Effect of a participatory voter education programme on secondary school students' political knowledge and attitude in Ekiti State, Nigeria
- Authors: Dada, Adekunle Babatunde
- Date: 2018
- Subjects: Voting -- Education (Secondary) -- Nigeria Political participation -- Nigeria Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9478 , vital:34355
- Description: Nigeria has been besieged by an array of political, economic and social problems. This became obvious as many Nigerian youths that are said to be future leaders, because of the crucial role played in political and social development of the nation are derailing politically. These young leaders don’t just wake up to become leaders in a day; they need to be empowered and their minds need to be redirected through appropriate civic and electoral education in order for them to be strong enough to play their inevitable roles in sustainable national development and electoral processes. The continuous use of teacher-centered strategies portends retardation in teaching-learning processes; as learning outcomes are largely reduced to mere passing of examination; leaving out the essential knowledge, attitude and practice which are required for enhancing responsible citizenry and active political participation of students. The use of conventional method has also led to poor attitude of students to socio-political issues. This study therefore determined the effect of a Participatory Voter Education Programme on Secondary School Students’ Political Knowledge and Attitude. It also investigated the moderating effects of location and gender on the dependent variables. The pre-test, post-test, control group quasi-experimental design with a 2x2x2 factorial matrix was adopted for the study. One hundred and fifty-four secondary school two students from the three senatorial districts of Ekiti State were randomly selected for the study using multi-stage random sampling and assigned to experimental and control groups. An intact class sample selection was also employed for the study. Seven null hypotheses were generated and tested at 0.05 level of significance. Four instruments were developed. These were Voter Education Concepts (Political) Knowledge Test (VECKT), Voter Education (political) Attitude Test (VEAS) Instructional Guide for the Participatory Teaching Strategy and,Conventional Teaching Method Guide. The study lasted for ten weeks. Data collected were analyzed using Analysis of Covariance (ANCOVA), Estimated Marginal Means (EMM) and graphs. There was a significant effect of treatment on secondary school students’ political knowledge (F (1,385) = 1026.945; P <0.05). The Secondary school students exposed to the participatory Voter Education programme performed better (X= 29.17) than those exposed to the conventional Method ( X = 6.65). Also there was a significant effect of treatment on Secondary School Students Political Attitude (F (1,385) = 98.970; p < 0.05). Those exposed to participatory Voter Education programme performed better ( X = 63.97) than those in the conventional Method ( X = 56.27). Also, those in the Urban area obtained higher mean Political Knowledge score ( X = 19.78) than those in the rural area ( X = 16.78). While there were no significant main effect of gender on secondary school students’ political knowledge and attitude. The participatory Voter Education programme is effective in impacting Secondary School Students’ political knowledge and attitude. It was, therefore, recommended that the Participatory Voter Education programme be adopted by the Social Studies/ Civic Educators for presenting the political concepts to students in their classroom.
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- Date Issued: 2018
Influence of trans-border trading activities on senior secondary school students' academic performance in economics in Ogun State, Nigeria
- Authors: Titus, Adesegun Benedict
- Date: 2018
- Subjects: Smuggling -- Education (Secondary) Borderlands -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9659 , vital:34814
- Description: The study investigated the influence of transborder trading activities on senior secondary school students’ academic performance in economics in Ogun state, Nigeria. A descriptive survey research design involving 320 students that comprised males and females were selected through stratified random sampling technique. Two self-developed instruments were used: student questionnaire on transborder trading activities (SQTTA) with a Cronbach alpha index of 0.7845; and the economics achievement test (EAT) with a co-efficient index of r= 0.814. The results of the data collected were collated, coded, analyzed and interpreted through the use of descriptive research statistics of frequency, mean, percentages, and standard deviation while Step-wise regression analysis was used to test the hypotheses raised in the study, and the inferential statistics t-test was used to test the significant differences between the independent and dependent variables. The results revealed that there is a positive significant influence of smuggling on students’ academic performance in economics concepts (t=4.123; df =307, p<0.05) and a negative significant influence of school location on students’ academic performance in economics concepts (t=0.952; df=307, p>0.05). The study revealed that the most prevalent transborder trading activities like smuggling of used tyres, small firearms and fairly used clothes had negative influence on students’ academic performance. Based on these findings, discussions were focused on the involvement of students in trans-border trading activities and the location of schools, amongst others, which has no significant influence on students’ academic performance. However, it was recommended that schools should not be located near border areas in future.
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- Date Issued: 2018
Parental involvement and grade 8 learners' academic achievement in mathematics : a study of selected schools in East London, South Africa
- Authors: Eesuola, Omobola Foluke
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/10497 , vital:35497
- Description: This investigation springs from the realization that academic achievement is influenced by different environmental factors. The influence of parental involvement on learners’ academic achievement has been recognized globally by experts in the education industry. As integral as parental involvement is, education industry is yet to come to terms on the best type of parental involvement needed for the teaching and learning of Mathematics in high schools especially at the transition phase. The aim of this study was to establish the relationship between parental involvement and grade 8 learners’ academic achievement in Mathematics. Quantitative research method was used for data collection. The data was collected with the use of parental involvement questionnaire for learners (PIQL) and learners Mathematics academic achievement scores. The research was conducted in six schools (public and private) within the East London Education District. The total sample size was 460 Grade 8 learners who were randomly selected across the board. The outcomes of the investigation revealed that parental involvement enhances the academic achievement of grade 8 learners irrespective of a definition of it or the measure of achievement. Furthermore, the results of this findings indicate that good parenting styles, parental support and parental educational background (r = 0.54; P < 0.05), (r =0.20; P< 0.05), (r = 0.68; P < 0.05) respectively are prerequisite for learners’ academic achievement in mathematics, showing that the variables are significantly related to learners academic achievement in mathematics; while parental involvement in the area of communication and family structure were very weak (r = 0.05; P > 0.05), (R=0.09; R2=.005; P < 0.05). This study therefore, recommended that parental involvement should be beefed up especially in areas of communication and family structure, by both the parents and teachers in order to enhance learners’ academic achievement in Mathematics.
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- Date Issued: 2018
Examining the reasons for the exclusion of pregnant learners from school through the school governing body pregnancy policy
- Authors: Bamidele, James Seidu https://orcid.org/0000-0001-6641-0385
- Date: 2017-07
- Subjects: School board members , Pregnant teenagers , Human rights
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/22979 , vital:53375
- Description: Discrimination is a serious violation of human rights and it is strongly condemned by various legal instruments in South Africa. The South African Constitution (1996), Promotion of Administration Justice Act (2000) and Promotion of Equality and Prevention of Unfair Discrimination Act (2000) forbade discrimination and exclusion of pregnant learners from school. In spite of these legislative frameworks, School Governing Body (SGB) continues to exclude pregnant learners from school. SGB claimed that pregnant learners are harmful to other female learners and is becoming a significant barrier to girls’ education. Research shows that learners’ pregnancy is predominant in rural areas, apparently poses a threat to female education (Annual School Survey Report, 2010). The purpose of this dissertation is to establish that SGB lacks power to do so; however, their resistance to the law by excluding the pregnant learners from school is in conflict with the South African Constitution. This dissertation investigated an alternative instrument of legal remedy to reduce the problem of learners’ pregnancy rather than exclusion. The theoretical framework of this study is informed by Public Policy Theory (Ijeoma, 2010). Literatures and scholarly works on education law (Oosthuizen, 2015) and articles on Learners’ pregnancy shall be reviewed (Morell, Bhana & Shefer, 2012). The study followed qualitative research method which utilizes a transformative research paradigm that provides a collective voice for the participants. The data is collected through focused interview and open-ended questions, and subsequently analysed to establish that SGB lacks power to exclude a pregnant learner from school. Finally, the study reveals an alternative instrument of legal remedy to reduce the alarming number of pregnant learners rather than exclusion. , Thesis (MEd) -- Faculty of Education, 2017
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- Date Issued: 2017-07