ABSTRACT

This study evaluated the impact of administrative planning procedures on teaching and learning outcomes in selected faculties at the University of Ilorin. The study used a descriptive survey methodology. 690 individuals participated in the research, including 187 deans, 315 quality assurance officers, and 188 officials from the department of policy implementation. Using a simple random selection method, 67 Deans, 113 QAOs, and 68 DPI officials were chosen for the research. The instrument for data collection was a forty-item self-structured questionnaire titled “Influence of Administrative planning processes on Teaching and Learning Outcomes Questionnaire” (IMESTLQ) with a Likert rating scale of Strongly Agreed (SA), Agreed (A), Undecided (U), Disagreed (D), and Strongly Disagreed (SD) (SD). The Department’s supervisors confirmed the instrument, and the final draft was pilot-tested. The result of 0.84 indicated its reliability. The mean scores, percentages, and standard deviation were utilized to answer the study questions, while one-way Analysis of Variance (ANOVA) at a significance level of 0.05 was employed to assess the hypotheses. The results resulted in the preservation of all hypotheses. The research indicated that administrative planning procedures by University of Ilorin deans, QAOs, and DPI officials had a significant impact on teaching and learning results in selected faculties.

This is the outcome of routine quality assurance procedures. Recommendations include that Quality Assurance Officers, the Department of Policy Implementation, and Deans of Schools strengthen their efforts on the continual evaluation of the education system. In addition, ContinuousAssessment of school records by quality assurance officials, the DPI, and deans will improve the teaching and learning results at the University of Ilorin. As a result, these actions should be emphasized during school supervision, inspection, and monitoring. The Quality Assurance Officer, DPI, and Deans should prioritize the evaluation of lesson plans and class notes. Continuous assessment records should play a major role in the instructional supervision process of Quality Assurance Officers, the Department of Public Instruction, and school deans. For the improvement of the Nigerian educational system, suggestions for further research were made.

CHAPTER ONE

INTRODUCTION

1.1 CONTEXT OF THE STUDY

Education is a crucial instrument for national development that can only be obtained via the educational system. It generates the human capital that leverages all other production components to deliver the necessary output for nation development. Teaching and learning outcomes is a process that can only be efficient with an efficient framework for checks and balances, such as efficient administrative planning procedures. Monitoring is the intermittent and attentive observation of something over a period of time in order to observe its development and make any required adjustments. Evaluation, on the other hand, involves doing a critical analysis of a planned program in order to determine the degree of achievement of predetermined goals and objectives. It is a tool for giving students, instructors, and policymakers with feedback.

Through assessment, program deficiencies are identified in order to devise remedial actions for improvement. Therefore, the administrative planning procedures are a true instrument for enhancing the educational system. In this manner, school supervisors and inspectors, also known as quality assurance officers, guarantee that classroom teaching is enhanced by making lecturers more aware of their obligations. Therefore, increasing their skills and making them more responsible. The primary purpose of monitoring and supervision is to assure the daily application of curriculum in our schools. The administrative planning process employs a variety of strategies in order to accomplish its goals, including: regular evaluation of the school system through quality assurance inspection, school records assessment, ensuring that lesson notes and plans are reviewed prior to lesson delivery, use of continuous assessment for students to determine their level of performance, and annual performance evaluation of lecturers as a benchmark for promotion.

The administrative planning processes and the DPI section of the FCDA Education Secretariat serve the same purpose as the previous inspectorate division. Despite attempts to resolve inconsistencies in the quality of teaching and learning outcomes in Ilorin schools via the development of the administrative planning processes unit, there seemed to be considerable room for improvement. Students’ internal and external examination results are not very spectacular, and professors’ output is declining. This necessitates attempting to rectify the issue before it entirely spirals out of control. This is the impetus for this investigation. Thus, the research titled “Influence of administrative planning processes on teaching and learning outcomes at the University of Ilorin in Ilorin” is an effort to explore precisely how administrative planning processes affect teaching and learning results at the University of Ilorin in Ilorin. This is done in an effort to give information that would assist excellent teaching and learning outcomes in selected faculties at the University of Ilorin.

1.2 DESCRIPTION OF THE PROBLEM
Over the years, Nigeria has seen a succession of depressing pictures emanating from its educational system, which has caused it agony and misery. The educational achievement of kids has been dropping (Olaofe, 2005). From the second part of the 1950s until the late 1970s, Nigeria’s educational growth reached its zenith (Ojo, 1996). The quality of education was generally good at all levels of the country’s educational system. However, this no longer holds true.

The alterations seem to have begun very gradually in the 1970s, accelerated in the 1980s, and have now reached an alarming level. The number of applicants enrolling for WAEC/SSCE has expanded geometrically, but the number of those who pass with 5 credits or more, including Mathematics and English language, has steadily fallen (Inuwa, 2007).

Central Bank of Nigeria (1995) listed the causes of this marked decline in educational performance as shortage of qualified lecturers, inadequate financial and infrastructural facilities, deteriorating moral values in the society, government and school misplaced priority due to inadequate administrative planning processes of the system.

In Ilorin, several entities are responsible for the administrative planning of the educational system. These include executives from the Department of Policy Implementation (DPI), the Quality Assurance Unit, and faculty deans. A cross-examination of these educational quality controls reveals that they all have the same goals: to audit schools and their records, such as lesson notes and curriculum material, in order to assure the quality of teaching and learning and to improve student achievement in our schools.

How have the efforts of these monitoring officers affected the teaching/learning performance of lecturers in Ilorin? Are the different school records such as class notes, diaries, and evaluation of the curriculum adequately monitored and maintained?

This situation has caused many Nigerians, especially stakeholders, to be worried about the condition of the education system. In light of this, the researcher undertook this investigation on the impact of administrative planning procedures on teaching and learning outcomes in chosen faculties of the University of Ilorin. This will allow people associated in the educational delivery services to determine the appropriateness of inspectors, school records, lesson notes/plans, continuous assessment, and their impact on teaching and learning results.

1.3 PURPOSE OF THE STUDY
The research was designed to accomplish the following goals:

to determine the influence of appraisal of school systems performance on teaching and learning outcomes in the University of Ilorin of Ilorin; ii. to examine the influence of school record assessment on teaching and learning outcomes in Selected faculties in the University of Ilorin; iii. to determine the influence of assessment of lesson plans and notes on teaching and learning outcomes in Selected faculties in the University of Ilorin; and iv. to determine the influence of assessment of student performance on teaching and learning outcomes in the University

Various faculties of the University of Ilorin.

1.4 RESEARCH QUESTIONS
The investigator sought answers to the following questions:

How does evaluation of the school system affect teaching and learning results in certain faculties at the University of Ilorin? ii. What impact does school records evaluation have on teaching and learning outcomes in selected faculties at the University of Ilorin?
In what way does the evaluation of lesson plans and lecture notes impact teaching and learning results in certain faculties at the University of Ilorin?
How does continuous assessment affect the teaching and learning results in certain faculties at the University of Ilorin?
1.5 RESEARCH HYPOTHESES
Following theories were proposed and examined:

Deans, Quality Assurance Officials, and Department of Policy Implementation Officials at the University of Ilorin, Ilorin have similar views about the impact of school system evaluation on teaching and learning results. The perspectives of Deans, Quality Assurance Officials, and Department of Policy Implementation Officials on the impact of school record evaluation on teaching and learning outcomes at the University of Ilorin, Ilorin are not significantly different.
Deans, Quality Assurance Officials, and Department of Policy Implementation Officials at the University of Ilorin, Ilorin, do not vary significantly in their appraisal of the impact of evaluating lesson plans and lecture notes on teaching and learning results.
Deans, Quality Assurance Officials, and Department of Policy Implementation Officials do not vary significantly in their evaluation of the impact of continuous assessment on teaching and learning outcomes in chosen faculties at the University of Ilorin.

1.6 BASIC ASSUMPTIONS
This investigation was performed because:

Administrative planning methods are essential components of the University of Ilorin’s school and educational system for achieving excellent performance in designated faculties.
Administrative planning processess are essential components of the University of Ilorin of Ilorin’s school and educational system in terms of school record evaluation. iii. In terms of the evaluation of lesson plans and class notes at the University of Ilorin of Ilorin, the administrative planning procedures are critical components of the school and educational system. iv. Administrative planning procedures are essential components of the University of Ilorin’s educational system in terms of continual evaluation in chosen faculties.

1.7 Importance of the Research

This research aims to investigate the impact of administrative planning procedures on teaching and learning outcomes at the University of Ilorin in Ilorin. It will go a long way in giving information that will be employed by a variety of individuals, including department of policy and implementation officials, quality assurance officers, and deans of departments. The research will give planners and administrators with information that will aid them in decision-making, especially as it applies to recruitment and placement of personnel in charge of administrative planning procedures in individual schools. The research will assist them in identifying gaps in the administrative planning procedures at the University of Ilorin. The research would offer DPI and QAO officials with a method for receiving feedback on their performance in administrative planning processes activities. It will give the Deans with the required information to allow them to strengthen their position in their particular schools’ administrative planning processes.

1.8 SCOPE OF STUDY
This research investigates the impact of administrative planning procedures on teaching and learning outcomes at the University of Ilorin in Ilorin. It sought to determine if administrative planning methods at the University of Ilorin in Ilorin had an impact on teaching and learning results. School administrators (Deans), Department of Policy and Implementation Officers, and Quality Assurance Officers of Ilorin participated in the study.

CHAPTER ONE

INTRODUCTION

1.1 Background of the research

When supported by the instructor, communication in the classroom may be a crucial component of every student’s learning, demanding the need to cultivate in students the ability to discuss, evaluate, and analyze their own and other students’ work. This not only helps them learn faster, but it also encourages critical thinking and cooperative learning (Kanl, & Emir 2013).

In the twenty-first century, several developed and developing countries are questioning their traditional educational philosophies and programs for the education of thinking, problem-solving, evaluator, decision-maker, responsible, creative, up-to-date individuals who fit this age of information and technology, where the lecturer is the transmitter and the student is the receiver. Education programs, lecture materials, education strategies, and statistically determined education output are all studied in terms of cultural reproduction and social order maintenance in the traditional sense (Tanner and Tanner, 2007).

Notably, traditional education has been chastised for ignoring student life, limiting student participation, and defining a student’s task based on school books and course outline (Dewey, 1997), necessitating the need for progressive education, which necessitates individuals who solve problems, argue, question, change, and lead rather than accumulating information.

This criterion emphasizes the significance of the problem-based learning (PBL) method, which allows students to work in groups on a topic-specific scenario. The basic purpose of an educational program, according to Gagne (1959), is to teach students how to handle problems in both their academic disciplines and their personal life.

This is important because problem-solving abilities let an individual actively adapt to their circumstances; it is also required for people to become inquisitive and problem-solving individuals (Marzano, 1989). As a result, those with these credentials should be able to think more critically. A person’s thinking is guided by problem resolution (Kalayc, 2001).

Problem solving, according to Gagne (1985), stimulates the most complex cognitive processes and enables for the simultaneous application of multiple critical abilities such as learning by doing, developing cause-and-effect links, and analyzing the relationships between concepts and occurrences. As Dewey foresaw, progressive strategies such as problem-based learning (PBL) have become critical at this juncture because they stimulate students to conduct study, discover, and apply their creativity (Delisle, 1997).

The modern need for problem solving, discussion, questioning, changing, and leading individuals who apply information rather than collecting it has highlighted PBL’s significance. PBL significantly improves individuals’ abilities in all of these areas (Tatar and Oktay, 2011; Peterson and Treagust, 1998). Several studies (Klnç, 2007; Harland, 2003; Mayer, 2002) suggest that PBL has an impact on students’ development of these skills.

1.2 Definition of the problem

As classroom instructions should be produced in ways that empower learners with problem-solving skills, it is clear that the teaching and learning process has become more varied and engaging, with the possibility for greater personal involvement from students. While Nigerian schools have a long history, the educational environment has shifted from teacher-centered to learner-centered, necessitating the adoption of a problem-based learning style.

Problem-Based Education directs students to conduct research, learn, discuss, select the best option among many solutions, and apply what they have learned in real-life scenarios; in short, it is an approach that teaches students research, teamwork, and observation from multiple perspectives in real-life scenarios (Deveci, 2002; Kaptan and Korkmaz, 2002).

According to PBL, learning takes place as a result of cognitive and social interaction in a problem-oriented media. According to this premise, PBL is defined as a constructivist educational paradigm that involves the teaching of general principles that can be applied to analogous situations as well as information that may be used to future difficulties (Norman and Schmidt, 2000; Greeno, Collins and Resnick, 1996).

Independent studies, on the other hand, usually concentrate on a specific application or procedure in order to determine the impact of PBL on achievement when compared to traditional education. However, few studies have looked at the influence of PBL on academic attainment in non-private secondary schools.

Because there was a current study in this field that needed to be done, the researcher felt inspired to investigate this topic. Based on this premise, the study focused on the Problem Based Learning technique and its impact on student academic progress in Rivers State private secondary schools.

1.3 Purpose of the research

The overarching goal of this research is to investigate the Problem Based Learning technique and its impact on student academic progress in private secondary schools in Rivers State. Specifically, the research

To find out if the Problem Based Learning approach improves students’ critical thinking skills.
To determine whether or not the Problem Based Learning strategy may increase students’ cognitive research skills and social interaction during classroom instruction.
To see if the Problem Based Learning approach can provide students with the problem-solving skills they will need in the future.
To identify some problems hindering teachers’ successful implementation of the Problem Based Learning approach in the classroom.
1.4 Hypothesis of Research

H01: The Problem Based Learning approach has no substantial impact on students’ academic achievement.

H02: The Problem Based Learning technique has little effect on improving students’ cognitive research skills or social interaction.

1.5 Importance of the research

This study investigates the impact of Problem Based Learning on student achievement in a private school. This remark is important for pupils since it will help some students appreciate and accept this discovery learning technique.

The study’s findings will be valuable to tutors since they will design better ways to use the Problem Based Learning approach, which results in successful learning. The study’s findings will also be used by academia and researchers as a reference material to aid them in investigating similar themes. Finally, the study will add experimentally to the corpus of knowledge and identify gaps for future research.

1.6 The scope of the research

This research focuses on the Problem Based Learning strategy and its impact on student academic progress in private secondary schools. The study will look into whether the Problem Based Learning approach improves students’ critical thinking skills. The study is to determine whether the Problem Based Learning technique may increase students’ cognitive research skills and social interaction during classroom instruction.

It will determine whether the Problem Based Learning approach can provide students with the problem-solving skills they will need in the future, as well as identify certain problems preventing instructors’ successful use of the Problem Based Learning approach during classroom instruction. The study is limited to selected private schools in the Rivers State metropolis of Port Harcourt.

1.7 The study’s limitations

The researchers encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and collecting data, which is why the researcher resorted to a limited sample size.

Furthermore, the researcher will do this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the study instrument, so the results cannot be generalized to other populations. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 Term definitions:

Problem-Based Learning: Problem-based learning uses complicated, real-world challenges as the subject matter of the classroom, encouraging students to develop problem-solving abilities and acquire concepts rather than simply memorize facts.

Learning outcomes are statements that explain the knowledge or abilities that students should have at the end of a specific assignment, class, course, or subject.

Academic Achievement: Academic achievement refers to performance results that demonstrate how far a person has progressed toward specified goals that were the focus of activities in instructional settings, such as school, college, and university.

REFERENCE

N. I. Abdullah, R. A. Tarmizi, and R. Abu (2010). The benefits of problem-based learning on mathematical performance and affective qualities in secondary school statistics learning. 8th Procedia Social and Behavioral Sciences, 370-376. https://www.sciencedirect.com/science/article/pii/S1877042810021579.

J. T. Ajai, B. I. Imoko, and E. I. O’kwu (2013). A comparison of the learning efficacy of problem-based learning (PBL) versus traditional algebra teaching methods. 4(1), pp. 131-136 in Journal of Education and Practice.

A. H. Dehkordi and M. S. Heydarmejad (2008). The effect of problem-based learning and lecturing on Iranian nursing students’ conduct and attitudes. 224-226 in Danish Medical Bulletin, 55(4).

Dewey, J. (1997). Education and experience. Macmillan, New York.

Kanl, E., and S. Emir (2013). The impact of problem-based learning on the success and creativity levels of talented and typical students. Electronic Journal of Science and Mathematics Education, 7(2), 18-45, Necatibey Faculty of Education

A. B. Masek (2012). The impact of problem-based learning on electrical engineering students’ knowledge acquisition, critical thinking, and intrinsic motivation (Unpublished doctoral thesis). Malaysian University Tun Hussein Onn

D. Tanner and L. Tanner (2007). Curriculum development: Putting theory into action (4.th ed.). Pearson Education, New Jersey. L. Tarhan and B. Acar (2007). “Factors Affecting Cell Potential” problem-based learning in an eleventh-grade chemistry class. Science and Technology Education Research, 25(3), 351-369.

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THE EFFECT OF A PROBLEM-BASED LEARNING APPROACH ON STUDENT ACADEMIC ACHIEVEMENT IN PRIVATE SECONDARY SCHOOLS IN RIVERS STATE

ABSTRACT

This study examined the effects of using audio-visual materials (AVM) in the teaching and learning of basic science in Nasarawa State secondary schools. The study also looked at the impact of AVM and gender on students’ academic performance in Basic Science. The performance of students taught with AVM was compared to that of those taught with traditional methods (CTM).

Three research questions were asked, and three hypotheses were developed and tested, in order to carry out the study efficiently. A large amount of related literature was reviewed. The study’s sample size was 100 secondary school students.

The test items were created by the researcher and then face validated by two experts, one in basic science education and the other in measurement and evaluation, before being administered to the students. Data for the study were gathered using the Basic Science Achievement Test (COMSAT). The hypotheses were investigated using covariance analysis (ANCOVA). The collected data was analyzed.

To answer the study topic, mean and standard deviation were used. The hypotheses were evaluated at the 0.05 significance level. According to the findings, AVM had a considerable impact on students’ cognitive achievement in Basic Science. Gender played an important role in students’ overall cognitive achievement in Basic Science. As a result, it is recommended that AVM be used in the teaching and learning of basic science.

State governments or their ministries of education, as well as professional associations, should arrange workshops, seminars, and conferences to train serving teachers on how to utilize the AVM technique. Finally, the study’s limitations and future research directions were discussed.

CHAPTER ONE

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

We live in a time when basic sciences are being used in an increasing number of domains of human endeavor. Basic sciences can help with decision-making, operations control, modeling, simulation, and automated production, among other things. The history of development demonstrates that no industrialized nation has succeeded without the application of Basic Sciences (Inyama, 2006).

Basic Sciences are employed in education in a variety of ways to help a wide range of students understand. Basic Science as a component of secondary school curricula has encountered various difficulties. Students’ responses to Basic Science have been poor over the years, particularly in public schools, and the reason appears to be that instructional materials, specifically audio-visual materials, may not have been used or properly utilized during instruction, which is a source of concern for researchers given the potential effects on students’ achievement in the subject. This stated issue has frequently been attributed to the effects of educational materials, notably (audio-visuals).

Meaningful learning is most likely to occur when information is delivered in a potentially meaningful way in which the information conveyed is made or presented in such a way that the bulk of what was taught remains permanent in the learner’s memory.

Audio-Visual Materials are defined as “training or educational materials oriented at both the senses of hearing and sight, videos, records, photographs, etc. utilized in classroom instructions, library collections, or the likes” by Webster’s Encyclopaedia Unabridged Dictionary of the English Language.

Dike (2011) defines the word as “those resources that do not rely exclusively on reading to communicate meaning.” They may offer information through the senses of hearing (audio resources), sight (visual resources), or a mix of the two. Indeed, the range of such materials is an eye-catching feature.

(Anzaku Francis, 2011) states that “the term audio-visual material is widely used to refer to those educational tools that may be used to transmit meaning without complete reliance on vocal symbols or language.” Thus, a text book or a reference resource does not fit within this category of instructional materials, but an illustration in a book does.

Some audio-visual components are process and experience-oriented, such as dramatizing an event or procedure or creating a diorama. Some audio-visual resources, such as motion movies, necessitate the use of equipment to unlock their latent value. Some items, such as an exhibit or a study print, do not require any technology at all. In general usage, this term refers to both physical objects and operations such as field trips.

Anzaku went on to say that audio-visual materials include both materials and equipment, that materials are considered to be a system, or body of content with potential value when put to work, and that equipment or instructions, also known as hardware, components, are the means of presenting such content. It is impossible to overstate the relevance of audio-visual resources in the teaching and learning processes. Some of the functions of audio-visual materials are listed below.

Learning based on sensory experience, experience extension Promoting participation, Creating interest, Instructions are personalized. It is a source of information. Making leaning a lifelong habit,

Learning through sense experience:

(Ngozi, Samuel, and Isaac, 2012) unanimously agreed that audio-visual materials are very important and useful in education because the normal learner, in terms of the functions of his preceptor mechanisms, gains understanding in terms of multiple impressions recorded through the eye, ear, touch, and other series.

This is to state that audio-visual materials are the equipment through which such function can occur, not in isolation, but rather through a balance pattern from any preceptor mechanism that is activated by external happenings.

Swank (2011). Considering the usefulness of visual materials in learning, it is believed that around 40% of our notions are based on visual experience, 25% on auditory, 17% on tactile, 15% on miscellaneous organic sensation, and 3% on taste and smell. The preceding argument clarifies why audio-visual materials are vital in the teaching and learning processes. This is because they combine the contributions of all five senses to achieve complete clarity.

Extending Experience: According to Gopal (2010), audio visual tools assist teachers in overcoming physical challenges in delivering subject matter. That is to say, audiovisual products break down communication and distance barriers.

Other countries’ cultures and climatic conditions can be brought into the classroom through slides, films, filmstrips, and projectors. This is significant because, as Dike (1993) states, “once the phenomenon is visualized, the picture and knowledge become very distinct and permanent.” A 20th century Chinese philosopher agreed, saying that “a picture is worth a thousand words.”

Encourage Participation; Natoli (2011) said, “audio-visual materials are abundant chances for students to enhance communication skills while actively engaged in addressing important challenges.” In other words, if kids are engaged in vital and engaging activities, they will undoubtedly like it more and learn better.

For example, integrating students in bulletin board display will improve their color selection and increase their knowledge of the idea in question, as would involving them in dramatization of an event or process with the teacher.

Stimulating Interest: “Learning takes place effectively when the teacher sets out to generate learning situations in which a child would learn due of his natural reactions to the offered materials,” writes Katherine (2009). During the learning process, the teacher must offer the learning environment to meet the learner’s natural reaction, which is accomplished through the use of instructional materials. The learner’s attention has been captured, as has his interest, and he is now ready to study.

According to Fawcett Hills (1994), who also contributed to the role of audio-visual materials in stimulating interest, “a friendly, accepting group climate is important in any learning situation, especially those materials that require students to reveal their ignorance and confront their fellow students.” Learning is enhanced when there is a climate of acceptance for learning.

Individualized Instruction: According to A. Lestage (2009), audio-visual elements can be used to personalize instruction. This, he claims, is feasible through programmed learning and tapes, which allow the learner to learn at his or her own pace and work independently. Furthermore, Dike (1993) claims that the machine frees the teacher to work with individual children because he or she is no longer compelled to perform standard drills. Another option to personalize instruction is for pupils to create their own resources.

Making learning permanent: According to Gopal (2010), “audio-visual approaches do seem to promote the acquisition, retention, and recall of lessons acquired, because they seem to generate the maximal reaction of the whole organism to the settings in which learning is done.” And perceptual materials rapidly identify themselves with each individual’s distinctive experiential background.

(Natoli, C. 2011) emphasized the importance of audio-visual materials in the teaching and learning processes because “having seen something, most people recall, for whatever that thing was, it conjures up an image at a mere mention and may be freely discussed.”

Dike N.M (2011) also stated that pupils forget due to a lack of motivation and opportunities to apply what they have learned later on. By allowing students to visualize what they are learning, audio-visual materials can help to improve the clarity of information delivered. As Natoli (2011) puts it, “What I hear, I forget; what I see, I remember; and what I do, I know.”

As a result, it is critical to explore the effects of using audio-visual resources on students’ achievement in Basic Science instruction.

1.2 THE PROBLEM’S STATEMENT

The alarming state of secondary school students’ accomplishment in Basic Science may be linked to a lack of interest on the side of the learners as a result of the teacher Eze’s failure to use audio-visual tools (2012). Without audio-visual resources, students do not recall or comprehend what they are taught for long periods of time.

Despite the amazing good impact of educational resources on instructional activities, teachers continue to rely solely on the traditional approach to instruction, which is neither based on sensory experience nor extends their experience. Above all, such knowledge cannot be retained.

However, there is evidence of low utilization and non-availability of audio-visual materials in schools, which has resulted in students’ lack of interest, attention, and active participation in the teaching and learning process, which may be responsible for students’ overall poor academic performance. As a result, they have not had a significant impact on Basic Science education achievement.

The question today is whether the use of audio-visual resources will increase students’ progress in Basic Science.

1.3 OBJECTIVE OF THE STUDY

The purpose of this study was to look into the impact of using audio-visual materials on students’ achievement in Basic Science.

In particular, it tends to determine:

The impact of using audio-visual resources on students’ Basic Science achievement.
The impact of audio-visual resources on the achievement of male and female students in Basic Science.
Method and gender interact to influence student progress in Basic Science.

1.4 QUESTION FOR RESEARCH

The following research questions led this study:

How does the use of audio-visual elements affect students’ progress in Basic Science education?
What is the average achievement level of male and female students who were taught Basic Science using audio-visual materials?
What is the interactive effect of method and gender on basic science student achievement?

1.5 THE STUDY’S HYPOTHESIS

At an alpha level of 0.05, the following null hypotheses were tested:

HO1: There is no statistically significant difference in mean achievement scores between students taught Basic Science using audio-visual materials and those taught using traditional methods.

HO2: There is no statistically significant difference in mean achievement between male and female students taught Basic Science utilizing audio-visual resources.

HO3: There is no significant relationship between gender and technique in Basic Science education students’ mean achievement.

1.6 THE STUDY’S SIGNIFICANCE

Science educators have been concerned about the lack of an acceptable, relevant, and adequate method of education for teaching and learning basic science. The advancements and innovations in Basic Science educational methods tend to highlight certain positive aspects of using audio-visual resources.

Following the identification of the barriers to the maximum utilization of audio-visual resources in schools, efforts will be undertaken to minimize the impact of the barriers and promote adequate utilization of the existing resources.

The findings of this study will be made available to Basic Science education instructors in the school system via workshops and seminars so that they can effectively use the approaches in the classroom. The findings will help teachers decide whether to divide teaching materials/materials for male and female students.

1.7 STUDY OBJECTIVES

The research is looking into the impact of using audio-visual materials on students’ achievement in Basic Science. The research was limited to secondary schools in Nasarawa State. The research will also look into the impact of audio-visual materials on the achievement of male and female students in Basic Science.

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THE EFFECT OF AUDIOVISUAL INSTRUCTIONAL MATERIALS ON THE ACHIEVEMENT OF BASIC SCIENCE STUDENTS IN SECONDARY SCHOOLS

Abstract

The study examined university students’ perceptions of examination cheating and its implications for effective learning, with a focus on Lagos State University. The study employed three research questions and adopted a descriptive survey design. The study employed a purposive sampling technique and a sample size of 200 respondents, consisting of fifty (50) instructors and one hundred and fifty (150) students.

Using the arithmetic mean, the replies were evaluated (X). The study revealed, among other factors, that population growth, corruption, examination anxiety, parental pressure, and student laziness all contribute to examination fraud. In addition, it was reported that parents withdrawing their children from the affected universities, the emergence of a poor reputation, employers’ loss of confidence in the educational system, inadequate performance of graduates in the workplace, and the cancellation of examinations are consequences of examination fraud.

It was suggested that adequate funding of schools, adequate re-orientation of all parties to examination fraud, secure storage of examination question papers and answer scripts, and adequate sitting arrangement of students during examinations would aid in eradicating examination misconduct in our school system.

TABLE OF CONTENTS

ABSTRACT

FIRST PART

INTRODUCTION

1.1 INTRODUCTION TO THE STUDY

1.2 PROBLEM STATEMENT

1.3 STUDY OBJECTIVES

1.4 Importance of the Research

1.5 STUDY QUESTIONS/HYPOTHESES

1.6 SCOPE AND LIMITATIONS OF THE EXAMINATION

1.7 DEFINITION OF TERMS

SECOND CHAPTER

REVIEW OF RELATED AND RELEVANT LITERATURE

2.1 INTRODUCTION

2.2 CONCEPTUAL CLARIFICATIONS

2.3 THEORETICAL EXAMINATIONS

2.4 EMPIRICAL STUDIES

2.5 RELATED LITERATURE

SECTION THREE

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

3.2 SOURCES OF DATA

3.3 POPULATION OF THE STUDY

3.4 SAMPLE SIZE DETERMINATION

3.5 INSTRUMENTATION

3.6 RELIABILITY AND VALIDITY OF INSTRUMENT

3.7 METHOD OF DATA ANALYSIS

Section Four

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

4.1 DATA PRESENTATION

4.2 DATA ANALYSIS

4.3 DATA INTERPRETATION

SECOND CHAPTER

SYNOPSIS, CONCLUSION, AND SUGGESTIONS

5.1 SUMMARY

5.2 SUMMARIZATION

5.3 RECOMMENDATION

REFERENCES

APPENDIX

FIRST PART

INTRODUCTION

1.1 Historical context of the study

The examination is the evaluation of a person’s performance in response to a series of questions, problems, or tasks designed to determine the amount of knowledge he or she has acquired, the extent to which he or she can apply it, or the quality and effectiveness of the skills he or she has developed (Asuru, 2010).

Examinations are used for a variety of purposes in teaching and learning, with monitoring student progress, promotion, and certification being the most popular. It also offers formative and summative roles for administrative objectives, including the diagnosis of student learning issues, motivation, and improvement of student academic performance.

Educators, authors, researchers, administrators, and supervisors have defined examination misconduct in a variety of ways. Onuoha (2009) characterized examination malpractice as unfair practices, irregularities, infractions, or irregularities during the administration of the examination.

He argued that examination fraud has become a threat to the nation’s integrity in recent years. As a cankerworm, it has gnawed deeply into the fabric of the education business, becoming a global concern that has caused genuine academics and researchers restless nights.

Despite the government and other proponents of education’s campaign against it, it is expanding faster than ever. According to Ahmed (2010), examination malpractice is any act of wrongdoing or indifference that violates the rules and regulations of acceptable practice before, during, or after an examination. Nowadays, it is normal to hear people discuss exam cheating as if it were common behavior.

The perpetrators of this societal menace consider it as an activity that everyone engages in; therefore, it is widely accepted. Therefore, it is not uncommon for students with distinctions on the West African Examination Certificate (WAEC) Senior School Certificate Examination (SSCE),

General Certificate of Education (GCE), or its equivalent, or even first class and second class upper grades in university to be unable to defend their certificates. Examination fraud, which has permeated practically all levels of the school system, is the only explanation. These actions are unbecoming and must cease. It is a disease that requires the attention of everyone.

Nwahunanye (2004) argued that, in the past, the decision to attend secondary school was an important career decision. One of the goals of secondary education is to provide a more advanced education regardless of gender, social standing, religion, or cultural heritage. National Policy on Education (2004) section 5 subsection 22 (a) said “the extent to which these objectives are attained in teaching and learning in secondary schools,

like with all other levels of education, is typically appraised or evaluated by examination.” Additionally, it is impossible to get an academic certificate after completing an institution without being examined. Due to the way in which some of our undergraduates view the pursuit of a solid academic credential, the converse is also true.

During examination seasons, students prepare for tests in various ways. Some read a month before to the exam. Some still like to jot down points the night before a test, which they will then bring into the exam room. The majority of these kids perceive no incentive to study for the exercise and instead rely on “expo” to succeed.

In the test halls, the perpetrators of this nefarious conduct operate in a variety of ways because they wish to receive high grades and reap what they did not sow. Examination misbehavior in the hall might take the form of giraffe/peeking at another student’s examination papers, writing on palms, desks, and papers, smuggling in examination halls, etc.

Misconduct outside the classroom can take the form of sorting already-written examinations through teachers or their agents. This cankerworm has devoured the Nigerian educational system to its very core, rendering our educational institutions useless. If nothing is done and there is no time to do so, our secondary school education and all levels of education will be in shambles.

Commenting on the topic of examination misconduct, Sumnoh (2010) asserts that the government is the primary culprit. Using the example of secondary school teachers, he went on to criticize the government’s salary system as merely starvation wages. If teachers were highly compensated, he said, they would see no motive to facilitate or participate in examination fraud.

This is not to claim that high salaries and allowances will eliminate exam cheating, but they will assist to reduce it. However, it is futile to continue debating who is responsible for the instances of test fraud in our secondary schools. It is also absurd to believe that students, teachers, the government, or society can fix the examination misconduct problem in our secondary schools.

Those who are directly or indirectly involved with the educational system should bear the duty of eradicating examination malpractice in secondary schools and other educational levels. It is not true that nothing has been done regarding exam cheating. Examination misconduct has a long history in Nigeria.

In 1967, the crisis took a national aspect. Then, a committee was established to investigate the surge in exam cheating that year. In addition, decree No. 25 of 1993 on examination leaking prescribes a punishment of five (5) years in prison or a fine of two thousand nairas on anyone convicted of examination leakage. Despite this, examination fraud continues to be observed and done. Its offspring are illiterate, educated undergraduates.

To reduce the incidence of examination misconduct and improve the quality of our secondary school education, it is necessary to expose the modus operandi and myriad strategies employed by the perpetrators of this unwholesome and non-academic act and to inform students of its negative academic and non-academic consequences. This understanding will assist the government in curbing the pervasiveness of exam cheating in secondary schools and other institutions of higher education.

1.2 Description of the Problem

As envisioned by the researchers, this project would investigate the causes and effects of test malpractices among students in higher education institutions, particularly at Lagos State University. This is essential, as questions have been made regarding examination misconduct. Such questions include:

Exist reasons and repercussions of examination fraud that impede our educational system?
What are these variables, and how have they hindered examination?
Exist other obstacles to the schooling system?
The purpose of the research is to discover the answers to these questions and to examine the causes and effects of the menace known as examination malpractice.

This is significant because, according to Umaru (2005), more than 60 percent of university graduates in our culture today and a large number of undergraduates engage in test misconduct, which has wrecked the system and hampered students’ reading and diligent study. Therefore, it is vital to halt this horrible trend in our educational industry before it fully destroys it.

1.3 Objective of the Study

This study aims to evaluate university students’ perceptions of examination cheating and its implications for effective learning. In addition, the study investigates the numerous strategies adopted by students, as well as the roles of instructors, parents, tertiary education authorities, and the general public. This study aims to:

Determine the causes of examination fraud in higher education institutions;
Determine the impact of examination fraud on the academic achievement of students;
Determine adequate control mechanisms for preventing examination fraud in higher education institutions.

1.4 Investigative Questions

The following research questions guided the investigation:

What variables contribute to examination irregularities?
What impact does exam cheating have on the academic success of undergraduates?
What is the control method that will bring a permanent end to examination fraud?

1.5 Importance of the Research

This study’s importance cannot be understated. The study will be of great importance since it will aid the following groups of individuals in the following ways:

This study will serve as a wake-up call for students regarding the detrimental effects/consequences of engaging in examination malpractice.

The instructors: This research will provide lecturers with information on existing forms of examination malpractice/misconduct as well as methods for their prevention. Some professors are no longer committed to their school schedule. Some provide half-baked lessons. Their notes are left for students to copy.

These pupils copy anything and return it to the professor, who does not care whether they comprehend the lesson’s substance. No student desires failure. Therefore, they seek means of success. Therefore, these students engage in numerous sorts of examination misconduct.

Education Officials: The lecturers and authorities will gain a great deal from this study, as it will keep them abreast of the most up-to-date approaches for evaluating the causes of malpractice and also shed light on the necessity of doing so. On their part, school administrators are not helpful. Learning is impeded by the school administration’s inability to offer proper facilities, such as chairs, power, etc. A circumstance in which six students occupy a seat intended for three is detrimental to examination efficiency.

Our government would not be excluded from the list of those who would benefit from this study. The research will help the government understand why educated and qualified lecturers should be recruited for our tertiary education and why the government should organize seminars and workshops for lecturers to enable them to update their expertise.

The society/parents: This study will aid parents and the society at large in understanding what their children and wards do in school and in determining strategies to enable them to learn, concentrate more on their studies, and rely less on external study assistance during examinations. The majority of parents and guardians do not provide their kids with basic necessities. Numerous secondary school kids lack textbooks, writing supplies, etc. Lack of appropriate instructional materials makes learning difficult, much alone exam preparation, as this is a well-known truth.

It is of utmost importance to underline that secondary schools, villages, municipalities, states, and Nigeria in general will benefit greatly from the findings of this research. It would be crucial to the improvement of education and the goal of fostering economic growth and development. This study is significant because it reveals the extent of test malpractice in higher education institutions, particularly in Lagos State. It is also to identify the problem’s forms, causes, repercussions, and lasting remedy or solution.

1.6 Extent of the study

This study was conducted to determine how university students see examination cheating and its impact on effective learning. In addition, the origins, effects, and solutions of examination misconduct on academic achievement in higher education are examined. It took place at the Lagos State University.

1.7 Limitations of the Research

There is little doubt that every endeavor confronts at least one difficulty. In the course of this effort, the researchers encountered obstacles. These obstacles include:

Respondents’ attitudes: this was the first challenge researchers confronted. It was difficult to get responders to fill out the survey since their institution could be labeled a “examination malpractice center.”
The researchers found it quite cumbersome to come together in order to conduct this inquiry due to time constraints. This could be attributable to the fact that their final examination papers rarely offer them time to sit together and converse.
Finances: Finances constituted an additional formidable obstacle to the completion of this project. The acquisition of the necessary materials for this project cost an enormous quantity of money. Transportation to the location where the investigation was conducted also cost money. The cost of photocopying, typing, and retyping the task was monetary.

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ATTITUDE OF COLLEGE STUDENTS TOWARD EXAMINATION FRAUD AND ITS CONSEQUENCES FOR EFFECTIVE LEARNING

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

Modern educators, philosophers, and researchers have emphasized rational thought and activity in relation to altruism since altruism is a type of rational thought and action. Krebs (1998) defined altruism as a psychological process based on the acknowledgment of an individual’s trueness and commitment, as well as their ability to wholeness or togetherness as human beings.

He also stated essential altruistic requirements like as morality, ideals, and reason in desire and behavior. Furthermore, Krebs (1998) demonstrated that while want and motivation are key components in altruism, desire is not the exclusive source of motivation. Other internal variables, aside from desire and drive, stimulate the expectation of other people’s enjoyment and well-being.

Furthermore, generosity is a “virtually universal virtue in all human cultures and the main tenant of the majority of the world’s significant religious, social reformer, and revolutionary leader movements” (Senapati, 2016). Genuine altruism is a proven fact. According to Krueger (2013), this essential characteristic of assisting those who are in need is described in a variety of ways, including socioemotional conduct, moral commitment, and helping out. People who are motivated to “go beyond of” in response to the needs of others enrich social groupings, community groups, organizations, universities, and households.

Thus, human altruism is characterised by a high level of prosociality, and physiological kinship appears to be essential for altruistic behavior (Batson, 1991). Altruistic behavior is characterized as willingly supporting others, motivated primarily by concern for their needs and wellbeing, and is typically motivated by empathy and internalized ideals and norms connected with serving others (Bierhoff, 1991).

Similarly, altruism among diverse social groupings is characterized by prosocial behavior displayed within the society through togetherness, teamwork, sharing, and delivering support. The school system can make a major and active contribution to boosting prosocial abilities and motivation by implementing structured prosocial educational programs. Integrated school activities should be encouraged in order to create leadership and, as a result, increase altruism among children.

1.2 Problem Description

Altruism has been described in numerous ways by psychologists and other scientists from diverse fields of study, but they all agree that it is an aspect of human nature. Individual egotism, as well as a “pure” compassionate willingness to aid another person regardless of personal gain, can motivate altruistic conduct (Batson, 1991). Positive attitudes and dispositions such as optimism, helpful attitude, compassion, and confidence, which are attributes of altruism, have a large influence on the social well-being, interaction, and sense of belonging of the individuals involved, according to recent research.

As a result, it becomes ideal to instill such behavior in children. This is required since the activities of adolescents are marked by covert and overt animosity, as well as intentional aggression toward others (Oliner, 2002). According to Sarak (2020), adolescents in Nigerian secondary schools engage in anti-social behavior that causes physical, psychological, or emotional harm to others.

According to him, among the various behavioral abnormalities of secondary school pupils include assaulting others, being nasty to others, and so on. In other words, students care little or nothing about anyone save their peers (to some certain extent).

As teenagers progress to adulthood, the dangers of this behavioral imbalance become increasingly apparent. Notably, in order to truly make the world a better place, every individual must reach out to the interests and needs of others, with or without personal gain. In light of the foregoing, it is important to instill in youngsters the importance of altruism and to train them to become better altruists through the teaching of altruistic behavior among teenagers.

1.3 The Study’s Objective

The overarching goal of this study is to assess the teaching of altruistic conduct to adolescent students. The study’s specific goal is

Determine the essential components of altruism.
Determine whether teaching charity will improve teenagers’ socializing skills.
Determine whether teaching compassion will have a favorable influence on students’ inhumane behavior.
Determine whether altruism activities are carried out in Nigerian secondary schools.
1.4 Research Issue

The following questions will lead the research:

What are the elements of altruistic behavior?
Will teaching compassion improve adolescents’ sociability skills?
Will teaching compassion have a good impact on students’ inhumane behavior?
Are there altruism exercises in Nigerian secondary schools?

1.5 The Study’s Importance

The study’s findings will be extremely useful to stakeholders in Nigeria’s secondary schools. According to the study, they would recognize the need to construct altruism activities in secondary schools in order to alter students’ inhumane dispositions throughout time.

Additionally, it will be used as a literature review by succeeding scholars. This means that other students who intend to conduct research in this field will be able to access this study as available literature for critical assessment. Invariably, the study’s findings add significantly to the body of scholarly information about teaching altruistic behavior to adolescent students.

1.6 The Study’s Scope

In general, the research focuses on teaching altruistic conduct to adolescent students. The study will also look into defining the fundamental components of altruism, assessing whether teaching altruism would improve teenagers’ socialization skills, and whether teaching altruism will have a good influence on students’ cruel behavior. The investigation will also determine whether altruism activities are carried out in Nigerian secondary schools. As a result, the study would be conducted in a few selected secondary schools in Asaba, Delta State.

1.7. The Study’s Limitations

The researcher encountered some difficulties while conducting this study, including time limits, budget constraints, language barriers, and the respondents’ attitudes.

There was also the issue of researcher bias. In this case, the researcher had some biases that may have been reflected in the method the data was obtained, the sort of people questioned or sampled, and how the data gathered was afterwards evaluated. The possibility of all of this influencing the data and conclusions cannot be overstated.

1.8 Terms Definition

Altruism is the principle or practice of caring for or devoting oneself to the wellbeing of others. The investigator used the “Altruism scale” devised by S. N. Rai and Sanwat Singh and customized by them to assess the level of altruism in the current investigation. The higher the score on the scale, the greater the amount of altruism.

Adolescence: Adolescents are those who are between the ages of 12 and 18. The researcher will include pupils in classes nine and ten who are of this age level and are deemed adolescent in the current study.

Altruism Exercise: In the current study, altruism exercise is operationally defined as the workouts or activities that motivate an adolescent’s altruistic behavior. The current study’s altruism exercise is an altruistic journey.

REFERENCE

C.D. Batson (1991). The Altruism Question: A SocialPsychological Approach. Lawrence Erlbaum, Hillsdale, NJ.

Bierhoff, Mr. (1991). Data from accident study provide evidence for the altruistic personality.

Krebs, D. (1978). Altruism’s biological and psychological challenges

J. I. Krueger (2013). The formation of trust and altruism in childhood.

S. P. Oliner (2002). Ordinary folks performing extraordinary deeds of heroism and generosity. Altruism and altruistic love: Science, philosophy, and religion in discussion, edited by S. G. Post, L. G. Underwood, J. P. Schloss, and W. B. Hurlbut.

Sarak, B. (2020). Mindful Attention Awareness of Dibrugarh District Higher Secondary School Students

N. Senapati (2016). Teaching Adolescent Students Altruistic Behavior

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TEACHING ADOLESCENT STUDENT’S ALTRUISTIC BEHAVIOR

Abstract

The study’s goal is to determine the obstacles that student instructors at the College of Science Education in Illorin face during their teaching practice exercises. The researcher developed four research questions to guide the study in pursuit of the study’s purpose. The survey design was used for the study, and the population consisted of 339 third-year students from five schools in the degree unit of the College of Science Education Illorin.

To obtain information from the respondents, a structured questionnaire with 31 items divided into five sections was used. The investigation’s data was structured in tables and assessed using a mean rating of 3.5 or higher as accepted and a mean rating of less than 3.5 as rejected.

The study’s data analysis indicated some of the obstacles that student instructors face throughout their teaching practice exercises, such as classroom management, environmental challenges, curriculum development and instruction, and supervisory challenges.

Based on the findings, the following recommendations are made: proper attention should be paid to class management to achieve the specific goal, students teachers should be provided with lodging accommodation by the practicing school, and competent and dedicated supervisors should be used in teaching practice supervision, adequate curriculum guidelines, facilities, reference materials such as textbooks, etc. should be made available, students should be sent to

CHAPTER ONE

INTRODUCTION

1.1 Study Background

Education remains the most powerful tool man has devised, either for his ongoing advancement or his final downfall. Education is the sole viable tool for social reconstruction, and it is also the creator of excellence in schools.

Education is the only pillar of every nation, and it has long been a lucrative industry in Nigeria. Teachers, therefore, have a responsibility to play in the growth of a nation, particularly in the formation of tomorrow’s leaders and thinkers who will sustain the nation’s development.

Although Nigeria has been successful in preparing teachers with varied teaching degrees and possibilities for further training, this has not been reflected in the academic performance of elementary and secondary school students.

Teaching is a profession, just like law and medicine, and it is also one of the oldest in Nigeria. Unfortunately, it is the least developed in terms of training and practice standards. This is still a cause of concern for professionals and even governments. Moore (1989)

A profession, according to the advanced learners’ dictionary (2014), is an occupation and special training such as law, medical, and so on. A calling or vocation where performance needs the performer on an intricate exposure to an esoteric theoretical knowledge acquired after many years of endeavors and moral study is sometimes referred to as a profession.

A profession is analogous to a social club governed by a code of ethics, the most notable of which are expertise authority, responsibility, commitment, dedication, autonomy, and emotional maturity. According to the National Policy on Education (2004), the National Certificate in Education is the minimum teaching certification in Nigerian institutions of learning (N.C.E)

Because the nature of teaching has given teaching practice a substantial significance in its syllabus, faculties of education at universities are charged with the training of teachers under the supervision of lecturers, staff, and assessors.

Teaching practice is a required course that carries four credit obligatory course units in science-related education courses and two credit compulsory course units in other departments of the Faculty. It is a required course for all 400-level final year students at the University of Ilorin’s Faculty of Education. No student in a faculty of education program will be issued a degree certificate unless and until evidence of passing performance level in teaching practice is provided.

Teacher education is now primarily the responsibility of the faculty of education at the University of Ilorin. Students participate in six weeks of teaching practice and return with a variety of experiences. In other words, students have difficulties in their teaching practice.

As a result, it is necessary to identify these issues and propose potential remedies. Teaching practice is an important component of any teacher education program. It is an essential component of the teacher education curriculum, which is designed to prepare new teachers for the teaching profession.

Teaching practice exercises, according to Afolabi (1999), enable student teachers to become acquainted with the practical knowledge of the teaching and learning process, including lesson plan preparation, presentation, class management, communication skills, evaluation, and the required personality of professional teachers. According to Nwanekezi (2011), teaching practice is the name given to the process of preparing student-teachers for teaching through practical training.

According to the foregoing, teaching practices are a school-based internship program that introduces prospective teachers to teaching and its routine under the supervision of qualified professionals to improve skills, attitudes, and competence in the profession. The exercise allows trainees to practice numerous teaching strategies in real-world classroom settings under the constant supervision of competent and experienced teachers.

Several studies have also highlighted several issues that have plagued the teaching practice exercise. Ognor and Badmus (2006), for example, complained that teachers in partnership schools did not provide particular assistance to student teachers to develop their teaching abilities and tactics.

According to Nakpodia (2011), the six-week term is too short because it does not allow student-teachers enough time to obtain the experience that the exercise is designed to encourage. Some supervisors, according to the author, do not even have time to sit down and discuss their observations and comments with the student-teacher.

The brief dialogue between the supervisor and the student-teacher immediately following the class, which should allow the student-teacher to assess his strengths and flaws, is sometimes overlooked because the supervisor is often eager to move on to the next school.

1.2 Problem description

To reach the goal of teaching in Nigeria, student instructors confront certain challenges during teaching practice (budget, material). The ministry of education at all levels of government or faculties of education will be required to identify answers to the difficulty encountered by student teachers during the teaching practice exercise.

Such problems include a lack of instructional materials, incentives, accommodation, and office facilities for the student teachers, a heavy workload assigned to the student teachers, a lack of cooperation from their practicing schools, student attitudes toward the student teachers, and difficulty on the part of the student-teacher to managing his class effectively, among others. The extent to which these problems are addressed and recommendations made constitutes the study’s problem.

Every student-teacher in the Faculty of Education at the University of Ilorin must complete a teaching practicum before qualifying as a teacher. However, to determine some of the issues that affect student teachers during teaching practice, a detailed examination is required.

Most student-teachers are worried, particularly when they first arrive at their school of practice, and they are also agitated when they are monitored, evaluated, and accessed (Capel 1997). Some student teachers frequently remark that they have forgotten the material and are concerned when their lecturers sit at the back of the classroom to observe them (Bhargava 2000)

Furthermore, most student-teachers express concern that secondary school students’ lack of seriousness toward the exercise often results in them not obtaining the essential skills, confidence, and knowledge to deal with classroom issues (Adekunle 2000). Student instructors worry about transportation and housing issues, which hurt their teaching.

This investigation was conducted to identify some of these issues.

1.3 Study Objective

The goal of this study was to identify issues that student teachers at the University of Ilorin encountered during their teaching practice exercises in primary and secondary schools. The study also investigated the various problems encountered by student-teachers during teaching practice, such as:

lack of confidence, lack of access to instructional material, adjustment to the environment, the relationship between cooperating teachers and the student-teachers, student-teachers, and students, and student-teachers and students (learners),

The attitude of student teachers toward work, Supervisor’s attitude toward student instructors The study also sought to determine whether lecturers and students varied in their perceptions of challenges encountered by potential University of Ilorin professors during practice. Duration extension for student-teachers, subject matter expertise

1.3 Study Objectives

The primary goal of this research is to identify the obstacles that student instructors face during their teaching practice exercises. The study specifically intends to:

Determine the classroom management issues that student instructors face during the teaching practice activity.
Discover the environmental problems that student teachers face during the teaching practice exercise.
Learn about the curriculum creation and instruction problems that student teachers face during their teaching practice.
Discover the supervisory obstacles that student teachers face during the teaching practice activity.

1.4 Research Issues

To guide the investigation, the following research questions have been developed:

What are the classroom management problems that student instructors confront during teaching practice?
What environmental challenges do student instructors confront during classroom practice?
What curriculum developments and instructional problems do student instructors confront during the teaching practice exercise?
What are the supervisory challenges that student teachers experience during classroom practice?

1.5 Importance of the research

The study has the potential to significantly improve the standard of the teaching practice exercise in PHYSICS, integrated science, and other science subjects. The students become crucial because it exposes the issues that control student teachers in their teaching practice and how these issues might be resolved. The findings may be of considerable benefit to the government, students, and school administrators. For example, the government may be aware of the challenges that student teachers confront when they go on teaching practice, allowing them to offer adequate facilities to schools.

The study’s findings may also help student instructors recognize some of the challenges they are likely to face during the teaching practice exercise and prepare for them before they set out on the task. This work-study may assist supervisors and teaching practice organizers to comprehend the challenges student teachers confront during teaching practices. Concerning student-teachers, they may be certain that they have equipped a qualified teacher for society.

1.6 Field of research

The issues encountered by student instructors at the University of Ilorin throughout their teaching practice were the focus of this study.

The study was limited to final-year education students at the University of Ilorin in Ilorin. A random selection was made among the 10 departments of the Faculty of Education.

1.7 Term Clarification

Learning is the process of gaining knowledge. Learning is also the process of acquiring and retaining attitudes, information, understanding, skills, and capabilities.

Teaching: An activity aimed at promoting meaningful learning in an ethically and pedagogically appropriate way. Teaching is also the transmission of knowledge to students. Giving instructions on knowledge, abilities, and attitudes to someone with the idea that the individual would be able to know the information or do something or act in a particular way that is compatible with instruction is what teaching is.

A student-teacher is someone who teaches in a school for a limited time under supervision as part of a course to become a teacher. A student-teacher is also someone who is learning to be a teacher who undertakes carefully supervised teaching in an elementary or secondary school.

Education is the act or process of transmitting or acquiring knowledge, improving thinking and judgment skills, and generally cognitively preparing oneself or others for mature life. It is the act or practice of transmitting or learning specific knowledge or skills in the context of a profession.

Teaching Practice: This is a temporary period of teaching in a school under the supervision of a teacher-training student.

Profession: An occupation, activity, or vocation that necessitates the mastery of a complicated set of knowledge and abilities through formal education and/or practical experience. Every organized profession (accounting, law, medicine, and so on) is governed by a professional body.

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PHYSICS TEACHERS’ TEACHING PRACTICE EXPERIENCES – CHALLENGES AND POSSIBLE PANACEA

ABSTRACT

The purpose of this study was to evaluate the influence of staff management system on the administrative efficiency of elementary schools in Oyo State. The intended goals were to determine the influence of the staff management system on the administrative efficacy of instructional work, school records, school atmosphere, student development, and staff management.

These objectives were successfully attained by descriptive research methods. Utilizing a questionnaire, data were obtained. Using t-test statistics, the data from 234 supervisors and principals who replied to the questionnaire were examined and interpreted. Hypothesis testing was performed, and any t-value less than 0.05 was disregarded if p>0.05.

The research revealed that there is a need for improved academic and administrative facilities, as well as increased availability of facilities for teacher management. Instructional work must be under regular supervision. This aids in the accomplishment of primary school goals and objectives. It is recommended, among other things, that periodic seminars and conferences be held for teachers.

CHAPTER ONE

INTRODUCTION

1.1 Context of the Study

Every organization must be committed to fostering a fair and stimulating workplace in order to empower its members. According to Support Council Education Service (2004), one of the primary pillars of accomplishing this goal is staff management. Therefore, a staff management system is a procedure aimed to increase job comprehension, encourage more effective job performance, and define future career goals.

It aids employees in comprehending their obligations. It refers to the chances provided to both novice and veteran teachers and teaching assistants (paraprofessionals). These exercises are intended to enhance the quality of classroom education and promote professional development.

Every society requires sufficient human and material resources in order to better its social organization, sustain its ethos, promote economic growth, and reform its political institutions. Education is commonly viewed as a necessity for the growth of skilled labor and the creation of riches, as well as a path to success in life and contribution to humanity.

Thus, instructors have a vital responsibility to play in preparing young people for their positions in society so as to attain the stated national goals. Teachers’ impact is pervasive in all aspects of society. All other professions and employees in society have at some point received instruction from a teacher; hence, what they have become is a direct result of what instructors have taught them (Okemakinde, Adewuyi &Alabi 2013).

Nighat, Syeda, and Syeda (2012), Education is essential not only to the prosperity of an individual, but also of a nation. Education is defined as the development of children’ knowledge, abilities, and character. Its primary purpose is to teach an individual how to interact with society by fostering intellectual development, preparing one to face the realities of life, and facilitating the realization of self-potential and latent abilities.

Education entails the instruction and development of certain abilities, sound judgment, highly developed wisdom, and profundity (Syeda, Nighat & Syeda 2012). A competent educator must possess attributes such as subject matter expertise, professional training, sound physical and mental health, and devotion and dedication to his vocation (Syeda, Nighat & Syeda 2012). The modern educator is not only concerned with the acquired knowledge and skills of their students, but also with their overall growth.

Supervision is a means of energizing, leading, reviving, and motivating teachers in the hope of accomplishing educational objectives. Supervision is an age-old method for enhancing teachers’ abilities (Ogunsaju, 1993). Supervision is one of the many administrative duties undertaken by school administrators, teachers, and students.

Due to the importance of education in our country, oversight must be a top concern. This is due to the fact that supervision addresses the fundamental needs of schools and aids in the provision, maintenance, assistance, and right placement of both human and nonhuman materials in schools.

The resources (money), environment, school and community growth, records, staff management, and instructional materials are evaluated by school supervisors. All of these categories are essential, and without them, schools cannot exist. If sufficient attention is not paid to these areas, the educational goals will never be attained or cannot be realized. Therefore, the purpose of this study is to determine if there is an effect on the administrative efficacy of these locations.

1.2 Description of the Problem

Considering the context of the study, it is worthwhile to investigate the effect of the staff management system on teacher performance. The caliber of many primary school teachers in Nigeria’s public elementary schools is unimpressive. Typically, they are ineffective in performing their jobs.

Administrators of education in the states rarely organize in-service training, conferences, workshops, seminars, and mentoring for primary school teachers to improve themselves, despite their crucial role in determining teachers’ effectiveness; consequently, the quality and quantity of teachers have been drastically impacted. Therefore, Nigeria’s social and economic progress may endure a setback if the staff management system fails.

Local Education Authority is responsible for primary education oversight and inspection in Nigeria. Most worrying is the staffing situation. The greatest bottleneck in the educational system is trained supervisors and inspectors. This trained personnel is not just insufficient, but sometimes nonexistent.

The handful that exist have never received supervision and inspection training. This could be the beginning of a lack of control over available resources (both human and material). There are numerous instances of inspectors attempting to utilize personal interest. This demonstrates a lack of understanding and technical expertise on the purpose of the school inspection.

The administration of the school will ensure the provision of a suitable school environment with nice surroundings, enough health facilities, playground equipment, and a garden with beautiful, colorful flowers, as well as the proper arrangement of water devices. All of these factors and more contribute to and promote teaching and learning in schools.

The supervisors were tasked with investigating the provision, upkeep, and operation of school facilities given by the school administration. Included in school facilities are library equipment, tables, seats, lab equipment, playground equipment, restrooms, and urinary products. The supervisors contribute to the provision and maintenance of school facilities.

Last but certainly not least is the examination of school records. This is a crucial method for obtaining historical information, references, documentation, and evaluations of the school’s teachers, principals, and students. School records comprise the operation, accessibility, and upkeep of school records.

If there is competent and consistent monitoring in these areas, namely in our primary schools, education in Nigeria will be enhanced, goals and objectives will be met, and effective administration of primary education would be possible.

1.3 Aims of the Research

The study was designed to accomplish the following goals:

Determine the influence of staff management on the administrative efficiency of Oyo State’s primary schools.
Determine the effect of staff management on the academic achievement of Oyo State’s elementary school students.
Determine the effect of staff management on the effectiveness of school and community relationships in primary schools in Oyo State; Determine the effect of staff management on the management of school environment in primary schools in Oyo State; Determine the effect of staff management on the usability of school facilities in primary schools in Oyo State.

Research Concerns
What influence does staff management have on the administrative efficacy of Oyo State’s primary schools?
What effect does staff management have on the academic achievement of Oyo State’s elementary school students?
What effect does staff management have on the success of school and community relations in Oyo State’s primary schools?
What effect does staff management have on school environment management in elementary schools in Oyo State?
What effect does staff management have on the usage of school facilities in Oyo State’s primary schools?

1.5 Scientific Hypotheses

The investigation generated the following hypotheses:

The perspectives of principals and supervisors in Oyo State primary schools regarding the effects of staff management on administrative effectiveness are not significantly different.

The perspectives of Oyo State principals and supervisors regarding the impact of staff management on the academic performance of students are not significantly different.

1.6 Importance of the Research

This study is significant for the following reasons: the findings will contribute to the present body of information and debates among scholars regarding the notions of staff development systems and primary school administration. Findings will contribute to government policies that will encourage in-service training programs, conferences, workshops, seminars, and mentoring in our primary schools for school administration reform. Also, the study’s findings will be of great use to education ministry officials in understanding the significance of staff development systems.

In addition, it is important for school principals to focus on developing the skills necessary to fulfill their responsibilities, such as instructional skills, management skills, human connection skills, and leadership skills. The findings will also consider the effect of teachers’ professional development programs on the academic achievement of Oyo state’s elementary school students. The study is also important for strengthening students’ fundamental skills and transferring knowledge and comprehension.

1.7 Study’s scope

Only the influence of staff management system on the administrative efficiency of elementary schools in Egbeda Egbeda Local Government Area, Oyo State was the focus of this study. This local government was chosen for research purposes alone, and there was no ulterior motive in selecting the elementary schools in this local government.

Additionally, the survey is limited to all public elementary schools and includes all the principals and supervisors from the Oyo State education ministry.

1.8 Restrictions of the Research

This research was hindered by a number of factors, such as the cost of transportation to the area of study, the time constraints imposed by other academic obligations at the time of the research, the difficulty of gaining access to the principals and supervisors, and the inability to obtain adequate data from the schools.

1.9 Terminology Definitions

Personnel management is the administration of subordinates within a company. Many of these responsibilities are typically undertaken by a specialized department, such as personnel or human resources, in large businesses; nonetheless, all line managers are still obliged to monitor and administrate the operations and assure the well-being of the staff that reports to them.

Administration effectiveness is the favorable response to administrative efforts and actions undertaken with the intention of achieving stated objectives. These include administrative performance in decision-making, delegation of responsibilities, and example setting.

Pupils; a someone, typically a young person, who is learning under the tight supervision of a teacher at school; a private tutor.

Primary Schools are institutions where students receive their first academic education, also known as elementary or primary schooling.

Principal is the highest-ranking administrator in elementary, middle, and high schools.

Academic performance is the degree to which a student, instructor, or institution has met their short- or long-term educational objectives.

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THE IMPACT OF STAFF MANAGEMENT SYSTEM ON PRIMARY SCHOOL ADMINISTRATION EFFICACY IN NIGERIA

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

Teachers are at the heart of global education since they are responsible for students’ mental, physical, and moral growth in all educational institutions around the world (Paula, M., 1996). The most significant role in the educational process is that of the instructor. They are meant to display constructive behavior as role models while they strengthen and grow the human mind through education.

Good behavior is a requirement for effective teaching and learning, as well as an important educational outcome that society justifiably expects. The interaction between the individual and the environment, which includes physiological, physical, and psychological factors, results in behavior (Alexander, 2000). Evans and colleagues (1989).

This interaction of components has been generally endorsed by educational psychologists (Cochran-Smith, 2003), and it is clearly illustrated in the learner-centered model of instruction (Lambert & McCombs, 1998). One of the most frequently cited difficulties in today’s public schools is student misconduct. In fact, teachers consider student behavior regulation to be one of their most challenging challenges, as well as one of their most severe training and skill shortages (Weigle, 1997).

Disruptive classroom behavior is a major source of stress and discontent among instructors, and it has a considerable impact on teachers’ capacity to maintain a productive and orderly learning environment (Hawe, Tuck, Manthei, Adair, & Moore, 2000).

Historically, in the 1970s, educators and psychologists emphasized the importance of student participation and achievement in preventing disruptive behavior in the classroom. Over the last 20 years, there has been a considerable growth in the direct and indirect assessment and analysis of problem behavior in educational settings to understand the function of disruptive conduct and build more targeted interventions based on these assessments (Lagland, Lewis & Sugai, 1998).

Partin distinguishes clearly between incompetent and highly effective teachers. According to his research, effective teachers are in charge of their courses but are not obsessed with the concept of control. According to Partin’s research, developing norms or rules of conduct to guide student behavior is an important first step in establishing standards for acceptable behavior in the classroom.

Instead of attempting to detail all possible forbidden activities, it appears that the most successful way to persuade individuals to follow rules is to define them positively and explain what you want to happen. As a result, discipline and classroom management are two of the most important, yet difficult and complex, considerations for instructors.

Notably, the primary purpose of teachers in the classroom is to aid students in learning. In a chaotic environment, learning is tough. As a result, we are continuously challenged to create and sustain a joyful, productive learning environment. On any given day, this could be a difficult task. In our efforts to address this issue, we frequently make mistakes in classroom behavior control.

According to Lawrence and Steadman, many teachers are naturally hesitant to admit that the causes of their students’ misbehavior may be found as frequently in their teaching as in the students’ incapacity or failure to learn (1984).

Steadman, on the other hand, believes that the most effective technique for dealing with behavior difficulties is to try to prevent them from arising in the first place, and subsequently to limit their incidence. As a result, if teachers continue to exhibit negative stress-related behavior, it may have an impact on her teaching technique and the learning outcome.

1.2 Problem description

Maintaining order in the classroom while meeting academic goals is one of the most difficult responsibilities for a teacher. Teachers’ attitudes and beliefs can also play a role in the discovery and generation of behavior problems. Tolerance levels for behavioral difficulties vary greatly across instructors, and it’s not uncommon for two professors at the same school to hold opposite views on whether or not a student has a problem.

This does not indicate that one is correct and the other is erroneous; rather, it shows the people’s diverse ideas and attitudes, as well as their differing expectations for the behavior of their students (Upton, 1997). Because of these concerns, instructors must maintain high levels of discipline, even when the stress of teaching forces them to resort to physical or verbal abuse to control classroom behavior.

When challenged with their students’ misconduct, many teachers become defensive and angry, making it difficult to assess themselves, their practices, and attitudes, giving a negative message to the students who may be pushed to act deviantly.

After reviewing a large amount of literature on undesirable behaviors in classroom settings or classroom management, it was discovered that many researchers had focused on unwanted student behavior in the classroom, while there was a scarcity of literature on negative teacher behavior in the classroom. As a result, this study tries to investigate the impact of negative classroom behavior on teachers’ teaching methods.

1.3 Purpose of the research

The overarching goal of this study is to investigate the impact of poor classroom behavior on teachers’ instructional methods. The study specifically intends to:

To investigate the many sorts of negative behavior displayed by teachers during the teaching-learning process.
To investigate the elements that cause instructors’ negative behavior in the classroom.
To see if instructors’ bad behavior would result in a chaotic classroom management.
To determine whether the teacher’s negative behavior would affect learning outcomes.
1.4 Hypothesis of Research

HO1: Negative behavior by teachers does not result in chaotic classroom management.

HO2: The unpleasant behavior of the teacher has no effect on the learning outcome.

1.5 Importance of the research

The study’s findings will be useful to teachers and school authorities. It will inform teachers on the proper classroom management techniques to use during instruction, as well as how to comport themselves in order to create a disciplined environment conducive to attaining the desired learning aim. Finally, the study would add empirically to the body of current literature and serve as a reference tool for students or other researchers who might desire to conduct similar research.

1.6 The scope of the research

This study’s scope borders on The overarching goal of this study is to investigate the impact of poor classroom behavior on teachers’ instructional methods. It will investigate the elements that cause instructors’ poor behavior in the classroom. It will establish whether instructors’ bad behavior will result in chaotic classroom management and whether teachers’ negative behavior will hamper learning outcomes. The study, however, is limited to teachers at a few secondary schools in Lagos State.

1.7 The study’s limitations

The researchers encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and collecting data, which is why the researcher resorted to a limited sample size.

Furthermore, the researcher will do this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, so the findings cannot be generalized to other schools outside of Lagos State. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 Definitions of terminology

Student Misbehavior: Student misbehavior is described as an activity or interaction by a student that disturbs or distracts the flow of learning processes. That is, any inappropriate activity in the classroom might be classified as student misbehavior.

Negative conduct of the teacher: Negative behavior of the teacher displays the instructor’s harsh behavior toward the students. More specifically, “speaking quickly” in class, “threatening pupils with bad grades,” and “discriminating against students” were the most often mentioned negative teacher actions by students.

REFERENCE

P. A. Alexander (2000). Towards an academic development model: schooling and knowledge acquisition 29 (28-33), Educational Researcher.

J. E. Brophy (1979). Educational Leadership, 37(3), pp. 33-38.

M. Cochran-Smith (2003). Teaching quality is important. 95-98 in the Journal of Teacher Education. Cohn, M. (1987). To work as a teacher. Random House, New York.

E. Hawe, B. Tuck, R. Manthei, V. Adair, and D. Moore (2000). Primary school teachers in New Zealand report high levels of job satisfaction and low levels of stress. The New Zealand Journal of Educational Studies, volume 35, pages 193-205.

N. M. Lambert and B. L. McCombs (1998) Introduction. Learner-centered schools and classrooms as a school reform direction, in N. M. Lambert and B. L. McCombs (Eds. ), How kids learn: transforming schools via learner-centered education (Washington, American Psychological Association), 1-15.

Sugai, G., Lewis-Palmer, T., and Langland, S. (1998). An instructional strategy to teaching respect in the classroom. Journal of Behavioral Education, vol. 8, pp. 245-262.

Ronald.L. Partin, Classroom Teachers Survival Guide: Practical Strategies, Management Techniques, and Reproducibles for New and Experienced Teachers, 1999. The Center for Applied Research is located in West Nyack, New York.

G. Upton (1997). Understanding the dynamics of emotional and behavioral issues. Misbehavior Management in Schools Charlton T. and K. David edited the piece. Routledge, London, Second Edition

Positive behavior support as a methodology for achieving educational inclusion, Weigle, K.L. Journal of the Association for People with Severe Disabilities, 22, 36-47.

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TEACHERS’ TEACHING METHOD AND THE INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOR

ABSTRACT

This study looked at the influence of formal education on the Umuabi community of Enugu State’s Udi Local Government Area. Three research questions were raised and answered in order to do it properly. The following subheadings were used to review related literature to this investigation. They are as follows: the definition of education, the introduction of format education in Nigeria and other areas of the world, the role of formal education in community development, and public attitudes about formal education.

The research method is a survey. Umuabi Community is the focus of the research. The study’s population included 220 teachers and 220 students. The study’s sample size was 25 people. The questionnaire is the data collection instrument. Two professionals from the school of Science education validated the instrument. The questionnaire was used to collect data. A decision rule was used to assess the data.

The findings revealed that Umuabi instructors and pupils predicted positive outcomes in the social, economic, and political lives of Umuabi people, as well as beneficial outcomes on growth patterns and positive action as a result of a missionary visit to Umuabi. As a result of the study’s findings, the conclusion was drawn that three people were the brains behind the origin of formal education in Umuabi, education came to Umuabi through churches and accommodated schools, and the Catholic Church was the first church established in Umuabi.

CHAPITRE ONE

INTRODUCTION

1.1 The Study’s Background

Every government attempts to accomplish development for the benefit of its citizens through investment. According to Nyerere (2006), development is the extension of man’s consciousness and thus his power over himself, his surroundings, and his society. Ofuebe (1992) defined it as a phenomenon in which individuals and societies interact with their physical, biological, and inter-human environments, transforming them for their own benefit and passing on lessons learned to future generations to enable them to improve their capacity to make further valuable changes.

Development must be dedicated to improving people’s overall well-being, but it can only be meaningful if the people for whom the development is intended appreciate and comprehend the value of the services provided.

As a result, Sesay (1997) observes that development can be energy-sapping, time-consuming, and a waste of effort and resources if the people receiving development services are kept underdeveloped to the point where they lack understanding of the value of the services provided and thus do not care to maintain and sustain them.

It is clear from the preceding that progress is only meaningful when it is sustained. As a result, the World Commission on Environment and Development (WCED) defined sustainable development as development that meets the requirements of the present without jeopardizing future generations’ ability to satisfy their own needs. Individual and societal growth must be integrated into sustainable development.

According to the International Council for Formal Education (2006:89), the core of sustained and integrated balanced development is to accomplish social, economic, and political justice that leads to mankind’s liberation and therefore eradicates such scourges as mass poverty and mass illiteracy. As a result, it is clear that every nation is concerned with delivering sustainable development for its population.

Nigeria is a developing country with communities that are still severely undeveloped. According to Eboh, Okoye, and Ayichi (1995), around two-thirds of Nigeria’s 85.5 million residents still live in an estimated 97,000 rural settlements. According to UNICEF (1990), the lives of the people who reside in these areas are marked by poverty, suffering, illness, and underdevelopment.

Their income remains poor, and agriculture, their main source of revenue, has been declining due to a lack of technology. Despite these disadvantages, these villages continue to play an important role in the nation’s development. According to UNICEF (1990), the rural sector of the economy employs around 70% of the country’s labor force and produces 90% of the food marketed and consumed in Nigeria.

Despite all of the development programs and plans implemented by the colonial and Nigerian governments to develop the rural sections of the economy, most communities remain underdeveloped. According to Koinyan (1991), the low state of development reflects cumulative policy neglect and inadequate planning from the colonial period because there was no systematic development program; rather, development policy was an extraction of surplus from communities to suit imperial priorities. According to Nwosu (1990), those living in rural areas remain poor and continue to face underdevelopment. He goes on to say that their poverty is not due to a lack of natural endowments, but rather to a lack of opportunities to fully utilize their rich natural gifts. One of the most important ways to build potential is through broad-based education.

People’s intelligence must be applied to development; thus, education must be used to empower people for development. All development attempts will be futile unless intellectual development occurs. Human capital as a development strategy is based on this premise. People must be encouraged to use their brains to help themselves develop. Education has now become a requirement for progress. Education is a tool for changing the systems and ideologies that keep people submissive.

People can acquire access to resources, participate in decision making, gain control over their lives, increase self-esteem, and improve their societal values and image through education. These are favorable conditions for growth. In support of human capital development, Nyerere (2006:78) states that “people cannot be developed; they can only develop themselves.”

Man develops himself by his actions, making his own judgments, growing his own knowledge and skill, and fully participating as an equal in the life of the community in which he lives.” According to Wolfensohn (2000), South Korea, Malaysia, and Mexico have provided significant evidence that broad-based education is connected with a wide range of measures of well-being, including greater production and competitiveness, as well as social and political growth. Education is a fundamental human right that liberates the human intellect from ignorance and servitude for the goal of growth.

If education is a development tool, formal education, a subset of education, has the ability to contribute to development by empowering individuals politically, socially, and economically. According to Omolewa (1981) and Aderinoye (1997), formal education is a structured and sequenced learning process meant to suit adults’ perceived needs.

According to Nzeneri (2002:7), formal education emphasizes lifelong learning, education as a process and agent of freedom, a tool for adjustment, individual and national growth, cultural awareness and integration, conscientization, and group dynamism.

He went on to define formal education as “any education given to adults based on their social, political, cultural, and economic demands or issues in order for them to completely respond to changes and obstacles in their life and society.” Adults can improve themselves socially and economically through formal education, allowing them to actively participate in the development of their communities.

This research will help to establish the strategies that the Formal Education Programme will use to achieve sustainable development. Various hurdles or problems that can stymie the Formal Education Program’s ability to achieve community development will be explored. Lack of proper roads, illiteracy, low income, unemployment, poor electrical supply, deteriorated environment, lack of portable water, and a lack of adequate political institutions and expertise are all difficulties in communities.

The Nigerian government has recently made significant investments in education. However, it is discouraging that these investments are primarily in primary, secondary, and higher education, ignoring adult and non-formal education. In terms of manpower, finance, collaboration, and methodology, the Nigerian government’s capacity to develop initiatives that respond to the needs of formal education has steadily declined.

Against the backdrop of Nigerian community underdevelopment and the critical role of education in general, and formal education in particular, in the development of these communities, the researcher intends to identify specifically what formal education can and has done in achieving community development.

1.2 Problem description

Udi Local Government Area, one of Nigeria’s local government areas, has failed to achieve sustainable development. This local government, comprised of different settlements, continues to exhibit major indicators of underdevelopment.

Some of the general signs of underdevelopment highlighted in the study’s background include unemployment, a lack of good roads, an inefficient communication system, illiteracy, low income, a lack of portable water, a degraded environment, insufficient technical skills, low agricultural productivity, a lack of adequate political structures and knowledge. This has made life difficult for the residents of the towns. Despite all previous governmental institutions and initiatives, these indications of underdevelopment have remained.

Education, in the form of human capital development, plays an important part in the growth of any area or community. As a result, governments have made significant investments in formal education at all levels and in all forms in order for formal schools to create the necessary workforce for development. For a long time, formal schooling got a pittance of government investment in education.

This is mostly because individuals, especially governments, are unaware of the benefits of formal education in attaining communal development. As a result, it is now the study’s problem to clearly and precisely identify how formal education might be effectively utilized in accomplishing community development.

1.3 The study’s goal

The overarching goal of this research is to discover how formal education can be used to promote community development. The precise goals are as follows:

To analyze the characteristics of Udi Local Government formal education participants.
To determine the role of formal education in attaining community development.
To identify the techniques that formal education can use to achieve community development.
Identifying the barriers that prevent formal education from attaining community development.
to investigate potential solutions to them

1.4 Research Issues

What criteria distinguish formal education participants?

What role does formal education play in attaining community development in Udi Local Government?
What strategies may formal education use to achieve sustainable development?

What are the obstacles to community development that formal education faces?
How can these issues be addressed?

1.5 Theories

At, the null hypotheses listed below were tested.

The researcher assigned a significance level of 05.

Hypothesis 1: There is no statistically significant difference in the mean judgments of formal education instructors and participants on the extent to which formal education utilized the stated strategies or methods for community development.

Hypothesis 2: There is no statistically significant difference in the mean ratings of formal education instructors and participants about the problems that formal education faces in attaining community development.

1.6 Importance of the Research

This study’s findings will be relevant in a variety of ways. It will benefit both professors and students in formal education programs. It will allow them to assess the extent to which formal education is used to achieve community development. It will also allow them to contribute to future formal education directors for higher efficacy.

It will also benefit Udi Local Government Area and other local governments that have formal education programs. The study’s findings will inform local government administrators on the critical role formal education plays in the development process. This will cause them to pay more attention to formal education through improved funding, personnel development, and program organization.

It will also benefit governments at the federal and state levels. The study’s findings will be eye-opening for individuals in government since they will assist shift their perception of formal education as a disorderly program. It will provide students with an understanding of the true importance of formal education in sustainable development.

This will allow them to pay more attention to formal education and, most likely, grant formal education equal importance with other types of education. This can be accomplished by sufficient funding and supervision of formal education programs, as well as policy evaluation.

It will be significant for curriculum developers in formal education. Knowing the extent to which formal education is used in sustainable development will allow curriculum developers to determine how far formal education has progressed in its search for development. This will assist them in reviewing the curriculum in key areas where they are inadequate and, if necessary, designing new curriculum to promote the use of formal education in development.

The study will also be useful to policymakers. It will enable them to critically examine current formal education policy and assess the need to make the policy more relevant and stronger than it is now.

Finally, it will benefit the wider public by helping to modify people’s misconceptions about formal education. They will understand the relevance of formal education in development and will provide the necessary support to help formal education thrive.

1.7 The Study’s Scope

The research determined how we may best use formal education to achieve community development. The study was limited to Enugu State’s Udi Local Government Area. It discussed the characteristics of formal education participants, the contributions of formal education to community development, the strategies formal education programs can use to achieve sustainable development, the barriers that prevent formal education from achieving community development, and how these barriers can be overcome.

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FORMAL EDUCATION’S IMPACT ON COMMUNITY DEVELOPMENT

Abstract

The outbreak of Coronavirus Disease (COVID-19) raises severe issues for worldwide education systems. COVID-19 containment efforts resulted in the unscheduled closure of schools in over 100 nations globally. COVID-19 school closures kept one billion students out of the classroom. The research looks into the effect of COVID-19 on academic achievement. Structured questionnaires were used to collect data from 200 respondents drawn from courses, including teachers, students, parents, and policymakers.

STATA/Regression was used to analyze the collected data. According to the findings, COVID-19 has a negative impact on education, including learning disruptions, less access to education and research facilities, job losses, and increased student indebtedness. The findings also suggest that during the Coronavirus pandemic, many educators and students depended on technology to ensure online learning.

However, poor infrastructure, such as network and power outages, inaccessibility and unavailability difficulties, and a lack of digital skills, has hampered online education. The report emphasizes the negative consequences of COVID-19 on the education sector, as well as the need for all educational institutions, educators, and students to accept technology and enhance their digital abilities in accordance with emerging worldwide trends and realities in education.

CHAPTER FOUR

RECOMMENDATION AND CONCLUSION

The study concludes that the Coronavirus pandemic has a negative impact on academic achievement. COVID-19 has a significant impact on school features like as research, academic programs, staff professional development, and academic careers, among others. These effects were felt by educational institutions, educators, students, parents, and other education stakeholders.

The study underlines the need of technology adoption in education as a means of mitigating the consequences of Coronavirus and other future pandemics in education. Thus, the study concedes that the choice to close Coronavirus schools around the world may be inconvenient, but it is reasonable given the velocity of dissemination and the threats posed by the COVID-19 pandemic.

The unusual Coronavirus school closures serve as a lesson and a warning to the entire educational community, particularly those who have yet to accept or integrate developing learning tools that facilitate online or remote instruction. Education stakeholders must devise strong plans to deal with the post-Coronavirus era.

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COVID-19’S EFFECTS ON STUDENT ACADEMIC PERFORMANCE IN SOME SECONDARY SCHOOLS IN THE FEDERAL CAPITAL TERRITORY