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.
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.
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.
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.
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.
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
ATTITUDE TOWARDS CARDIOPULMONARY RESUSCITATION AMONG SOME SECONDARY SCHOOL STUDENTS IN RIVERS STATE, NIGERIA (Published)
Just like any other aspect of health education and promotion, the attitude of the community to Cardiopulmonary Resuscitation (CPR) will largely determine how they can benefit from it. This cross-sectional study aimed at assessing the attitude towards Cardiopulmonary Resuscitation among secondary school students in our community. The population for the study was the students in Senior Secondary School I and II in Obio/Akpor Local Government Area of Rivers State, Nigeria. Four hundred (400) students were purposively drawn from four secondary schools in the area and served copies of a validated questionnaire while 372 properly filled ones were returned, giving a response rate of 93%. The data was analyzed using Statistical Package for Social Sciences (SPSS17.0). The findings revealed that 98.8% exhibited positive attitude towards learning CPR among others. It was concluded that this can form a strong basis to introduce the teaching of CPR in their school curriculum so as to prepare them to be effective bystanders in situations of emergency needing CPR.
EFFECTS OF PIAGETIAN FORMAL OPERATIONS ON MATHEMATICS PERFORMANCE OF SENIOR SECONDARY STUDENTS IN KADUNA STATE, NIGERIA (Published)
Effect of formal operation abilities on mathematics performance of Senior Secondary Students (SSS) in Kaduna State, Nigeria was investigated. The population of the study was all the SSS III students in the state. Their number was 62,565. A sample of 400 students of equal numbers of males and females was drawn, from those offering arts and science subjects. Two paper and pencil tests were developed and used to generate data for analysis, namely, Formal Operations Test (FOT) and Mathematics Performance Test (MPT).The FOT was to assess students’ level of formal operations while the MPT was developed to test their performance in mathematics. The results of the study showed that mathematics performance was low. Second, the numbers of students who always use and those who never use formal operations abilities were about equal. Third, results in the FOT and MPT were significant and positively correlated. Fourth, there was significant difference between the MPT scores of those students who always use and those who never use the abilities in favour of the former. Implications deduced were that this study confirmed that not all SS students use the abilities always and some never use them. Results of the analysis also indicated that formal operations significantly affect students’ performance in mathematics. Those who always use the abilities performed better than those who never use them. This indicated that the widely experienced poor performance in mathematics, especially among senior secondary students, is partly as a result of students not always using formal operations abilities. Lastly, findings indicated that knowledge of students’ level of formal operations can be used to understand, predict and improve their performance in mathematics. It was recommended that teachers of mathematics should endeavour to diagnose and identify their students’ level of formal operations so that they help raise those students who sometimes use and those who never use the abilities to be using them always. It was also recommended that governments should be convening and sponsoring workshops that will evolve programs for accelerating students’ cognitive development for use by teachers in normal mathematics lessons
Teacher Education and Development in Nigeria: An Analysis of Reforms, Challenges and Prospects, 1859-1976 (Review Completed - Accepted)
Although teacher education, both pre-and in-service, programs are offered in Nigeria by different teacher education institutions (as provided in the National Policy on Education), and varying degrees of success recorded, various problems still confront the program with far reaching consequences in Nigeria’s educational system. This paper analyses the historical contexts of the teacher education reforms and development in Nigeria with emphasis on the roles of the Christian missions, the colonial administration and that of the Nigerian government after independence. It examines key recommendations of two commissions (Phelps Stokes and Ashby) and their implications to the reform and development of teacher education in Nigeria both during colonial era and after independence. The paper further discusses the influence of these and other reforms in shaping teacher education in Nigeria, the challenges still facing it, and finally suggests solutions to them