Impact of Educational Programmes of Federal Capital Territory on Teaching and Learning in Junior Secondary Schools of Abuja, Nigeria
Impact of Educational Programmes of Federal Capital Territory on Teaching and Learning in Junior Secondary Schools of Abuja, Nigeria.
ABSTRACT
This research work is designed to assess the impact of educational programmes with particular reference to Federal Capital Territory Junior Secondary Schools. Emphasis is laid on the impact of the programmes on teaching and learning alone.
All the programmes in question are the ones that were introduced at the advent of the launch of Universal Basic Education in the FCT in 2005, to help to the implementation of the UBE programme at the same time attain the objective of the National Policy on Education on Junior Secondary Education.
The programmes include; the implementation of e-learning, Home Grown Feeding and Health programme, Free distribution of core-subject textbooks, capacity building, and Rural/Urban teachers’ allowances. Literatures related to the field of study have been reviewed and critique to give diverse opinions on the subject matter.
The study implores the use of descriptive research to measure the opinions of respondents. The population of the study was sampled randomly and questionnaire was used as the instrument of research. The data gathered were statistically analysed using the t-test method to test the significant difference between the two variables.
TABLE OF CONTENTS
Title Page…………………………………………………. i
Declaration ……………………………………………….. ii
Certification ………………………………………………. iii
Dedication ………………………………………………… iv
Acknowledgement ………………………………………… v
Abstract ……………………………………………………. vi
Table of Contents ………………………………………….. vii
Definition of Operational Terms …………………………… viii
CHAPTER ONE INTRODUCTION
- Background to Study…………………………………. 1
- Statement of the Problem……………………………… 8
- Objectives of the Study……………………………….. 10
- Research Questions………………………………… 11
- Research Hypotheses……………………….. 11
1.6 Basic Assumptions …………………………………… 13
- Significance of the Study……………………………… 13
- Scope and Delimitation………….………….…………. 14
CHAPTER TWO REVIEW OF RELATED LITERATURE
2.1 Introduction…………………………………………… 15
- Conceptual Frame Work……………………………… 15
- The Concept of Planning………………………………………………….. 15
- Approaches to Planning……………………………………………………. 16
- Review of Maslow’s Theory of Human Needs…………………. 17
- Brief History of Nigerian Education Policy…………… 20
- Secondary Education Policy………………………………………….. 22
- An Overview of Educational Policies……………………………….. 23
- Teacher as an Important Tool in Teaching and Learning Process….. 25
- Teaching and Learning in Education………………… 29
- Funding of Education…………………………………………………….. 32
- Causes of Underfunding Education………………..… 34
- Consequences of Underfunding of Education……..… 35
- Factors Hindering the Implementation of Educational Programmes 37
- An Overview of FCT Educational Programmes……………… 40
- Summary………………………………………………………………………… 53
CHAPTER THREE RESEARCH METHODOLOGY
- Introduction……………………………………………………………………… 54
- Research Design……………………………………………………………….. 54
- Population………………………………………………………………………… 55
- Sample and Sampling Procedure………………………………………. 55
- Instrumentation………………………………………………………………… 56
- Pilot Study………………………………………………………………………… 57
- Reliability and Validity of the Instrument………………………… 57
- Administration of Instrument……………………………………………. 58
- Method of Data Analysis………………………………………………….. 58
CHAPTER FOUR PRESENTATION OF DATA ANALYSIS
- Introduction……………………………………………………………………… 59
- Presentation of Tables and Interpretation…………………………. 60
- Hypotheses Testing…………………………………………………………… 81
- Summary of Hypotheses…………………………………………………… 86
- Summary of Major Findings……………………………………………… 88
CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary………………………………………………………………………… 91
- Conclusions……………………………………………………………………. 93
- Recommendations………………………………………………………….. 97
- Suggestions for Further Studies…………………………………….. 100
References…………………………………………………………………….. 101
Appendix…………………………….. 105
INTRODUCTION
Every society yearns for progress. Its cultural heritage is the assets it harnesses for such progression. Nigeria, like any other nation, has its own culture and traditions of which it passes from one generation to the other in form of traditional education.
But with the advent of Western Education, and the need to take a full advantage of it, Nigeria summoned a National Curriculum Conference in 1969 which eventually gave birth to what is referred to today as the National Policy on Education (N.P.E).
The policy was formulated to provide uniform education in the Nigerian multi-ethnic society, and to promote unity, democracy and host of other virtues. Thus the policy constitutes a guiding principle that dictates both the contents and method by which the learning experiences could be imparted successfully.
REFERENCES
Adenike, O. (2008). Funding surviving on a shoestring budget. Tell magazine, 3 Nov; 2008. p. 32.
Alabi (2000). Teacher professionalism and productivity: a management perspective. In Fagbamiye, E.O. and Durosaro, D.O (Eds). Education and productivity in Nigeria. A publication of the Nigerian Association for Educational Administration and Planning.
Aluede, R.O.A (2006) Universal Basic Education in Nigeria: Matters Arising. Owerri. Totan Publishers Ltd.
Araoye, M.O. (2004). Research Methodology with Statistics. Ilorin, Kwara State. Nathadex Publishers. Pg 36-38.
Awwal-Ibrahim, R. (2007) Speech delivered at FCT – ERC during the Cluster Training Workshop in Abuja.
CSN Team.
