Security Management in Nigerian Secondary Schools: Focus on Ebonyi State (Published)
The study investigated security management in secondary schools in Nigeria with particular reference to Ebonyi State secondary schools. The design of the study was descriptive survey research design. Included in the study’s population are 1,519 secondary school principals and teachers from Ebonyi State. Stratified simple random sampling technique was used to select 300 respondents for the study. The instrument for data collection was a 20-item researcher developed questionnaire on a four-point scale; with Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) response pattern weighted 4, 3, 2 and 1 respectively. The questionnaire was duly validated by one experts in Educational Administration and Planning and two from Educational Measurement and Evaluation all from Ebonyi State University, Abakaliki. Using the test-retest procedure and applying the Pearson Product Moment Correlation Co-efficient analysis, the reliability of the instrument was established at 0.97 using schools in Enugu State. Data collected were analyzed using mean and standard deviations, t-test statistics was used to test the hypothesis at 0.0.5 level of significance. Agreement was defined as mean scores of 2.50 or above, while disagreement was defined as scores below 2.50. Findings of the stud are that there are no security devices available for security improvement in Ebonyi State Secondary Schools; there are ways of improving staff security and measures for security of school plants. Based on the findings, some recommendations such as government should provide security devices and that government should encourage individuals and Non-Governmental Organizations (NGOs) to beef up the security measures in managing the school plants in secondary schools in their area
Keywords: Ebonyi State, Management, Nigeria, Security, schools
Stipulations of the Nigerian Language Policy and the Implementation of the Use of the Language of The Immediate Environment as Language of Instruction in Izzi Local Government Area of Ebonyi State, Nigeria (Published)
The study aimed at investigating the stipulations of the Nigerian Language Policy and the implementation of the use of language of the immediate environment as a language of instruction in the upper basic schools in Izzi Local Government Area of Ebonyi State, Nigeria. To guide this study, three research questions were answered. The design of the study was a descriptive survey design. The population comprised 978 upper basic/junior secondary school students in Izzi Local Government Area. The sample constituted of one hundred (100) students randomly drawn from the twenty-two (22) public secondary schools in Izzi L.G.A. stratified under urban and rural schools. A twenty-one (21) questionnaire items were constructed and used in collecting the needed information. Mean and Standard Deviation were used for data analysis. The findings showed that language of immediate environment of the child was not used in teaching the students in the area, and the challenges faced in the implementation of language policy included: Government inability to develop orthography of many more Nigerian Languages, lack of textbooks written in the child’s language of the immediate environment. Based on these findings, recommendations were made some of which were that Government should develop orthography of many more Nigerian Languages, textbooks should be written in the child’s language of immediate environment and that teachers who teach these languages should be trained.
Keywords: Ebonyi State, Implementation, Izzi local government, Language of Instruction, Nigeria, Nigerian language policy, immediate environment, use of the language