CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Various media organs carry reports of students’ inability to perform well in various examination organized by bodies like the West African Examination Council (WAEC), National Examination Council (NECO), Joint Admission and Matriculation Board (JAMB) etc. Students’ poor academic performance especially in post primary institutions in the country has been of great concern to parents, scholars, educators, those in the education delivery industry and government at large. Many people have wondered what could be responsible for this.
Students’ academic achievement and educational attainment have been studied within different frameworks. Many of them have a focus on parents education, occupation or home background (like family income, activities of the family and work methods), while other studies look at it from the teachers’ variables (such as teachers’ age, experience, education, gender,etc), school variables (such as environment, buildings and structures, location etc), students variables (such as attitudes, self-concept, self-esteem, study habit, interest, etc) or parents support (such as achievement, motivation or parental attitudes, education, the aspirations of parents etc).
A cluster of other variables has been implicated as being responsible for dismal performance of students in science subjects. These include government related variables, curriculum related variables, examination bodies, teacher related, student related, home related and textbooks related variables. Apart from these variables, some specific variables has been identified by Amazigo in Betiko (2002), such as poor primary school background in mathematics, lack of interest on the part of the students, lack of incentives for the teachers, incompetent teachers in the primary schools, students not interested in hard work, perception that science, technology and mathematics are difficult, large class and psychological fear of the subject.
The classification of any nation into developed, developing and underdeveloped could be measured accurately by the number of chemists, physicists, engineers, pharmacists, doctors, agriculturists and science educators the nation could produce. The relevance of physics as one of the basic sciences in human and societal development cannot be over-emphasized. Physics is the basis of modern technology. Physics based technology is the ground of manufacturing industries. It helps us to study the universe, connect to things and to understand how our environment works. Its laws, facts, theories and principles make us interact better with our surrounding. Inventions of cars, air-conditioners, mobile phones, laptops, fans, light, air buses, and micro-leaves are all made possible through the application of its principles.
Inspite of the efforts made by the Nigerian government to the promotion of a sound educational policy, the schools appear to have failed to meet the nation’s expectations and realities especially in the science, technology and mathematics (STM) education. Several studies, both Nigerian and foreign have revealed that students are not achieving sufficiently in these subjects studied in the school (Opara, 2004).
Often time, the teacher is blamed for poor performance and even when the student is blamed, explanations are proffered only in terms of the students’ cognitive or intellectual ability. Little or no consideration is given to the fact that the student’s conception of himself or herself in the science subjects (where physics is one) could affect his or her achievement in science generally. Little attention too is paid to the fact that a child’s attitude towards a subject could also influence his or her performance in the subject. This poor perception of the subject prior to learning could lead to poor achievement. Negative attitude developed through repeated failure emanated from poor perception, anxiety and fear of the subject.
Anxiety can be generated on the part of the students if he is not certain on the prospect of his line of thought. It is therefore a key factor in any endeavour because it affects one’s ability to endure, concentrate and perceive. It has been observed that so many students fear physics and such fear is characterized by mass disenchantment among the students towards the subject. The end product is the declining popularity of the subject over the years.
Abdulraheem (2004) stated that beliefs are the ideas people are committed to, sometimes called core values. They shape goals, drive decisions, create discomfort when violated and stimulate ongoing critique.
There are a number of suggestions that apart from school-related factors, the student’s achievements are a facet of attitudes that students have. Wasike (2013) stated that academic performance is an individual’s inherent potentials in terms of intelligence combined with other sociological factors. He identified personality factors such as anxiety, achievements, motivation and level of interest as factors that affect academic performance. Students with high self-efficacy received higher grades than those with low self-efficacy and student with negative self-concept have poor academic performance. Therefore academic performance is a facet of many interrelated variables; key among them is the inherent students’ effort, teacher’s inputs, school environment and students attitudes.
Educational psychologists have at various times analyzed the different types of relationships, both associative and predictive that exist between academic self-concept and achievement, but there is a death of literature on the composite and relative contributions of these variables to secondary school physics achievements. This therefore is the main thrust of this research.
1.2 Statement of the Problem
Physics is perceived as a difficult subject or course for students from secondary school to university and also for adults in graduate education studies. It is well known that both high school and college students consider physics as the most problematic area within the realm of science and it traditionally attract fewer students than chemistry and biology. If students have negative attitudes towards science, they also do not like physics as a subject and even the physics teachers. Research has made us know that attitude towards science change with exposure to science, but the direction of change may be related to the quality of that exposure, the learning environment and the teaching method.
Based on the above, numerous studies have been conducted to determine the factors that affect students’ attitude in science. From these studies, some basic factors can be listed including; teaching-learning approaches, type of science subject taken, method of studying, intelligence, gender, motivation, science teachers’ attitude, student’s attitude, self-adequacy, cognitive style of students, career interest, socio-economic levels, influence of parents, locus of control etc.
Most of these studies revealed that attitude and self-concept significantly predicted students’ performance, while a lot too revealed that attitude and self-concept alone without ability, personal effort and initiative did not significantly predict better academic achievement.
Since research findings on how attitude and self-concept predicts students’ achievement does not lend itself to simple summary, there is therefore the need for further research especially in physics, which is the concern of the researcher.
1.3 Purpose of the Study
The main purpose of the study was to determine the relationship between secondary school students’ attitude and self-concept and their performance in physics. Specifically, the study sought to;
- Determine secondary school students’ attitude to physics and their performance in physics.
- Determine secondary school students’self-concept to physics and their performance in the subject.
- Determine the influence of gender on secondary school students’ attitude and self-concept and their performance in physics.
1.4 Research Questions
- How does secondary school students’ attitude affect their performance in physics?
- How does secondary school student self-concept affect their performance in physics?
- What difference exists between male and female secondary school students’ attitude and self-concept and their performance in physics?
1.5 Research Hypothesis
- There is no significant difference in physics academic achievement between students with positive attitude and those with negative attitude and their performance in physics.
- There is no significant difference in physics academic achievement between student with positive self-concept and those with negative self-concept and their performance in physics.
- There is no significant difference between male and female secondary school students’ attitude and self-concept and their performance in physics.
1.6 Significance of the Study
The findings of this study will serve as a guideline to teachers, educational practitioners and curriculum developers; so that they ensure that they utilize educational policies, methodologies and activities that will help students improve their academic performance in physics and other science subjects.
Specifically, to the physics teachers, the findings of thisstudy will provide a guide in their choice of teaching methods appropriate for identified difficult lessons. This is necessary so that whatever students perceive as easy would really turn out easy and in providing attention so that whatever lesson that is identified as difficult may be properly addressed to improve students achievement.
To the school counselors and all those involved in the education of children, the study will provide an input to the counseling of students who are disoriented from certain educational career and career opportunities to discover their strength and weaknesses and channel their gains to appropriate educational and vocational pursuits.
To the students, the study will provide means of revitalizing their social and religious morality as well their aesthetic and ethical values towards strengthening their human qualities and improve their attitudes, anxiety and achievement in physics. The study of the subject matter also exposes the students to appreciate the concept of the fundamental unity of science and also give them the understanding and opportunity of embracing the roles and functions of science in everyday life and the world in which they live.
1.7 Delimitation of the Study
The study was conducted in Uyo Local Government Area of Akwa Ibom State and limited to the thirteen (13) government owned senior secondary schools in Uyo Local Education Committee (LEC). The population of the study was drawn from senior secondary school three (SSS III) in the selected schools within the education zone.
The study surveyed and evaluated the extent to which students attitudes and self-concept towards physics affect their achievement or performance in the subject.
1.8 Limitation of the Study
The researcher could not by any means authenticate the truthfulness of the opinions of the respondent. The generalization drawn was based on the information disclosed by the research instrument – the questionnaire and the students’ examination scores; thus the power of generalization will be limited by whatever opinion drawn from the instrument of the study.
The examination results used by the researcher were those from the Ministry of Education (MOE) conducted for promotion into SSIII class. The researcher could not therefore authenticate the truthfulness of the result to ascertain whether they represented the abilities of the students or whether they were adulterated by the examination condition or atmosphere in which they were conducted.
Equally, the way students and examination bodies handle examination – both internal and external to some extent, depends on the prevailing mentality and values of the individual students and members of the society. The laissez-faire attitude of the students towards science may be a product of the nature of education, like “leave-no-students-behind” free education policy of the state where student are promoted enmasse.
Considering the statement as a possibility, the observed differences in achievement as well as factors affecting students’ achievement in physics might be a function of the way students challenge demanding situations.
1.9 Definition of Terms
Grade: A grade is a measure, an index or a symbol which represents a student’s achievement in a subject. This may be a percentage score or mark such as 63%, a numerical such as 18, or a letter such as A, B or C.
Attitude: The tendency to think, feel or act positively or negatively towards objects, events or ideas in our environment.
Attitude towards Science: Denotes interests or feelings towards studying science. It is the students’ disposition towards liking or disliking science.
Academic Performance: It could be defined as the display of knowledge attained or skills developed in school subjects designated by tests and examination scores or marks assigned by the subject teachers or examination bodies.
Self -efficacy: Ones’ perception that he or she can successfully achieve a particular outcome.
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Tags: THE INFLUENCE OF TEACHER SELF CONCEPT ON STUDENT ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN RIVERS STATE
ABSTRACT
This work discusses university education in Nigeria: growth, problems and prospects. A hundred and twenty questionnaires were distributed among students from selected tertiary institutions in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that government funding, lecturers’ technical competence and availability of teaching and learning facilities have a strong and significant impact on university education in Nigeria.
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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Tags: PROBLEMS AND PROSPECTS, UNIVERSITY EDUCATION IN NIGERIA: GROWTH
ABSTRACT
This work discusses university education in Nigeria: growth, problems and prospects. A hundred and twenty questionnaires were distributed among students from selected tertiary institutions in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that government funding, lecturers’ technical competence and availability of teaching and learning facilities have a strong and significant impact on university education in Nigeria.
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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OR
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Tags: PROBLEMS AND PROSPECTS, UNIVERSITY EDUCATION IN NIGERIA: GROWTH
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The education sub-sector especially tertiary institutions in Nigeria have witnessed in recent time incessant closures due to industrial actions. The effect of these repeated closures of schools and academic programs on students’ learning effectiveness can better be imagined than described. Tertiary education in Nigeria has thus suffered tremendous setbacks as a result of industrial actions by both the academic (ASUU) and the non academic staffs. This has always subjected the students to pitiable conditions, disrupting academic programs, giving students’ undeserved extension in their study years, poor students’ concentration on academic programs and poor lecturer-student relationships amongst others. Consequently, students’ academic performance has comparatively become so low while various forms of examination malpractice are on the increase.
University worldwide is regarded as the citadel of learning, the fountain of intellectual development and a ground for the production of leaders of tomorrow. According to Ike (1999) a university fulfills, one major function, it is a knowledge and value provider, in other words, a university progresses when it is able to provide knowledge and value and when it is not properly managed by the administrators and staff, it then fails in its function of providing knowledge and value. This according to Nwankwo (2000) explains why merit has been the watchword in the university system – an institution in which a student must first be certified worthy in character and learning before being admitted into the Honors Degree.
The role of universities in human capital development, research and technological innovation cannot be under evaluated. All over the world investment in University education is a critical component of national development effort. Nations today depend increasingly on knowledge, ideas and skills which are produced through researches in the universities. Nations invest in university education because society expects it to contribute to national development in three principal ways. First, society expects its university to produce the highly skilled personnel in technology, engineering, management and other professions; secondly, universities have the responsibility of producing their own corps of academic personnel that is, the intellectual resource pool that will, through scientific research generate new knowledge and innovation to solve developmental problems. Thirdly, universities produce teachers, administrators and managers for other levels of human resources development institutions.
The main union whose incessant industrial action takes a heavy toll on the academic performance of the students is the Academic Staff Union of Universities (ASUU). The union was formed in 1978, a successor to the Nigerian Association of University Teachers formed in 1965 and covering academic staff in the University of Ibadan, University of Nigeria, Nsukka, Ahmadu Bello University, Zaria, University of Ife and University of Lagos. In the 80’s, the union was active in its struggles against the military regime. In 1988 the union organized a National an industrial action to obtain fair wages and university autonomy. As a result, the ASUU was proscribed on August 7, 1988 and all its property seized. It was allowed to resume in 1990, but after another industrial action, it was again banned on August 23, 1992. However, an agreement was reached on September 3, 1992 that met several of the union’s demands including the right of workers to collective bargaining. The ASUU organized further industrial actions in 1994 and 1996, protesting against the dismissal of staff by the Sani Abacha military regime. After the return to democracy in 1999 with the Nigerian Fourth Republic, the union continued to be militant in demanding the rights of university workers against opposition by the government of President Olusegun Obasanjo. In July 2002, the national president of ASUU, petitioned Justice Mustapha Akanbi of the Independent Corrupt Practices Commission to investigate the authorities of the University of Ilorin for financial mismanagement and corruption.
In 2007, ASUU embarked on an industrial action for three months. In May 2008, it held two week ‘warning strikes’ to press a range of demands, including an improved salary scheme and reinstatement of forty-nine lecturers who were dismissed from University of Ilorin in 1998. In June 2009 ASUU ordered its members in federal and state universities nationwide to proceed on an indefinite strike over disagreements with the Federal Government’s on an agreement it reached with the union about two and a half years ago. After three months of industrial action, in October 2009, ASUU and other staff unions signed a memorandum of understanding with the government and called off the industrial action.
Prior to the last industrial action embarked on by ASUU, the National Executive Council (NEC), of the Union met from Tuesday 29th November to Thursday 1st December 2011 at the University of Port- Harcourt to review, among other things: the level of implementation of the 2009 ASUU/Government Agreement; the extent of compliance with the 2011 ASUU/FGN Memorandum of Understanding (MoU) on the implementation of the Agreement; Government’s unilateral dissolution of Universities’ Governing Councils; the on-going institutional accreditation and the state of the Nation, including the issue of alleged removal of fuel subsidy, but the lack of understanding between the two parties led to an indefinite strike embarked upon by the Union for fifty-nine days. It was later called off on the 1st of February, 2012. ASUU again went on a warning strike on 30th August, 2012. All these have left an unfavorable mark on the academic activities of the University students and it has also affected the academic calendar and the performance of the students. On 1st of July, 2013, ASUU embarked upon another Six months industrial action which was called off on the 17th of December, 2013 which really affected the Nigerian undergraduates leading to the involvement of students in many unwholesome activities. Often times, these incessant agitations by ASUU usually triggers industrial action by sister associations such as NASU, SSANU etc.
Industrial action or strike is workers’ refusal to work as protest for inadequate service or poor condition. In the education sector, industrial actions by academic and non academic staffs can lead to students’ examination malpractice, corruption and other social vices in the society. Strike is a social ill not different from corruption because it eats into students’ time which makes it difficult for students to be fully and properly ‘baked’ within the designated educational time frame. As a result, ‘products’ that are ill-equipped in both character and learning are turned out to the society. This research is targeted at examining the effect of these industrial actions on the academic performance of the students of the Ekiti State University.
1.2 STATEMENT OF THE PROBLEM
The demand of ASUU and other industrial unions in the Nigerian Universities is that government should fulfill an agreement it reached with them in 2009 on how to save the nation’s universities from collapse. On the other hand, government is proposing a piecemeal selective approach. There is no doubt that education is too vital to the survival of any nation that it should be treated as a subject beyond politics or evasive polemics. It is not deniable that Nigeria is presently not doing enough, by world standards, in the funding of her children’s education. As far as the government is concerned, there are other competing items for the limited funds available and government is not doing enough in the infrastructural development of the Nigerian Universities.
This has caused serious altercations between government and these industrial unions including ASSU resulting into persistent industrial actions. The incessant industrial action by the Academic Staff Union of Universities (ASUU) and all these industrial unions has inadvertently affected the academics of university students; it usually poses a lot of challenges to their study duration, performance in examinations and their final grading. The students are kept away from school for a long time; most of them are completely cut off from academics as conditions at home may not favor productive and rigorous academic exercise. The students and their parents become frustrated because of long expectation of school resumption that is far from sight. Some of the students while at home doing nothing get engaged in other things other than academics.
In some cases they are easy recruits for criminal activities, such as armed robbery, kidnapping, and rape and on the other hand encourage cultism. This has made them a problem to the society peace and order in Nigeria. However the extent to which staffs of the universities including ASUU strikes affects student’s academic performance require a close examination and this research is geared towards examining the extent to which it has affected the performance of students particularly in Ekiti State University, Ado Ekiti, Ekiti State.
1.3 OBJECTIVES OF THE STUDY
The general objective of the study is to examine influence of industrial actions on the academic performance of students in Ekiti State University EKSU. Specific objectives are:
To examine the perception of an average university student on industrial action by Labour unions in the university including Academic Staff Union of Universities (ASUU).
To determine whether industrial action by the staffs of the universities has influence on the reading habits of students during the disruption in academic activities period.
To assess the extent to which disruption in academic program in Universities influence students’ learning effectiveness.
To determine whether Industrial Actions by Lecturers significantly contribute to low CGPA of students.
To examine whether industrial actions have direct influence on students’ overall academic performance.
 To determine whether industrial actions motivate students to learn.
1.4 RESEARCH QUESTIONS
In order to guide the study and achieve the research objectives of the study, the following research questions were formulated in line with the objectives:
What is the perception of an average university student on industrial action by Labour unions in the university including Academic Staff Union of Universities (ASUU)?
To what extent does industrial action by the staffs of the universities influence students’ reading habits?
To what extent would disruption in academic program in Nigerian universities due to ASUU strike influence students’ learning effectiveness?
 Do Industrial actions significantly contribute to Low CGPA of students?
 Do Industrial actions have direct influence on students’ overall academic performance?
 Do industrial actions motivate students to learn?
1.5 RESEARCH HYPOTHESIS
1. Ho: Students have a negative perception about industrial actions carried out by academic staff of Universities.
Hi: Students have a positive perception about industrial actions carried out by academic staff of Universities.
2. Ho: Industrial actions do not influence reading habits of students when academic activities are disrupted.
Hi: Industrial actions have influence reading habits of students when academic activities are disrupted.
3. Ho: There is no significant relationship between industrial actions and learning effectiveness of students.
Hi: There is a significant relationship between industrial actions and learning effectiveness of students.
4. Ho: There is no significant relationship between industrial actions and low CGPA of students.
Hi: There is a significant relationship between industrial actions and low CGPA of students.
5. Ho: There is no significant relationship between industrial actions and overall academic performance of students.
Hi: There is a significant relationship between industrial actions and overall academic performance of students.
6. Ho: Industrial actions do not motivate students to learn.
Hi: Industrial actions motivate students to learn.
1.6 SIGNIFICANCE OF THE STUDY
This research will add to the body of knowledge by enlightening the students on how they can cope with the unfavorable industrial actions embarked upon by University’s staffs, so as to enable them perform as expected in their studies. Furthermore, this study would also help to further research and add to knowledge build-up in the university. Again from this study, students would be able to device exemplary means of ensuring excellent performance even with the occurrence of a strike action by the various labour unions in the university including the Academic Staff Union of Universities (ASUU). Policy makers may also find the outcome of the study useful for future planning in tackling the menace by reducing the incessant industrial actions to the barest minimum.
1.7 SCOPE OF STUDY/LIMITATION OF STUDY
This study on the influence of industrial action on the academic performance of the student of the Ekiti State University will cover all the issues of industrial action in Nigerian universities focusing on the Ekiti State University and the perception of students about it.
Limitation of the Study
The researcher in the course of this work encountered certain constraints which are:
Time constraint as the research work is combining with other academic activities.
Second is the dearth of information such as low respond from respondent due to one reason or the other.
Lastly in financial constraint occasioned by the need for continuous sorting for information material.
DEFINITION OF TERMS
Industrial action: a protest in which workers show that they disagree with a policy of their employer
Performance: the accomplishment of a given task measured against preset known standards of accuracy and completeness
Infrastructure: the basic physical and organizational structure and facilities e.g. building, roads, power supply etc.
Funding: a sum of money or other resources set apart for a specific objective.
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Tags: EFFECT OF ASUU STRIKES ON THE UNIVERSITY STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The education sub-sector especially tertiary institutions in Nigeria have witnessed in recent time incessant closures due to industrial actions. The effect of these repeated closures of schools and academic programs on students’ learning effectiveness can better be imagined than described. Tertiary education in Nigeria has thus suffered tremendous setbacks as a result of industrial actions by both the academic (ASUU) and the non academic staffs. This has always subjected the students to pitiable conditions, disrupting academic programs, giving students’ undeserved extension in their study years, poor students’ concentration on academic programs and poor lecturer-student relationships amongst others. Consequently, students’ academic performance has comparatively become so low while various forms of examination malpractice are on the increase.
University worldwide is regarded as the citadel of learning, the fountain of intellectual development and a ground for the production of leaders of tomorrow. According to Ike (1999) a university fulfills, one major function, it is a knowledge and value provider, in other words, a university progresses when it is able to provide knowledge and value and when it is not properly managed by the administrators and staff, it then fails in its function of providing knowledge and value. This according to Nwankwo (2000) explains why merit has been the watchword in the university system – an institution in which a student must first be certified worthy in character and learning before being admitted into the Honors Degree.
The role of universities in human capital development, research and technological innovation cannot be under evaluated. All over the world investment in University education is a critical component of national development effort. Nations today depend increasingly on knowledge, ideas and skills which are produced through researches in the universities. Nations invest in university education because society expects it to contribute to national development in three principal ways. First, society expects its university to produce the highly skilled personnel in technology, engineering, management and other professions; secondly, universities have the responsibility of producing their own corps of academic personnel that is, the intellectual resource pool that will, through scientific research generate new knowledge and innovation to solve developmental problems. Thirdly, universities produce teachers, administrators and managers for other levels of human resources development institutions.
The main union whose incessant industrial action takes a heavy toll on the academic performance of the students is the Academic Staff Union of Universities (ASUU). The union was formed in 1978, a successor to the Nigerian Association of University Teachers formed in 1965 and covering academic staff in the University of Ibadan, University of Nigeria, Nsukka, Ahmadu Bello University, Zaria, University of Ife and University of Lagos. In the 80’s, the union was active in its struggles against the military regime. In 1988 the union organized a National an industrial action to obtain fair wages and university autonomy. As a result, the ASUU was proscribed on August 7, 1988 and all its property seized. It was allowed to resume in 1990, but after another industrial action, it was again banned on August 23, 1992. However, an agreement was reached on September 3, 1992 that met several of the union’s demands including the right of workers to collective bargaining. The ASUU organized further industrial actions in 1994 and 1996, protesting against the dismissal of staff by the Sani Abacha military regime. After the return to democracy in 1999 with the Nigerian Fourth Republic, the union continued to be militant in demanding the rights of university workers against opposition by the government of President Olusegun Obasanjo. In July 2002, the national president of ASUU, petitioned Justice Mustapha Akanbi of the Independent Corrupt Practices Commission to investigate the authorities of the University of Ilorin for financial mismanagement and corruption.
In 2007, ASUU embarked on an industrial action for three months. In May 2008, it held two week ‘warning strikes’ to press a range of demands, including an improved salary scheme and reinstatement of forty-nine lecturers who were dismissed from University of Ilorin in 1998. In June 2009 ASUU ordered its members in federal and state universities nationwide to proceed on an indefinite strike over disagreements with the Federal Government’s on an agreement it reached with the union about two and a half years ago. After three months of industrial action, in October 2009, ASUU and other staff unions signed a memorandum of understanding with the government and called off the industrial action.
Prior to the last industrial action embarked on by ASUU, the National Executive Council (NEC), of the Union met from Tuesday 29th November to Thursday 1st December 2011 at the University of Port- Harcourt to review, among other things: the level of implementation of the 2009 ASUU/Government Agreement; the extent of compliance with the 2011 ASUU/FGN Memorandum of Understanding (MoU) on the implementation of the Agreement; Government’s unilateral dissolution of Universities’ Governing Councils; the on-going institutional accreditation and the state of the Nation, including the issue of alleged removal of fuel subsidy, but the lack of understanding between the two parties led to an indefinite strike embarked upon by the Union for fifty-nine days. It was later called off on the 1st of February, 2012. ASUU again went on a warning strike on 30th August, 2012. All these have left an unfavorable mark on the academic activities of the University students and it has also affected the academic calendar and the performance of the students. On 1st of July, 2013, ASUU embarked upon another Six months industrial action which was called off on the 17th of December, 2013 which really affected the Nigerian undergraduates leading to the involvement of students in many unwholesome activities. Often times, these incessant agitations by ASUU usually triggers industrial action by sister associations such as NASU, SSANU etc.
Industrial action or strike is workers’ refusal to work as protest for inadequate service or poor condition. In the education sector, industrial actions by academic and non academic staffs can lead to students’ examination malpractice, corruption and other social vices in the society. Strike is a social ill not different from corruption because it eats into students’ time which makes it difficult for students to be fully and properly ‘baked’ within the designated educational time frame. As a result, ‘products’ that are ill-equipped in both character and learning are turned out to the society. This research is targeted at examining the effect of these industrial actions on the academic performance of the students of the Ekiti State University.
1.2 STATEMENT OF THE PROBLEM
The demand of ASUU and other industrial unions in the Nigerian Universities is that government should fulfill an agreement it reached with them in 2009 on how to save the nation’s universities from collapse. On the other hand, government is proposing a piecemeal selective approach. There is no doubt that education is too vital to the survival of any nation that it should be treated as a subject beyond politics or evasive polemics. It is not deniable that Nigeria is presently not doing enough, by world standards, in the funding of her children’s education. As far as the government is concerned, there are other competing items for the limited funds available and government is not doing enough in the infrastructural development of the Nigerian Universities.
This has caused serious altercations between government and these industrial unions including ASSU resulting into persistent industrial actions. The incessant industrial action by the Academic Staff Union of Universities (ASUU) and all these industrial unions has inadvertently affected the academics of university students; it usually poses a lot of challenges to their study duration, performance in examinations and their final grading. The students are kept away from school for a long time; most of them are completely cut off from academics as conditions at home may not favor productive and rigorous academic exercise. The students and their parents become frustrated because of long expectation of school resumption that is far from sight. Some of the students while at home doing nothing get engaged in other things other than academics.
In some cases they are easy recruits for criminal activities, such as armed robbery, kidnapping, and rape and on the other hand encourage cultism. This has made them a problem to the society peace and order in Nigeria. However the extent to which staffs of the universities including ASUU strikes affects student’s academic performance require a close examination and this research is geared towards examining the extent to which it has affected the performance of students particularly in Ekiti State University, Ado Ekiti, Ekiti State.
1.3 OBJECTIVES OF THE STUDY
The general objective of the study is to examine influence of industrial actions on the academic performance of students in Ekiti State University EKSU. Specific objectives are:
To examine the perception of an average university student on industrial action by Labour unions in the university including Academic Staff Union of Universities (ASUU).
To determine whether industrial action by the staffs of the universities has influence on the reading habits of students during the disruption in academic activities period.
To assess the extent to which disruption in academic program in Universities influence students’ learning effectiveness.
To determine whether Industrial Actions by Lecturers significantly contribute to low CGPA of students.
To examine whether industrial actions have direct influence on students’ overall academic performance.
 To determine whether industrial actions motivate students to learn.
1.4 RESEARCH QUESTIONS
In order to guide the study and achieve the research objectives of the study, the following research questions were formulated in line with the objectives:
What is the perception of an average university student on industrial action by Labour unions in the university including Academic Staff Union of Universities (ASUU)?
To what extent does industrial action by the staffs of the universities influence students’ reading habits?
To what extent would disruption in academic program in Nigerian universities due to ASUU strike influence students’ learning effectiveness?
 Do Industrial actions significantly contribute to Low CGPA of students?
 Do Industrial actions have direct influence on students’ overall academic performance?
 Do industrial actions motivate students to learn?
1.5 RESEARCH HYPOTHESIS
1. Ho: Students have a negative perception about industrial actions carried out by academic staff of Universities.
Hi: Students have a positive perception about industrial actions carried out by academic staff of Universities.
2. Ho: Industrial actions do not influence reading habits of students when academic activities are disrupted.
Hi: Industrial actions have influence reading habits of students when academic activities are disrupted.
3. Ho: There is no significant relationship between industrial actions and learning effectiveness of students.
Hi: There is a significant relationship between industrial actions and learning effectiveness of students.
4. Ho: There is no significant relationship between industrial actions and low CGPA of students.
Hi: There is a significant relationship between industrial actions and low CGPA of students.
5. Ho: There is no significant relationship between industrial actions and overall academic performance of students.
Hi: There is a significant relationship between industrial actions and overall academic performance of students.
6. Ho: Industrial actions do not motivate students to learn.
Hi: Industrial actions motivate students to learn.
1.6 SIGNIFICANCE OF THE STUDY
This research will add to the body of knowledge by enlightening the students on how they can cope with the unfavorable industrial actions embarked upon by University’s staffs, so as to enable them perform as expected in their studies. Furthermore, this study would also help to further research and add to knowledge build-up in the university. Again from this study, students would be able to device exemplary means of ensuring excellent performance even with the occurrence of a strike action by the various labour unions in the university including the Academic Staff Union of Universities (ASUU). Policy makers may also find the outcome of the study useful for future planning in tackling the menace by reducing the incessant industrial actions to the barest minimum.
1.7 SCOPE OF STUDY/LIMITATION OF STUDY
This study on the influence of industrial action on the academic performance of the student of the Ekiti State University will cover all the issues of industrial action in Nigerian universities focusing on the Ekiti State University and the perception of students about it.
Limitation of the Study
The researcher in the course of this work encountered certain constraints which are:
Time constraint as the research work is combining with other academic activities.
Second is the dearth of information such as low respond from respondent due to one reason or the other.
Lastly in financial constraint occasioned by the need for continuous sorting for information material.
DEFINITION OF TERMS
Industrial action: a protest in which workers show that they disagree with a policy of their employer
Performance: the accomplishment of a given task measured against preset known standards of accuracy and completeness
Infrastructure: the basic physical and organizational structure and facilities e.g. building, roads, power supply etc.
Funding: a sum of money or other resources set apart for a specific objective.
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Tags: EFFECT OF ASUU STRIKES ON THE UNIVERSITY STUDENTS
ABSTRACT
This work discusses relationship between supervision and students’ academic performance. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that supervision have a strong and significant positive impact students’ academic performance
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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Tags: RELATIONSHIP BETWEEN SUPERVISION AND STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT
This work discusses relationship between supervision and students’ academic performance. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that supervision have a strong and significant positive impact students’ academic performance
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
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(2) Email Address
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BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
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CAUTION/WARNING
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That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
YOU CAN ALSO CALL:
08068231953, 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
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www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: RELATIONSHIP BETWEEN SUPERVISION AND STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT
This work discusses the role of parents teachers association in the development of junior secondary school. A hundred and twenty questionnaires were shared amongst students and teachers of selected junior secondary schools.
Primary and secondary data were used the analysis. Both frequency distribution and regression analysis were used.
It was observed therefore that parents teacher association has a significant positive effect on the development of junior secondary schools. Also, there was a positive relationship between parents teachers association and the development of junior secondary schools.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#10000) into our bank Account below, send the following information to
08139462710 or 08137701720
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
YOU CAN ALSO CALL:
08068231953, 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: THE ROLE OF PARENTS TEACHERS ASSOCIATION IN THE DEVELOPMENT OF JUNIOR SECONDARY SCHOOL
ABSTRACT
This work discusses the role of parents teachers association in the development of junior secondary school. A hundred and twenty questionnaires were shared amongst students and teachers of selected junior secondary schools.
Primary and secondary data were used the analysis. Both frequency distribution and regression analysis were used.
It was observed therefore that parents teacher association has a significant positive effect on the development of junior secondary schools. Also, there was a positive relationship between parents teachers association and the development of junior secondary schools.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08139462710 or 08137701720
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
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Tags: THE ROLE OF PARENTS TEACHERS ASSOCIATION IN THE DEVELOPMENT OF JUNIOR SECONDARY SCHOOL
ABSTRACT
This work discusses the problem of discipline on the academic performance of secondary school pupils. A hundred and twenty questionnaires were shared amongst students and teachers of selected schools. Interviews were also conducted.
Primary and secondary data were used the analysis. Both frequency distribution and regression analysis were used.
It was observed therefore that poor discipline has a significant negative effect on the academic performance of secondary school pupils. Also, there is a strong relationship between discipline and the academic performance of secondary school students.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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Tags: THE PROBLEM OF DISCIPLINE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL PUPILS
