Enhancing Enrolment and Retention of Fulbe Pupils in Nomadic Primary Schools through the Rise Model of Motivation
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ABSTRACT
Motivating learners in any society, to enroll and remain in school requires the provision of quality education which will make parents and pupils/students appreciate and relate education to the realities of life based on their values, aspirations, needs and beliefs.
This research study, examined ways by which Relevant subject matter (relevant curriculum), Interesting instruction (expert teaching), Satisfied learners (reinforced learners) and Expectation for success (positive support from parents, teachers & others) can motivate the enrolment and retention of Fulbe pupils in nomadic schools.
This is in line with Hootstein’s (1998) RISE Model of motivating reluctant learners in schools. The study highlighted the role of curriculum, teachers and reinforcement in school enrolment and retention generally and relating how these factors might motivate the Fulbe nomadic pupils to enrol and remain in school.
It is conducted in Adamawa state and the respondents were the pupils of primary 4, 5 and 6 of ten (10) nomadic schools, these are: Konglatan Nom sch, Mamukan Nom sch, Matsimin Nom sch,
Yadafa Nom sch, Nana Asma’u Nom sch, Garandiyyah Nom sch, Wuro Labai Nom sch, Gudusu Nom sch, Bagalchi Nom sch and Nassarawo Nom School from 7 lgas.
The researcher used the Pearson Product Moment Correlation (PPMC) to analyze the data. Based on the findings of the study, five of the six null hypotheses were rejected while the fifth which stated that there is no significant relationship between reinforcement and the motive to enrol in school was retained.
The researcher recommended more training and retraining of teachers by the National Commission for Nomadic Education (NCNE) Teacher Training Centres, updating and supervising curriculum use as well as providing improved materials and infrastructures for more enrolment and retention of Fulbe pupils in the nomadic schools in Adamawa state.
TABLE OF CONTENT
Declaration……… i
Certification…… ii
Dedication……… iii
Acknowledgement…………… iv
Table of Contents………… vi
List of Tables……………… x
List of Appendices……….. xii
Operational Definitions of Terms……… xiii
Abbreviations………. xv
Abstract………… xvi
CHAPTER ONE: INTRODUCTION
1.1 Background to the study… 1
1.2 Statement of the Problem…. 3
- Objectives of the study………….. 5
- Research Questions……… 6
- Research Hypotheses…………. 6
- Basic Assumptions……….. 7
- Significance of the Study………….. 8
- Scope and Delimitation of the study…….8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction…… 13
- Conceptual Framework……………14
- The Concept of Nomadism…….. 14
- The Concept of Motivation…………… 15
- Motivation and Learning………………… 16
- Teacher’s Expertise in shaping pupil’s determination in Learning………. 17
- The Role of Curriculum in promoting learning in schools….. 20
- The adaptation of the National Primary Curriculum for the nomadic ……… 21
- Enrolment and Retention of learners in school………….. 27
- The Role of Reinforcement in influencing enrolment and retention in schools……………… 28
- Towards sustaining interest in school…………….. 30
- Motivational differences of boys and girls in learning situation………. 33
- Possible causes of low enrolment and retention in schools……… 36
- Situational Background of the Nomadic Education Programme in Nigeria……… 37
- Achievements of the Nomadic Education Programme in Nigeria………. 38
- Problems affecting the Nomadic Education Program in Nigeria….. 41
2.4 Theoretical Framework…………..42
- Abraham Maslow’s Hierarchy of Needs Theory……….. 43
- The RISE Model of motivating unmotivated learners…….. 48
- Theories of Extrinsic and Intrinsic Motivation…………….. 51
- Theory of Achievement …………… 54
2.5 Review of Related studies ………… 55
2.6 Summary………. 59
CHAPTER THREE: RESEARCH METHODOLOGY
- Introduction………………. 60
- Research Design…………………. 60
- The Population of the study…………………. 60
- Sample size and Sampling Technique……….63
- Instrument for Data Collection…………… 63
- The Pilot study…………………………… 65
- Validity and Reliability of the Instrument……………. 65
- Validity…………………………….65
- Reliability………………………… 66
- Procedure for the Administration of the Instrument………….. 67
- Procedure for Statistical Analysis……………………67
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION
- : Introduction…………… 69
- : Demographic characteristics of the respondents…….69
- : Presentation of Research Questions……….. 74
- : Hypotheses Testing………………… 80
- : Summary of Findings……………… 86
- : Discussion…………………87
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
- : Introduction……………. 91
- : Summary…………. 91
- : Conclusion…………..92
- : Recommendations………………… 93
REFERENCES… 95
APPENDICES…105
INTRODUCTION
The term “motivation” is defined by the Oxford Dictionary of Psychology (Coleman, 2006:157) as “a driving force or forces responsible for the initiation, persistence, direction and vigour of goal-directed behaviour”.
According to Lar (1997), most Psychologists usually define motivation as the processes involved in arousing, directing and sustaining behaviour.
In their own view, Nayak & Rao (2004) see motivation as “the internal state or condition that activates behaviour and gives it direction which can be categorized as either extrinsic or intrinsic.
While Child (2004:176), opines that motivation is “an internal processes and external incentives which spur us on to satisfy some needs.
Therefore, incentives may have a direct effect in motivating us, as when we see or smell food. However, the internal processes cannot be observed directly”.
Motivation to learn means student’s desire to participate in the learning process and it is defined as “the meaningfulness, value and benefits of academic tasks to the learner regardless of whether or not they are intrinsically interesting”, (Marshall & Smith 1987).
A student who is intrinsically motivated undertakes an activity “for its own sake, for the enjoyment it provides, the learning it permits or the feelings of accomplishment it evokes” (Lepper, 1998, p.17).
REFERENCES
Abdu, M. (2005): “Teacher Incentive”. Journal of Social Science. Vol. 16(2).61-63
Afolabi, M. (1993): Introduction to research for writing proposals. Projects and thesis: Zaria, Alpha Publisher.
Ahmed, A. C & Tahir, G. (1999): An Evaluation of the Nomadic Education Programme in North Eastern Nigeria: 1986-1996, unpublished phd Thesis. University of Ibadan.
Alexander, K.L., & Entwisle, D. R (1988): “Achievement in the First 2 Years of School”. Monogsocresdev (Ser 218), 53 2
Anyanwu, C.N. & Tahir (1998): “Transformative Research for the Promotion of Nomadic Education in Nigeria”. Journal of Nomadic Studies, Vol. 1, No. 1.pp 74
Bakari, S.G. (2000): The effect of school culture on the enrolment and retention of the travelling children in West Sussex, England. Journal of Nomadic Studies, No 3, 2000. Abibcom printers, Kaduna, Nigeria.
CSN Team.
