Nigeria

Expanding Private Higher Educational Institutions in Africa: Implications for Good Governance (Published)

The conventional wisdom is that the proliferation of and concomitant increase in access to, tertiary education is central to bridging poverty gap in developing country and fast-tracking development. Scholars have also proposed the existence of a nexus between such educational advancements and good governance, especially in terms of the multiplier effect on political education, public participation and public accountability. The proposed paper assessed the conventional wisdom on the nexus between education, development and democracy in Africa drawing key insights from cross-sectional data obtained from national universities in the sub-region. The paper challenged the orthodoxy dominant within the international development community that increase in tertiary education is directly related to improved development and good governance. Although the number of universities have grown over the decade, the paper is keen to show that aside from increasing enrollment and improving access (to the neglect of quality) the preponderance of privately-owned universities, many of them with constricted visions on the open knowledge production and ideals that universities are supposed to represent and pursue, is problematic; indeed, as the paper argues, the political economy that drive their establishment and proliferation does not automatically translate into improved access due to skyrocketing school fees and sundry charges in a continent with a record of about 70% poverty ratio. Furthermore, the peculiar teaching curriculum and authoritarian management styles of the growing number of private universities have the potential to blunt the political and civic consciousness of their students and, in the final analysis, deepen the festering governance crisis in the country.

Keywords: Africa, Education Funding, Governance Crisis, Higher Education, Nigeria, Public Financial Management

Prayer in Schools – Legal and Administrative Perspectives in Nigeria (Published)

The study is concerned with the administrative and legal perceptive of prayer in Nigeria public schools. 780 school administrators were randomly selected from the public schools in the 3 geo-political regions in the Southern Nigeria. A 20 item questionnaire was designed by the researcher. This was validated by experts in test and evaluation as well as seasoned school administrators in Bayelsa State, Nigeria. The instrument was further tested for reliability using the test-re-test method. The data collected was analysed using the Pearson Product Moment Correlation Coefficient statistics and it was established as 0.82 which shows that the instrument is reliable. The researcher and other research assistants personally administered the questionnaire and the data analysed using the mean and the t-test analysis. From the result and findings, it was observed that most school administrators do not see prayer as a normal school routine but do not have proper knowledge on the legality of enforcing prayer in schools. To the administrators, prayers is for character molding, entertainment and an instrument to instill discipline but the legal perspective is that it must not be forced on the child and must be conducted in line with the fundamental human rights of the child as enshrined in Section 33 – 44 of the constitution of the Federal Republic of Nigeria.

Keywords: Administration, Nigeria, School, prayer

Social Studies Education and the Need for Value-Based Education in Nigeria (Published)

Values throughout the world are a universal concept. Nigeria as a pluralistic society is characterized by many goals and sets of values. The social, political, economic and religious institutions associated with this society are made up of many diverse groups. Each of these groups has its individual rules and values. The rules and values of these institutions very often conflict, yet many people continue to see the society as having a set of values. However, the conflict between the rules and values which characterize the various institutions in a given social framework collectively substantiate and constitute enough evidence as to the pluralistic nature of many modern societies ‘Nigeria’. Value-based education in Nigeria has been identified as the main condition for the growth and sustainable development of any nation of the world. With particular reference to these conflicting values in pluralistic society like ours Social Studies education has a critical role to play to actualize this dream. The paper therefore is beamed at exploring: the changing role of education and implication for values and versa, objectives of value-based education in the modern context, types of values, the role of Social Studies in inculcating value-based education, Social Studies education and spatial dimension of value-based education, Social Studies education and cognitive, and affective dimension of value-based education, Social Studies education and character based-education, Social Studies teacher’s function as a model for value development, the Nigerian core values and some recommendations were made.

Keywords: Education, Nigeria, Social Studies, Society, Value-Based Education

Superstitious Beliefs and Academic Performance of Pupils in Early Childhood Science in Ogoja Educational Zone, South Eastern Nigeria. (Published)

This study was designed to investigate the influence of superstitious beliefs on academic performance of pupils in early childhood science. The research design was ex-post factor. A random sample of four hundred (400) pupils was used. Data for the study were collected through a forty item three-point Likert-scale type questionnaire on Superstitious Beliefs and Science Achievement Test. The data were analyzed using Analysis Of Variance (ANOVA) and tested at P < 0.05 level of significance. A post hoc pair-wise comparison was made using LSD to compare main and interaction effects. Results showed that academic performance of early childhood pupils was significantly decreased by superstitious beliefs in the four basic categories of “Good luck”, “Bad luck”, “Impending danger” and “Perceived effect”. Social study curriculum in early childhood schools was recommended to be broadened to teach concepts in superstitions which may reduce pupils beliefs and enhance the teaching of science.

Keywords: : Academic Performance, Beliefs, Early Childhood Science, Nigeria, Superstition

Curriculum and Indigenous Education for Technological Advancement (Published)

The curricula at various levels must be tuned to lubricate the wheels and make the hub of the Nigerian education system free and flexible enough to accelerate the attainment of the new aspirations of Nigeria towards the realization of Vision 202020 which include technological advancement. Curriculum is the sum total of human endeavours geared towards the realization of the aspiration of the society through the institution of the school. ‘Curriculum is also described as ‘what happens to students for which the school is responsible’, because curriculum happens within the school system, it is therefore imperative to include indigenous knowledge into the school curricula to ensure that local/indigenous technologies are improved upon as to bring about modernization of society. In nowadays knowledge-based society, the local embedded knowledge and innovation are considered as the core-competence of the curriculum of the region. In rural areas, maybe it is not suitable to adopt the high-tech or other industrial cluster development strategy as in urban areas because of the barrier of ‘organizational thinness’. However, the rural areas always have their special local resources, especially the intangible asset, such as cultural resources and local knowledge embedded in the long history. Besides absorbing the external knowledge, exploiting the local knowledge will also enrich the knowledge network of the local areas. Moreover, because indigenous knowledge was generated from the local wisdom and culture, it fits to the local situation natively, and also it is very hard for others to imitate.

Keywords: Curriculum, Educational gap., Nigeria, indigenous education, local skills, local technology

Causes of Examination Malpractice in Nigeria Schools (Published)

This research study was carried out to investigate the cause of examination malpractice in Nigeria schools. The paper highlighted factors responsible for examination malpractice, students and their level of knowledge and skill acquisition, school facilities and environment, role of government agencies, supervisory role of school administration, political undertone and government insensitivity to educational needs, solution to examination malpractice in schools.

Keywords: Education, Examination Malpractices, Nigeria, School

PERCEPTION AND AWARENESS OF HIV/AIDS AMONG WOMEN FARMERS IN EBONYI STATE NIGERIA: NEED FOR COUNSELLING AND VOLUNTARY TESTING (Published)

Perception and level of awareness of HIV/AIDs among women farmers in Ebonyi State, Nigeria was studied. The study employed purposive and multi-stage random sampling techniques in the selection of 120 rural women farmers. Primary data were collected using a well-structured questionnaire and interview schedule. These were analyzed with descriptive and inferential statistics. The result of data analysis showed that majority 38.33 percent of the women farmers fall within age bracket of 26-35 years; their farming experience ranged 5-10 years with 36.67 percent; while their farm size ranged between 1.1-1.5 hectares. Majority 60.82 percent of the women were married and completed primary education with 38.33 percent. Majority 41.67 percent of the farmers live with between 4-6 persons in their household and earned between N80, 000-N100, 000 per annum. About 66.66 percent of the women belonged to 3-4 social organizations. Major sources of information on HIV/AIDs prevention to the rural women were: Ebonyi State Ministry of Health (2.90), religious institutions (3.12), social organizations (2.84), radio (3.67) and Ebonyi State Action Committee on Aids (EBOSACA) (3.66) among others Further analysis indicates that majority 100 percent of the respondents’ perceived that an HIV victim can live long on a special type of drug and hygienic condition (100 percent), HIV/AIDs is a viral disease (91.67 percent) while 85 percent perceived that HIV/AIDs exist and has no cure. All the women in the study area had knowledge of measures of HIV prevention such as total abstinence from sex, having one sex partner and screening of blood before transfusion. Majority 81.67 and 76.67 percent of the respondents were willing to be tested and would recommend it to their friends and family members. It was concluded that though the general level of awareness about HIV/AIDs was high, the perceptions of the respondents were faulty in some cases because of some misconception about causes and therapy to the disease. Necessary recommendations such as intensified awareness creation by the NGOs and concerned agencies, provision of infrastructures as well as education of farmers were made among others.

Keywords: Ebonyi State, HIV/AIDS, Nigeria, Perception, Voluntary Counseling and Testing, Women Farmers, awareness

PROBLEMS OF IMPROVISING INSTRUCTIONAL MATERIALS FOR THE TEACHING AND LEARNING OF PHYSICS IN AKWA IBOM STATE SECONDARY SCHOOLS, NIGERIA (Published)

This study investigated the problems faced by Secondary School Physics teachers in improvising instructional materials for effective teaching and learning of Physics in Akwa Ibom State of Nigeria. All Physics teachers currently teaching Physics in the state formed the population for the study. This gave the population size of three hundred and ten Physics teachers. Random method of selection was used in selecting 150 (80 male and 70 female) Physics teachers to form the sample for the study. A structured questionnaire called Improvised Physics Instructional Materials Questionnaire (IPIMQ) was used in generating the data for the Study. The instrument had two sections, A and B. Section A sought information on personal data (sex and educational qualifications) of the respondents while Section B sought information on problems faced by Secondary School Physics Teachers in the course of improvising instructional materials. The reliability coefficient of the instrument determined using Crombach Alpha was 0.78. One research question and two research hypotheses were formulated to guide the investigation. Mean and t-test statistics were used in analyzing the data. The findings of the Study revealed the problems faced by Physics teachers during improvisation to include financial constraints, lack of skills and strategies on improvisation, large class size, time constraint, unavailability of tools and lack of exposure on improvisation. The study also showed that these problems faced by teachers were not gender and location sensitive as there was no significant difference in the mean responses of male and female or urban and rural Physics teachers in improvisation of instructional materials. Recommendations were made, among others, that Seminars and workshop on improvisation be organized for Physics teachers in Secondary Schools in Akwa Ibom State by the authorities concerned.

Keywords: Akwa Ibom State, Instructional Materials, Nigeria, Teaching and Learning Physics

MASSIFICATION OF STUDENTS’ INTAKE AND EFFECTIVENESS OF ADMINISTRATION IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE, NIGERIA (Published)

This study investigated massification of students’ intake and effectiveness of administration in public secondary schools in Akwa Ibom State. An ex-post facto correlational design was used. Three research questions were formulated to guide the study and three Null hypotheses were tested. The population of the study consisted of all the 221 public secondary school principals in the state. The sample size of 57 principals (25 percent) with 171 teachers that is, 3 teachers rating one school principal was drawn for the study using cluster and the simple random sampling techniques on Local Education Committee bases. Data collection was done with the use of a researcher designed instrument tagged “Effectiveness of Secondary School Administration Questionnaire (EOSSAQ)” for teachers only. Cronbach Alpha statistics used to determine the reliability of the instrument gave a reliability coefficient of 0.76.The statistical technique used for both the research questions and Null hypotheses was simple linear regression at 0.05 alpha levels with 1 and 54 degree of freedom. Findings from the study, revealed no significant relationship between massification of students’ intake and effectiveness of school supervision, supply of school facilities and managing of school budgets. All the null hypotheses were retained. The study thus concluded that massification of students’ intake has no direct relationship on the effectiveness of secondary school administration. Based on this, it was recommended that administrators and all heads of schools should not panic whenever there is influx of students in their school enrolment. State Secondary Education Board should have some sort of incentives to use and encourage principals who manage their schools without much demand on the government for their ingenuity.

Keywords: Akwa Ibom State, Effectiveness Administration, Nigeria, Public Secondary Schools, Students’ Intake

PERCEIVED ADEQUACY OF BUSINESS STUDIES TEACHERS FOR THE IMPLEMENTATION OF UPPER BASIC EDUCATION BUSINESS STUDIES CURRICULUM IN NIGERIA (Published)

The study surveys the adequacy of business studies teachers for the implementation of the upper basic education business studies curriculum in Ebonyi State. Two research questions and one null hypothesis tested at 0.05 level of significance guided the study. A four point structured questionnaire with a reliability coefficient of 0.81 was administered on the two hundred and forty-one(241) business studies teachers in Ebonyi State. Two hundred and twenty-eight (228) copies of the questionnaire were correctly filled and returned thereby stabilizing the sample at 228. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypothesis at 0.05 level of significance. It was found that the quantity and quality of business teachers is adequate. It was however recommended, among others, that in-service training and study leave opportunities should be given to business studies teachers since this will serve as a motivation that will increase the service delivery of teachers and also reduce their attrition

Keywords: Business Studies Curriculum, Business Studies Teachers, Nigeria, Upper Basic Education