 3 research assistance. One hundred and thirty (130) questionnaires returned and analyzed. Based on the analysis, it was found that early childhood education influence pupils’ participation in learning activities which in turn influence their academic achievement at the primary school level and Pupils’ problem-solving ability is being influenced by early childhood education which equally influence their academic achievement, Early Childhood Education influence pupils’ social/moral behaviour which in turn influence their academic achievement at the primary school level. On the basis of the findings, it was recommended among others that every child should be given opportunity to experience Early Childhood Education which is in line, with Universal Declaration on Human Rights and the UN Convention on the rights of the child and government should ensure that services provided by teachers are incompliance with curriculum in core subjects as stated by NERDC to enhance achievement of state objective for a specific level of education. 

CHAPTER ONE

INTRODUCTION

Background to the Study 

The early years of a child’s life is crucial to what he/she might turn out to be now and in the future. According to National Association for Education of Young Children (NAEYC, 2015), learning experiences acquired during early years leave long lasting impression, and learning at this stage is often a shared responsibility of the home and school.  Mefor (2017), stated that learning process and moulding of a child and its responsibility is internally regulated by parents who are at home and externally regulated by the teachers who teach them in school. However, parents’ rush for excessive wealth and women’s participation in the labour market have denied children at this stage of life, the golden opportunity of education which should be acquired at home. The reason is that, most children during this stage are left at the mercy of Care givers, who know nothing about child-bearing and sometimes are themselves children who also need care. This has often resulted in disastrous incident where children are found to be dropouts in schools or exhibit aggressive behaviour like bullying, shouting or worst case of drug addiction or drug abuse are exhibited due to bad upbringing or interaction with peer groups (Peisner & Feinberg, 2016).

Early Childhood (EC) usually refers to the first eight years of a child’s life. Explicitly it is the period before full-time schooling begins, for children aged 3 to 5. In essence, Early Childhood Education (ECE) refers to education which includes the crèches, the nursery and kindergarten, while the primary education refers to education given to children between 6-10 years and above. The period is seen as turning point in child development for building human capital in the form of the basic social, cognitive, and scholastic skills needed for educational achievement.           Early Childhood Education is also seen as a preventive measure to reduce the incidence of remedial classes, grade repetition, getting assigned to special-education classes, and later dropping out of school. As an equity issue, ECE is viewed as an equalizer between rich and poor, a way of providing children from disadvantaged backgrounds some of the human-capital builders experienced by children from more advantaged households (Hammand, 2016).

Furthermore, early childhood development is the key to a full and productive life for a child and to the progress of a nation. Early Childhood is therefore, a critical stage of development that forms the foundations for children’s future well-being and learning.

Research has shown that half of a person’s intelligence potential is developed by age four and that Early Childhood interventions can have a lasting effect on intellectual capacity, personality and social behaviour. Integrated programmes whose focuses are children in their very early years are critical for their mental and psychosocial development as opined by Organization for Economic Cooperation and Development (OECD, 2018).

Education starts from cradle to grave, experts opined that catching children young with quality education remains a veritable tool for lifelong development. Similarly, education is an indispensable tool in nations building is a process of systematic training and instruction designed to transmit knowledge and acquisition of skills, potentials and abilities which will enable an individual to contribute efficiently to the growth and development of society and nation. It involves all round developments of an individual physically, socially, morally, intellectually, and mentally (Osakwe, 2016). Therefore, education is the right of every child and must not be denied for any reason.

Thus, the assertion of world summit on the state of global children and it has led to the inclusion and expansion of early childhood care and education in the global Education for All Programme (Ajayi, 2018). This is yet to be a reality for every child, because some do not get the opportunity to start early; that is, having the early childhood school experience between the ages 3-5 years before embarking on primary education. In other words, comprehensive and quality Early Childhood Education programme can meet the educational and developmental needs of disadvantaged children and can help to equalize opportunities early in life. If every child can benefit from an early introduction to education whether provided by parents or professionals either at home or in school environment respectively, it is likely that it would have an impact on the academic achievement, social and moral behaviour of the child. For children of parents with full-time jobs, early childhood education may be the only opportunity these youngsters have to develop crucial social learning skills. Hence, today’s increased demand for educational excellence combined with the economic needs to work longer hours by parent is an equation that highly favoured early childhood education.

Furthermore, Mefor (2017), maintained that working class women’s leaving children at day care centers has contributed to labour force rates for mothers of young children which have risen over the past few decades, so is the use of child care, centers and family care at home. A substantial majority of young children now regularly experience child care prior to entry into school. The rate of care for pre-school age children is now, higher than for infants and toddlers. Given this high child care usage, both parents and professionals have sought to understand the influence of these experiences on children’s cognitive, social and moral development, (Feisner & Feinberg, 2016).

Aldemir and Sezer (2015) maintained that Early Childhood is a period when children begin to acquire their personality traits, moral behaviour, habit formation, and social interaction and communication skills. As a result of the increase in the number of young children whose primary caretakers or parents are in the workforce, education and care of children in the Early Childhood period therefore requires teachers who have professional knowledge to assess and respond to developmental and learning needs of all children. Such educators must have the ability to recognize and analyze their personal beliefs, which may clash and interfere with the teaching act. Though, awareness of early childhood education for children dates back to the period of the renaissance, this turned into the decade of seventies with some marks of accomplishment (Akujo, 2016). During the past two decades, there had been a steady growth of interest in improving and expanding educational opportunities for young children all over the world. Group experiences away from home have become a popular and acceptable means of supplementing a child’s home experience and offering alternatives, for the working parents which will be better attained under the supervision of a professionally trained Early Childhood Educators (Disu, 2016).

The conception that Early Childhood Education (ECE) positively affects academic progress is well established (Osakwe, 2016). Thus, academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Academic achievement should therefore be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide-ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it (Mefor, 2017).

The indelibility of the knowledge acquired by young and innocent children suggests the paramount importance of early childhood education. Knowledge in childhood is likened to an engraved mark on a rock, which is difficult to rub off, as it is better to train boys than to mend men, (Adebayo, 2018). In addition, ECE is considered an indispensable tool in nation building and a systematic training and instruction designed to transmit knowledge and acquisition of skills, potentials and abilities which will enable an individual to contribute efficiently to the growth and development of the society and nation. In this regard, Kano State established Early Childhood Education (ECE) prior to primary education which fortunately coincides with the National Council on Education’s 2013 decision mandating an approved compulsory one-year (pre-primary) education which every child will undergo prior to the commencement of early childhood education in schools irrespective of either the schools are government or private owned in Nigeria.

The need for Early Childhood Education programme cannot be over emphasized because when pupils are given opportunity to develop skills by playing with others and taking part in activities that would build on their abilities and interests which will definitely build up the child’s social behaviour and recreation activities as well as develop pupils academically, morally and socially, when taught by qualified staff who will deliver quality knowledge to the pupils would enhance success in school and in life.

Statement of the Problem

Early Childhood Education and Care Subsector in Nigeria had been bedeviled with challenges; prominent among them are lack of infrastructure, lack of uniform standard, lack of funds, and dearth of qualified teachers. National Education Research Development Council and National Commission for Colleges of Education conducted two surveys independently between (2013) and (2014) according Disu (2016). Their findings show that higher percentage of children do not have access to early childhood education programme, and the few children that had access to it, had it conducted under poor condition, with teacher quality being the most crucial and vital. Notably there is the need to promote moral and social value education among the young ones but the reverse is the case where school programme laid more emphasis on academic pursuit, tagged by Adebayo (2018) as school Programme for academic preparedness instead of personal and social enrichment or Montessori approach. This poses concern because the current programme has little positive effect on social, moral and cognitive development. These desirable outcomes are of importance and need to be nurtured in children who attend ECE school programme to ensure quality assurance and high standard.

The present study was particularly steered by recent changes in the society. In the last few decades the society’s experience with industrialization, growing labour force that involves women participation in work force; access to information media and culture interference, decline in standard behaviour, attitudes and quality relationship among peer groups;  has led to a situation whereby social and moral values  have  been compromised for academic issues; neglecting the tangible moral and social value that should be handled by both parents and educators at home and in the school respectively.

In addition, schools adopt the use of cheap labour by employing untrained teachers at the expense of the growing children. Likewise, is the rise in decline challenging behaviours among pupils/children that is, lack of quality positive social emotional relationship development between the pupils and teachers and decline of moral behaviour exhibited by pupils in classroom or during outdoor games. Similarly, many children arrived at schools without social skills, English language and moral behaviour required for learning. All these constitute a source of concern to parents, teachers and educators.

Similarly, National Commission for Colleges of Education (NCCE) in conjunction with the United Nations Children’s Education Fund (2007) in its revised Minimum Standard for Nigeria Certificate in Education (NCE) teachers included ECE courses using twelve Colleges of Education as pilot colleges, to ensure quality ECE teacher production.  In spite of these efforts, schools are still faced with problems such as location of schools, sanitation, illumination, equipment and infrastructure which make provision for outdoor activities such as swinging, slides, merry go round, football pitch were grossly inadequate for pupils that will enable to engage in physical activities, thus social interaction becomes inhibited. With the above critical appraisal facing the early childhood education programme, the researcher sought to investigate the influence of early childhood education on academic achievement of primary school pupils in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to ascertain the influence of early childhood education on the academic achievement of primary school pupils in Oshimili South Local Government Area of Delta State. Specifically, the study is carried out to ascertain: The specific objectives of the study are to determine:

1. The influence of Early Childhood Education on pupils’ participation in learning activities in primary schools in Oshimili South.
2. The influence of Early Childhood Education on pupil’s problem-solving ability in primary schools in Oshimili South.

• The influence of Early Childhood Education on pupils’ social/moral behavior in primary schools in Oshimili South.

Research Questions

The following questions were raised to guide the study:

1. Does Early Childhood Education influence pupils’ participation learning activities in primary schools in Oshimili South?
2. Does Early Childhood Education influence pupil’s problem-solving ability in primary schools in Oshimili South?

• Does Early Childhood Education influence pupils’ social/moral behavior in primary schools in Oshimili South?

Significance of the Study

This study would be useful to teachers, parents, ministry of education, the field of primary education and researchers as a whole.

Early Childhood Education programmes are path ways that link a child’s early experience to later learning and development socially, emotionally, morally and cognitively. It is a transitional stage to primary and elementary school. It thus determines sound education which is laid on solid foundation that enhances subsequent learning in later years. Significantly, ECE will give a boost to academic achievement and behaviour of pupils that will enhance subsequent school system. It is highly beneficial to the pupils’ cognitive and educational development as well as the well-being of young children in terms of their individual needs and characteristics.

The finding of study would provide, pupils with systematic framework academically that would enhance subsequent learning, earlier completion, improve school achievement and higher levels of social, moral and emotional functioning, success in lifelong development. Similarly, pupils who engaged in ECE schools – based, exhibit accepted social, moral and emotional attitudes and would attained higher grades scores than their peers who did not engage in ECE learning.

The finding of this study would clarify issues and create awareness for parents on benefits of early childhood education to subsequent learning which would be a strategy for better performance as long as parents makes provision of writing and creative arts materials available and get involve in parent teachers’ association, where the way forward in education is discussed and decision made.

It is anticipated that the findings would expose teachers to different approaches of teaching and learning academic concept, which should not be taught solidarity instead concept be taught in collaboration with moral and social interaction.

Results obtained from this finding would clarify issue on the essence of making provision for early years education prior to primary education to stakeholders, National Council on Education, National Education Research Development Council, Early Childhood Educators to ensure that education at this level is assessed to all and have a working document for schools and agencies on better effective implementation of early years without de – emphasizing academic concept from social and moral behaviour with the aim of providing a systematic framework for laying a solid foundation academically, socially and morally. This will assist curriculum developers in making decision on methods, teaching and learning experience (content). Regularly engage in programme evaluation guided by programme goals using appropriate conceptually and technically sound evidence and tackle issue related to curriculum development and implementation.

The findings of this study would serve as significant literature on influence of early childhood education on academic achievements, moral and social behaviour of primary school pupils.

Scope of the Study

This study was delimited to the influence of early childhood education on academic achievement of primary school pupils in Oshimili South Local Government Area of Delta State. With particular emphasis on the influence of Early Childhood Education on pupils’ participation in learning activities, problem-solving ability, social and moral behaviour.

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Pages:  65

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo                                     

Material contains Table of Content, Abstract and References.

Abstract

The main purpose of this study is to ascertain the influence of parents’ economic status on pupils’ learning in Onitsha Education Zone, Anambra State.  The population of the study comprised of three thousand, three hundred and ninety (3390) pupils and thirty-one (31) teachers in Onitsha South Local Government Area of Anambra State which gave the total of three thousand, four hundred and twenty-one (3421).  The sample of the study was one three hundred and eleven (311) pupils (primary 4, 5 and 6) and thirty-one (31) teachers from 10 selected public schools in Onitsha Education Zone, Anambra State drawn through simple random sampling technique to serve as the representative of the entire population. The instrument used for data collection was a structured questionnaire that was structured by the researcher and validated by two experts (one from Primary Education Department of Federal College of Education (Technical) Asaba and one from Measurement and Evaluation. Three hundred and forty-two (342) copies of the questionnaires were administered pupils and teachers in the selected public primary schools in Onitsha Education Zone, Anambra State by the researcher with the help of some teachers and 336 copies of the instrument were retrieved and analyzed. Based on the analysis, the study found among others that parents’ educational background influence pupil’s learning, parents’ occupation influence pupil’s learning and parents’ level of income influence pupil’s learning. On the basis of the findings, it was recommended among others that government should make education free at the basic level to enable children from low income families to have access to quality education, parents should be encouraged to get involved fully in the education of their children not minding their level of education, occupation or income and government should assist parents who are not financially buoyant by giving their children free books and other learning materials.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the best legacy a nation can give to her citizens. This is because the development of any nation depends on the educational attainment of her citizenry and the quality of education of such a nation. Education does not only provide knowledge and skills but also inculcates values to pupils. It prepares individuals to be responsible citizen life. According to Mahmud (2014), cultural heritage and values are transmitted from one generation to another through education. The responsibility of training a child always lies in the hand of the parents. This is congruent with the common assertion by sociologist that education can be an instrument of cultural change that is being taught from home. It is then generally believed that economic background of the parent has direct impact on the academic performance of the pupils.

Economic status is often measured as a combination of education, income and occupation. It is commonly conceptualized as the social status or class of an individual or group (Robert, 2017). Low economic status and its correlates, such as lower education, poverty and poor health, ultimately affect our societies as a whole. Research indicates that children from low economic status households and communities develop academic skills more slowly compare to children from higher economic status group. Aiken and Barbarin (2018) noted that, the school system in low economic status communities are often under resource and have negatively affected pupil’s learning progress. Families from low economic status communities are less likely to have the financial resource or time available to provide children with academic support.

Nwachuku (2016) stated that in the quest of finding survival, the nation has evolved series of economic and educational measures and policies such as structural adjustment programme, austerity measure, universal primary education, Universal Basic Education and devaluation of the naira. These measures have not improved the economic and educational status of families in the country. They have rather increase their suffering and widened the economic gaps between families.  Curry (2014) lamented that parent becomes poor due to their hard measures, they can no longer shelter, and clothing and special need of their children in school such as provision of textbook, school uniforms and good medical bills cannot be met.

Many rural and sub-urban dwellers can no longer pay the school fees of their children. Children are made to engage in subsistence farming and become housemaids or engage in other menial jobs to support their academic pursuit. The health status of the children, which could also be traceable to parental economic background, can be another factor that can affect the learning activities of the pupil. Adewale (2015) had reported that in a rural community where nutritional status is relatively low and heath problem are prevalent, children academic performance is greatly hindered. This assertion is again hinged on nature of parental economic background.

Family background according to James (2017), influence academic and educational success of pupils. Status reinforces the activities and functioning of the teacher and pupils. The quality of parents and home background of pupil goes a long way to predict the academic performances of pupil. Child from poor home may suffer because there may be no money to pay school fees, purchase book, uniforms, and other schools materials, such child may play truant, thus his performance in school may be adversely affected (Shittu, 2014). Similarly, good parenting supported by strong economic home background could enhance strong academic performance of the child.  Learning environment that is free of barrier or obstacle or distraction such as noise, gas/smoke pollutions and so on can constitute health hazards, which in turn affect or reduce pupil’s concentration or perceptual focus to learning. Market and garages located near schools have always posed a threat to pupil. Noise and pollution from these sources have always endangered pupil life and concentration. Other factors according to Danes (2014), complementing environment and economic factors to produce high academic and performance include good teaching, counselling, good administration, and good seating arrangement. It has also been proved that pupil that come from simulative environment with laboratory equipment or those that are taught with rich instructional aides, picture and allowed to demonstrate using their functional nerves likes eyes, hands and sense of test perform better than those trained under theoretical and canopy of abstraction. Thus, teaching and learning should be done under organize, planned and fortified environmental with instructional aides to stimulate pupil sense of conception, and concentration to facilitate systematic understanding and acquisition of knowledge.

Factors which are present in the family contributed greatly to the performance of the pupils. Among these are parental educational backgrounds, income, exposure, parental relationship with each other, strength of the family/population, religion, occupation etc. determine to a greater extent the readiness of the child to learn.

According to Olayinka and Omoegun (2016), the word “family” has its origin in the Latin word which could be translated to mean “domestic group”. A domestic group is a group of people who habitually share a common dwelling and common food supply. Murdoch (2015) stated that family is a social group characterized by common residence, economic, cooperation and reproduction; it includes adults of both sexes, at least two of who maintains a socially approved sexual relationship and one more children, own or adopted by the sexually cohabiting adult.

The family provides for the physical maintenance of the child, offers him his first and most continuing social contracts, and gives him affection and other emotional satisfaction including quality education that will last for a life time, teaches him most of social requirement of his behaviour and often put him in contract with other specializing institutions.

According to Oloko (2016), the onset of family fountain is either through marriage or parenthood. Oloko further added that the family provides most of the only frustrations in life, some of which may cause unhappiness and even mental imbalance in life since they sometime fail to provide the child with sufficient sense of security and emotional maturity coupled with inadequate socialization. Hence the common saying “charity begins at home”.

In our modern complex society in which adolescents and adults leave the security of their traditional homes and seek employment opportunities in our big towns, cities, and industrial centres, married couples are often confronted with many problems that may affect the stability of their marriages. The current instability of some marriages tends to be the result of educational, social, economic and cultural changes, which have affected societal values and outlook to life. These changes have occurred and continue to occur so rapidly that they are not yet fully absorbed into our way of life. Thus, the growth of the factory and industry in our towns and cities, the continuing migration of people from the rural to urban centres, the mobility and frequent changes of residence of workers, the entry of some women into industry, employment and business, and the changing economic roles of husbands and wives, tend to constitute a threat to marriage stability.         Youths are often far away from their parents and relations who can guide them through the initial problems of life. Consequently, with individual revolution, family lives have been shattered. The end result is that the children become social liabilities with little or no cause for moral training or basic education. The effect on the children’s academic performance in schools is therefore better imagined. This is because the much-needed parental care, love, affection and guidance are lacking in required proportion.

It is very important that children come closely in contact with their parents during the period of infancy to adulthood. The warmth which can only be provided by the parents gives the child a sense of belonging and affections which enhances their mental, physical, moral and educational growth. If children are denied this much-needed parental affections and warmth during the vital period of their lives, they become negatively affected in all aspects of life.

Education has to do with the development of individual potentials or the development of intellect and character, it is to develop or reform an individual’s sense of responsibility thereby making him a better man. Education is described as the best investment that one can ever make as educated children will be able to have good jobs, meaningful life for them as well as increase the National Productivity. The National Policy on Education (2010) refers to education as an instrument par excellence for effecting National development. It is also a dynamic instrument of change. Ukeje (2015), referred to education as “one of the most powerful instruments ever invented by modern civilization”. Education prepares one for life and it is a process of accumulating knowledge for future use.

Nevertheless, the environment under which a child is nurtured plays major part in his or her development even at the pre-natal stages of life. Besides, inadequate cares, hostile interrelationship in the place of a child’s immediate environment most times create a state of anxiety and emotional distress in the child; which also impact greatly on the rest of the child’s future life. The physical environment under which a child studies, can as well influences his or her learning. In this regard, parents have a lot to do to ensure that the mental, emotional and psychological balance, value orientation, aspiration and personality, as well as the academic status of their children are properly developed in life.

However, the attainment of the above qualities varies from one child to another depending also on the home and conditions he finds himself. Problematic home conditions drastically affect educational success and learning in children. One-parent child, that is, a child being raised up by a single parent; example a male parent rearing a female child, and vice-versa, children raised in the absence of mother, those others lacking maternal or paternal attention most often have levels of difficulties in adjustment on studies and in life. A child psychologically and emotionally deprived, can hardly be sufficiently motivated to achieve high academic success. Linking parents’ economic status with the children’s learning in school, Holcomb (2014) argues that children who receive enough attention and affection from loving and caring parents right from start are most likely to succeed socially and emotionally; whereas Peters (2015) asserts that children with working mothers tend to have a higher reading score as well as better language and cognitive ability.

Statement of Problem

Parents’ economic status goes a long way in determining how well their children can perform academically. It is one of the key factors that determine the success of any child as far as education is concern.

Children from wealthy family seem to do better academically than those from economically disadvantaged or poor families. This is simply because parents who are economically stable tend to provide almost all the necessary learning materials for their children. They also create a conducive learning environment for their children at home, which motivate them to cultivate the habit of reading and be interested in academic activities.

However, revers is the case when it comes to children whose parents find it difficult to provide the necessary learning materials due to their low economic status. The children tend to be less motivated and less interested in academic activities because they lack the necessary learning materials thereby placing them at a disadvantaged position. This has generated a serious public outcry on how parents’ economic status influence the rate of their children’s participation in learning activities. Hence the need to ascertain the influence of parents’ economic status on pupils’ learning in Onitsha Education Zone, Anambra State.

Purpose of the Study

The main purpose of this study is to ascertain the influence of parents’ economic status on pupils’ learning in Onitsha Education Zone, Anambra State. Specifically, the study seeks to ascertain:

1. The influence of parents’ educational background on their children’s learning in Onitsha South.
2. The influence of parents’ occupation on their children’s learning in Onitsha South.

• The influence of parents’ income on pupil’s learning in Onitsha South.

Research Questions

To effectively carry out the study, the following question were raised:

1. What is the influence of parents’ educational background on their children’s learning in Onitsha South?
2. What is the influence of parents’ occupation on their children’s learning Onitsha in South?
3. What is the influence of parents’ income on pupil’s learning in Onitsha South?

Significance of the study

The usefulness of this research work cannot be over emphasized. If the result of the study is properly utilized, it is going to be of benefit to the pupils, teacher, parents and government.

It would help the parents to understand the need to provide adequate learning facilities to their children in the school to encourage participating actively in the teaching/learning process.

It would bring to the knowledge of the teacher on how to attend to pupils individually since their parental background is not the same.

The government shall know why school should be adequately funded and instructional materials be provided for effective teaching and learning so that the children for poor families will also benefit.

Finally, the research work would be an addition to available literature in this field and also serve as a reference material for those who may wish to carry out further research in a related topic.

Scope of the Study

This study is delimited to the influence of parents’ economic status on pupils learning in Onitsha Education Zone, Anambra State. With particular emphasis on the influence of parents’ educational background, occupation and income on pupils learning.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of social media addiction on moral development of students in Federal College of Education (Technical) Asaba. A descriptive survey design was adopted for the study. Three research questions guided the study. The population of the study comprised 1400 students in Federal College of Education (T) Asaba, Delta State. The sample was made up of 100 respondents selected through simple random sampling techniques. The instrument for data collection was a 20-items questionnaire titled Influence of Social Media Addiction on Moral Development of Students (ISMAMDS) which was validated by the project supervisor and an expert Measurement and Evaluation, Federal College of Education (Technical) Asaba. 100 copies of the questionnaire were administered out of which 92 copies were retrieved and analyzed. Mean statistics was used for data analysis. The findings of the study revealed among others that social media sites students are addicted to in Federal college of Education (T) Asaba includes Snap chat, Telegram, Instagram, Google+, Facebook Messenger, WhatsApp Messenger, Twitter, and YouTube which negatively influence students sexual orientation and attitude towards constituted authority. On the basis of the findings, it was recommended among others that school management should enact laws that will reduce social media addiction among students; students should be enlightened about the negative influence of social media addiction on their moral development and parents should be enlightened to educate their children on the negative influence of social media addiction on their attitude towards constituted authority in Federal College of Education (T) Asaba.

CHAPTER ONE

INTRODUCTION

Background to the Study

Good moral development is a virtue and a core value of the African setting. People are often judged by their moral standard in Africa and Nigeria in particular. Different families have their moral values that all the family members must develop and demonstrate in their daily life. However, there is alarming rate of moral decadence in the society today which seems to be caused by the advent of social media. Moral development refers to the process whereby people form a progressive sense of what is right and wrong, proper and improper (Obed, 2016). As implied by the term development, human moral sense is commonly seen to involve a movement from simple and finite definitions of right and wrong to more complex ways of distinguishing right from wrong.

Social media is a recent development made possible by the internet which has become very popular across the globe mainly with young people. This is mostly because it affords users the opportunity to interact with one another making it possible to share information, pictures and videos. This new form of social interaction also brings people of different social background together in a forum and enables them to interact regardless of location and time. According to Asemah and Edegoh (2016), social media is a social structure made up of individuals or organizations called “nodes”, which are tied or connected by one or more specific types of interdependency, such as friendship, kinship, common interest, financial exchange, dislike, sexual relationships or relationships of beliefs, knowledge or prestige. Obed (2016), stated that social media can also be referred to as a map of specified ties, such as friendship, between the nodes being studied. The nodes, to which an individual is thus connected, are the social contacts of that individual. The network can also be used to measure social capital, which is the value an individual gets from the social network. Social media sites include: Yahoo Messenger, Facebook Messenger, Blackberry Messenger (BBM), WhatsApp, Google (Obed, 2016).

Social media was made possible by web and mobile based technologies, which were used to turn communication into interactive dialogue among organizations, communities and individuals. It has also been described as an interactive mechanism on the internet. The high interactive stance of the social media has made it a vital part of social life all over the world. Kaplan and Heinlein (2015), defines social media as a group of internet-based application that allows the creation and exchange of user generated content.

Social media can be viewed as social instruments of communication which are different from the conventional instruments like newspapers or magazines. They are online content, created by people using highly accessible and a scalable publishing technology to disseminate information across geographical boundaries, providing interaction among people. It supports demonstration of knowledge and information, thereby making the people both information producers and consumers. This feature of making the people information producers and consumers is one of the distinguishing features of social media from traditional mass media that only make the people consumers only (Adelabu, 2015).

One criticism often leveled against the social media is that they are contributing to the decay in moral values (Adelabu, 2015). Every day, one comes across innumerable images and commercials for various products. This excessive amount of media in our day to day lives cannot be sidelined and impacts all those surrounded by it. It is an expression of the society of which we are a part, its mirror-image for all practical purposes and has a far-reaching influence on the social, cultural and moral values of its people (Ciochetto, 2014). The world is changing rapidly today and in its footsteps our core values are changing too. The last two decades on account of globalization have seen an unparalleled change, which has expressed itself in the form of diminishing community values. Social values are getting eroded, moral values have become fragmented and the society is facing an unprecedented cultural evasion (Ronald, 2015).

The world has become a global village with the advent of the internet. The internet has brought about faster ways of communication through the information and communication technology gadgets such as the computer and smart phones.

Today, people from all parts of the world can interact with each other with the aid of social media which has helped to strengthen relationships and brought about new ways of passing information faster and convenient. Social media refers to all applications and websites or blogs that enable people around the globe to interconnect via the internet, chat, and share content, video call among many other functionalities it offers to its users. For a person to be a member of any social media, he or she has to first signup and then sign in to access content and be able to share and chat with other users of that social media platform. Some of the common and widely used social media platforms include Facebook, Twitter, WhatsApp, Snapchat many among others (Olaniyi, 2016).

Over the past two decades, social media have gained so much growth and fame worldwide to an extent that many researchers are now interested in learning more about these social platforms and their effects on the community. Despite the fact that almost everyone in the community is connected to at least one social media platform, the youth (students) are the leading and most fanatic of these social platforms to the point that they even social network while in class or even church.

The use of social media has both negative and positive impacts on its users today. The positive impacts of social media on its users today include making them up to date on the events happening around the globe and also enables them network and stay connected with their fellow youths and friends without physical meetings. It bridges the gap between friends since a person say in Africa can network and interact with his or her friend in the United States. This in turn helps in strengthening relationships. Additionally, users can create pages and groups in the social media platforms based on their professions, faith, among others and this leads to more connections being built and more opportunities being opened for their respective disciplines. This can even lead to more employment opportunities being created for the unemployed youths (Olaniyi, 2016).

Even though social media sites seem to connect more people and make them stay up to date, it leads to isolation socially (Ronald, 2015). It reduces the number of face-to-face interactions amongst the youths because they normally spend most of their time on these online social platforms. An evaluation from a number of studies done by various scientists show that social isolation can cause a number of effects such as physical, emotional, mental and psychological issues in their users (Ronald, 2015). This can in turn lead to depression, anxiety and many other problems. It also leads to misspelling of words and misuse of words and tenses through the use of short forms and abbreviations. This has a high negative impact more so on students because it affects their language capabilities directly and this lead to poor grades in languages (Johnson, 2016).

Also, it exposes young students to online predators who get to woo them into sexual acts such as lesbianism and other general sexual misconducts. It also exposes these teens to pornographic content being spread in some the social groups online. This in turn leads to early pregnancies amongst young girls causing them to drop out of school. It also can lead to contraction of sexually transmitted diseases such as Human Immune Deficiency Virus (HIV) and this can lead to early deaths of our young generation. The morals of these teens is also tampered with as they now get access to immoral literature and videos (Austin, 2017).

Spending long hours chatting in social media sites decreases productivity amongst the youths (Robert, 2017). This in turn causes the youths not to be self-dependent and instead depend on their parents and families for upkeep. The long hours wasted online on social media can be channeled to productive activities that can enable one earn a living or even acquire an education for instance through online tutorials and make good use of online research materials.

Addiction is seen as a great interest in a particular thing to which a lot of time is devoted. When one devotes so much time doing a particular thing more often, he or she is said to be addicted to that thing. Therefore, social media addiction is the act of spending more time on social media than other productive things. Many people today, especially young people who are mostly students spend more time on social media than any other activity. This has affected many areas of their lives. It has affects their academic, social, moral and psychological development. Hence the need to carry out this study on influence of social media addiction on moral development of students.

 Statement of the Problem

There is a public cry of moral degradation everywhere. Good moral development be a concern, due to this, students now exhibit certain demoralized attitude such as fraud, indiscipline, selfishness, materialistic attitude, social disorganization, bad character, violence, corruption, disloyalty many other vices.

Students seem to spent most of their time on social media. They seem to be addicted to it that they no longer have time for their studies which in most cases has led many to joining bad gangs, learning immoral acts like lesbianism, homosexuality, masturbation, and many others. They are used to the extent that  that they no longer have regards for their teachers and the management as a whole.  This has brought about public outcry on which has led to the question of whether their addiction to social media influence their moral development.

It is against the light of the above that this study is carried out to ascertain the influence of social media addiction on moral development of students in Federal College of Education (Technical) Asaba, Delta State.

 Purpose of the Study

The main purpose of this study is to ascertain the influence of social media addiction on moral development of students in Federal College of Education (Technical) Asaba. Specifically, the study sought to examine:

1. the social media sites students are addicted to in Federal college of Education (T) Asaba.
2. the influence of social media addiction on students’ sexual orientation in Federal College of Education (T) Asaba.

• the influence of social media on students’ attitude towards constituted authority in Federal College of Education (T) Asaba.

Research Questions

The following questions were raised to guide the researcher in carrying out the study:

1. What are the social media sites students are addicted to in Federal college of Education (T) Asaba?
2. What is the influence of social media addiction on students’ sexual orientation in Federal College of Education (T) Asaba?

• What is the influence of social media addiction on students’ attitude towards constituted authority in Federal College of Education (T) Asaba.

Significance of the Study

The study could be of benefit to students, teachers (Lecturers), parents, government, field of Primary Education and researchers as a whole.

The study could go a long way in helping the students to understand how social media addiction negatively influence their moral development. This could enable them reduce the use of social media for good moral development and improved academic performance.

It could also be of benefit to the lecturers by enabling them understand the influence of social media addiction on students’ moral development in other to devise a means of reducing the rate of the addiction for better moral development.

Parents could also find this study useful because it would call their attention to the influence of social media addiction on their children’s moral development which could help them work with teachers and other experts to reduce the rate of social media addiction by the students.

The findings of the study could help to call the attention of the government through the National Commission for Colleges of Education to the high rate of social media addiction by the students and how it influences their moral development. This could enable them introduce courses with more practical activities to keep the students busy in other to reduce social media addiction.

Scope of the Study

This study is focused on the influence of social media addiction on moral development of primary education students in Federal College of Education (Technical) Asaba, Delta State, with particular emphasis on social media sites students are addicted to, social media addiction and students’ sexual orientation and social media and students’ attitude towards constituted authority.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

The study examined the impact of single parenting on pupils academic performance in social studies in Ndokwa East Local Government Area of Delta State. Three research questions guided the study. The population of the study comprised of all the one thousand and fifty (1050) primary three and five teachers in  the fifty-eight (58) primary schools in Ndokwa East Local Government Area of Delta State while out of the fifty-eight (58) primary schools in Ndokwa East Local Government, 10 schools were randomly selected. In each school, ten teachers were selected, making a total of one hundred (100) respondents. The instrument used for data collection was a structured questionnaire, which was structured by the researcher and validated by two lecturers in the department of Primary Education in Federal College of Education (Technical) Asaba. One hundred copies of the questionnaire items were administered to one hundred (100) teachers in Ndokwa East Local Government Area of Delta State by the researcher with the help of one research assistance and 88 copies of the instrument were retrieved and analyzed using mean statistics. The findings from the study revealed that there are causes of single parenting, single parenting has a negative impact on pupils class participation in social studies and there are solutions to the negative influence of single parenting on pupils academic performance in social studies in Ndokwa East Local Government Area of Delta State. Based on the findings, it was recommended among others that parents should be encouraged by the school authorities during P. T. A. meetings to avoid the causes of single parenting; as this leads to poor performance among school children and teachers should ensure that equal care and love is shown to children of single parents and ensure that other pupils do not talk ill of the children of single parents so that they can feel loved which will help to enhance their performance in social studies. 

 CHAPTER ONE

INTRODUCTION

Background to the Study

Family is the first agent of socialization. This implies that parents are the first point of contact of children. Their learning starts from the home in which they learn different things from both parents. So, when both parents are present, it implies that the child would derive most care and attention. However, when one of the parent is absent in a child’s life, a gap is created as the child would lose the support that would have emanated from that parent; that single parenting that result from divorce, separation of various kinds, having children out of wedlock or death of one spouse which leaves the roles in the hands of a single parent. When the role that ought to be played by two persons is left in the hands of one person, there would be difficulty in playing the role effectively. This tend to affect the child socially, morally and psychologically. Two heads, they say is better than one. So, it is difficult for mother to effectively play the role of the father in addition to her own. There are certain things that a child learns from the father and certain things from the mother because they serve as role model to the child.

According to Salami (2015), single-parenthood is when one out of two people who is responsible for the nurturing and child rearing is not available, and the work meant for two people, is now been carried out by one person. He further added that single parenthood is when the mother or father looks after children on their own, without the other partner. Single-parenting is a situation in which one of the two individuals involved in the conception of the child is being responsible for the upbringing of the child (Whitting, 2016). Single-parenthood arises when either the male or the female decides to produce and rear a child or children outside wedlock. According to Nwachukwu (2017), children from single parent homes are more hostile, hyperactive and aggressive in nature. Many of the problems that single parents have are similar as those for two parent’s family, but these problems seem more difficult to bear or manage when the home is being tutored by only one person.

The relationship between man and the environment on which he lives is studied in social studies. This means that social studies as a subject is concerned with man’s way of life. It examines the way man lives and interacts with his social and physical environment. Social Studies is not only a way of life, it studies how man influenced by his physical, social, political, economic, psychological and cultural environment. Uzoagulu (2015) observes that social studies is one of the social sciences disciplines which studies man as he interacts with his fellow men and with his environment. The content of social studies, therefore, is man and his actions. Social studies is the one area of study which integrates, that is, which relates to various social sciences and it also aims at analyzing the view of man and his world. Social Studies Education touches on all aspects of societal development; be it political, economic, social, cultural, technological or educational. In Nigerian context, the goals of Social Studies curriculum design is aimed at building a sound and balanced mind as a foundation for functional social education directed towards the development of intelligent, responsible and self-directing citizen. Integrating and dispensing social knowledge through the instrumentality of Social Studies curriculum design in Nigerian schools is directed towards the following objectives:  Self-confidence and initiatives; Power of imagination and resourcefulness; Desire for knowledge and continued learning; Sense of compassion for the less fortunate; Sense of respect for and tolerance of the opinion of others; Social values and attitudes such as: cooperation; participation; interdependence; open-mindedness; honesty; integrity; trustworthiness; diligence and obedience and a spirit of national consciousness and patriotism (Garb, Singh, Yusuf and Saad, 2012)

Single parenting has a very huge impact on pupils’ academic performance in social studies. According to Walker (2015), pupils who have both parents fully involved in their education tend to do better academically compared to those who depend on single parents for academic guidance and motivation. A child who always sees himself or herself being raised by just one parent instead of two may be more relaxed and somehow become unserious because of the pampering received from a single parent. Hence the need to ascertain the impact of single parenting on pupils’ academic performance in social studies.

Statement of Problem

          Jointly, parents have important roles to play in ensuring that their children acquire appropriate and balanced social, psychological, moral and academic development. Each of the parents has indispensable and unique responsibility for the psychological, educational and career development of their children. However, the advent and subsequent societal acceptance of single parenthood has distorted these complementary roles. This has in turn impacted adversely on the total upbringing of the children including their psycho well-being and educational performance.

In Nigeria, the existence of single parents which was as a result of broken home was unknown and where they existed, they were ignored as exceptional cases. However, nowadays, they are the fast-growing family patterns as more children from single parent homes can easily be seen.

Pupils’ poor performance in social studies over the years has being a matter of concern to the general public. Many attributed it to the high rate of single parenting in the local government (Salami, 2015). Children raised by single parents tend to perform poorly in academic activities, especially in subject like social studies.  It is against this backdrop that this study seeks to examine the Impact of Single Parenting on Pupils’ Academic Performance in Social Studies in Ndokwa East Local Government Area of Delta State.

Purpose of the Study

This study was carried out to examine the Impact of Single Parenting on Pupils’ Academic Performance in Social Studies in Ndokwa East Local Government Area of Delta State. Specifically, the study is aimed to:

1. examine causes of single parenting in Ndokwa East Local government area of Delta State.
2. assess impact of single parenting on pupils’ class participation in social studies in primary schools in Ndokwa East.

• Determine the solution to negative influence of single parenting on pupils’ academic performance in social studies in Ndokwa East.

Research Questions

To effectively carry out the study, the following questions were raised:

1. What are the causes of single parenting in Ndokwa East Local government area of Delta State?
2. What is the impact of single parenting on pupils’ class participation in social studies in primary schools in Ndokwa East?

• What are the solutions to negative influence of single parenting on pupils’ academic performance in social studies in Ndokwa East?

Significance of the Study

The study would be of immense benefit to the pupils, parents, teachers, government, field of primary education and researchers as a whole.

The study would go a long way in helping the pupils to understand the way single parenting affect their academic performance in social studies and how they could help themselves in terms of seriousness with their academic activities.

It would also help the teachers to understand the impact of single parenting on pupils’ academic performance at the primary school level so as to work in cooperation with the parents to improve pupils’ academic performance.

The study would help to call the attention of the government to the negative impact of single parenting on pupils’ academic performance. This would enable them organize awareness campaign aimed at sensitizing the single parents on the ways to be more involved in their children’s academic activities for better academic performance. Through the awareness campaign, they would also enlighten the general public on the need for both parents to live together till death for their children to experience proper upbringing. This would help to reduce the rate of divorce in the society.

Finally, the study could add to the literature in the field of primary education which could serve as a reference material to researchers who could carry out a similar study.

Scope/delimitation of the Study

This study investigated the impact of single parenting on pupils’ academic performance in social studies in Ndokwa East Local Government Area of Delta State. With particular emphasis on the impact of single parenting on pupils’ class participation in social studies, attitude towards social studies and the problems associated with single parenting. The study was delimited to public primary schools in Ndokwa East Local Government Area of Delta State.

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Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study examined the influence of social media on cyber aggression among students in Federal College of Education (Technical) Asaba. A descriptive survey design was adopted for the study. Three research questions guided the study. The population of the study comprised of 1400 students in Federal College of Education (T) Asaba, Delta State. The sample was made up of 140 respondents selected through simple random sampling techniques. The instrument data collection was a 19-item questionnaire titled Influence of Social Media on Cyber Aggression Questionnaire (ISMCAQ) which was validated by the project supervisor and an expert in Measurement and Evaluation, Federal College of Education (Technical) Asaba. 140 copies of the questionnaire were administered to the respondents out of which 134 copies were retrieved. Mean statistics was used for data analysis. The findings of the study revealed among others that social media sites (platforms) such as Facebook, WhatsApp, Instagram, and snapchat are widely used by students while Tiktok is rarely used by the students in Federal College of Education (Technical) Asaba, social media use cause cyber aggression among students and cyber aggression to a high extent negatively influences students academic performance in Federal College of Education (Technical) Asaba. Based on the findings, it was recommended among others that government should enact laws that will monitor the use of social media among students in colleges of education.

 

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 interaction. Adeniyi (2016) 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

Basically, social media is a collection of interactive web-based applications integrated on Web 2.0 technology that enable active interactions between web multiple users to create and share information (Boyd & Ellison, 2017). Social media has become pervasive, playing a dominant role in the social structure of the society and changing the nature of social relationships (Al-Sharqi, Hashim & Kutbi, 2015). It has revolutionized the way we communicate, interact and socialize. This new approach to consuming and creating information is in particular attractive to youths as a platform and space for activities not possible in the face-to-face context (Leea, Chena, Lia & Lin, 2015). Social media plays a vital role in the sharing of information and is used to convey different types of information (i.e. sensitive, sensational, political and casual information) (Osatuyi, 2013).

Although the history of social media is not really new, but it has only recently become part of our mainstream cultural activities both in the social and business world, people have been using digital media for networking, socializing and information gathering almost exactly like now for over 30 years (Boyd & Ellion, 2018).  Social media started as a concept many years ago but has evolved into sophisticated technology. The concept of social media can be dated back to the use of the analog telephone for social interaction (Austin, 2016).

The foundation of social media is based on User Generated Content (UGC), that is, various forms of media content created by internet users and available on the web based on Web 2.0 technology (Kaplan & Haenlein, 2015). Social media applications include blogs and micro blogs (logger & twitter), wikis (Wikipedia), social networking (e.g. Facebook, LinkedIn), multimedia sharing services (YouTube), content syndication, podcasting and content tagging services (Shneiderman, & Smith, 2015). One of the most used social media platforms is Facebook. Facebook started as a local social network made for the students of Harvard. It was developed by a sophomore, Mark Zuckerberg.

Social media has increasingly influenced the information behavior of students in higher education over the past decade. Social media is a broad concept covering a wide range of the Internet applications that support social communication between individuals (whether direct or indirect, synchronous or asynchronous), with an emphasis on interaction between users (i.e. conversation or dialogue), user-generated content, and building of online relationships and communities (Turban, King & Lang, 2017). Social media is centered on enhancing the progress of communication in the society i.e. sharing of ideas, thoughts, and opinions among people.       Among the vast variety of online tools which are available for communication, social networking sites have become the most modern and attractive tools for connecting people throughout the world (Aghazamani, 2014). It is also about allowing people to connect with others just as it has been for many years. According to Khoo (2014), social media applications have influenced all areas of our lives and are having a major impact on how we live, work, play, learn and socialize. Social media in its various manifestations present a golden opportunity and rich environment to study information behaviour, as much of the information (in text, image and video format) are recorded and stored in publicly accessible repositories and on personal devices

(Khoo, 2014).

Social media technologies are enjoying a phenomenal success, for example, Facebook, a social networking website, claims that its active users reached 1.8 billion worldwide, more than 50% of which log in every day (Facebook, 2017). In the same vein, Twitter, micro-blogging website hosts 317 million users who post on average 500 million tweets per day (Twitter 2017); More than 1 billion unique users visit YouTube each month, watching more than 6 billion hours of video (YouTube 2017), and at the same time it is estimated that there are over 181 million blogs worldwide (Nielsen 2012). Among the users of social media are students who use social media tools for many purposes such as access to information, group discussion, resource sharing and entertainment (Wang, Chen & Liang, 2018).

Social media platforms have increased their popularity in recent years attracting millions of users, who spend on them an increasingly amount of time sharing personal information and interacting with other users. For example, sites like Flickr, YouTube, Facebook or Twitter allow users to create content, publish photos, comment on content other users have shared, tag content, and socially connect with other users. In conjunction with the recent growth of social media popularity, other undesirable phenomena and behaviours have appeared. The above-mentioned social media platforms are used by different people for different reasons. Even though most of the time Internet use could be safe and enjoyable, there are risks involving the online communication through social media. As the real-world could be a dangerous place, social media sites are not exception. Users might have to deal with threatening situations like cyber aggression, cyberbullying, suicidal behaviour or grooming (Obed, 2018).

Cyber aggression is a serious and widespread issues increasingly affecting Internet users. Cyber aggression can be defined as aggressive online behaviour that intends to cause harm to another person, involving rude, insulting, offensive, teasing or demoralizing comments through online social media that target educational qualifications, gender, family or personal habits (Justin, 2017).

Links were found between experiences of cyber aggression and negative outcomes, such as decreased performance of students, dropping out and violent behaviour, in combination with devastating psychological effects such as depression, low self-esteem, and even suicide. In recent years, there have been several high-profile cases involving teenagers taking their own lives in part for being harassed and mistreated over the internet. While these incidents are still isolated and do not represent the norm, their gravity demand deeper understanding (Roy, 2015). Additionally, cyber aggressive comments make their targets feel demoralized and frustrated, thus acting as a barrier for participation and socialization.

Considering the gravity of the consequences that cyber aggression has on its victims and its rapid spread amongst internet users there is an imperious need for research aiming at examining the influence of social media on cyber aggression among students in Federal College of Education (Technical) Asaba, Delta State.

Statement of the Problem

The use of social media by the students in higher institutions is very 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. A lot of students use social media for things that will add value to their lives while others use it to bully their fellow youths. This has become a serious concern to school managements and the entire society as a whole. Students share aggressive contents and messages on social media to demoralize and intimidate others which results in low self-esteem and even suicidal attempts. These aggressive contents have become a growing problem in today’s society. It offers convenient opportunities to humiliate, bully, or harass others online.

Experience have shown that cyber aggression negatively affects students in areas such as decreased performance of students, dropping out and violent behaviour, in combination with devastating psychological effects such as depression, low self-esteem, and even suicide. In recent years, there have been several high-profile cases involving teenagers taking their own lives in part for being harassed and mistreated over the internet.

While these incidents are still isolated and do not represent the norm, their gravity demand deeper understanding. Additionally, cyber aggressive contents make their targets feel demoralized and frustrated, thus acting as a barrier for participation and socialization. It is against the light of the above that this study is carried out to examine the influence of social media on cyber aggression among students in Federal College of Education (Technical) Asaba.

Purpose of the Study

The main purpose of this study is to examine the influence of social media on cyber aggression among students in Federal College of Education (Technical) Asaba. Specifically, the study is aimed at examining:

1. The kinds of social media sites used by the students in Federal College of Education (Technical) Asaba.
2. The extent to which social media use cause cyber aggression among students in Federal College of Education (Technical) Asaba.
3. The influence of social media aggression on students’ academic performance in Federal College of Education (Technical) Asaba.

Research Questions

To effectively carry out the study, the following research questions were raised:

1. What are the kinds of social media sites used by the students in Federal College of Education (Technical) Asaba?
2. To what extent does social media use cause cyber aggression among students in Federal College of Education (Technical) Asaba?
3. How does social media aggression influence students’ academic performance in Federal College of Education (Technical) Asaba?

Significance of the Study

The study could be of great benefit to the students, lecturers, school management, parents and society.

The findings of the study could go a long way to educate the students on the influence of social media on cyber aggression among them so that they can apply the suggestions to tackle this menace.

It could equally be of benefit to the lecturers because it could help them understand the kinds of social media sites used by the students and the influence on cyber aggression among. This could help them work together with the management to reduce the rate of cyber aggression among students in the college.

The college management could also find this study useful because it could help to call their attention to the rate of cyber aggression among students which is caused by addiction to the use of social media. This could enable them apply the necessary measures to ensure that cyber aggression is brought to an end.

Findings of the study could be beneficial to parents because it could help them understand the negative effects of social media aggression on their children’s academic performance as well as the ways through which they can assist their children to overcome social media addiction for improved academic performance.

Finally, the findings of the study could be a wakeup call for the society to the negative influence of social media on cyber aggression among students. This could enable them to sensitize people from the grassroot to reduce to the barest minimum the rate of social media addiction among students which would help to stop cyber aggression and improve standard of education.

Scope of the Study

This study was carried out in Federal College of Education (Technical) Asaba, Delta State. The content scope consisted of the kinds of social media sites used by the students, the extent to which social media use cause cyber aggression among students, and the influence of social media aggression on students’ academic performance.

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Pages:  73

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.

ABSTRACT

This study ascertained the extent to which school leadership affects teachers job satisfaction in public primary schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. 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 out of which one hundred (100) teachers were randomly selected from 10 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population. The instrument used for data collection was a structured questionnaire. 100 copies were distributed and 88 copies were retrieved. Data was analyzed using frequency, percentage and mean statistics. Based on the analysis, it was found that school leadership negatively affect the effective delivery of teaching by the primary school teachers, primary school teachers motivation to use instructional materials and primary school teachers motivation to stay on their job in Oshimili South. On the basis of the findings, it was recommended that school leaders at the primary school level should ensure that teachers are treated with love and care for effective delivery of teaching and for enhanced job satisfaction and primary school leaders should ensure provision of instructional materials in order to motivate teachers to use them leading to enhanced job satisfaction.

 CHAPTER ONE

INTRODUCTION

Background to the Study

Leadership is key in achieving set goals and objectives in every organization. That means that no organization can ever succeed without effective leadership which can be seen in the way subordinates are satisfied. Leadership is one of the main concepts analyzed in different fields of the social sciences. This means that the idea of leadership, just like the ideas of democracy, love, and peace, are formed according to how the individual perceives them (Northouse, 2017). In other words, leadership is like beauty, it is hard to define but understood immediately when it is brought up.

School is one of the places where leadership is provided. School leadership can be seen as leadership provided in schools by either head teachers or other levels at different levels. The school leader is the person who plans and maintains program development, allocates resources, improves the performances of employees and students by encouraging them, and guides them in order to meet the objectives of the school. Upon determining the objectives of the school, school leaders ensure that these objectives are stated and agreed upon with the students, teachers, and school environment. Furthermore, these leaders manage the out-of-school activities as well. They direct the employee and student activities in other areas of the school, encourage local organizations to work with the school, and also collaborate with families and business organizations (Busher, Harris & Wise, 2015). In conclusion, school leaders undertake the main responsibility of ensuring that student success is at its maximum potential. Their style of leadership determines the extent to which teachers are satisfied with their job.

Job satisfaction is an employee’s general view towards the components of a job and whether or not the employee likes the job (Shields, 2017). In this case, job satisfaction is a mixture of (i) emotional, (ii) cognitive, and (iii) behavioral characteristics (Willson, 2019). Job satisfaction is seen as a person’s happiness while doing his or her job (Highland, 2016). Defining job satisfaction is as hard to identify as the feeling of happiness. It is unknown what makes anyone happy, and if one thing makes one person happy it is still unclear if that can be the source of happiness for someone else. The difficulty of identifying job satisfaction can be explained by this uncertainty. Schultz and Schultz (2015) and Verner (2018) defined job satisfaction to be the positive and negative emotions of a person’s feeling towards his or her job.

According to the two-factor theory of Herzberg (2016), the leadership approaches of leaders affect the job satisfaction of teachers. This is due to the fact that interacting with administrators is an important part of the work done by teachers at school, and they contribute to teachers’ experiences in a positive or negative way.

Statement of the Problem

The role played by school leadership in teachers’ job satisfaction cannot be over-emphasized. This is because leadership especially in schools provides an avenue for teachers to enjoy their or get tired of their job. Leadership as the foundarion upon which the success or failure of every organization depends. Effectiveness of school leadership results in the progress of an organization while failure of the leadership tends to affects the organization in all ramification. A school without a leader can be liken to a car without a driver. This is because they ensure that everything planned activities of an organization such as a school are followed accordingly so as to achieve the desired goals and objectives.

In Nigeria, teachers and indeed the teaching profession have been relegated to the background. Teachers are no longer accorded the usual respect in the society even from their own students. If the teacher should win back his respect, it is necessary to improve his condition. Ajayi (2018) posited that motivational tools such as teachers’ salaries, allowances, promotion and other benefits need to be paid promptly as that would enhance his productivity which may in turn leads to the transformation of secondary education in Nigeria. In most Nigerian private schools, teachers are over – loaded with subjects and at times forced to teach subjects which they are not qualified. This makes them to under-perform hence the falling standard. In Nigeria, teachers are being looked down upon even in communities where they serve. Gone are the days when the teacher was looked upon as the light bearer of the society and was well respected by the people as a whole. In the 1970’s and 80’s the Nigerian teacher was trained in various fields of human endeavours.

The leadership style of educational leaders goes a long way in determining the job satisfaction of teachers. From experience, some school leaders tend to be very harsh on their teachers making them to be dissatisfied with their job. And when a teacher is not happy with things going on in the school especially as regards to the leadership style, he or she tends to perform below expectation.

School leadership has become a priority in education policy agendas internationally. It plays a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment. Effective school leadership is essential to improve the efficiency and equity of schooling.

There are concerns across countries that the role of a school leader as conceived for needs of the past is no longer appropriate. In many countries, principals have heavy workloads; many are reaching retirement and it is getting harder to replace them. Potential candidates often hesitate to apply, because of overburdened roles, insufficient preparation and training, limited career prospects and inadequate support and rewards.

          Over the years, teachers leave teaching job for different careers which many attributed it to the kind of leaders present in the educational system. Many people tent to see teaching profession as a stepping stone to a better job. This has greatly affected the standard of education in the country and Delta state in particular.

It is in the light of the above that this study is carried out to ascertain the extent to which school leadership affects teachers’ job satisfaction in public primary schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to ascertain the extent to which school leadership affects teachers’ job satisfaction in public primary schools in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to ascertain:

1. The extent to which school leadership affects the effective delivery of teaching by the primary school teachers in Oshimili South.
2. The extent to which school leadership affects primary school teachers’ motivation to use instructional materials in Oshimili South.

• The extent to which school leadership affects primary school teachers’ standard of living in Oshimili South.

Research Questions

The following questions were raised to help the researcher in carrying out the study:

1. To what extent does school leadership affect the effective delivery of teaching by the primary school teachers in Oshimili South?
2. To what extent does school leadership affect primary school teachers’ motivation to use instructional materials in Oshimili South?

• To what extent does school leadership affect primary school teachers’ motivation to stay on their job in Oshimili South?

Significance of the Study

The study could be of huge importance to students, teachers, school management, the field of Primary Education and researchers as a whole.

The study could help to educate the pupils on the extent to which school leadership affects teachers’ job satisfaction which will help them to understand that leadership has a big role to play in ensuring that teachers are happy and doing what they ought to do.

Teachers through this study could get to understand that school leadership affects their job satisfaction which could enable them to spell out those areas that the leadership need to look into so as to motivate them to effectively deliver their lesson using instructional materials.

The findings of the study could help to call the attention of school management on the extent to which school leadership affects teachers’ job satisfaction which could enable them look for better ways to encourage the teachers to stay on their job and effectively deliver teaching contents.

Finally, the study could add to the literature in the field of Primary Education which could serve as a reference material to scholars and researchers as whole.

Scope of the Study

This study is carried out to ascertain the extent to which school leadership affects teachers’ job satisfaction in public primary schools in Oshimili South Local Government Area of Delta State ascertain the extent to which school leadership affects teachers’ job satisfaction in public primary schools in Oshimili South Local Government Area of Delta State. The study is delimited to the extent to which school leadership affects the effective delivery of teaching, by the primary school teachers, motivation to use instructional materials and standard of living.

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Pages:  38

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.