Professional Documents
Culture Documents
1, 2017
JOVTE, Vol. 10 No. 1, 2017
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JOVTE, Vol. 10 No. 1, 2017
EDITORIAL COMMENT
Knowledge is power and Vocational and Technical Education has
remained a very viable tool for empowerment of individuals for national
development.
This tenth (10th) edition of JOVTE is specially packaged with twenty-
one well researched and edited empirical and theoretical articles
contributed by well seasoned scholars in different areas.
We are sure this volume will be more enriching and satisfying to all
lovers of knowledge and researchers. We recommend it to all in
academic and business world for personal and national advancement.
The Editorial Board appreciates all the contributors, reviewers, the
consulting editors and all who have labored for the production of this
10th volume of J.O.V.T.E.
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NOTES TO CONTRIBUTORS
Journal of Vocational and Technical Education JOVTE, is an annual
publication of the school of Vocational and Technical Education, Nsugbe.
The Editorial Board of JOVTE welcomes scholarly written empirical research
articles, relevant to vocational education and other entrepreneurial studies.
Contributors should adhere to the following guidelines in preparing their
articles for submission.
1. Only articles not previously published or submitted for publication
elsewhere can be considered for publication.
2. Articles should not exceed 15 pages including tables, diagrams and
appendix on A4 paper, double spacing.
3. Forward two copies of the articles for peer review or sent through e-
mail.
4. Author(s) name(s), institution, phone number and e-mail, abstract of
not more than 150 words and keywords should be on the first page.
5. The latest APA (American Psychological Association) referencing
style should be adopted.
6. A final corrected copy of an accepted article should be submitted on a
re-writable CD in MS Word format or sent by E-mail as an attachment.
7. All accepted articles become the property of JOVTE Editorial Board.
8. All correspondence should be sent to:
The Editor-in-Chief, JOVTE
Nwafor Orizu College of Education,
Nsugbe
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TABLE OF CONTENTS
1. The Status of Agricultural Science Farm Practicals in
Secondary Schools in Awka South Local Government
Area Anambra State - Arubalueze Chidi Uzoma 1 10
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Abstract
The study was conducted to determine the status of agricultural science farm
practicals in secondary schools in Awka South Local Government Area of Anambra
State. To achieve this objective, five research questions were designed. A structured
questionnaire was developed and used for data collection. The questionnaire was
administered on one hundred and twenty (120) respondents who were randomly
selected from the study area. The findings of the study, revealed that agricultural
science teachers in the study area are not competent in aspect of farm practicals, that
the periods assigned for agricultural practicals in the area are not adequate, that there
are poor resources and equipment for effective teaching of agricultural practicals in
the secondary school. It was recommended among others that government should
provide the necessary equipment and infrastructures that will enhance teaching and
learning of agricultural science, government should finance secondary school
agricultural practicals and school management should also provide good and
sizeable land for farm practicals.
Introduction
Agricultural education is not totally new to the Nigerian culture neither
is it new to the age group now in our secondary schools age 11-17 years
(Njoku, 1999). Agriculture, provided the source of livelihood to well over
70% of the Nigerian population before independence (Oluwole, 2008). It was
an accepted part of the culture to have a child, follow the parents to farm,
even as early as six (6) years of age (Oluwole, 2008). He further stated that
the missionaries introduced formal education and it was expected that a child
goes to work on his fathers farm after school hours and at weekend. The
child thus, obtained an informal education in agriculture, through a system of
apprenticeship.
According to Nwabuisi (2003), the school farm or garden is often used
as means of providing practical experience for the students and is the process
of gaining knowledge and practical skills through observation and by doing
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Results
Research question 1: What are the levels of competency of agricultural
science teachers in aspect of farm practicals?
Table 1: Mean ratings on levels of competency of agricultural science
teachers in aspect of farm practical in Awka South Local Government Area,
Anambra State.
S/N ITEMS X SD Remark
1 Teachers knowledge are limited to classroom 3.16 5.55 Accepted
2 Teachers are interested on cognitive ability than
farm practicals 3.15 5.54 Accepted
3. Some teachers dont have practical experience in
agriculture 3.07 5.47 Accepted
4 Some teachers have knowledge of crops but not in
livestock 2.95 5.36 Accepted
5. All the teachers in the area are competent in farm
practicals 1.78 4.19 Rejected
6 Teachers are periodically retrained in area of
Practicals 1.58 3.94 Rejected
The result in Table 1 showed that, items 1 to 4 with the derived mean
scores of 3.16, 3.15, 3.07 and 2.95 and standard deviation of 5.5, 5.54, 5.47
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and 5.36 respectively were all accepted, since their mean scores are greater
than 2.50 and the standard deviation equal to or above 4.95. The result also
indicated that items 5 and 6 with the derived mean scores of 1.78 and 1.58
and standard deviation of 4.19 and 3.94 respectively were rejected, since it is
below the decision rule of 2.50 and 4.95. This revealed that agricultural
science teachers in the study area are not competent in aspect of farm
practicals.
The result presented in Table 2, indicated that items 1 and 2 with the
derived mean scores of 4.37 and 1.95 and standard deviation of 4.82 and 4.38
respectively were below the cut off point of 2.50 and 4.95 and are therefore
rejected since they are insignificant, while items 3 to 5 were accepted, since
their mean scores of 3.13, 3.08 and 3.18 and standard deviation of 5.52, 5.62
and 5.57 were all above the decision rule of 2.50 and 4.95. This revealed that
periods assigned for agricultural science practicals in the area are not
adequate.
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Research question 3: what are the available resources and equipment for
effective teaching of agricultural science practicals in the area.
Table 3: Mean ratings of the available resources and equipment for effective
teaching of agricultural science practicals in the area.
The result in table 3 showed that all the items 1 to 13 with the derived
mean scores of 1.83, 2.38, 1.81, 1.62, 1.74, 1.80, 1.48, 1.52, 1.53, 1.55, 2.14,
2.02, and 2.10 respectively were all rejected. This revealed that there are poor
available resources and equipment for effective teaching of agricultural
practicals in the study area.
Research question 4: what are the factors that militate against improvement
of agricultural practicals in the area.
Table 4: mean ratings on factors militating against improvement of
agricultural practicals in the area.
S/N ITEM X SD Remark
1 Poor procurement of equipment and provision of
infrastructure for agriculture by the government 2.96 5.69 Accepted
2 Attitude of students towards farm practicals 3.10 5.50 Accepted
3. Poor motivation of students by agricultural teachers 3.00 5.42 Accepted
4 Too much emphasis on cognitive ability in order to
pass external Examinations 3.04 5.44 Accepted
5. Inadequate of viable land for agricultural in the area 3.00 5.42 Accepted
6. Lack of finance 2.88 5.28 Accepted
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The result in Table 4 showed that, items 1 to 6 with the derived mean
scores of 2.96, 3.10, 3.00, 3.04, 3.00 and 2.88 respectively were all accepted.
This revealed that these factors militated against improvement of agricultural
practicals in the area.
Research question 5: What are the recommendations that can improve the
status of agricultural farm practicals in the area?
Table 5: Mean ratings of recommendations to improve the status of
agricultural farm practicals in the area.
S/N ITEM X SD Remark
1. Provision of instructional materials, equipment
and infrastructures 2.88 5.30 Accepted
2. Government should finance secondary school
practicals in the area 3.13 5.52 Accepted
3. Good and sizeable land should be assigned for
farm practicals in the area 2.89 5.31 Accepted
4. Students should be motivated to increase their
moral on farm practicals 2.64 5.08 Accepted
The result in Table 5 showed that, items 1 to 4 with the derived means
scores of 2.88, 3.13, 2.89 and 2.64 respectively were all accepted. This
revealed that the recommendations will help to improve the status of
agricultural science farm practicals in the area.
Discussion
The first research question showed that agricultural science teachers in
the study area are not competent in aspect of farm practicals. The findings is
in line with the report of Anaso and Anene (2004), Eze (2007) and Ogbazi
(2005) that school training in agriculture is primarily limited to classroom
instructions, overloading students with masses of factual information with
little or no hard on (involving act of participation approved as opposed to
theoretical experiences in agriculture.
Second research question revealed that periods assigned for
agricultural practicals in the secondary schools in Awka South Local
Government Area are not adequate. This result corroborated with the findings
of Okeke (2000) that careless attitude to farm practicals by school
management was among the problems to effective farm practicals. This
finding is also in accordance with Uwadie (2003) who reported that most
schools have been unable to teach their student acquisition of occupational
skills rather than knowledge needed to pass prescribed examination.
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The third research question revealed that there are inadequate resources
and equipment for effective teaching of agricultural science practicals in the
secondary school in Awka South Local Government Area. This result is also
in line with the findings of Patrick (2003) that none availability of all required
tools, equipment and teaching materials necessary for the effective
implementation of curriculum affect teaching and learning process. The
findings is also in consonant with the reports of Adeife and Towel (2003) who
reported that the major problem confronting vocational and technical
education programme in Nigeria is that of providing adequate facilities,
equipment and tools.
The fourth research question revealed that attitude of school
management/teachers, lack of equipment and infrastructure, unavailability of
sizeable lands, poor motivation of students by teachers and too much
emphasis on cognitive ability in order to pass external examinations are the
factors militating against improvement of agricultural practicals in the area.
This finding is in relation with the findings of Okeke (2000) that lack of
teaching materials, tools and equipment were the major problems affecting
effective students agricultural practicals in secondary schools. It is also in line
with Nwokoye (2002) who reported that there were lack of sizeable farm and
adequate equipment for study of agricultural science practicals in secondary
schools.
The findings of the research question five indicated that provision of
instructional materials, equipment and infrastructure, provision of finance and
good land, as well as motivation of students are recommendations to improve
farm practicals in the study area. The findings are in corroboration with the
report of Mozie (2004) that government do not provide sufficient funds for
the agricultural programme, the tools and equipment used for farm practical
has negative effect in the secondary schools.
Conclusion
The study came to the conclusion that the status of agricultural science
farm practicals in secondary schools in the study area is still below the
expection due to agricultural science teachers incompetency in aspect of farm
practicals, inadequate time allocation for practicals in the area, attitude of
school management, teachers and students towards farm activities and
inadequacy of necessary resources and equipment for effective teaching and
learning.
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Recommendations
The following recommendations were made based on the findings of
the study:-
1. Government should provide the necessary instructional materials, equipment
and infrastructure, that will increase learners interest in farm practicals.
2. Teachers of Agricultural Science should be given workshop in practical
agriculture.
3. School management should provide good and sizeable land for farm
practicals in the secondary schools in the study area.
4. Teachers should motivate the students on issue of participating in farm
practicals.
References
Adeife, C.M. and Towel, R.O. (2003). The Gender Gap in Vocational
Education. International. Journal of Vocational and Technical
Education 2(2): 18-21.
Agidi, K. (2006). Complementing Agricultural Extension Effort in Nigeria
Through the Children in Agricultural Programme (CLAP). A Paper
Presented at a Conference on Nigeria Agriculture in the 21st Century.
Anaso, A.B. And Anene, C. (2004). A Guide to Teachers of Crop Protection
Colleges of Agriculture in Nigeria, Zaira.
Eze, T. (2007). Policy Constraints to the Growth of Technology Education
Programme. Implications for Technology Development in Nigeria.
Journal of Technical Education 2(2): 10-17.
Mozie, S.O. (2004). Availability and Utilization of Instructional Resources in
Teaching and Learning of Agriculture in Primary Schools in Anambra
State of Nigeria. Lead Paper Presented at Inaugural
Workshop/Orientation for Primary School Teachers Iteld at Awka 12-
16 July 2004.
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Vol. 10 No. 1, 2017
EZIKE, P. N.
Department of Home Economics,
Nwafor Orizu College of Education, Nsugbe, Anambra State Nigeria
08037422506
Abstract
The researcher studied the apprenticeship scheme as a strategy for productivity in
clothing industries and economic development in Anambra State. Three purposes
were formulated for the study. The study was a survey design. The population for
the study was 105 final year Home Economics students from three tertiary
institutions offering Home Economics in the state and 32 Home Economics
Lecturers Structured questionnaire was used to collect data for the study. The
collected data was analyzed using mean and standard deviation. The study
discovered that apprenticeship scheme is of great benefits for productivity in
clothing industries and economic development among others. Based on the findings,
recommendations were made among which is that seminars and lectures on the
importance of apprenticeship scheme should be organized for employers and
students respectively.
Introduction
Apprenticeship system is a means of providing training for an
individual in a particular trade or trades. According to Industrial Training
Fund (ITF) and University of Jos (2011), apprenticeship is a contractual
agreement undertaken by the master-craftsmen and the apprentice through
which the apprentice is trained for a prescribed work process through
practical experience under the supervision of the master-craftsman. It is a
form of work place learning, which enables the apprentice to have on-the-job
training.
In Nigeria and all over Africa, apprenticeship has been an age-long
method used in training young people in trades and crafts, agriculture,
business and catering. It is a common feature of the traditional setting to see
people engage in a vocation such as farming, fishing, hunting, carving,
sewing, sculpting, painting, building, decorating, smiting, catering, boat-
making, mat-making, dyeing and so on. Every child born into a family was
expected to learn his/her patrilineal craft, and it was easy to identify a young
child as a member of a lineage found to be proficient in the lineage craft,
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Methodology
Design of the Study
The study adopted survey research design. Survey research design in
the opinion of Owens (2002), is that in which the same information is
gathered from an unbiased representative group of interest. It is a very
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valuable tool for assessing opinions and trends from representative group of
population being investigated.
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Results
Table 1
Mean and standard deviation of the respondents on the benefits of
apprenticeship scheme for productivity in Clothing Industries and economic
development.
S/N ITEMS SD Remark
1. Apprenticeship provides the structure and
criteria for employers to assess wages fairly
based upon demonstrated competency and
performance on the job. 2.94 0.71 Agreed
2 Apprenticeship gives employers the option to
recruit entry-level workers at low competency
and low wage levels. 2.77 0.86 Agreed
3 Under an apprenticeship training method, the
employer enjoys the benefits of workers
productivity rising faster than wages. 3.66 0.52 Agreed
4 Apprenticeship creates economic value for the
employer during the training period and
throughout the workers tenure with the
employer. 3.57 0.55 Agreed
5 Individuals who go through apprenticeship
programme are practical, hardworking and
result oriented. 3.48 0.60 Agreed
6 They are self-confident and have a strong
work ethic due in part to the fact that they have
demonstrated an ability to achieve results even 3.61 0.72 Agreed
under adversity.
7 They have an orientation to the practical. 3.41 0.73 Agreed
8 They have street smarts as to what is
required to get work done and how to get it 3.40 0.59 Agreed
done.
9 They tend to be loyal to their employer. 2.76 0.77 Agreed
10 Gain experience and skills in ones chosen 3.39 0.64 Agreed
career.
11 Get your foot in the door with local industry in
your chosen career. 3.52 0.71 Agreed
12 Keep your options open regarding continuing
education. 2.94 0.71 Agreed
13 Become self employed. 3.51 0.65 Agreed
Data in table 1 showed that the 13 items had their mean ranged from
2.76 to 3.66. This indicated that their means were above the cutoff point of
2.50. The observation implies that all the items were benefits of
apprenticeship scheme for productivity in clothing industries and economic
development.
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Table 2
Mean and standard deviation of the respondents on the challenges of
apprenticeship scheme for productivity in clothing industries and economic
development.
S/N ITEMS X SD Remark
14. The educational level of master craftsmen and
journey men in the informal sector is very low 3.34 0.77 Agreed
15. Most workshops do not have the required modern
tools and machines. 2.77 0.86 Agreed
16. The rudiments of teaching are essentially lacking
in these master-crafts men. 3.66 0.86 Agreed
17. The financial implication that comes with skills
training as this type of training is capital 3.66 0.52 Agreed
intensive.
18. The inter related roles of institutions in the
implementation of the scheme. 3.48 0.60 Agreed
19. No general conditions of service. 3.31 0.78 Agreed
Data in table 2 showed that the 6 challenges had their means ranged
from 2.77 to 3.66. This indicated that their means were above the cutoff point
of 2.50. The observation implies that all the 6 items were challenges of
apprenticeship scheme for productivity in clothing industries and economic
development.
The standard deviation of the 6 items ranged from 0.52 to 0.86
indicating that the respondents were not too far from the mean and from one
another in their responses.
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Table 3
Mean and standard deviation of the respondents on the strategies for
improving the apprenticeship scheme for productivity in clothing industries
and economic development.
S/N ITEMS X SD REMARK
20. Creating enabling environment for
apprenticeship training. 3.28 0.77 Agreed
21. Orientation for students on the benefits of
apprenticeship training 3.50 0.70 Agreed
22. Government should encourage employers by
giving them loan for buying some machines. 3.59 0.65 Agreed
23. Part time programmes should be organized
for master craftsmen and journeymen. 3.45 0.71 Agreed
24 General conditions of service should be
provided by government agency. 3.58 0.68 Agreed
25 Explain the benefits of apprenticeship scheme. 3.33 0.72 Agreed
26 Encourage students to seriously take part in
apprenticeship scheme. 3.27 0.75 Agreed
27 Division of labour among coordinating 3.35 0.69 Agreed
agencies.
Discussion
The result of the study revealed that the respondents agreed that all the 27
items could be used towards apprenticeship scheme for productivity in
clothing industries and economic development. This result is in conformity
with the findings of Ewuga (2012), in a study on apprenticeship: a strategy for
economic growth. The author found out that apprenticeship provides the
structure and criteria for employers to assess wages fairly based upon
demonstrated competency and performance on the job. This gives employers
the option to recruit entry-level workers at low competency and low wage
levels, than, under an apprenticeship training method, the employer enjoys the
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benefit of worker productivity rising faster than wages. This creates economic
value for the employer during the training period and throughout the workers
tenure with the employer.
Okorie (2000), observed that there can be problems in implementing
the scheme which include; the educational level of master-craftsman and
journeymen, and the rudiments of teaching are essentially lacking in these
master-craftsmen. He also noted that most workshops do not have the
required modern tools and machines. They are able to carry out repairs due to
adaptations to tools and machinery. These problems are in line with the
challenges of apprenticeship scheme identified through this study.
The result of the finding is in conformity with the findings of Obiefuna
(2012) where he noted that it is time to evolve a coordinated skills trained
system which will comprehensively involve the efforts of all stake-holders
ranging from the government and its agencies, the private sector, the non-
governmental organizations to the informal sector. He aptly emphasized that
the most problematic issue of coordination is the extent to which one agency
can or should exercise a coordinating role over all training provided by other
agencies and non-governmental organization.
Conclusion
Apprenticeship scheme holds the key to any meaningful productivity and
economic development in Nigerias quest to be ranked amongst the top
twenty economies of the world by the year 2020. The present day Nigeria
economy is experiencing growth without commensurate employment as the
rate of growth of the labour force far exceeds the various employment
opportunities available. These various dimensions of unemployment reflect
the scarcity of employable skills which can easily be obtained through
apprenticeship training. Indeed the national apprenticeship scheme is the
most critical driver of the Nigerias economy as it will provide the basis for a
complete paradigm shift in the conceptualization and delivery of human
capacity development in Nigeria.
Recommendations
Based on the findings of this study, the following recommendations were
made;
1. More Nigerian Industries, Companies Organizations, Ministries
should adopt apprenticeship system as this will aggregate productivity
of the Nigeria workforce overtime.
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Reference
Ajayi, A. (2002). Globalization and the Nigerian Manufacturing Sector. This
day, January 1 vol. 7.
Ewuga. D.A (2012). Apprenticeship: A Strategy for Economic Growth.
Unpublished paper delivered on the occasion of the National
Apprenticeship Scheme Seminar held at Kinic country home hotel,
Akwanga, Nassarawa state. 5th -7th june 2012.
Industrial Training Fund (ITF) (2003). Students Industrial Work Experience
Scheme and Human Resource Development in Nigeria. Jos:
Industrial Training Fund .
Industrial Training Fund and University of Jos, (2011). An Evaluation of the
Impact of Students Industrial Works Experience Scheme (SIWES) on
Technical Skills Development in Nigeria. Jos: ITF.
Obiefuna, C.O. (2012). Responsibilities of Stake Holders to the National
Apprenticeship Scheme. A paper presented at the occasion of
industrial Training fund seminar at Jos.
Ojo, B.(2003). Advancing Technology in Creativity: A Situation Report on
Design Studio in Selected Textile Industries in Nigeria. An
Unpublished seminar paper.
Okorie, J.U. (2000). Developing Nigerias Workforce. Calabar: Page
Environs Publishers.
Owens, L.K (2002). Introduction to Survey Research Design. Survey
Research laboratory (SRL). Fall 2002 seminal series. Retrieved
September 2012 from http:// www.srl.vic.edu
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Abstract
This work discusses the transformation of e-learning in business education for
global challenges. Transformation in business education is essential for effective
instruction and learning using electronic modern technologies. The paper
highlighted the concept of transformation, e-learning, business education, e-learning
types and tools for various operations and benefits of e-learning to beneficiaries of
business education, and problems affecting extensive utilization of e-learning in
business education. . The paper showcased e-learning to involves the use of
technologies such as digital collaboration, satellite broadcasting, CD-ROMs, video
and audio conferencing, mobile technology, interactive TV etc. Also e-learning tools
and activities suitable for business education are as follows; exe, flexible learning
toolboxes, iLearn, youtube, respondus, smart board interactive whiteboard and so
on. Findings shows that Business education is a course that prepares students for
entry in advancement of jobs and self-reliance; function intelligently as consumers
and citizens in the business economy. Conclusion was drawn. The study
recommended that government should map out special ICT and e-learning funds for
the management of e-learning education and there should be adequate awareness
creation on the importance of e-learning to teachers and recipients of business
education in order to compete favourably in Nigeria and beyond among others.
Introduction
The growth and development of any nation is hinged on the level of education
attained by its citizens. In other words, education is the bridge to the
development of any nation. Education is the key for positive change in the
society because of its far reaching effects on growth and development in all
sectors of the economy. It was in stressing the importance of education to man
that Peters (2010) alluded that an educated man is one whose form of life is
exhibited in his conduct, the activities to which he is committed, his
judgments and feelings, which are thought to be desirable. One who is trained
must have knowledge, skills, and an understanding of principles. The persons
form of life should exhibit some mastery of forms of thought and awareness
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Meaning of Transformation
The word transformation means different things to different people, but one
may say that transformation is change of something from bad to good. To
transform means to give life or to create new life to something that has died or
something that is weak. According to Ifekudu, (2014) transformation of
business education means innovation or giving new life to business education
in other to perform its function/s to the society. Ifekudu, remarked that
transformation of business education is a vital phenomenon that would help
beneficiaries cope with the new global challenges.
Transformation in Asobie (2012) means a complete change from one
situation to another, a total departure from the old order to a new one. The
writer opined that transformation does not come accidentally, but requires
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deliberate effort; calls for practical action and goes beyond mere expression
or verbal pronouncement, and require a number of tasks to be performed.
Transformation occurs through a system of continual questioning,
challenging, exploration, discovery, evaluation, testing, and creation of an
organizations management theory and application; it embraces new learning
and taking actions based on the new discoveries (Covey, 2009).
This implies that transformation may be a fundamental shift in the
deep orientation of recipients of business education, such that the delivery is
carried out in new ways with new actions and results becoming feasible.
Meaning of E-learning
In the opinion of Pinto, Selvaggi, Sicignano, Vollono, Iervolino, Amato,
Molinari and Grassi (2008), e-learning is an abbreviation of electronic
learning; it indicates the provision of education and training on the Internet or
the World Wide Web. According to the writers, e-learning provides access to
a large amount of information previously known only to individual
specialists; it is flexible, permitting the use of images or video; and it allows
linking to Web sites on a specific subject, thus contributing to further expand
knowledge. E-learning as a sub-system within ICT, is the electronic process
which enhances the delivery and administration of learning opportunities and
support via computer, networked and web-based technology to help
individual performance and development. The basic principle of e-learning is
connectivity the process by which computers are networked to share
information which can connect people. This is provided for by what is often
called the e-learning landscape or architecture, which refers to the hardware,
software and connectivity components required to facilitate learning (Okoro,
2011). In the view of Eklund, Kay and Lynch (2013) e-learning as a
component of flexible learning involves a wide set of applications and
processes, which use all available electronic media to deliver education and
training. It provides people with a flexible and personalized way to learn and
offers learning-on-demand opportunities and reduces learning cost. Bennink
(2014) submitted that e-learning engages the use of technology to enhance
learning including digital collaboration, satellite broadcasting, CD-ROMs,
video and audio conferencing, mobile technology, interactive TV and web
based technologies. To buttressed this, e-learning technologies offer learners
control over content, learning sequence, pace of learning, time, and often
media, allowing them to tailor their experiences to meet their personal
learning objectives. E-learning presents numerous research opportunities for
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To prepare students for more effective study in the fields of business and
education beyond the secondary school education level.
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e-learners can use the internet to access up-to-date and relevant learning
materials, and can communicate with experts in the field in which they are
studying;
situated learning is facilitated, since learners can complete online courses
while working on the job or in their own space, and can contextualize the
learning;
online materials can be updated as per the needs of the learners, and
learners are able to see the changes at once, and;
when learners are able to access materials on the internet, it is easier for
instructors to direct them to appropriate information based on their needs.
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Conclusion
The utilization of e-learning technologies in business education
instructional delivery is low despite the varied prospects. E-learning
technologies like e-lectures, e-examination, e-drill, e-books, e-library, among
others, are available for use in teaching and learning the course, however,
they are faced with diverse constraints such as shortage of staff with capacity
for e-learning application, inadequate facilities, equipment and infrastructure
for e-learning purposes, power outage, cost etc. It is believed that if this
challenges are addressed the endeared transformation would be realized to a
large extent in business education; thus competing favourably with global
challenges through her product.
Recommendations
The researchers made the following recommendations base on the findings:
There should be sensitization, and awareness creation about the potentials
and prospects of e-learning in Nigerian institutions of higher learning.
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There should be short training courses for both teachers and students on
the use of e-learning methods and procedures in business education.
Computer laboratories with internet facilities should be provided for all
business education departments in Universities, Polytechnics, Colleges of
education, and other tertiary institutions in Nigeria.
Alternative power supply should be made available in the departments of
business education in all institutions to ensure constant power supply for
internet and e-learning services.
Government should introduce a workable ICT policy and liaise with other
stakeholders in education sector to make internet connectivity and other e-
learning resources such as computers, projectors, scanners, printers, etc,
available in teaching and learning business education.
Teacher preparatory institutions should incorporate computer mediate
communication strategy in the relevant areas of the curriculum units and
so expose teachers to strategic learning.
Government should map out special ICT and e-learning funds for the
management of e-learning in business education.
There should be adequate awareness creation on the importance of e-
learning and available e-learning activities and tools to teachers and
learners in business education.
References
Agwumezie, F.U (2009). Resources management in business education programme:
Towards utilizing the great potentials of women. Business Education
Journal, 3(2), 128-136.
Alexander, S. (2000).Higher education markets and providers. In Fry, K., (Ed.), The
Business of E-Learning, bringing your Organization in the Knowledge
Economy. Sydney: University of Technology.
Alu, N. C. (2011). Utilizing E-learning in Science and Technology Education.
Problems and Prospects. In Onyegegbu, O. and Eze, U. (Eds). Optimizing E-
learning Opportunities for Effective Education Service Delivery. A
Publication of the Institute of Education, University of Nigeria Nsukka, 2011
Amaewhule,W. (2000) An introduction to Vocational Education and administration.
Owerri: Springfield publishers.
Atakpa, R.A. (2011). Entrepreneurship education: A sine qua-non in business
education in Nigeria. Business Education Journal, 1(11), 1-6.
Asobie A., (2012). Challenges of Governance: Need for Transformational
Leadership, Presented at National Conference of ANAN, Held at Abuja,
October 9.
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Bassey, U. U., Umoren, G. U., Akuegwu, B. A., Udida, L. A., & Ntukidem, E. P.
(2007). ICT-Learn2007. Presented at the Sixth International Internet
Education Conference. Ramses Hilton, Cairo, Egypt.
Bennink R. (2014). Implementing e-learning from the corporate perspective.
Retrieved October 1, 2010, from www.knowledgetree.flexiblelearning.net.au/
edition05/.../bennink.pdf
Commonwealth Australia. (2007). E-learning Tools. Retrieved October 1, 2010,
from http://trades.flexible-learning.net.au/e-learntools.html
Covey, Stephen R. (2009), The Seven Habits of Highly Effective People. New
York:Simon and Schuster,
Eklund, J., Kay, M., & Lynch, H. M. (2013). E-learning emerging issues and key
trends. Retrieved October 21,2010, from http://pre2005.flexiblelearning.
net.au/research/2003/elearning250903final.pdf
Eteng, U. & Ntui, I.A. (2014). Access to e-learning in the Nigeria University System
(NUS): A case study of University of Calabar. The Information
Technologist: An International Journal of Information and Communication
Technology, 6 (2) 1-10.
Federal Republic of Nigeria (2004).National Policy on Education (4th Ed.).Lagos :
NERDC Press.
Grassi R. (2008). E-learning tools for education: regulatory aspects, current
applications in radiology and future prospects. National Center for
Biotechnology Information, U.S. National Library of Medicine 8600
Rockville Pike, Bethesda MD, 20894 USA
Gunga, S. O. (2010). Challenges of Implementation of E-learning in Mathematics,
Science and Technology Education (MSTE) in African schools: A Critical
Review: Journal of Contemporary Issues in Education, 5 (1), pp. 45-51:
http://ojs.edu.valbertafundex.pjp/jcied
Jegede, P.O. & Owolabi, A.J. (2013). Computer education in Nigerian secondary
schools: Gaps between policy and practice. Meridian: A Middle School
Technology Journal, 6 (2) 1-11.
Ifekudu,C. (2014). The transformation of Business education through information
and communication technologies in tertiary institution in Nigeria.
Unpublished thesis.
Ndume, V. (2008). Challenge of Adaptive E-learning at Higher Learning
Institutions: A case study in Tanzania. International journal of Computing
and ICT Research.. 2 (1)
Okoro, F.N. (2011). Application of e-learning in business education instructional
methods in Nigerian universities. International Journal of Educational
Research, 8 (1), 21- 27.
Okoye , K.R.E. (2013). Emerging issues in business, vocational and technical
education in Nigeria: The challenges and prospects. A keynote address
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10 35
No. 1,
41,2017
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Abstract
This study investigated the effect of students involvement in agricultural science
test construction on their academic achievement. The study was carried out in
Idemili South LGA of Anambra State. A simple random sampling techniques was
employed to sample 60 SSII students from a population of 1280 SSII students. The
instrument used for data collection was Agricultural Science Achievement Test
(ASAT), which was validated by two experts and the reliability established at 0.08
using test re-test. The study was guided by one research question and one null
hypothesis. The result of the study showed that the students that were involved in
Agricultural Science test construction performed better than those not involved in
test construction. It was recommended among others that agricultural science
teachers should involve students in test construction to enhance their academic
performance.
Introduction
One can only begin to appreciate the importance of agriculture with the
reality that, the improved standard of living and, improved medical and health
services have relatively increased life expectancy and reduced infant mortality
thereby, leading to proportional increase in world population most especially
in the developing countries. As a consequence of this, there has been a
relatively increased demand for food and allied products from agriculture. A
country is fully classified as developed when it can provide enough food that
is cheap and affordable for its citizens. Increased agricultural productivity is
one of the pre-requisites for economic progress. Rising agricultural
productivity is very necessary in countries like Nigeria as this is linked to
many of the Millennium Development Goals (MDGs), especially food,
security, poverty and employment (Blrisa, Shettima and Mustapha, 2010).
Agricultural education according to Osinem (2008) is the process of imparting
knowledge, skills and attitudes in agriculture to the learner at any level.
Obibuaku, (1983) in Osinem, (2008) described it as education and training
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and skills in performing a particular task. Tests are given often to students to
measure their intelligent, ability and, also, evaluate the extent of the teaching
learning process. There is every need to get students involved in the learning
process by stimulating their interest to enhance active participation in
classroom exercise. Nwabueze(1992), stated that, involving students in test
construction brings most students similar, in terms of academic achievement
thereby reducing to the barest minimum, much of the learning variations.
Also, in their own view, Siceci and Parker (2006), posited that involving
students in test construction helps students to learn more about assessment
formats, thereby enhancing their achievement. Test serve as a guide to
teachers when employed constructively to know how much content the
students has learnt.
It is pertinent to note that, to achieve the basic objective of agricultural
science, students must develop enough interest with modest commitment to
enhance their academic achievement.
Research Question
Does students involvement in agricultural science test construction affect
their academic achievement.
Research Hypothesis
Ho1: Students involvement in agricultural science test construction does not
affect their academic achievement
Methodology
The study adopted a quasi experimented research design. A pre-test post-test
non-randomised control group was used for the study. The study area was
Idemili South Local Government Area of Anambra State. The population of
the study was all the 1280 SSII students in the fourteen (14) government
secondary schools in the study area. A simple random sampling technique
was employed to sample five(5) students from each school to get a sample
size of seventy(70) students for the study. The sample were divided into two
groups, the experimental and the control groups, the experimental group were
the constructors while the control group were the non-constructors. The
experimental group were taught how to construct test questions from their
lessons by the teacher, while the control group were not taught that.
The research instrument used for data collection was the Agricultural Science
Achievement Test (ASAT). The instrument was validated by two experts,
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Result
Research Question
Does students involvement in Agricultural science test construction affect
their achievement?
Table 1: Mean achievement score of students on Agricultural Science test
constructors and non constructors
Groups No of Pre-test Post-test Std Dev Std Mean
cases mean Mean on pre Dev on Diff
Post
Experimental Group 35 32.11 67.23 19.14 22.40 35.12
constructors
Total 70
The result in Table 1 shows that, the experimental group (test constructors),
had a pre-test mean of 32.11 while the control group (non-test constructors)
had 31.34. Again, they had a post-test mean of 67.23 and 40.01 for
experimental and control group respectively with a mean difference of 27.22.
Hypothesis
Ho1: Students involvement in Agricultural science test construction does not
significantly affect their academic achievement.
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Total 70
The result in Table 2 indicated that the calculated value of Z is 3.79 while the
critical value of Z is 1.96. The result has shown that there is a significant
difference between the means scores of the experimental group and the
control group in favour of the experimental group, thereby rejecting the null-
hypothesis of no significant difference.
Discussion
The analysis revealed the performance of students in Agricultural Science
which from all indications is not encouraging when one takes cognizance of
the pre-test mean of 32.11 and 31.34 for experimental and control group
respectively. However, the post-test mean score indicate a progressive shift
on the part of the experimental group. After involving them in test
construction for assessment and evaluation, their performance actually
improved and they performed better than the control group that were not
involved in test construction as shown in their post-test mean score. The
difference in performance was actually ratified when the hypothesis was
tested at 0.05 level of significance. This result showed that there is a
significant difference between the scores of students involved in agricultural
science test construction and the non-test constructors. This result agrees with
Nwabueze (1992) who found out that test construction brings most students
similar in terms of academic achievement and reduces to the barest minimum,
much of the learning variation. Also, Siceci and Parker (2006), stated that,
involving students in test-construction helps them to learn more about
assessment formats, thereby enhancing their academic achievement. This is
so as it will help them to understand their problems more, improve their
interest, stimulate their critical thinking ability and their understanding of the
subject. This will culminate in their sustained interest in agriculture,
acquisition of basic knowledge and practical skills, integrate knowledge with
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skills, prepare students for further studies in agriculture and prepare and
expose them to occupations and opportunities in the field of agriculture.
Conclusion
Involving students in Agricultural Science test-construction will no doubt,
make them to have a wider knowledge of the subject matter which will
facilitate the participatory student-teacher learning activity. This will help
them to learn more on assessment and evaluation strategies thereby improving
their performance. Improved performance will lead to increased interest by
the students not only in the subject, Agricultural Science but, also in
Agriculture as a course of study in tertiary institutions and as a profession to
engage in after school. This development will in no small measure, engender
agricultural productivity. When we begin to have educated farmers with the
requisite modern technical knowledge engage in agricultural production and
farm management, food will be adequate, per capita income will increase,
Gross Domestic Product will increase leading to positive balance of payment,
culminating to improved standard of living for all and sundry in Nigeria.
Recommendation
The following recommendations are based on the findings
1. Agricultural science teachers in our secondary schools should as a
matter of fact involve student in test-construction in order to keep them
abreast on the assessment and evaluation strategies to enhance their
performance in the subject.
2. Colleges of Education, education faculties in our universities and,
other teacher training institutions should include the test-construction
strategy in their curriculum.
3. Workshops, short courses and conferences should be organized for
teachers to emphasise this strategy as germane to the enhancement of
students academic performance.
Educational Implications
The results of this study have obvious implications for teachers, students and
stakeholders in education.
The teachers ability to impact knowledge is measured by the performance and
the level of knowledge acquisition by the students. Students involvement in
test construction will definitely enhance their interest and hence improved
performance. Developing more interest in Agriculture will result in most of
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References
Hamza, F., and Mohamed, A. U., (2011). Way Forward for the new Basic
Science and Technology Curriculum
Hornby, A. S., (2003). Advanced Oxford Learners Dictionary of Current
English. London: Oxford University Press.
Idris, Y.L., Shettima, B. G.; and Mustrapha, S. B. (2010). Effect of
Agricultural Imput on Farmers Productivity. A case study of fertilizer
among maize farmers in Kaltungo L.G.A. of Gombe State.
Proceedings of 24th Annual Conference of Faman. 194-197.
Meredia, M., (2007) Curriculum Enhancement and Reforms to meet the
Needs of small holder Farmers in Developing Countries
http://enghi138/com/1103428.
Nwabueze, B. O. (1992). The effect of Improved students Participation on the
Mathematics Achievement Level of secondary school students in
Obodo, G. C. (ed) Science and Technology Education in a Depressed
Economy. Division of General studies, Enugu State University. 16-20.
Okeke, D. C., (2011). The Prospects of Post-secondary Agricultural
Education Curriculum Reform on the Nations Agricultural
Productivity and graduate engagement. Proceeding of 52rd Annual
Conference of STAN. 134-139.
Onwuka, U; (1984). Curriculum Development for Africa. Onitsha: FEB
Publications Nig Ltd.
Osinem, E. C., (2008). Managing Agricultural Education and Training,
Resources, principles and Methods. Enugu, Belony Int Press.
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pages 42 1,48,
2017
Vol. 10 No. 1, 2017
NWAWUBE MARTINA. C.
08063254131, nwawubemartina@yahoo.com
Abstract
The importance of peace education on conflict resolution between farmers and
nomads cannot be over emphasized. Lives and properties worth millions of naira
have been lost whenever conflict occurred between farmers and herdsmen. It is
against this backdrop that this paper examines peace and nomadic education in
Nigeria. Peace education can be a bridge builder over the dividing lines of conflict.
It looks at how to achieve a violence-free state through peace education if included
in the curriculum of nomadic education. Avenues through which peace education
can be promoted were also considered. Finally some recommendation were put
forward for peace education to be effectively achieved.
Introduction
There has been a tremendous increase in conflicts between Fulani
herdsmen and farmers in recent times. Such conflicts are becoming a national
issue. Down in the South-Eastern States, it is becoming very alarming as
conflicts are occurring in almost all the States. There is so much violence
among herdsmen and farmers. This has led to loss of lives and properties
worth millions of naira. There is therefore a crying need to advocate for peace
through nomadic education. This is so, given the fact that peace and peaceful
co-existence have eluded the society. Violence is triggered off at the slightest
instance. It is therefore the stand of this write up that the inculcation of peace
through nomadic education will go a long way in making the Fulani herdsmen
of the society live peaceably with those around them. When this happens,
cases of loss of lives and properties will be reduced and the society will
become a better place to live in. There will be also increase in crop and
animal production thereby alleviating the sufferings of farmers and nomads
alike.
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ensuing depletion of land resources play key roles in the causes of conflict as
well.
Farmers lay blame on cattle rearers for destroying their farmland while
the cattle rearers accuse the farmers and their host communities of
stealing/killing their livestocks leading to clashes between both parties.
Aggression are also stirred up whenever cattle, on their feeding quest, eat up
cultivated farmlands destroying them in the process or even trampling and
compacting the soil with their hoofs thereby rendering the soil unproductive
for planting. Considering the loss incurred by the farmers as a result of these
acts, farmers often retaliated by stealing, poisoning or even killing cows. On
their part, the herdsmen readily went as far as setting villages ablaze and
killing with knives and guns anyone who tampered with their cattle.
It is necessary at this point to notice the over-whelming number of
lives and properties lost to these incessant clashes which are evident and
persistent in state such as Oyo, Delta, Kwara and Kogi but even more
persistent in Awgu, Uzowani and Ayamelum communities of Enugu and
Anambra states. These are just few of many unreported clashes that are
currently being experienced all over farming villages in the South-Eastern
states.
Gestures towards resolving the conflicts between farmers and
herdsmen are fundamental to creating sustainable peace. It is worth
mentioning that several attempts made by governments, N.G.Os and other
concerned bodies to negotiate peace deals only ended up hitting the rock.
Reasons remain unknown. To the affected communities, the fact remains that
since the respective authorities have none of their family members caught in
the clash, their anguish might remain unfelt with little or no succor for
anyone.
If the government at all levels and other concerned bodies are really
bent on achieving the millennium Development Goal numbers one, seven and
eight as initiated by the United Nations, it is necessary that it establishes an
effective and well defined master plan for an efficient and sustainable land
use. Government should also constitute a holistic and interactive stakeholders
forum to discuss ways out of the incessant conflicts. It is hoped that such
meetings and discussion will modify the existing itinerant method of cattle
rearing and possibly arrive at the ranch system which limits the movement of
cattle rearers.
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Recommendations
The following recommendations are put forward to achieve this peace
education:
1. In every Federal and State ministries of education, there should be a
nomadic education unit with a sub-unit of peace education,
2. Since nomads are predominantly Muslims, moral instruction in Islam
should be emphasized for nomads because we believe all religions teach
peace. This will help to foster great peaceful co-existence.
3. Peace education should be included in teacher training programmes.
This is not only for the nomads but for other teachers.
4. Radio or distance education programme should be used to aid the
National Nomadic Education School (NNES) and adult education
agencies.
References
Aminu, J. (1986). Fair deal for the nomads: key-note address. In Ezeoma
.C. (ed). The Education of nomads in Nigeria: First National workshop
on Education of Nomads in Nigeria, Yola November, 4-6, Federal
Ministry of Education. Lagos.
Hicks, D. (Ed) (1988). Education for peace: Issues, principles and practices
in the classroom. London: Routledge.
Lin, M. and Stichwort, P. (1999). Education for peace: New York. Seven
stories press.
Ololobuo, C.O. (2000). Developing the self as a basis for peace Education in
the 21st century: Journal of women in colleges of Education 4.
Oxford Dictionary on Current English (1998). New York: Oxford University
press.
Reardon, .B. (1988). Comprehensive Peace Education. New York: Teachers
college press.
Reardon, B.A. (2002). Comprehensive Peace Education. The online journal
of peace and conflict resolution. 4:2:1-8.
Sandy, L.O. and Perkins, J.R. (2002). The nature of peace and its implication
for peace education: The online journal of peace and conflict resolution.
Retrieved from www.org/QJPed/42natp5, df.
The World Book Encyclopedia (1971). Peace 15. Chicago. Field enterprise
educational co-operations.
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Vol. 4959,
10 No. Vol. 10 No. 1, 2017
1, 2017
Abstract
Technical and Vocational Education Training (TVET) is the training of technically
oriented personnel who are to be initiators, facilitators and implementers of
technological development of a nation by adequately training its citizenry on the
need to be technologically literate leading to self reliance and sustainable
development. The role of Technical and Vocational Education Training as a vehicle
to empowering youths for job creation and sustainable development has been
universally recognized. This paper elucidated the need for value re-orientation of
TVET sandwich programme as a vehicle to sustainable development in Nigeria. The
paper highlighted the concept of value re-orientation, sustainable development,
sandwich programme as a vehicle to sustainable development and the need for value
re-orientation in TVET sandwich programme. The challenges facing TVET
sandwich programme in Nigeria were also underscored. Consequently,
recommendations were advocated in line with the exegesis made on TVET
sandwich programme. It was recommended that government and stakeholders in
Education should not scrape the sandwich programme rather, it should be beefed up
in order to achieve its objectives of empowering the learners academically and
practically with competencies needed for self reliance and sustainable development
in Nigeria.
Introduction
The National Policy on Education indicated that education is an instrument
par excellence for effective sustainable national development (Federal
Republic of Nigeria, FRN, 2004). The educational sector in Nigeria is vested
with the responsibility of preparing the learners with relevant attitudes,
competencies and skills necessary for self reliance and sustenance through the
use of effective curriculum.
It is evident that there is a current awareness among stakeholders in
educational sector concerning the critical function of technical and vocational
education and training (TVET) in achieving the objectives of self reliance
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Conclusion
The introduction of sandwich programme as an intervention strategy is a
welcome development especially in TVET programmes. This will no doubt
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Recommendations
In line with exegesis made on TVET sandwich program and the need to
achieve the educational objectives of sandwich programme, the following
recommendations are drawn for consideration by stakeholders in the
educational sector.
1. The government and management of sandwich program should ensure
adequate funding of the programme.
2. The management of TVET sandwich programme should provide
adequate educational facilities for demonstrative and practical learning.
3. It is necessary that supervision committee be constituted to discourage
sorting, examination malpractices and other sundry corrupt practices.
References
Abolaji, G, & Reneau, F.W (1988). In - services Needs and Problems of Agricultural
Science Teachers in Kwara State, Nigeria. Journal of the AATEA 38 (2), 43-
49.
Agbata I.V.N (2013). Improving the Quality of Technical Education Sandwich
Programme in Delta State University (Delsu), Abraka for Job Security and
National Development. Nigerian Vocational Journal (NVA) 18(2) 315-322.
Agomuo, E.E. (1997). In-service Training Needs of Educational Secretaries.
Nigerian Vocational Journal. 9, 11-16.
Aina, O. (2009). Three Decades of Technical and Vocational Educational and
Training in Nigeria. Ile-Ife: Obafemi Awolowo University Press.
Asaya, S.A (1999). Teacher Education in the Twenty-first Century: An Overview
Seminar paper presented at the seminar on in service education of teachers
-The Nigeria experiences organized by the college of education, Ekiadolor
Benin, Benin City 11th-13th June.
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Asogwa O & Diogwu, G.O (2007). Vocational and Texile Education Nigeria in the
21st Century. Journal of Nigerian Academic Forum 12(2)42-45.
Federal republic of Nigeria (2004). National policy on education. Lagos NERDC
Press.
Fox, G.T (1981). Purpose as Content for Evaluating In-service Programme. Journal
of Research and Development in Education. 14(2), 34-39.
Ikeoji C.N & Agwubuike C.C.(1999). In-service Educational Needs of Agricultural
Science Teachers in Delta State. Journal of Educational Research and
Development. 1(1), 91-102.
Ikeoji C.N, Agwubuike C.C & Ideh V. (2007). The Role of Sandwich In-service
Program in Developing Agricultural Science Teachers in Delta state,
Nigeria. Journal of Agricultural Education 48(1) 97-105.
Ikeoji C.N (2010). Failure of Vocational Agriculture to Meet Work-skill
Requirement in Contemporary Nigeria: The Way Forward. A paper
presented at the Nigerian vocational Association (NVA) 2010 annual
conference held at university of Nigeria Nsukka July 28th-31st, 2010.
Iredia, P.A(2006). Repacking Vocational Education for Dynamic Economy. Journal
of Quantitative Education 4(2) 64-72.
Kamalu, B.O & Wordu E.C (1010). Value Education in Early Childhood for
Sustainable Development OMEP, Journal of ECCE 2(1), 1-3.
Kayoma, F.O & Oharisi J.O (2013). Revitalizing Technical Vocational Education
and Training (TVET) Towards Capacity Building for Sustainable
Development in Nigeria. Nigeria Vocational Journal (NVA) 18(2) 204-214.
Nuru, A. (2007). The Relevance of National Vocational Education Qualifications
(NVQS) in TVET in Nigeria. Unpublished conference paper.
Nwokolo, P.O (2003). Related Thoughts in Vocational Education: The Developing
World Experience. Onitsha: STAN educational publishers.
Obanya P.A.L (1992). Trends in Training of Teachers for the Lower Secondary
Schools in Nigeria. In Adesina S. (ed) Trends and Issues. Ilorin Institute of
Education.
Obi.C.I (2005). A Critique of Vocational Agricultural Education in Nigeria
Secondary Schools. Journal of Home Economic Research 6(2). 57- 61.
Okafor, E.C (2011). The Role of Vocational and Technical Education in Manpower
Development and Job Creative in Nigeria. Journal of Research and
Development 2(1). 57-68.
Okokiti, S.O (2001). Total Quality Management Approach to Strategic
Implementation of Policies and Programmes in Public Service. Paper
presented at the senior management course on productivity enchantment in
public service, Lagos state.
Okorie, J.U (2000). Infrastructural Facilities for Growing Vocational and Technical
Institutions in Nigeria in P.M Esomonu and O.O Ibe (Eds). The imperatives
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Vol. 60-73,
10 No. Vol. 10 No. 1, 2017
1, 2017
Abstract
This paper examines the problems of efficient teaching and learning in secondary
schools in Awka zone with focus on teachers and students perception. To achieve
the above mentioned objectives, the study employed a descriptive survey research
design. The target population was 460 respondents consisting of 120 teachers and
340 students selected from Awka education zone. The sample size of the
respondents is made up of 90 teachers and 310 students. The data were collected
using questionnaires. The data collected were analyzed using descriptive statistics
after data cleaning and coding. Validity of the instruments was done by experts.
Reliability was tested by subjecting the instruments to a pilot study through the split-
half technique. After the analyses, the study revealed that 98% and 80% of teachers
and students respectively viewed lack of funds as a major factor responsible for poor
academic achievement while 98% and 78% of teachers and students respectively
also revealed that both teachers and students had negative attitude towards methods
used in teaching and learning among others things. Based on the findings, Few
recommendations were made that government and various stake holders in
education should ensure that adequate structural and infrastructural facilities as well
as good learning condition should be made available for effective and efficient
learning in secondary schools.
Introduction
A school is an organization with many personnel performing different
functions to ensure that students were fully equipped with learning. The
teacher is a prominent and indispensable member of the school organizational
team (Okorie, 2004). The effectiveness of any system depends upon the
quality of the individual delivering the service. Brilliant teaching reflects
scholarship, personal integrity and ability to communicate with learners
effectively. (Swars, 2008) identifies top requirements for good teaching.
These include: passion and treating students as consumer of knowledge,
listening to their questions, being responsive and remembering that each
student in the class being flexible, experimenting and having the confidence
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Research Questions
a. What are the perception of secondary school teachers towards teaching
and learning in Anambra State?
b. What are the students perception on teachers qualities that account for
effectiveness on teaching and learning in secondary schools
Conceptual Framework
Adekwu (2006) discussed the psychological concept of perception as the way
through which we evaluate people we are familiar with. This study is
adopting the view of Adekwu as the theoretical basis for students perception
of teachers knowledge of subject matter, attitude to work and teaching skills
in schools. For convenience, Adekwu conceived that in persons perception,
the perceiver is the judge and person perceived the other. In this paper
therefore, the secondary schools students are to serve as judges judging their
teachers professional competence and their teaching effectiveness.
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Perception
Perception refers to opinions, attitudes, views and beliefs towards a
phenomenon. The knowledge or sets of belief about something shape our
expectations and hence what we perceive.
Despite the numerous constraints to the students achievement, the teachers
perception for teaching seems to be the most important. The perception of
teachers teaching to a large extent, determine the level of understanding
reached by his /her students. Most teachers perceive teaching as boring, none
interesting and a highly none rewarding profession. In recent years, new
research (Awotua-Efebo, 2002) has demonstrated the dramatic effect that
teachers can have on the outcomes of students from all academic and social
background. In fact, studies have shown that teachers perception is the most
important educational input predicting students achievement.
Teaching
The concept of teaching is better described than defined because of variations
in definitions. Various authors have defined teaching according to their own
points of view. Because of this; it has become very difficult to accept one as
being the best. Teaching was originally the work of parents, elders and
religious leaders. The duty of these people is to teach children how they can
think positively to live a successful life. The Adults share their ideas and what
they experienced with the children who gradually acquired the knowledge. As
a result of knowledge acquired by these young ones through traditional ways,
they in turn carried out teaching. In our present day, teaching is no longer the
exclusive responsibility of parents, elders and religious leaders as it used to
be. It has becomes more sophisticated and is now the responsibility of trained
or professional teachers.
Many institutions have been opened to train people on how to teach. ( 2002)
defined teaching as the ability to guide one to gain knowledge in a classroom
setting. Teacher does the work of guiding the learner through social
interactions ( student-teacher, student-student) to gain experiences that are
worthwhile for social living in the society. Okoye (2015) defined teaching as
an activity which is aimed at presenting certain learning content by giving
instruction to someone to enable that person learn something from it. He also
viewed teaching as an activity whereby the person being taught desires to
benefit from it and wishes to acquire particular learning content.
According to Wubbels (2010), teaching should be a process of probing by the
teacher and discovery by the students. According to him, it should be a
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process whereby the teacher guides the student in searching for new facts and
truths. Rahman (2011) stated that teaching strategies that one uses will
undoubtedly affect ones philosophy of teaching. He went further stating that
Education is a cooperative enterprise that works well if the students are
permitted to contribute to it while teacher listen and respond. The teacher
should show interest in what they are teaching and do some explanations; the
teacher should also show respect and concern for students and their learning.
Pigge (2010) stated that one of the important media of realizing the
educational objectives is the appropriate teaching method. According to him
the method adopted by the teacher either promotes or hinders learning; it
may increase mental activities which are the basis of social power. According
to Muijis (2006), when competent and qualified teachers are given the right
training, then there will be quality and when one is self-motivated and
responsible as a teacher. Most disciplinary problems are solved as he
stimulates learning through cognitive and affective methods. Behind every
successful lesson is a good teacher. Effective teaching implies productive,
purposeful, result oriented, qualitative, meaningful and realistic teaching
(Chan, 2011). The essence of being an effective teacher lies on what to do to
foster student learning.
Teaching Effectiveness
A teacher is said to be effective if his approaches in the teaching-learning
process lead to attainment of educational objectives. The concept of
effectiveness suggests efficiency producing desired result. Effectiveness is
therefore, result oriented. Hollon (2012) reported that if we are to stimulate
and develop critical thinking which will be useful to students in future, the
following should be expected in our classroom: an overall teaching approach
that is essentially directive; a lesser emphasis on students compliance with
traditional classroom behavioural expectation; and a classroom climate that
encourages students participating to a large extent achievable through
effective use of wait and halt time. Ali (2005) notes that the evaluation of
teaching may be based on three distinct criteria; the outcome of teaching; and
the behavior of the teacher while teaching.
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Teaching Method
The teachers methods of teaching may go a long way in enhancing effective
learning by the students. The traditional method of teaching in the schools
involves chalk and talk activities which are fully teacher-centered. In this
case, the students are passive robots in the classrooms who regard the
teacher as the repertoire of knowledge.
Teachers Quality
The impact of the teacher in the performance of students in teaching and
learning is germane. The teacher is the facilitator who is to impart into the
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Theoretical Framework
Environmental Theories: These comprise the behavioral, ecological and
empiricists theories. They emphasize on the fact that the environment shapes
perceptions. In the behavioral theory (Pigge, 2010), the interplay between the
individual and the environment is emphasized, and that perceptions are due to
environmental conditions. According to (Stronge,2015), what is done is not
because of in-born motivation but rather because of the environmental
conditions experienced.
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Research Question 1: what factors are responsible for the difficulty in the
teaching and learning in secondary schools?
Table 1: Mean rating of the respondents on the factors for the responsible for
the difficulty in Teaching and learning in secondary schools.
S/N Items SA A D SD X REMARK
1 Lack of appropriate training. 180 110 80 10 3.16 Accepted
2 Lack of seriousness amongst 130 130 10 10 3.15 Accepted
students/teachers
3 Many parents cannot afford to 150 100 60 25 3.12 Accepted
buy textbooks for their children
4 Lack of instructional aids 180 100 30 15 3.45 Accepted
makes teaching and learning
very difficult
5 There is no incentive to 120 120 40 30 3.40 Accepted
motivate the teachers/students
to put in their best.
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From the Table 3 above, it was observed that the respondents accepted all
items numbers 1,2,3,4 and 5 with the mean responses of 3.16, 3.15, 3.12,
3.45 and 3.40 respectively showing that the factors responsible for the
difficulty in the teaching and learning in secondary schools as the main key
that affects both the students and teachers in teaching and learning in schools.
From the table 2 above, it was discovered that the respondents accepted all the
items numbers 6, 7, 8, 9, 10 and 11 with the mean responses of 3.53,
3.62,3.50,3.5.20,3.40, and 3.20 respectively agreed that the strategies could be
adopted to enhance better teaching and learning in secondary schools. And
that it encouraged good education in Anambra and Nigeria as a nation.
Discussion of Findings
Summary on the problems of teaching and learning , focus on the students
perception in secondary schools: Based on the data collected and analyzed,
the following findings were made:
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Conclusions
It is indisputable that teachers are the bedrock of students for academic
performance, national growth and development. Teachers are the producers of
individuals with critical skills for socio-economic development. They need to
be effective in order to produce competitive knowledge workers for the global
knowledge based economy. Another very important way of improving quality
teaching is by giving adequate support to teachers in particular by motivation
and encouragement. Teachers should also strive to be effective in their
teaching roles bearing in mind the challenges facing Nigeria education system
at the moment.
Recommendations
Based on the findings of this study, the following recommendations were
made:
1. The education sector should be transformed by re-enforcing our
teaching force. Qualified and dedicated teachers should be employed
without being biased.
2. Enough funds should be budgeted for education and utilized
judiciously without diverting it for other selfish interest. Fund is
essential for performing administrative roles, staff welfare,
procurement of instructional materials and laboratory equipment and
facilities for teaching practical and effective demonstration;
3. Teachers welfare need to be taken seriously by providing well
equipped relaxation centers for stress management, paying them
uniform salary in line with their counterparts in the other ministries in
order to boost morale and image of the profession and releasing
promotions promptly;
4. The Ministry of Education should review the curriculum to make it
relevant and flexible to the diverse needs of different regions and
background of the students; and
5. Environment for instructional delivery should be conducive for
learning with necessary teaching learning facilities put in place for
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References
Adamu, B (2009), Falling standard of education in Nigeria. Retrieved from
http://www.learningforward.org/news/results/498sparks.cfm.
Adekwu, J. (2006). Mastering the techniques of teaching. San Francisco, CA
Josset Bossey Bass.
Awotua-Efebo, E.B. (2002). Effective teaching: principals and practices. A
book in print of jeson services, 96-98 Olu-Obasanjo Road Portharcourt.
Chan, K. W, (2011). Pre-service teachers conceptions about teaching and
learning : A closer look at Singapore cultural context . Asia-pacific
journal of teacher education, 35(2), 181 195.
Chang, W. (2005), Impact of constructivist teaching on students beliefs
about teaching and learning and learning in introductory physics.
Canadian journal of science, mathematics and technology education
%(1), 95-97.
Federal Republic of Nigeria (2008). National policy on education, Lagos,
Federal Government Press.
Goe, L., (2008). Approaches to evaluating teacher effectiveness, a research
synthesis. Washington, DC: National comprehensive centre for
teacher, quality. Retrieved March 3, 2009. Pp. 6-9.
Hamza, S. (2006). Criteria for evaluating teacher performance. Retrieved
from http://dictionary. Reference.com/brouse/criterion
Hollon, S . E. (2012). Science teachers conception of teaching learning. In J.
Brophy (Ed.) Advances in research on teaching. (pp.142-145)
Jerome G. Delaney (2010). How high school students perceive effective
teachers. Faculty of education, memorial university of new found land.
3-7.
Jivrovec, R.L, (2010) . Course evaluations: what are social work students
telling about teaching effectiveness? Journal of social work Education,
34, 229-236.
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Abstract
Mean body measurements for drafting basic patterns for female adolescent students
in urban and rural public secondary schools were established. Basic block patterns
of bodice, sleeve and skirt for large figure size were drafted. The patterns were
transferred to fresh paper and pattern instructions were marked on all the pattern
pieces. Toilers were sewn from the pattern pieces and worn by models. The study
also tested the fit of the basic dresses that were constructed. The fit of the basic
dresses on the models were evaluated by teachers, students and seam stresses. Ex-
post facto research design was adopted for this study. A sample of 960 subjects was
drawn from a population of 9,606 female adolescent students. Multistage sampling
technique was used in selecting the sample. Instruments for data collection were:
body measurement chart and evaluation chart. Findings showed that the mean hip
measurement for female adolescent students in both urban and rural secondary
schools for large figure size was 35.34 inches. The findings also revealed the mean
ratings of the judges on the fit of the basic dresses for large figure size ranged from
3.65 4.98.Recommendations were made based on the findings.
Introduction
Clothing is one of the basic human needs, meeting these needs provide
satisfaction and enjoyment in life. So clothing is a complex but fascinating
part of everyones life. Horn and Gurel (1981) defined clothing as all items of
apparel and adornment. This includes decorations such as cosmetics, tattoos,
hair colour and hair arrangement, ornaments of jewelry, badges and insignia
of office or rank, extensions of body in the form of canes, umbrellas, and
handkerchiefs as well as apparels or garments. Johnson and Foster (1990)
further defined clothing as anything placed on the body to adorn, protect or
communicate intent. Wilson (1995) also conceived clothing as a cultural
phenomenon, an aesthetic medium for the expression of ideas, desires and
beliefs circulating in the society.
The dress of an individual is a sign language that communicates a set
of information and is usually the basis on which immediate impressions are
formed. Few aspects of the self call for as much open admiration as ones
clothes, since there are rare opportunities for causal acquaintance at least, to
comment on ones gesture, facial expression, posture, speech pattern,
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intellect and other characteristic traits, even though these are all parts of self.
Lott (2001) stated that teenagers who had a high degree of confidence in their
adornment behaviour also had high self concept of their physical attributes,
Jersild (2002) was of the opinion that clothes were often mentioned in
dissipation of what children and adolescents like about themselves. Clothing
is a significant force in the enhancement of the self and when used positively,
it contributes to ones feelings of self acceptance, self respect and self esteem
(Alubayi, 2009).
An adolescent has been defined as an individual within the age range
of 12-19 years. The World Health Organization (1993) estimated that over
one billion people inhabiting the earth are adolescents. The age range of 12-
17 years coincides with the age for secondary education in Nigeria (Federal
Republic of Nigeria, 2004). Thus, a high concentration of Nigerian
adolescents are found in post-primary institutions both in urban and rural
areas.
Pattern development is the art of constructing patterns for the making
of garments, toys and other articles. Patterns drafting is a method of making
patterns using individual or average body measurements to establish desired
pattern lines. A perfectly fitted garment begins with accurate body
measurements (Iloeje and Anyakoha, 2009). Taking the correct body
measurements of an individual is very important in dressmaking.
Measurements of an individual is very important in dressmaking.
Measurements should be taken over well-fitted foundation garments. There
are basically two groups of body measurements needed for pattern drafting;
they are the round or horizontal measurements and the straight or vertical
measurements. The vertical body measurements include all the length
measurements such as back length, sleeve length and skirt length; while the
horizontal measurements include the bust, waist, hip, top-arm, chest, wrist, in
short all the width measurements.
Since the ban on the importation of textiles and clothing products,
agriculture and non-agricultural goods including clothing and textiles have
been subjected to import restrictions mainly for purposes of protecting the
domestic industries (Oyejide, Ogunkola and Bankole, 2005). They also
observed that import prohibition has been rendered virtually impotent by large
scale smuggling in spite of the stiff penalties imposed on those involved in the
importation, transportation, storage, display and sale of prohibited items.
The problem in garment construction for mass production, is that it is
obviously cumbersome for a dressmaker to embark on drafting blocks for
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Hypotheses
The following hypotheses were tested at 0.05 level of significance.
H01: There is no significant difference between the body measurements of
female adolescent students (13 16 years) in urban and rural
secondary schools in Anambra State required in drafting basic block
patterns for large figure size.
H02: There is no significant difference between the mean ratings of the
judges on the fit of the basic dress (bodice, sleeve and skirt) for large
figure size.
Methodology
Design of the Study
The study adopted ex-post facto research design. According to Nworgu
(2003), ex-post facto research design is similar to experimental study in the
sense that it also seeks to establish cause-effect relationships but differs from
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it in that the researcher usually has no control over the variables of interest
and therefore cannot manipulate them.
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Results
The results for the study were presented in line with the purposes and
hypotheses which guided the study. They are presented in tables below:
1. Body measurements of female adolescent students (13 16 years) in
urban and rural secondary schools required to draft basic block patterns
of bodice, sleeve and skirt for large figure size.
Table I Mean body measurements of respondents with large figure
S/N Body Measurements Urban Mean Rural Mean of
1 Mean 2 Urban and
N = 220 N = 220 Rural 3
N = 440
Bodice
1. Bust 34.28 33.82 34.05
2. Hips 35.83 34.85 35.34
3. Waist 26.31 27.33 26.82
4. Back width 13.98 13.07 13.52
5. Chest width 13.98 13.07 13.52
6. Shoulder length 5.24 4.98 5.06
7. Back length 15.46 15.25 15.35
Sleeve
1. Top arm 10.86 11.02 10.94
2. Sleeve length 20.69 19.86 20.27
3. Length of elbow 11.24 10.30 10.77
4. Wrist 8.25 7.29 7.77
Skirt
1. Hip depth 8.42 7.98 78.20
2. Skirt length 21.97 21.01 21.49
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presented the average mean body measurements obtained for each of thirteen
(13) body parts measured. It ranged from 5.24 inches 35.83 inches for urban
secondary schools and 4.98 inches 34.85 inches for rural secondary schools.
2.Mean ratings of judges on the fit of the dress (bodice, sleeve and skirt) for
large figure.
Table 2: Mean ratings of judges on the fit of the dress on large figure.
S/N Dress Parts SA A UD D SD x
Bodice
1. Neckline 316 50 40 10 24 4.42
2. Shoulder seam length 432 - - - 18 4.95
3. Bust ease 156 202 12 10 60 3.87
4. Upper back 300 135 - 5 - 4.66
5. Waist ease 315 85 60 40 - 4.58
6. Waist placement in front 347 91 - 2 - 4.78
7. Waist placement in back 172 175 53 40 - 4.09
8. Front bodice waist dart length 104 270 10 20 36 3.65
9. Back bodice waist dart length 379 48 10 - 3 4.82
10. Armhole depth 302 132 3 - - 4.68
Sleeve
1. Ease at biceps 393 45 - - 2 4.88
2. Sleeve cap ease 430 - 2 - 8 4.94
3. Sleeve length 166 202 12 12 48 3.97
4. Armhole seam 150 200 10 20 60 3.82
Skirt
1. Front dart length 315 50 30 21 24 4.39
2. Back dart length 320 50 42 12 16 4.47
3. Ease at hip 372 65 3 - - 4.84
4. Ease at thigh 428 10 - - 2 4.96
5. Skirt side seam curve 292 50 40 40 18 4.27
6. Skirt side seam 379 48 10 - 3 4.82
7. Hemline 437 - - 3 - 4.98
Table 2 showed that the judges strongly agreed that seventeen (17) out of the
twenty one (21) items have mean scores that ranged from 4.09 to 4.97. The
judges also agreed that four (4) other items in the basic block dress would
give fairly satisfactory fitting to the students. The mean scores of the four (4)
items ranged from 3.65 to 3.97.
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Testing of Hypotheses
Null Hypothesis 1
H01: There will be no significant difference in the mean body measurements
of female adolescent students (13 16 years) in urban and rural
secondary schools with large figure size.
Table 3: T-test on the mean body measurements for respondents with large
figure.
Variables N SD DF t. crit. t. calc. Remark
Urban female 480 18.8 0.63
students
Ha
958 1.96 -13.3
Rural female 480 19.3 0.79
students
HA = Hypothesis accepted
Analysis on Table 3 showed that the mean scores for female adolescent
students in urban and rural secondary schools stood at 18.8 as against the
mean scores of 19.3 obtained for rural secondary schools. When these two
mean scores were treated to a t-test analysis, the calculated t-value of -13.3
was less than the critical t-value of 1.96 at 958 degrees of freedom and 0.05
level of significance. Thus, the null hypothesis 1 was accepted. The
conclusion was that there was no significant difference between the mean
body measurements for female adolescent students (13-16 years) in urban and
rural secondary schools for large figure.
Null Hypothesis 2
H02: There will be no significant difference in the mean ratings of judges on
the fit of the dress (bodice, sleeve and skirt) for large figure.
Table 4: Summary of ANOVA on the fit of the basic block dress for large
figure.
Source of Sum of Df Mean F-ratio F-ratio Decision
Variation Squares Square crit. calc.
Between groups 0.91 2 0.46
3.82 1.76 Ha
Within groups 52.86 60 0.88
The result in table 4 showed that the calculated F-ratio of 1.76 was less than
the critical F-ratio of 3.82 at 958 degrees of freedom and alpha level of 0.05.
Hence, the null hypothesis 2 was accepted as stated. This implied that the fit
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of the basic block dress (bodice, sleeve and skirt) as measured by the mean
ratings of the judges did not significantly differ for large figure.
Discussion
The mean body measurements of thirteen body parts of female adolescent
students in urban and rural secondary schools in Anambra State for large
figure size were calculated and presented in table 1. The result revealed that
the mean measurements for bust, waist and hips for large figure were 34.05
inches, 26.82 inches and 35.34 inches respectively.
The findings agreed with Bray and Haggar (1994) who stated the basic
measurements for drafting bodice, sleeve and skirt for females. Akubue
(2004) observed that some measurements are basic and essential for the
construction of every pattern, while some are supplement and may be useful
when working on a particular design or figure.
The mean body measurements were utilized in the drafting of the basic block
patterns (bodice, sleeve and skirt) for the target group using flat pattern
method. Aniekweze (2003) earlier agreed that flat pattern method is one of
the good methods of obtaining patterns used for making clothing.
Since no significant differences were found in the mean body measurements
of female adolescent students (13 16 years) in urban and rural areas tested,
one set of block patterns was developed for both. In standardizing the block
patterns, trial fitting of the patterns was made with calico fabric. The drafted
patterns were trued, cut and assembled and worn by models. The mean ratings
of the fit of the dress were satisfactory. It goes to confirm the view of
Marshal, Jackson, Stanley, Kefgal and Touchie Specht (2000) that
manufacturers of patterns toile their trial garment. The mean scores from the
judges on the fit of the dress were used for the final correction. The dresses
were loosened, ironed properly and placed on fresh paper. The patterns were
then transferred to the paper. Pattern markings were then indicated on them
and these were the basic block patterns for female adolescent students large
figure.
Conclusion
Patterns are basic necessities in the construction of dresses and garments.
They are very useful for large scale productions. The good fit obtained must
have resulted from accurate body measurements taken, precision in the
drafting of the basic block patterns (bodice, sleeve and skirt) and the
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Recommendations
The following recommendations have been proffered based on the findings of
the study:
Producers of custom-made garments should use the basic block patterns
obtained from the study to make dresses and garments for female
adolescents with large figure.
Students who study clothing both at senior secondary schools and higher
institutions should use the result of the findings to produce dresses and
garments in their entrepreneurship classes.
Seamstresses should use the basic block patterns to improve their
teaching and can also use the patterns to adapt and develop different
styles for exhibitions.
References
Akubue, B. (2004). Strategies for Enhancing the Pattern Drafting Skills of
Dressmakers/ Tailors who Sew Female Dresses in Enugu State.
Unpublished M. Ed. Thesis University of Nigeria, Nsukka.
Arubayi, D. N. (2009), Home Economics Students Satisfaction and
Dissatisfaction with Learning Experiences in Clothing and Textiles in
Tertiary Institutions. Journal of Studies on Home and Community
Science. Vol. 3 (2), Pp 87-90.
Anikweze, G. U. (2003). Development of Dress Patterns for Women with
Figure Problems in Enugu State. Unpublished M. Ed. Thesis
department of Vocational Teacher education, University of Nigeria,
Nsukka.
Bray, N. (1972). Dress Pattern Designing. Bungay Suffolk: Richard Clay Ltd.
Bray, N & Haggar, A. (1994). Dress Pattern Designing. (5th Ed.) Oxford:
Blackwell Scientific Publishers Ltd.
Federal Republic of Nigeria (2004). National Policy on Education. Lagos:
NERDC Press.
Horn, N.J. & Gurel, L. (1981). The Second Skin: An Interdisciplinary Study of
Clothing. (3rd edition), Boston: Houghton Mifflin Company.
Hurlock, E. (2006). Developmental Psychology: A Life Span Approach. New
York: McGraw-Hill Company.
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Abstract
Nigeria have paid enormous price in terms of both human and material resources as
they undertook a long and complicated process of transition from authoritarian to
democratic governance, while considerable progress has been made in the area of
personal freedoms and liberties, flashpoints of ethnic, communal, religious and
resource conflicts persist across most of the country. This is exacerbated by the
seeming failure of government to address key issues affecting economic
performances such as poverty alleviation, access to education, employment, resource
distribution, good road network, infrastructure development and political power
contests. This has indeed robbed the country of desired peace and security, which
are necessary tools for sustainable development. The study critically observed that
democracy and good governance are the most important political concepts in the
world today. This is more so that the success of many countries have been attributed
to their practice of democracy and good governance while the collapse and failure of
several other regimes or governments have been explained mainly in terms of their
non practice of democracy and good governance.
Introduction
Many scholars have seen the need to democratize and embrace good
governance as a major national priority for Nigeria. Admittedly, the rising
concern about the governance project in Nigeria cannot be explained outside
the countrys historical experience. A history that has laid the solid foundation
for the current wave of ethno-religious, communal and politico-economic
crisis in the land. This state of affairs importantly raises some serious
concerns about the question of good governance in Nigeria were politics of
embezzlement, mismanagement and deprivation of resources appears to
overshadow the principles of accountability, transparency and responsibility.
Is democracy really what everyone assumes that it is and ought to be? A
government of the people, by the people and for the people? Does good
governance and democracy have recognizable ingredients? Can we itemize
and operationalize these ingredients?
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The fact remains that good governance is the key instrument that oils and
sustains peaceful, secured and above all development of society. The survival
of the society depends on how its leadership and people are committed to the
ideals of good governance where the atmosphere of peace, justice, rule of law,
equal right and freedom of choice abounds.
It is relevant to analyze some concepts in this study.
Good Governance
The concept of good governance defies a precise single definition that
commands universal acceptability. This has given rise to different meanings
of the concept. The World Bank (2003) provided a simple definition of good
governance and an extensive detailed analysis of its major components. Here
the Bank contends that governance consists in the exercise of authority in the
name of the people while good governance according to this conception, is
said to rest on two important core values, namely: inclusiveness and
accountability. Ansah (2007) viewed governance as encompassing a States
institutional and structural arrangements, decision- making process and
implementation capacity and the relationship between government officials
and the public. According to the World Bank Report (1989) governance is the
exercise of political power in the management of a nations affairs.
In his analysis, Odock (2006:3-5), sees good governance as a system of
government based on good leadership, respect for the rule of law and due
process, the accountability of the political leadership to the electorate as well
as transparency in the operations of government. Transparency has to do
with the leadership carrying out government business in an open, easy to
understand and explicit manner, such that the rules made by government, the
policies implemented by the government and the results of government
activities are easy to verify by the ordinary citizens. Accountability as a
component of good governance refers to the fact that those who occupy
positions of leadership in the government must give account or subject
themselves to the will and desire of the society and people they lead.
Governance emphasizes leadership which suggests the way political leaders
use or misuse powers, to promote social and economic development or to
engage in those agenda that largely undermine the realization of the good
things of life for the people. Good governance is in tandem with democratic
governance which is largely characterized by high valued principles such as
rule of law, justice, accountability, participation, transparency, human and
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civil rights. These governance qualities have the capacity to provide the
development process of a country.
Governance or its absence has not been able to provide the people of Nigeria
good health care, education, electricity supply, clean water, physical security,
salutary environment and adequate transport infrastructure. Fayeye (2011)
posed a critical question as to whether its possible to have good governance
without good leadership. The reality point to the fact that the former is
logically derived from the latter because where there is effective and efficient
leadership, there is bound to be good governance.
Concept of Peace
Peace is defined as a political condition that ensures justice and social
stability through formal and informal institutions, practices and norms Miller
and King (2003). It is dangerously misleading to think that the absence of war
means the presence of peace. It is also important to know that simply avoiding
conflicts, does not mean peace, but acting in accordance to some of the
conditions that must be met to guarantee peace in any society. Balance
political power sharing in any region; legitimacy for decision makers and
implementers in the eyes of their respective groups, supported by external
parties through transparency and accountability; recognized and valued
interdependence among the agreements, normality and crises; trusted and
reliable institutions for resolving conflicts; mutual understanding of
incompatibility and every member of the community must be given a sense of
respect and belonging in principle and practice, collectively and individually
in accordance with international standards. All these conditions mentioned
above come to guarantee positive peace. Peace sought outside the premise of
social justice as mentioned above is called negative peace and it is not true
peace. Ibeanu (2005) has however attempted to explain peace in sociological
terms as a condition of social harmony in which there are no social
antagonisms. In other words, peace is a condition in which there is no social
conflict and individuals and groups are able to meet their needs, aspirations
and expectations.
Violent conflicts whether social, political or environmental have seriously
contributed to the crisis situation in Nigeria in terms of loss of human and
material capital. Nigeria in this decade especially has experienced the breach
of peace such as kidnapping, assassination, Niger Delta Avengers
vandalization, Fulani herdsmen attack, Boko haram menace, religious
violence, communal or ethnic violence and corruption.
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Security
Security is broadly viewed as freedom from danger or threats to an individual
or a nation. It is the ability to protect and defend oneself, be it an individual or
a nation it cherished, values and legitimate interests and enhancement of
wellbeing Imobighe(1990),Mijah(2007). McNamara (1968) and Mijah (2007)
see security as tantamount to development. Security is not just about the
presence of a police or military force, although this is encompassed. There
can be no development without security. The nonconventional conception of
security lays emphasis on human security. It also according to Fayeye (2011)
implies the maturation of the structures and processes that can engender and
guarantee political space and sufficient conditions for the realization of
among other things, personal, group or national aspirations.
Aligwara (2009) submit that security of the individual citizens is the most
important thing. He argued that security is for the citizens and not citizens for
security. Thus, for the citizens to live in peace, the basic necessities of life
such as food, good health, job opportunities, justice, freedom and all other
ingredients of life must be provided.
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Conclusion
We have argued that good governance is a critical element for peace, security
and sustainable development. We also established that the historical
experience of Nigeria has affected the nature of governance that has failed to
effectively address the development needs and aspirations of the citizens. This
has further created problems of insecurity in the country. Clearly, there is
deficit in good governance. And these deficits can be corrected through viable
and virile civil society, revamping of the economy, accountability and
responsiveness and finally, high quality leadership.
Reference
Aligwara, P.O (2009) National Security and the Challenges of the 21st
Century in Mbachu, O. and Eze. C.M (eds) Democracy and
National Security: Issues, Challenges and Prospects. Kaduna:
Medusa Academic Publishers.
Anifowose, R (1982) Violence and Politics in Nigeria: The Tiv and Yoruba
Experience. Lagos: Nok Publishers.
Ansah, A.B. (2007) Globalization and its Challenges: The need for Good
Governance and Development in Africa in African Journal of
Indigenous Development, Vol. 3 Nos. 1 and 2, January December.
Fayeye, J.O. (2011) Role of the Security Sector in Promoting Democratic
Governance in Nigeria in Akanji, T.A, Danjibo, N.D, Eselebor,
W.A (eds) Challenges of Democratic Governance in Nigeria. Ibadan:
John Arches Ltd.
Ibrahim, J (2002) Consolidation of Democracy and Minority Rights in
Nigeria: Religion, Sharia and the 1999 Constitution Paper for
Politics of Development Group (PODSU), Department of Political
Science, University of Stockholm Book on Rights of Groups and
Differentiated Citizenship.
Ibeanu, O (2005) Conceptualizing Peace in Gaya Best S (ed) Introduction
to Peace and Conflict Studies in West Africa. Tbadan: Spectrum
Books.
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10 91-
No. 104, Vol. 10 No. 1, 2017
1, 2017
Abstract
The study evaluates the impact of teachers qualification on academic performance
of students in Business education in colleges of education in Anambra state. This
research employed the descriptive survey design. Two research questions and one
null hypothesis were formulated to guide the study. The researcher employed census
sampling techniques for lecturers and stratified random sampling techniques for the
students to select two hundred students from the entire population of the study. Data
were collected through a 15times structured questionnaire of a four likert point
scale. The analysis of data collected was done using the mean rating and t-test. The
study revealed that teachers qualification are major determinant of students
performance in secondary schools. The result also disclosed that there is significant
difference between the performance of students taught by professional and
experienced teachers and those taught by non-professional teachers.
Recommendations made include retraining all teachers who have no professional
training and also school supervisor should be strengthened so as to check the square
pegs that are in the round holes in secondary schools, especially in the area of
teachers and their respective qualification. Suggestion for further study was also
stated.
Introduction
The quality of education of a nation could be determined by the quality of her
Teachers. The most important factor in improving student performance in
economics is by employing seasoned, experienced and qualified Teachers in
all schools, especially in Colleges of Education. According to Okuruwa
(2009) Policy invested on quality of teachers is related to improvement in
students performance. Specifically, the measurement of teachers preparation
and certification are correlates of students achievement in business education
and other subject of the study. It is further reported that, teachers
characteristics such as certification status and degree in area of specialization
are very significant and positively correlated with students learning outcomes
in business education.
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Research Question
(i) To what extent does teachers qualification influence students
performance in Business Education in Anambra State?
(ii) What are the differences between the performance of students who
were taught business education by professionally qualified teachers
and those taught by non- professionally qualified business education
teachers.
Research hypotheses
In line with the objectives and the research questions above the researcher
formulated two hypotheses to guide the study
H01: there is no significant influence on teachers qualification and the
students performance in Business Education in Anambra State.
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Conceptual Framework
Qualified Teachers
Academically, qualified teachers refer to those who have academic training as
a result of enrolment into educational institution and obtained qualifications
such as B.Sc., H.N.D, B.A, M.A among others; while professionally qualified
teachers are those who got professional training that gave them professional
knowledge, skill, techniques, aptitudes as different from the general education
(Edu and Kalu, 2012). They hold degree like B.Ed, B.Sc., ED, M.A, B.A,
among others. On the other hand, there are study that have found no
significant to relationship between teacher educational qualification and
students academic achievement. This will be discussed later in this paper.
According to Adieze (1986), non-qualified and non-professional teachers in
teaching profession are killing the profession because they are not really
teacher. He regarded them as bird of passage that create unnecessary
vacuum whenever they see greener pasture and better prospect in the
profession they are originally trained for. Comparing of students scores in
accounting achievement test based on teachers qualification becomes
necessary in other to know if formal teaching method has any significant
effect or influence on student performance in the subject matter or not.
Teachers qualification therefore, is the accreditation that enables a teacher to
teach in government approved schools. In other words they are educational
certificate that confirms a teacher as a professional in the act of teaching and
learning (Okoye 2013), according to National Policy on education of Nigeria
(Reviewed Edition, 2004), the minimum qualification of a teacher is Nigeria
Certificate in Education (NCE).
Federal Ministry Education (2004), defines teacher as someone who has been
exposed to a good measure of training in a teaching subject area as well as in
professional education; such professional qualified teachers may fall into a
number of academic categories. Mkpa (2007) regarded the training teachers
as someone who underwent and complete his education in a formal teachers
training institution or in a planned programme of training. According to him
such areas of training include principles and practice of education as well as
an observed period of internship either after or as part of the period of
training. People that fall under this categories should under normal
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Students Performance
Students performance is a good indicator of a student growth over time and it
pin point a students strength and weakness. Students performance can be
define as a specific statement about what a student should be able to do as a
result of instruction he receives. Okoye et al (2013). In other words students
performance is what a student has shown he can do in a certain subject or
course. It can be determined by looking at the end of grade or end of course
assessment.
Furthermore, students performance is a specific statement about what student
had been able to do or achieve after been administered with one test or the
other on areas of subject they had been taught. Students performance is a
how well a student is doing in class. Sometimes it could mean how they are
doing and how close they are coming to achieving their goals.
Agbo(2006), defined students performance as the outcome of education, the
extent to which a student, teacher or institution has achieved their educational
goals. Academic achievement is commonly measured by examination or
continuous assessment but there is no general agreement on how it is best
tested or which aspects is most important procedural knowledge such as skills
or declarative knowledge such as facts.
Theoretical framework
Two theories were reviewed in this study which includes:
(i) Operant conditioning of behavioral learning theory by B.F. skinner
(1939);
(ii) Attribution theory by Osokoye (2009) and Weiner (1979).
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Attribution Theory
Attribution theory according to Osokoye (2009) deals with an explanation of
the motivation that focuses on how people explain the causes of their own
success and failures. Weiner (1979) on the other hand pointed out that people
attributed their success and failure to internal or external causes. Thus,
attribution theory contains the underlying principles by which a person
decides the causes of another persons behavior. These perceived causes can
be dispositional and internal or situational and external. The theory explains
that students often attribute their success and failures to causes such as ability,
effort, task difficulty and luck. (Weiner 1979) cited in Ezeokenna Jude et al
2009 edited. He also maintained that people who are internally oriented have
internal locus of control. These people attributed their success and failures to
their own abilities or efforts or both. Such people assume individual
responsibility for their performance. On the other hand, Weiner taught about
the second group of people, those who are externally oriented as those who
have external locus of control. This group of people attribute their
performance to factors for which they have know the responsibility and such
they have no control over them either. Such factors include: luck or tax
difficulty. If a person in this group fails an examination, he assumes that it is
because the subject is too difficulty, or the teacher has not taught him well or
he was unlucky among others.
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Empirical studies
Nevertheless, Awe (2013) conducted research on the impact of teachers
qualifications on students academic performance in economics: A case study
of Nnewi North Local Government Area. Survey research was used for the
study, Two hundred and twenty (220) copies of questionnaire were distributed
as instruments for data collection. Simple random sampling technique was
also used and weighted mean as well as chi-square as method of data analysis.
Findings revealed that teachers qualification is one of significant factors that
influence students academic performance in business education in secondary
schools; that qualifications that qualifies a teacher to teach business education
include NCE (economics), B. Sc in education (economics), a B.Sc economics
teacher with post-graduate Diploma in education (PGDE) or professional
Diploma in Education (PDE); the study also found out that highly qualified
teachers in economics tend to increase students performance in economics
than non-qualified teachers.
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Sample size
The sample of the study was determined objectively using Taro yamani
formular.
Data Analysis
Data collected were presented and analyzed using distribution table and
arithmetic mean (X) on four likert scale for clear analysis and discussion.
Decision Rule
Since the calculated mean is 2.50 this implies that the mean response that is
up to 2.50 and above will be agree and any mean response which is below
2.50 will be disagree.
Data Analysis
Analysis of results from the data collected from the respondents. The analysis
is based on the research questions.
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Considering the analysis in the above table 1, items 1-4 with their
corresponding means of 3.0, 2.9, 2.8 and 3.0 were all accepted because they
were up to the acceptance level of 2.5, while item 5 with the corresponding
mean value of 1.6 was rejected. This was because it was not up to the
acceptance level of 2.5.
Therefore, the result show that Teachers qualification have greater input on
students performance. Professional teachers are more qualified teacher than
non-professional teachers because they tend to relate teaching with
instructional materials and thereby make learning permanent in the students.
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Hypothesis one:
H01: There is no significant difference between the performance of students
who were taught Business education by Professional teacher and those who
are taught by non-professional Business education teachers.
S/N ITEMS SA A D SD CT
1 100 150 20 30 300
(80) (145) (44) (31)
2 80 140 50 30 300
(70) (145) (44) (31)
3 70 145 50 35 300
(80) (145) (44) (31)
4 90 160 44 20 300
(80) (145) (44) (31)
5 140 130 90 40 300
(80) (145) (44) (31)
RT 400 725 220 155 1500
Using the above analysis of H01 , the calculated or table value is 87. 969 while
critical value or table value is 21.026. there calculated value is greater than
critical value. This implies that we reject the null hypothesis and accepted the
alternative hypothesis. Thus, there is significant effect of parents income on
educational performance of students in Nigeria institution.
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Conclusion
This paper evaluate the impact of teachers qualification on students
performance in Business education in senior secondary school in Anambra
Students performance in Business education in senior secondary school. And
impediment to high performance of Business education students in the subject
matter is attributed to lack of qualified teachers in the field of Business
education who can handle the course with professional skills and
methodology. Thus, there are qualified and non-qualified teachers in business
education. Therefore, students performance can improve when the subject
matter is placed or handled by qualified, professional and experienced
teachers who know the technique of pedagogy.
Educational Implications
This paper has the following educational implications:
1. There will be improvement in the performance of students when qualified
teachers are mostly employed to handle teaching and learning task.
2. There will be improvement and standardization of educational system as a
result of the findings of this research work if implemented.
Recommendations
The following recommendation can be considered as a way forward:
- There is need for an urgent need to employ or replace the non-
qualified, non-professional teachers in senior secondary schools in
Anambra state.
- Government should ensure that the school supervisors and inspectors
are well paid and monitored in their work so as to avoid being
exploited and birded by some of the so called private proprietors of
secondary schools who would indulge in employment of non-qualified
teachers in teaching and learning; and
- Thirdly, there is need for proper legislation against employment of
non-professional teachers in secondary schools with level of sanctions
against defaulters by the government through the ministry of education
in Anambra state.
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Reference
Ade & Adu et al (2013) Influence of Qualification on Development and
Assessment of Computer Programmed Instructional Package on
Energy. Concept in Upper Basic Technology in Ekiti State. April
Science Technology 3(6) 611-612
Adieze L. C. (1986). Killing the teaching professional daily times Thursday
22nd May.
Agbo, J. N. (2009), Factors that contribute to the Poor Performance of
Secondary School students in Anambra Educational Zone in School
Certificate and Ordinary Chemistry PGDE Project, Institute of
Education, University of Nigeria, Nsukka, p.13
Apata S. F. (20014). Influence of teachers academic qualification and
physics in kwara state (unpublished Master thesis) University of IIorin,
llorin.
Awe, A. F. (2013). Parental Influence on students Performance in
agricultural science in Ihebu-East Local Government Area of Ogun
State. Undergraduate project UNIBEN.
Edu, D. O. and Kalu I. M. (2012). Influence of Academic Qualification on
Gender on Teachers Perception of Difficult Concept in Primary
Science in Ikom, Educational Zone of Cross River. Greener and
Journal of Educational Research 2(2). Retrieved from http.
Fafuwa, F. A. (2005). History of Education (2004): National Policy on
Education: Lagos, NERDC.
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JOVTE,pages 105-117,
Vol. 10 Vol. 10 No. 1, 2017
No. 1, 2017
1
DR. F. E. E. NWANKWO & 2DR. U. E. ENEASATOR
1
0703 168 9518, nwankfez@gmail.com
2
0803 222 0208, uevereva@yahoo.com
1,2
Department of Educational Psychology/Guidance & Counselling,
Nwafor Orizu College of Education, Nsugbe, Anambra State.
Abstract
The numerous challenges encountered by guidance counsellors in the organisation
and administration of guidance and counselling services in schools are capable of
determining the success or failure of school guidance and may constitute the indices
for evaluation. This paper examines the following as sources of challenges: the
counsellor characteristics and quality; the school environment; the students; the legal
and ethical issues; and the perceptions of the counsellor and guidance services in the
school; by parents and the society. Some of the recommendations made include that:
Counselling Association of Nigeria [CASSON] should ensure that the counselling
programmes at different universities produce quality counsellors; the Federal
Government of Nigeria through the instrument of the National Policy on Education
should adequately provide for the school guidance programme. The synergy of
CASSON and the Ministry of Education at all levels to create public awareness and
enlist the commitment of parents to the school guidance programme.
Introduction
The challenges encountered by guidance counsellors in the
organisation and administration of guidance and counselling services in
schools are so many and varied that they have assumed the capability of
determining the success or failure of school guidance. Viewed from another
perspective, they may constitute the indices for evaluating guidance and
counselling services in schools. The counsellor characteristics are pivotal to
professional practice as a guidance counsellor in the school. The amount of
counselling know-how, the pattern of projection of self as a model, and the
behaviour therapy and modification skills possessed contribute to his overall
readiness for the performance of guidance and counselling duties in the
school as well as his effectiveness in professional practice. The school
environment possesses both human and physical components that have
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as times change (Achebe, 1988). They must cultivate the habit of wide
reading, creativity and innovativeness.
As a counsellor he/she does not need to adhere to a particular
counselling view point in order to be an adept at helping people solve their
own problems, he/she needs to draw from the thinking of others, from both
the past and the present to sort out more relevant theories which at best
approximate his/her needs (Achebe, 1988). In other words, the counsellor
must be eclectic in his/her approach. As Ivey (1981) puts it, theories are only
constructions of reality as seen by eminent thinkers pointing out that most
constructions (theories) have tended to underplay the importance of culture,
language and person-environmental interaction. Therefore, Achebe (1988)
emphasizes the need for a counsellor to continually expose himself to a
variety of world counselling approaches in order to discover the different
perspectives from which others explain how humans become disturbed and
how to alleviate their difficulties.
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of these counselling aids and devices can only be possible when the
counsellor first succeeds in carrying the support of these professional
colleagues to his side.
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The public does not seem to be willing to pay for counselling services
as they do in other professional services. Many Nigerians still have recourse
to the traditional indiginous helpers to solve their problems (Oramah, 2015).
The religious groups offer free counselling services and the school
counselling services are free. The society appears to attach some value to
what they pay for.
The counsellor appears all knowing as one counsellor attends to the
multifarious needs of the students. The public does not seem to appreciate that
there are specializations necessitating referrals in counselling. They do not
seem to appreciate that the specialization attracts requisite trainings to make
counselling an integrated profession. So the problems of the school
counselling services are mere reflections of what the society seems to hold
forth.
Conclusion
The individual counsellors vary in their quality and characteristics.
This may have resulted from their subtle institutional preparation
backgrounds.
The physical and human components of the secondary school setting
pose varying challenges. The National Policy on Education has neither
streamlined the inter-relationships among the various school services
[guidance and counselling inclusive] nor made adequate provisions for
guidance and counselling services.
The multiplicity of students problems may overwhelm the school
guidance counsellor. The counsellor-student ratio of 1:1000 is challenging
without bothering to take into account the specialized needs of the students.
There are legal and ethical considerations of the job within which the
school guidance counsellor should operate without encumbrances. The
perceptions of the counsellor and the guidance and counselling services in the
school are such that the management, staff and students of the school may see
the counsellor in different lights some of which may be so divergent as to
bring about non-performance. Finally, the perception of guidance and
counselling as a profession by parents and the wider society is not helping
matters.
Recommendations
1. Professionalization of counselling practice demands that Counselling
Association of Nigeria [CASSON] should ensure that the different
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References
Achebe, C.C. (1988) (Ed) Theories of counselling: relevance to the Nigerian
situation. Amhest: Five College Black Studies Press
Essuman, J.K., Nwaogu, P.O. & Nwachukwu, V.C. (1990). Principles and
techniques of behaviour modification. Owerri: International
Universities Press.
Ivey, A. (1981) Counselling and psychotherapy: Toward a new perspective in
cross-cultural counselling and psychotherapy. New York: Pergamon.
Federal Govt. of Nigeria (2004). National policy on education (4th ed) Lagos:
NERDC Press
Nwoye, A. (1993). Introduction to Counselling Practicum (3rd ed) Jos: FAB
Education Book.
Okobiah, O.C. (1992) Practicum in counselling:training and supervision.
Nsukka: Hallman.
Okoye, N.N. (2001). Therapeutic skills in psychology and counselling. Awka:
Erudition Publishers.
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Abstract
This study was carried out to provide empirical evidence on the growth rates of
cassava production in five sub periods in Nigeria namely after independence, pre
Structural Adjustment Programme period, Structural Adjustment Program period,
post Structural Adjustment Programme periods and all periods(1961-2013)..
Secondary data on cassava production in Nigeria during the aforementioned period
were utilized in this study. A growth rate model was used to estimate the growth
rates in the five sub periods. The results of the analysis indicated the instantaneous
growth rates of cassava production. The Instantaneous Growth rate (IGR) for area,
production were all significant at both 1% and 5% after the independence, pre
SAP , SAP ,post SAP and all periods, however for yield the pre-SAP and SAP
were not significant, the same result is likened for the compound growth rate
.Cassava production also experienced a wide variability in terms of area, yield and
production during the period under review. Therefore, SAP programme was all that
wonderful is made to believe in the economy but with the case of cassava, the
growth pattern showed a mixed result. However the sector needs an in-depth
analysis of the past reform programmes with a view to draw lessons for future
reforms.
Introduction
In the early 1960s, the growth of the Nigerian economy was driven by the
agricultural sector, but in the recent years, there has been a sharp decline in
the productivity Nigeria's agriculture . Agriculture contribution to the GDP
stood at an average of 56% between 1960 to 1964 declined to 47% between
1965 to 1969 and more rapidly to 32% from between 1996 to 1998 (Goni and
Baba, 2007). The agricultural sector's changing share of GDP is partly a
reflection of the relative productivity of the sector.
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Cassava (manihot spp) is a major and common root crops grown in West
Africa especially in Nigeria. It is generally simple to cultivate, requiring next
to no special consideration. (Nsoanya and Nenna ,2011). In a similar vein
Ayoade, Akintonade and Oyelere(2012) opined that cassava is one of the vital
staple food crops in Tropical Africa and its efficient production of food
energy, year round availability and its ability to withstand harsh weather
condition makes it really suitable for farming and food system in Nigeria.
Cassava production contribute immensely in reducing poverty in Nigeria, as
nearly every household consume cassava or its product and by product a day.
Therefore, it can be said that cassava plays a very prominent role in
addressing food security, poverty alleviation, rural urban drift and reducing
unemployment among others (Okpukpara, 2006). The Obasanjo
administration in acknowledgment of the advantage of cassava, facilitated
some initiatives to make sure that cassava export is regarded as one of the non
oil - export so as to increase the nations foreign exchange (Asadu,
2006).However this increase in cassava export has negatively affected local
supply and has manifested in high prices of cassava and its derivatives. Also
of late, the Obasanjo's administration placed much emphasis on cassava
production in all the states of the country by reason of the variety of uses it
could be put to. More specifically, Presidents Initiative of US$5 billion a
year by 2007, thus by the end of 2006 an average of about 150 million tonnes
of cassava and this is a function of expansion cultivation to between 3 to 5
million from the current 2 million hectares (ha) with an average yield of 30
tonnes per ha.
The Federal Ministry of Agriculture (2012) estimated that the annual supply
of food crops (including rice) would have to increase at an average annual
rate of 5.9% to meet food demand, and reduced food importation
significantly. However the reality is that inspite of increasing hectares put into
cassava production in Nigeria, its attainment of self-sufficiency in cassava
production has not been achieved.(CBN, 2012). In Nigeria agricultural
development has been slow inspite of the various agricultural policies set up
by various successive government to remedy poor situation of agricultural
sector. According to Usman (2005), the Nigerian government in a bid to
increase food production introduced several policy reforms for example, the
Structural Adjustment Program (SAP) presented in July 1986, which was part
of the International Monetary Fund (IMF) induced structural economic
reforms whose main focus is liberalization among others, with the notion that
the weaknesses of economics of control trade will prevent the satisfaction in
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Research Objectives
The broad objective of this study is to carry out an Empirical
assessment of the growth rate analysis of cassava production in Nigeria
(1961-2013. The specific objectives of this study are to; establish the trend in
output growth in Cassava production under different policy regimes,
determine the variations in Cassava production (yield, output and harvested
area) with a view to identify the effect of policy regime on palm oil
production stability, to test for differences in the variation of Cassava output
and examine the acceleration or deceleration in the growth performance in
output of Cassava under different policy regimes .
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Analytical Framework
Objective (i) Seeks to estimate the growth trend in the production of cassava
under different policy regimes within the period under study. The growth
model used was adopted by Gujarati,(2003); Khalid and Burhan,(2006);
Shadmehri (2008) Khan, et al (2008) , Oyinbo and Yusuf(2012) ,and Sadiq
(2014).
Model Specification
In doing this the log-linear equation used which was developed from
the compound interest formula and taking its logarithm, the explicit form of
the model becomes :
lnYt= a0 + a1t +ut..................................(1)
Where:
InYt = natural logarithm time series for output of cassava (000 tonnes)
t= Time trend (1961 to 1969,1970 to 1985, 1986 to 1994 ,1995 to 2013 and 1961-2013)
a0= constant term,
a1= Coefficient of time variable,
ut= Random term
The compound rate of growth(CGR) was computed by using the formula in
equ 2:
CGR=(antilog a1-1)*100 ............( 2)
Where:
CGR = compound rate of growth,
a1= estimated coefficient from equation,
e = eulars exponential constant (=2.71828) (Sawant, 1983)
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the choice of the Coefficient of variation was informed by the reason that
enables the comparison of means that differ widely from each period.
S tan dardDeviation
CV(%) = 100 --------------------------------------------------(3)
mean( )
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The Instantaneous Growth rate (IGR) of 0.80%, 0.9%, 5.9% ,0.6% and
1.60 % for after the independence, pre SAP , SAP ,post SAP and all
periods respectively implies that over the period, 1961-1969,1970 1985,
1986 1994,1995 2013,and 1961-2013 the area harvested output of cassava
in Nigeria increased at the rate of 0.80%, 0.9%, 5.9% ,0.6% and 1.60 % per
annum.
The R2 value ranged from 0.61 to 0.937 for all the periods under study
, thus a minimum of about 61% of the variation in cassava area harvested over
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the period under review was explained by variation in time. The result also
indicated all the b1 were positive and statistically significant (p<0.01), The
coefficient of the trend variable, b1, in the growth model shows that there is a
slow process of growth in area harvested of cassava during the period
excerpt for the SAP period were the growth rate was about 5.9%.
The Instantaneous Growth rate (IGR) of -0.30%, -0.2%, -0.4% ,0.7%
and 0.2% for after the independence, pre SAP , SAP ,post SAP and all
periods respectively implies that over the period, 1961-1969,1970 1985,
1986 1994,1995 2013,and 1961-2013 the yield of cassava in Nigeria
increased at the rate of -0.30%, -0.2%, -0.4% ,0.7% and 0.2% per annum.
The R2 value ranged from 0.139 to 0.566 for all the periods under
study , thus a minimum of about 13.9% of the variation in cassava yield over
the period under review was explained by variation in time. The result also
indicated all the b1 were positive and negative with statistically significant
(p<0.01) only during the Post-SAP and all period, The coefficient of the trend
variable, b1, in the growth model shows that majority of the b1 were negative
and a slow process of growth in yield of cassava.
The Instantaneous Growth rate (IGR) of 1.10%, 0.6%, 5.6% ,1.40%
and 1.80 % for after the independence, pre SAP , SAP ,post SAP and all
periods respectively implies that over the period, 1961-1969,1970 1985,
1986 1994,1995 2013,and 1961-2013 the output of cassava in Nigeria
increased at the rate of 1.10%, 0.6%, 5.6% ,1.40% and 1.80 % per annum.
The R2 value ranged from 0.525 to 1.00 for all the periods under study
, thus a minimum of about 52.5% of the variation in cassava output over the
period under review was explained by variation in time. The result also
indicated all the b1 were positive and statistically significant (p<0.01), The
coefficient of the trend variable, b1, in the growth model shows that there is a
slow process of growth in output of cassava during the period excerpt for the
SAP period were the growth rate was about 5.76%.
This findings is at variance with the finding of Ammani (2012) where
the instantaneous growth rates and compound growth rates for oil palm
within 1970-2007 with an instantaneous growth rates and compound growth
rates of -0.2% respectively, but was in agreement with in case of cotton with
where an instantaneous growth rates of 3.5% and compound growth rates of
7% within the same period was obtained.
Alabi and Erie (2010) noted that SAP has significant effect on fish
export, but it has not significantly increased fish production and decreased
fish importation in Nigeria. But according to Etolue (2012) and Oyinbo and
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Emmanuel (2012) they reported that for cassava and rice respectively the
growth rates were higher in the SAP period than the Pre-SAP and Post -SAP
periods. The implication of theses result demonstrated that the policy reform
during the SAP period was good in guaranteeing expanded cassava and maize
production in Nigeria and thus it was misleading to believe that SAP was a
complete failure. The result also indicates that the pre-SAP period had the
highest positive growth rate, however this is at variance with Yusuf and Sheu
(2007) who in their study using three different period,1961 and 2003; 1986
2003, and 1991-2003). These eras were utilized to simulate the distinctive
policy periods of Regulation, Liberalization and Structural Adjustment
period. In general, output of citrus and mango kept up upward pattern
throughout the years. In any case, Structural Adjustment era experienced the
highest growth rate.
. The findings was also in agreement with Akpan, Ini-mfon , Patrick,
and John(2012),the result of their work shows that some cash crop
productions were boosted during the Green Revolution period (1980-1985).
For instance, outputs of groundnut, cocoa and coffee indicated an improved
growth rate compared to the previous policy period. Contrarily Cotton,
Rubber and palm Oil output growth rates deteriorated during this period., but
their findings is at variance with result from the Structural Adjustment
Programme (SAP) period (1986-1993), where some cash crops production
(cotton, groundnut, cocoa, rubber and Oil palm) witness improved positive
growth rate compared to the immediate previous policy period. However
despite this result ,coffee output had a negative growth rate during this period
with the outputs of cotton (38.7%) and Rubber (35.7%) highly unstable ,while
Oil palm exhibited minimal instability compared to other cash crop during
this period with a growth rate of 6.6%.
The result of this work is in agreement with that Akpan et al (2012)
whose findings indicated that during the PSAP era (1994-2010) the outputs of
Cocoa, Rubber and Coffee had negative growth rates. One likely reason for
this poor result is the effect of human activity such as urbanization which is
encroaching into plantation estates of most cash crop enterprises in the
country. Cotton (5.45%), groundnuts (4.14%), and oil palm fruit (1.01%)
witnessed reduce growth rate compared to the immediate policy period.
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Table 2 presents the variation in cassava area harvested, yield and output, the
highest variability (instability) catches the whole study time frame for each
variable except for yield. Besides, SAP and Post -SAP with respect to area
harvested and yield were the most unstable periods, thus this confirms a
widening instabilities across the variables during the period under study.
However Antia -Obong et al(2013) reported that in the case of oil palm with
respect to variation in harvested area, yield and output, the highest variability
(instability) captures study period 1961-2007. Also they noted that apart from
, the 1961-1969, 1994-2007 and 1961-1969 with respect to harvested area,
yield and output were the most unstable periods, their results thus reflect a
widening instabilities across the variables under study .Sadiq(2014) reported
that there were fluctuations in production, area and productivity of rice
production in Nigeria during the pre-SAP, SAP and post-SAP period. He
noted that with regards to production and area during the pre-SAP and SAP
period where relatively higher when compared to post-SAP period, thus
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indicating that there were relatively higher instability during the periods
before post-SAP for rice production .
The results of the kruskal-Wallis test is displayed on table 2, the results vary
significantly as indicated by 2(4) = 7.767, p = 0.101,at k-1 degrees of
freedom, where k =5 sub-periods. As such, we fail to reject the alternative
hypothesis at the 5 % level of significance, thereby signifying general
instability in cassava production for the periods under study.
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1.536E-005 and -0.001 area harvested ,yield and production, all being not
significant at 0.001 probability level. The non-significance of the coefficients
of the t2 variable is a confirmation of stagnative growth in area, yield and
production. The results also shows that for post-SAP for area harvested ,yield
and production, area and yield being significant at 5% and 1% probability
level respectively, while production was not significant with-0.001, 0.001 and
0.000 respectively . The significance of the coefficients of the t2 variable is a
confirmation of decelerative growth in area, and yield while a stagnative
growth rate for production. Finally, the result in table 4 shows the coefficients
of t2 variable for all period are 7.046E-005, 4.921E-005 and 0.000 for area,
yield and production, all being significant at 0.005 probability level except for
area . The result confirm a significant decelerative growth in yield and
production. This findings is however related to the result reported by
Onyenweaku (2004) who confirms a stagnative growth rate for rice in pre-
SAP period. Tanko et al. (2010) also reported a significant decelerative
growth rate in production, area and productivity for rice in SAP period,but at
variance with the findings of Sadiq(2014) on rice. Colman and Okorie (1998)
are of the opinion that the oil boom came with a distortion in the labour
market and had an adverse effect on production levels. Government had paid
farmers low prices over the years in order to satisfy the domestic market and
encourage demand for affordable food. This approach made agricultural work
less attractive and encouraged rural-urban migration and the resultant effect is
very clear to all stakeholders which is seen in the decelerative or stagnative
growth rate..
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being higher in the post-SAP era as compared to the after independence, pre
SAP era and post SAP era with the notion that the policy reforms during
those period were not favourable in ensuring increased cassava production in
Nigeria, thus corroborates the findings of Oyakhilomen and Emmanuel (2012)
that SAP was a complete failure and ruse is factual. This research work
however authenticate the results of NCEMA (2003) who noted a mixed
performance of Structural Adjustment Programme in the Nigeria. More study
needs to be conducted based on time frame and also the type of crop.
References
Alabi, Reuben Adeolu and Erie G.O (2010): Effect of Trade and Agricultural
Policies on Fish Trade And Production In Nigeria. Paper presented
at International Institute of Fisheries Economics & Trade (IIFET)
Conference held at Le Corum, Montpellier, France, 13=16th 2010.
Antia-Obong, E. A., Ibok, O. W., Udoh, E. S., & Daniel, E. E. (2013) Insights
on Oil Palm Production Variation and Trade Growths Rates in Nigeria.
Greener Journal of Agricultural Sciences Vol. 3(7), 536-541.
Antia-Obong, E.A and Bhattarai, K.R. (2012). Growth trends and Sources of
output growth for oil palm and groundnut production in Nigeria (1961-
2007). Trends in Agricultural Economics, 3(5), 96-103.
Asadu PO (2004). Presidential Innitiative on Cassava Production and Export-
Genesis and Scope. A paper presented at conference organized by
National Cereal Research Institute held at Moore Plantation Ibadan,
Oyo Nigeria from 24th April-27th April, 2004 in Okpukpara, 2006:
Credit Constraints and Adoption of Modern Cassava Production
Technologies in Rural Farming Communities of Anambra State,
Nigeria.
Awoke, M.U., & Okoroji, C (2004). The Determination and Analysis of
Constraints in Resource Use Efficiency in Multiple Cropping System
by Smallholder Farmers in Ebonyi State, Nigeria. Africa Development,
2004; Vol.29, No.3, 58-69.
Ayoade A.R, Akintonde J.O and Oyelere G.O (2012) Factors Affecting
Adoption of Appropriate Technologies on Cassava Production in
Oriire Local Government Area of Oyo State, Nigeria . International
Research Journal of Agricultural Science and Soil Science. Vol. 2(3)
pp. 089-093
Child MN, 2008. The effect of a Depressed Economy on Agricultural Sector.
Journal of African Studies, 3 (2): 152 167.
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Tanko, L., Jirgi, A.J. & Igwe, K.C. (2010). Trend analysis of area, production
and productivity of rice in Nigeria. Proceedings of the 11th Annual
Conference of National Association of Agricultural Economist
(NAAE). Theme: Commercial Agriculture, Banking Reform and
Economic Downturn. Held at New Lecture Theatre, School of
Agriculture and Agricultural Technology, Gidan Kwano, Minna,
Nigeria on 30th Nov., -3rd Dec., 2010: pp44-48.
Usman A (2005). Trade Regime and Food Security in Developing Countries:
Evidence from Nigeria. J. Econs. Finan. Stud., 2(1):116-133.
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JOVTE, Vol. 10 No. 1, 2017
1
NNUBIA, INNOCENT CHUKWUEBUKA; 2OMALIKO EMEKA L.;
3
OKECHI NETOCHIKWU VANESSA & 4ETUKA, CHINELO EUNICE
1,3,4
Department of Accountancy, Chukwuemeka Odumegwu Ojukwu
University, Igbariam Campus, Anambra State, Nigeria.
2
Anambra State College of Agriculture, Awka, Anambra State, Nigeria.
1
+2348069207977, nnubiae@yahoo.com, 2+2348064387838,
omalikoemeka@gmail.com, 3+2348069574654, vanessaokechi@yahoo.com,
4
+2347031981666.
Abstract
The study examined the effect of inventory control on profitability of manufacturing
companies listed on the Nigeria Stock Exchange (NSE) from 2011-2015. The study
has four specific objectives to achieve, four research questions that guided the study
and four null hypotheses were formulated. The study used ex-post factor and survey
type of descriptive research design. Five firms were selected from the Nigeria Stock
Exchange (NSE). Ordinary Least Square (OLS) stated in the form of multiple
regressions was used to analyze the data collected. The study revealed that Raw
material has positive significant effect on profitability using Return on Asset (ROA)
as profitability indices at 5% level of significance; inventory conversion period has
significant effect on profitability at 5% level of significance, inventory turnover has
significant effect on profitability at 5% level of significance, storage cost has a
negative insignificant effect on profitability with a percentage of 93.6%.Therefore,
effective management of raw material inventory is a major factor to be considered
by Nigeria manufacturers in enhancing or boosting their profitability.
Introduction
In any manufacturing company nearly 60% to 70% of the total funds
employed are tied-up in current asset, of which inventory is the most
significant component (Carter, 2002). In the cost structure of most of the
product, raw materials constitute about 50% of the budgeting and control of
material (Zanto, 2008). Inventory control implies the coordination of
materials controlling, utilization and purchasing. It has also the purpose of
getting the right inventory at the right place, in the right time, with the right
quantity because it is directly connected with the production (Kwadwo, 2015).
The objective of every organization is to get good return out of every naira
invested in the company. According to Pandey (2005), management through
their policies, coordination, decisions and control mechanisms must maximize
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their return on investment (ROI). Miller (2010) opines that inventory control
involves all activities put in place to ensure that customers have the needed
product of service.
In the market situation, sales price cannot be increased (rather there is a
demand to reduce it) and as such profit can be increased only by reducing the
material cost. On the other hand, opportunity to reduce the overheads and
capital employed is more by inventory reduction (Drury, 2002). It is thus
evident that the return on investment (ROI) can be maximized by either
reducing the material cost or reducing the current assets by way of inventory
of materials or can be optimized by increasing profit. Inventory control is
pivotal in effective and efficient organization. It is also vital in the control of
materials and goods that have to be held (or stored) for later use in the case of
production or later exchange activities in the case of services. The principal
goal of inventory control involves having to balance the conflicting
economics of not wanting to hold too much stock (Dervitsiotos, 1981).
Wanke (2000), states that inventory control approaches are a function of
product, operational and demand related variables such as delivery time,
obsolescence, coefficient of variation of sales and inventory turnover and that
logistics managers are more likely to decentralize inventory in order to stock
product close to the customers facilities, if the customers demand a reduced
delivery time. Graman (2003) argued that today the cost of holding inventory,
extensive product proliferation and the risk of obsolescence, especially in
rapidly changing market make the expense of holding large inventories of
finished goods excessive and that high demand items naturally have safety
stock assigned to them, but in many organizations there are so many very low
demand items that keeping any stock of these items is unreasonably
expensive. So they argue that companies must now provide good service
while maintaining minimal inventories. Therefore inventory management
control approaches are essential aspect of any organization.
The effective and efficient functioning of a productive system requires the
regular demand and supply of inventories at the input transformation and
output phases of the production process (Sprague and Wacker, 2012).
Inventory control can be seen as the method of assuring that the right quantity
and quality of the relevant stock is available at the right time and in the right
place. Inventory control otherwise known as stock control means a lot for the
survivability of any business. Firms need inventory in one form or the order to
carry out its day-to-day activities and as such the need to have the inventory at
the required time, quality, quantity, and under proper condition can never be
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sell the finished goods (Hillier et al, 2010).The number of days inventory or
inventory holding period is the time lag between purchasing materials,
manufacturing and selling the finished goods (Hillier, Rose, Westerfield,
Jaffe, and Jordan, 2010). The inventory holding period is given by raw
material conversion period plus work-in-progress conversion period plus
finished goods conversion period. Therefore, the inventory conversion period
is greatly influenced by the efficiency and effectiveness of the manufacturing
process and the selling process.
Panigrahi (2013) has examined the relationship between inventory conversion
period and firms profitability and the result indicates that there is a significant
negative linear relationship between inventory conversion period and
profitability. The number of days inventory or inventory holding period is the
time lag between purchasing materials, manufacturing and selling the finished
goods (Hillier, Rose, Westerfield, Jaffe, and Jordan, 2010). The inventory
holding period is given by raw material conversion period plus work-in-
progress conversion period plus finished goods conversion period. Therefore,
the inventory conversion period is greatly influenced by the efficiency and
effectiveness of the manufacturing process and the selling process. The time
taken to produce a given quantity of goods depends on the nature of the
product and the type of technology used in the production process .The
activity of making a sale depends on the completeness and readiness of the
product to satisfy customers needs and wants. A firm may minimize costs
associated with holding large amounts of inventory by adopting efficient
stock control systems such as Just-Time System. Reducing inventory to just
the optimal level reduces the cost of obsolescence, opportunity cost of excess
working capital tied up on excess inventory and stock holding cost. On the
other hand, excessive inventory may reduce stock-out cost and lost goodwill
of the firm. The number of days inventory or inventory conversion period is
calculated by diving average inventories by the cost of goods sold per day
(Huynh, 2011). Gamze, Ahmet and Emin (2012) conducted a study on the
effect of working capital on firms performance. The study was based on a
sample of 75 manufacturing firms listed on Istanbul Stock Exchange Market
for the period 2002-2009 with the aim of investigating the relationship
between working capital management components and Istanbul firms
performance by using dynamic panel data analysis. The study did not find
any relationship between the number of days inventory and the profitability.
However in a similar research conducted in Cyprus for the period between
1998 and 2007, the number of days inventory was found to be negatively
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Research Questions
The following research questions have been postulated to carry out the
research effectively.
To what extent does raw material affect profitability of manufacturing
companies in Nigeria?
How far does storage cost influence profitability of manufacturing
companies in Nigeria?
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Research Hypotheses
For the purpose of this study, the following hypotheses have been postulated.
There is no significant relationship between raw material and
profitability of manufacturing companies in Nigeria.
There is no significant relationship between storage cost and
profitability of manufacturing companies in Nigeria.
There is no significant relationship between inventory conversion
period and profitability of manufacturing companies in Nigeria.
There is no significant relationship between Inventory turnover and
profitability of manufacturing companies in Nigeria.
Methodology
In the course of this study, ex-post facto research design was adopted. This
study made use of secondary data. Simple Random Sampling was used to
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Model Specification
According to the method of data collection, the hypotheses were tested using
multiple regressions. Multiple regressions which are estimated with the
Ordinary Least Square (OLS) are done to explain the effect of inventory
control on profitability. Pearson correlation co-efficient was also employed in
analyzing the data set for the validation of the strength and direction of a
relationship between variables and also for the test of multi-colinearity of the
regressors. Regression analysis is concerned with the study of the dependence
of one variable on one or more other variables called the explanatory or
(independent) variable. Specifically, the following linear regression model
was applied.
ROA= f (RM, SC, ICP, IT)..(i)
ROA!t = o + 1RM!t + 2SC!t + 3ICP!t + 4IT!t + (ii)
Where:
ROA Return on Asset
RM Raw Material
SC Storage Cost
ICP Inventory Conversion Period
IT Inventory Turnover
o = Constant
1 - 4 = the co-efficient of the explanatory variable (Inventory Control)
= Error term
Variables Measurement
Return on Asset= Profit after tax/ Total asset
Raw Material= Comprising of local and Imported raw materials
Storage Cost= 15% cost of sales
Inventory Conversion Period= Inventory/ cost of sales 365
Inventory Turnover= Cost of goods sold/ average inventory
Results
The summary of the analysed result and its corresponding interpretations are
presented below. This study investigated the effect of inventory control on
profitability of selected manufacturing companies in Nigeria. The study used
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Descriptive Analysis
Descriptive statistics was used to explore the nature and normality of the data
collected for the study.
Table 1: Descriptive Statistics
Variables Mean Max Min JBVALUE JB (P-value)
ROA 1.2952 2.4700 0.2200 10.6759 0.0132*
RAM 1.3207 3.8211 9311 22.8686 0.0003*
STC 2.1909 6.1547 14553 44.0704 0.0007*
ICP 119.84 239.08 60.590 14.3390 0.0045*
INT 0.4374 0.7798 0.1675 10.5872 0.0056*
Source: researcher summary of descriptive statistics (2016).
Note: *1% level of significance, ** 5% level of significances.
Table 1 shows the mean (average) for each variable, their maximum values,
minimum values, standard deviation and Jacque Bera (normality test). The
result provides some insight into the nature of the selected quoted companies
used for the study. Firstly, it was observed that over the period under review,
the sampled companies have positive average return on asset of (1.2952), this
means the firms sampled within the period of the study are performing well.
The table also reveals that within the period under review, that the sampled
companies have an average inventory turnover of 43.74 days, this in no doubt
will have effect on the liquidity level and management of the firm. The table
shows that within the period the firms have a high storage cost of 2.19 which
may not be good for its cost effect on the total cost and financial performance
of the firm. The large difference between the maximum (239.08 days) and
minimum (60.59 days) inventory conversion period reveals the great disparity
in operation and inventory management policy of the firm sampled. This may
account for the high cost of storage of the sampled firm. Lastly, in table 1, the
Jarque-Bera (JB) which test for normality and the existence of outlier shows
that all the variables used are normally distributed at 1% level. This means
that any variable with outlier are not likely to distort the conclusion and are
therefore reliable for drawing generalization.
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Regression Analysis
To examine the effect of inventory control on profitability the study used
multiple regression analysis to evaluate the cause effect relationship and to
also test our formulated hypotheses.
Table 3: ROA Regression Result
RAM STC ICP INT
Coefficient 2.1178 2.0690 10.0564 19.3057
P-value 0.0011 0.9360 0.0131 0.0236
R.sq (Adj) 0.5021
F- Statistics 20.8313
F-statistics (Prob.) 0.02166
Durbin Watson (DW) 1.5891
Source: Researchers summary of OLS regression Analysis.
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In Table 3 above, the study observed from the OLS result that the R2(adj) is
(0.5021). This indicates that all the independent variables jointly explain
about 50.21% of the variation in return on assets of the sampled firms within
the period under review. This means that 50.21% of firm profitability depends
on the inventory control policy of the firm. The F-statistics probability value
of 0.02166(significant at 5% level) shows that the regression model used is
statistically significant and well specified. The Durbin Watson 1.5891 which
is approximately 2 shows the absent of autocorrelation.
The findings from the OLS regression Analysis and testing of the hypotheses
is as follows:
Hypothesis 1: Raw material cost has no significant effect on firm
profitability. The analysis result shows a coefficient value of 2.1178 and a P-
value of 0.0011 which is less than the alpha value of 0.05. The coefficient
value (2.1178) shows that raw material cost has a positive relationship with
firm profitability (ROA), while the p-value reveals that raw material has a
statistical significant effect on profitability. Hence on the result, the study
concluded that raw material cost has positive relationship with ROA which is
statistically significant at 5% level. Based on the analysis result, the study
rejects the null hypothesis and accepts the alternate hypothesis; it therefore
concludes that, raw material cost has a positive effect on the profitability of
manufacturing companies in Nigeria.
Hypothesis 2: storage cost has no significant effect on profitability (ROA).
The OLS regression analysis result showed a coefficient value of 2.0690 and
P-value of 0.9360. The result indicates that storage cost has a positive
relationship with profitability (ROA). The probability value of 0.9360 reveals
that storage cost has no significant effect on profitability. Hence, the analysis
reveals that storage cost has no statistical significant effect on profitability of
manufacturing companies in Nigeria. Although storage cost has positive
relationship with profitability, the relationship is not statistical significant to
effect on profitability. The result means that storage cost does not influence
the level of profitability of manufacturing companies in Nigeria. Thus any
changes in storage cost are likely not to affect the level of profitability of
manufacturing companies in Nigeria. Based on the analysis result, the study
therefore reject the alternate hypothesis and accept the null hypothesis which
state that storage cost has no significant effect on profitability of
manufacturing companies in Nigeria.
Hypothesis 3: Inventory conversion period has no significant effect on
profitability (ROA). The OLS regression analysis result of the effect of
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inventory conversion period and profitability. Thus, the study rejects the null
hypothesis and accept the alternate hypothesis, it therefore conclude that
inventory conversion period has a positive statistical significant effect on
profitability.
The OLS regression analysis result of the effect of inventory turnover on
profitability shows a coefficient value of 19.3057 and a P-value of 0.0236.
The coefficient value of 19.3057 shows that inventory turnover has a strong
positive relationship with profitability while the P-value of 0.0236 which is
lower than the alpha value shows that inventory turnover has a statistical
significant effect on profitability. This means that inventory turnover
positively affect the level of profitability of manufacturing companies in
Nigeria. The result suggests that a high inventory turnover may lead to higher
profit for manufacturing companies in Nigeria. This finding is in contrast with
the findings of Okwo, Enekwe and Ugwunta (2012) who studied the effect of
financial management as a determinant of profitability and discovered that
inventory management bears a negative relationship with profitability. Thus,
the study rejects the null hypothesis and accept the alternate hypothesis, it
therefore conclude that inventory turnover has a positive statistical significant
effect on profitability.
Recommendations
Based on the results and conclusions, the following recommendations were
made;
Due to the positive effect raw material has on profitability of
manufacturing companies in Nigeria, Management of raw material is
therefore an important factor to be considered in enhancing or boosting
the performance of manufacturers in Nigeria. It is therefore necessary
that adequate management of raw materials inventory should be
pursued by manufacturing companies in Nigeria. This can be achieved
by encouraging large scale mechanized production of major raw
materials in Nigeria and training and re-training of staff from time to
time to update their knowledge of skills in modern and manufacturing
techniques.
Due to the insignificant effect storage cost has on profitability of
manufacturing companies in Nigeria, we therefore suggest that proper
control should be emphasized on the storage and handling of raw
materials by manufacturing companies in order to prevent pilferage,
obsolescence and wastage which in the long run may lead to loss in the
manufacturing companies. Also storage cost should not be ignored by
manufacturing companies because even if it does not contribute to
profitability, no loss is being incurred.
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Horgren. C.T. (2007) Introduction to Management Accounting Prentice. Hall
Inc Hollywood 4th Edition 1978.
Huynh, N. (2011). The Influence of Working Capital Management on
Profitability of Listed Companies in the Netherlander. University of
Twente, S106 2980.
Idiko & Tamas (2009). Definition Questions fourth Aspect and vision of
Applied Economics and informatics.
Jayarathne T. (2014). Impact of working Capital Management on
Profitability: Evidence from listed companies in Srilarika. Proceeding
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JOVTE, pages 150-159,
10 No. Vol. 10 No. 1, 2017
1, 2017
E.U. OBIDIGBO
Department of Mathematics,
Nwafor Orizu College of Education Nsugbe, P.M.B. 1734,
Anambra State, Nigeria
Abstract
Mathematics is an essential course for scientific and technological development of
any country. Literature indicates low enrollment of students in Mathematics
Education when compared with other courses in Social Sciences and Arts, especially
at the tertiary level of Education. This development is viewed with grave concern for
teaching and learning of Mathematics in schools. In view of this, the study examines
the spatial and gender patterns of students enrolment for Mathematics Education in
Nigeria Colleges. This is with a view to identifying areas of deficiencies in order to
adopt appropriate strategies in teaching and learning of Mathematics and improve
the enrolment for Mathematics Education in Nigeria College of Education. The
study obtained data from the records in the colleges of Education randomly selected
from four geo-political zones in Nigeria. Percentage and Chi-square was used to
analyze the data. The data collected were analyze using both the descriptive and
inferential statistics. The results show significant gender and spatial differences in
the enrolment for Mathematics Education in Nigeria Colleges. Based on these
finding, the study recommends some strategies for bridging the gap in students
enrolment for Mathematics Education. These include provision of incentives and
counseling services to students at both secondary and tertiary levels of Education.
Introduction
National development is a collective responsibility, which requires the
collective efforts of citizens, irrespective of diversities. The development of
countries like the United State of America, China, Japan and Britain can
largely be attributed to the contributions of educated male and female citizens
of the nations. In Nigeria, one of the aims of establishing the Universities is to
equip students with necessary skills and knowledge required for accelerated
growth. Specifically, the Federal Republic of Nigeria (2004) clearly states that
tertiary Education is designed to equip the citizens with high level skills
required for national development. However, due to low level of women
Education, Nigeria women seem to be lagging behind in terms of contributing
to the political economic and social development of Nigeria. Imogie (2007)
noted that the way the society treats the women determines the extent to
which they can exhibit their potentials and contribute to national
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development. Earlier, Betiku (2002) stated that countries that raised the status
of women educational, socially, politically and economically generally enjoy
a high standard of living, while countries where women are largely illiterate
and confined to the home have a lower standard of living.
One of the factors that have contributed to disparity in the
empowerment of male and female groups is gender stereotyping. Imogie
(2007) observed that in Nigeria, people associate certain professions with
males and regard females in male labeled professions as abnormal land vice
versa. For instance, in the north part of Nigeria, many females are denied
access to education, while in the eastern part, the males and females has
denied the two groups access to education, which is the key to human
development. Egbochuku and Alika (2008) noted that education transforms
and builds in individuals the capacity to acquired appropriate information
skills and competence for personal survival and the development of the
society. The researchers stressed that education closes the door to poverty,
ignorance and opens the door to economic, social and political developments.
The review and Appraisal of the Beijing Declaration and Platform for
Action and the Outcome Document of the Twenty-Third Special Session of
the General Assembly indicated that education and training of girls and
women is a human right and an essential element for the full enjoyment of all
other social, economic, cultural and political rights. The millennium
Development Goals, the EFA and Dakar goals, and the Beijing Platform have
consistently placed emphasis on the importance of promoting gender equality
education and advancement of women (Women Watch, 2005).
Olawoye and Salman (2008) described the education of the girl-child
as an indispensable vehicle for national development. According to the
researchers, education is the most veritable means of social growth; a
formidable force, as well as reliable and essential instrument for national
development. The researchers noted that women are also citizens of the nation
and thus deserve to aquire education, which is a power weapon of
development. Yahaya (2004) observed that there is the need for provision of
educational opportunities to Nigeria citizens irrespective of gender and other
diversities. He explained further that this is necessary because both the males
and females make up the population of Nigeria and both have the potential of
contributing positively to the development of the society.
Salman (2001) observed that Mathematics is the most dreaded subject
by pupils and students. According to her, the enrolment of undergraduate
Mathematics is relatively low when compared with other courses. However,
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Research Questions
The following research questions guided the study
1. What is the gender dimension of undergraduate enrolment in
Mathematics Education in Nigerian Colleges of Education?
2. What is the spatial dimension of undergraduate enrolment in Mathematics
Education in Nigerian Colleges of Education?
Research Hypotheses
1. There is no significant difference in the enrolment of undergraduates in
Mathematics Education in Nigerian Institution based on gender.
2. There is no significant difference in the enrolment of undergraduates in
Mathematics Education in Nigerian institutions based on geo-political
zone.
Method
The research method adopted for this study is descriptive survey. The
researcher obtained data from randomly selected Colleges of Education from
four geo-political zones in Nigeria out of the size geo-political zones. The
North-cental was represented by college of Education.
Pankshin Plateau State, south-East by Nwafor Orizu College of
Education Nsugbe , south-West by College of Education Ibadan and South-
South by College of Education Technical Port Harcourt Rivers State. Data
collected on students enrolment in Mathematics Education from each of the
four selected Institutions for a period of five years (2003-2009). The collected
data were analyzed with the use of frequency count, percentage and Chi-
square.
Results
Research Question One: what is the gender dimension of undergraduates
enrolment in Mathematics Education in Nigeria Colleges of Education?
Table 2: Enrolment of undergraduates in Mathematics Education based
on gender.
Male Female Total
Number 690 274 964
Percentage 71.58 28.42 100
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Table 2 indicates that the selected colleges from the East and South-
South have the highest percentage where South-East and South-West, have
the least percentages of undergraduates enrolment in Mathematics Education
between 2010 and 2015.
Table 3 indicates that the selected Colleges from the North-Central and
South-South have the highest percentage where south-East and South-West
have the least percentages of undergraduates enrolment in Mathematics
Education between 2003and 2009.
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Discussion
The findings of the study corroborated earlier assertions of Salman
(2001), Olawoye and Salman (2008), Adeyemi and Akpotu (2004) that male
students were more in the quantitative related courses than the females. For
the 2010/2011 academic session, the ratio male to female undergraduates in
Mathematics Education is about 3:1 and this is not different from the findings
of Salman (2001) and Okebukola (2002). This also confirms the findings of
Okebukola (2002) that Science/Mathematics related courses or disciplines are
arid zone for females. This findings may be related to the fact that science
and mathematics related courses are still considered male courses in
Nigeria.
The study also showed that across the four geopolitical zones used in
Nigeria research, the number of undergraduates that enrolled for Mathematics
Education in the selected universities is still very low when compared with
the need for Mathematics teachers in Nigeria schools. Olawoye Salman
(2008) reported that Nigerian students have negative attitude toward
mathematics related courses. This finding therefore could also be attributed to
the negative attitude of Nigeria students to Mathematics, which is considered
to be a difficult and an abstract course.
The study indicates a significant difference in undergraduates
enrolment in Mathematics Education based on gender. This confirms the
assertion of Imogie (2007) and Salman (2001) that females are under-
represented in enrolment in to science and Mathematics related courses in
Nigerian institutions of learning. The disparity enrolment could be due to
several factors earlier identified by Yahaya (1999, 2004), and Imogie and
Okebukola (2004).
The finding of the study also showed a significant difference in the
enrolment of undergraduates in Mathematics Education based on geo-political
zone. The five colleges selected from the four geo-political zone in Nigeria
differed significantly in enrolment. This finding supports the earlier study of
Adeyemi and Akpotu (2004), which indicated a wide gap between different
zones in Nigeria in terms of enrolment in Science and Mathematics related
courses. The finding may be due to stereotype and parental influence on
students, choice of subjects and careers.
Conclusion
The study indicates that only few male and female undergraduates
enrolled for Mathematics Education in Nigeria colleges. It also showed that
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Recommendations
Based on the findings of the study, the following recommendations are
considered relevant:
The three tiers of government in Nigeria should provide employment to
Nigerian female youths who studied either Mathematics or Mathematics
Education in order to encourage more females to study Mathematics.
Mathematics teachers at different levels of Education should create a
conducive learning environment for the female students to enhance their
academic performance in Mathematics.
Mathematics curricula and teaching method should be designed in such a
way that gender issues are addressed.
Professional Associations and bodies such as mathematics Teachers
Associations should featured promote successful female mathematics.
Internal networks for the career development of the younger women who
show interest in Mathematics should be develop.
Tertiary institutions in Nigeria should establish counseling centers and
encourage professional counselor educators to organize guidance for
female youth on career choice and relevance of Mathematics to national
development. This is to erase the impression that the study of Mathematics
is for the males and encourage the female youth to contribute to national
development.
Nigeria Colleges of Education and Universities should lower their cut off
marks in the post UTME assessments for females that apply to study
Mathematics in order to improve female enrolment in the programs.
References
Adeyemi K, Akpotu N. (2004). Gender Analysis of Student Enrolment in
Nigerian Universities. Humanity and Social Sciences and Law, 48(3):
361-378.
Betiku O.F. (2002). Gender in Science, Technology and Mathematics
Education Female and Male comparison. In: SO Oraifo, POE
Nwaokolo, G C. Igboragbor (Eds.): Refocusing Education in Nigeria.
Benin city: Dasylva influence, pp. 62-63.
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No. 1, 2017
Abstract
The paper dealt with the counselling perspective of the formal pathway for
vocational/career development in the contemporary society. It opines that
vocational/career development is primarily concerned with occupational preparation
of individuals, and the development of their capacities for work. Efforts have been
made to outline the formal educational pathway for vocational/career development
through schooling from the primary school level to the tertiary level of education.
The pivotal roles of the subject teacher and the guidance counsellor have been
highlighted. Among the recommendations made are that: subject teachers at all
levels should make their subjects interesting, highlighting the possible career and
enterprise destinations of their specific subjects, and that counsellors should assist
the students to select for their school certificate examinations eight or a maximum of
nine subjects of proven performance based on interest, aptitude and value that would
form the foundation for identifiable specific occupational fields.
Introduction
Vocational/career development is primarily concerned with
occupational preparation of individuals, and involves the development of
human capacities that are salient to sustaining individuals employment across
working lives, as well as communities and societies social and economic
wellbeing (Billet, 2011). The mode of preparation may be either formal
through the regular school system or informal delivered through the
apprenticeship and on the job training system (Osinem & Nwoji, 2010).
According to Hansen (1994 p.263) Vocation describes work that is fulfilling
and meaningful to the individual and thus provides a sense of self and
personal identity. Career pertains to the time one spends in a particular job
or profession. Vocations pertain to occupations and are based on individuals
capacities, interests and possibilities (Billet, 2011). Vocations reflect
individuals interest and desired goals [ie a personal fact] while occupations
reflect categories and kinds of work [ie a societal fact] that are available for
the individual to engage in as his/her career.
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For the purposes of this paper, vocation and career are taken to mean
the same thing. Therefore, vocations/careers are personally founded and
premised on individuals interest, aptitude and needs. Ultimately,
vocations/careers have personal meaning and purposes and so individuals
have to decide what constitutes their vocations/careers. The focus of this
paper is on the formal mode of vocational/career development within which
the school guidance counsellor makes considerable inputs while the subject
teachers expound the subject matter contents to excite the interest of the
learners. The individual needs to be sufficiently guided to take the subjects
taught in the school seriously. Similarly, the subject teachers need to be
encouraged to always highlight the possible career directions of each subject
as well as the likely enterprises that could emerge. Sufficient career
information and entry requirements/guidelines need to be made available to
the student to avoid wrong choice of career which may result to
vocational/career maladjustment in future.
The ways abound to assist individuals come to learn about and engage
with their preferred occupation that might well become their vocation (Billet,
2011). However, individuals need adequate preparation, opportunity and the
ability to practice. Their learning outcome is considerably affected by
individual goals, values and motives (Ughamadu, 2016).
There is one pathway that helps individuals select the particular
occupation that they should pursue and decide how to proceed (Billet, 2011).
This pathway is vocational counselling which assists individuals in
identifying which occupations are aligned with their interests, capacities and
expectations; and expanding their own understanding of the occupational
fields (Billet, 2011). The school system provides the formal educational
pathway for the vocational/career development of the school child bolstered
by the school guidance programme with the cooperation of the subject
teachers.
Vocational/career development exposes learners, perhaps while still at
school, to the range of occupations that exist and try to identify occupations
that meet their needs, capacities and readiness. Vocational counselling
deliberately engages students, perhaps while still at school, to consider a
range of occupations and provide means by which they might come to select a
particular one (Billet, 2011).
Nwadinobi, Umezulike, Eneasator and Mmaduakonam (2013) affirm
that career development plays the role of assisting the individual to identify
underlying vocational potentials in him/her so as to help him/her further to
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Obviously, the primary school leaver has no career direction and so may end
up doing lowly paid menial jobs if he/she terminates schooling at the primary
level. At the end of primary school, the National Policy on Education
prescribes a 100% transition to the secondary school (FGN, 2004).
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need to be diversified also to enable students increase the scope for self-
discovery and team spirit.
The Junior School Certificate (JSC) shall be issued at the successful
completion of the stage. At the end of Junior Secondary School (JSS-3), the
National Policy on Education prescribes that some students may opt out and
go for either vocational training or apprenticeship. Vocational training and
apprenticeship are outside the scope of this paper. The rest of the students
ought to transit to the senior secondary school option at a ratio of 50:50. The
student who terminates schooling at the JSS level is adjudged to be unskilled
and would be employed to do general purpose clerical jobs that are still
poorly paid.
At the senior secondary school level, the National Policy on Education
(2004) prescribes that every student shall take all the six (6) core subjects in
Group A, and a minimum of one and a maximum of two (2) from the list of
18 vocational elective subjects in Group B and list of 16 non-vocational
elective subjects in Group C. A possible total of 40 subjects could be offered
in the senior secondary school. It is anticipated that as the school may not
offer all the subjects as listed, they should offer as many subjects as possible
in order to cater for the diverse interests and needs of the students. In effect,
the school that offers only 10 subjects to the students cannot be said to ensure
adequate vocational/career development of the students as much as the school
that offers 20 subjects.
At the senior secondary (SS-1) class, there is conscious streaming of
students into science, arts or social science inclinations based on the
performance in the individual school subjects at the JSS-level. The school
guidance counsellor is of tremendous assistance at this stage. The School
Counsellor utilizes the students cumulative records, his JSS-3 certificate
result and personal interview to arrive at the decision to send that student to
SS-1 (Science) or SS-1 (Arts) class as expedient. Subsequently, the students
are exposed to deeper and wider dimensions of the subjects chosen to further
broaden their knowledge and possible career/occupational destinations. The
subject teachers have the primary responsibilities of making their subjects
interesting and highlighting the possible career and enterprise destinations of
their specific subjects.
At senior secondary (SS-2), the students are guided to choose subjects
of proven aptitude, interest and performance that are meaningful to them and
then geared towards specific career/occupational areas/fields. It is at this
point that the counsellor assists the student to select eight or a maximum of
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nine subjects of proven performance based on interest, aptitude and value that
would form the foundation for now identifiable specific occupational fields.
The counsellor provides the students with the current educational and
occupational information and the necessary guidance. A significant
determinant of the next line of action towards the vocational/career
development is the outcome of the certificate examination. At least five credit
passes are required for further advancement. The individual who opts out at
this stage may settle for semi-skilled and clerical jobs.
The Senior School Certificate (SSC) shall be issued at the successful
performance at public examinations conducted by public examination bodies
[WAEC and NECO]. Students performance at the certification examinations
and the number of credit passes narrows down the latitude for specific career
options. This may present both the background and the direction for tertiary
level course choice for which the predictive tertiary matriculation
examination is a pre-requisite.
During the entry for the Unified Tertiary Matriculation Examination
(UTME), students use the JAMB Admission Brochure to guide their career-
bound selection of subjects for tertiary level education. This is facilitated by
the school guidance counsellor. The Unified Tertiary Matriculation
Examination (UTME) is highly competitive demanding high scores to beat
the cut-off mark. The prospective student is expected to sit for use of English
language and three other career-bound subjects. Otherwise, securing
admission into tertiary level education would be difficult
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Conclusion
The school system provides the formal educational pathway for the
vocational/career development of the school child bolstered by the school
guidance programme and the subject teachers. The higher the number of
subjects taught in the school, the higher the chances of meeting the diverse
needs of the students for exposures towards the discovery of their interests
and aptitudes for specific occupational fields.
Vocational/career development spans through school years from
primary to tertiary level. From vocational counselling point of view, the
vocational/career development of the primary school child is at the fantasy
stage, and therefore, still very fluid. As much as possible, a comprehensive
listing of occupations and display of charts of individuals in those occupations
by the School Counsellor may be a useful guide to primary school pupils at
this stage of their vocational/career development.
At the secondary school level, the subject teachers are enjoined to
make their subjects interesting and also highlight the possible career and
enterprise destinations of their specific subjects. This is done through staff-
forum organized by the School Counsellor. Therefore, schools that offer
limited number of subjects are denying the child of the opportunities of self-
discovery for ample vocational/ career development.
At SS-1, there is the conscious streaming of students into science, arts
or social science inclinations based on their performance in the individual
school subjects at the JSS-level. The school guidance counsellor is of
tremendous assistance at this stage. At SS-2 the student are guided to choose
subjects of proven aptitude, interest and performance that are meaningful to
them and then geared towards specific career/occupational areas/fields.
Students performance at the certification examinations and the
number of credit passes narrows the latitude for specific career options. This
possibly presents both the background and the direction for tertiary level
course choice. To sit for the Unified Tertiary Matriculation Examination
(UTME), students use the JAMB Admission Brochure to guide their career-
bound selection of subjects for tertiary level education.
At the tertiary level, further exposures of the students to the specific
subject matter content requirements for the effective preparation for the future
career/vocation/occupation are carried out. The possible career destinations
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Recommendations
1. At the primary school level, the counsellor should provide and display
a comprehensive list of occupations and charts of individuals in those
occupations as a useful guide to primary school pupils at this stage of
their vocational/career development.
2. Secondary schools should offer un-limited number of subjects in order
to present to the child sufficient opportunities for self-discovery for
ample vocational/ career development.
3. Subject teachers at all levels are enjoined to make their subjects
interesting and also highlight the possible career and enterprise
destinations of their specific subjects.
4. The appropriate agencies of government should ensure that many
subjects that are supposed to be taught at the secondary school level
are offered in each school in order to give the individual student the
opportunity to be led to the discovery of his/her own hidden talents and
prospective occupational fields.
5. The counsellor should assist the student to select eight or a maximum
of nine subjects for the school certificate examination based on proven
performance, interest, aptitude and value that would form the
foundation for narrowing the tertiary level courses towards identifiable
specific occupational fields.
6. As the tertiary level education prepares the individual for managerial
positions, it should guide the students to the possible career
destinations and associated enterprises of a given course of study.
7. Guidance and Counselling in the primary school should be made more
practical so that the childrens career development will be ignited at
that level since it is a foundation stage.
References
Billet, S. (2011). Vocational education: Purposes, traditions and prospects.
London: Springer
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No. 1, 2017
OKEKE, DANIEL C.
Department of Agric. Education
Nwafor Orizu College of Education, Nsugbe
PMB 1734, Onitsha, Anambra State
+2348060671944, olisdon@yahoo.com
Abstract
Productivity and profitability potentials of upland and lowland yam cultivation in
Anambra West Local Government Area of Anambra State, Nigeria were studied. A
survey research design was used for the study. Data were collected from a sample of
260 respondent farmers using structured questionnaire to elicit information from
the farmers. Two research questions and two null hypothesis were formulated and
these guided the study. Data collected were analysed using Z-test statistic at 0.05
level of significance. The result of the findings showed that yam cultivation on the
upland farms were more productive and profitable. The lowland farms were more
prone to the vagaries of nature effect especially flooding. It was also found out that
the problems encountered by the lowland farmers differed significantly from that
of the upland farmers. Recommendations were made among which are, that lowland
farms should be insured by farmers and, development of appropriate technology
capable of increasing the shelf-life of stored tubers.
Introduction
Arable crops are those crops which persist for less number of years
than perennial crops. They are usually annuals and may include such crops
like maize, yam, cassava, cocoayam. Roots and tuber crops occupy very
important position among the food crops grown in Nigeria as they play
important roles in national and house hold food security (Rijks, 2003). Of
all the root and tuber crops grown in Nigeria, yam occupies a very
important position being closely integrated into the social, cultural,
economic and religious aspects of lives of communities in yam growing areas
(Vernier, and Dansi, 2000).
Yam belongs to the genus disoscorea. comprising many species such
as Dioscorea-rotundata, D.cayanensis, D.alata, D.dumentorum, D.bulbifera,
D.esculenta. Yam does not tolerate frosty conditions. The required
temperature of 25 - 30C is normal for growth. Loamy soils are best for yam
growth and well drained soil are required for good yield. Light is critical in
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yam production and short day length favours vine growth (Annonymous,
2003). Propagation is by tuber, bulbils, vine cuttings, seeds or tissue culture.
In the year 2000, an estimate of 38.5million tones of yam was
produced world wide. Out of this, West Africa contributed about 96% and,
Nigeria production accounted for about 71% of this output, (Ngopya, 2003).
Average yields are low due mostly to unimproved low yielding varieties and
use of unimproved cultural practices. Increase in yam production is due
mostly to expansion of hectarages cultivated and not necessarily from
increased yield per hectare. This low yield per hectare of yam compared to
other crops like cassava, the relatively large amount of planting materials
required and, the long growing season are some of the major problems facing
yam production (Okorji, 2992).
Productivity is the efficiency with which input are converted to
output, the potential output which may be obtained from a specific input
(Bishop and Tousant 1985). Profit according to Cramer, Jenson and
Southgate (2001), is a surplus of receipts over expenses. The aim of every
farmer is to maximize profit or minimize cost. The profitability of an
economic activity generally is a major determinant in the choice of an
investment portfolio. One method of production is said to be more efficient
than another when it yields greater valuable output per unit of valuable input
used (Bishop and Tousant 1985). Some farms achieve relatively high
efficiency scores whilst others are less efficient and this is the function of
such factors like farm size, farm location, farm characteristics, farmers
characteristics (Andreakos, 1997).
Most of the commercial yam production in the state takes place in
Anambra West L.G.A. Yam cultivation starts from November and continues till
early February in the lowland farms. Cultivation follows the receding flood
from the Anambra River and River Niger. These yams are harvested between
June and July when flooding starts coming. In the upland farms yam
cultivation commences from April and are harvested from November through
December to January. This study hopes to determine the potentials of these
two ecologies with respect to productivity and profitability of yam
enterprise.
The production cost in terms of the cultural practices - labour cost, cost of
input as well as the marketing cost, returns on investment interms of revenue
from sale of output from the two farms will be analysed.
Yam cultivation in Anambra West Local Government Area is
characterized by such problems like flooding, draught, intensity of labour
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Hypothesis 1
Output of lowland farms does not significantly differ from that of upland farms.
Table 2: Mean score of difference in output between upland
and lowland farms
Groups N X SD df Z-cal Z-crit
Upland farms 130 3.40 2.7
258 5.76 1.96
Lowland farms 130 1.73 1.9
Research Question 2
Do the farmers in lowland farms encounter the same problems as those in the
upland farms?
Table 3: Mean ratings of problems encountered by both farmers in
upland and lowland farms
Items SA A D SD N X Remarks
1. Flooding of farms cause yam 120 66 61 13 260 3.13 Accepted
decay after harvest
2. Flooding of farms prevents 120 68 52 20 260 3.11 Accepted
weed growth in lowland farms
as against upland farms
3. Weeding increases production 8 30 82 140 260 1.64 Rejected
cost in lowland farms
4. Labour scarcity during harvest 140 71 40 9 260 3.32 Accepted
is a problem in lowland farms
5. There is labour scarcity in 12 29 94 125 260 1.42 Rejected
upland farms during harvest
6. Transportation cost is high 9 20 71 160 260 1.53 Rejected
during harvest in upland farms
as against lowland farms
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Hypothesis 2 (Ho2)
There is no significant difference between the problems encountered by
farmers in lowland farms compared to that encountered by farmers in the
upland farms.
Table 4: Mean score of problems encountered by both upland
and lowland farmers.
Groups N X SD df Z-cal Z-crit
Upland farms 130 3.25 2.30
258 6.81 1.96
Lowland farms 130 1.48 1.86
Table 4 showed that the calculated value of Z 6.81 is greater than the
critical value of Z which is 1.96. Therefore, the problems encountered
by farmers in both farms are not the same.
Discussion of Results
From the analysis on the output of both farms, it was observed that zero
tillage is possible in lowland farms thereby minimizing the cost of production.
Also, the accumulation of nutrients by flood adds to the organic matter content
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References
Andreakos. I.V., Tzouvelekas, K., Mattas and E. Papanagiotou (1997).
Estimation of Technical Efficiency in Greek Livestock Farms.
Cahiers-d'Economic at Sociologie Rurales O (42 - 43) 1st - 2nd
Trimester 93 -107.
Anonymous, (2003). The Nigerian Rice Economy in a Competitive World:
Constraints, Opportunities and Strategic Choices. A Survey.
Assuming, B. (1991). Yam For Foreign Exchange Potential and Prospects
in Ghana. 9th Symposium of International Society for Tropical Root
Crops (ISTRC) 20 - 26 Oct. 1991, Accra Ghana: 38.
Bishop, C.C. and Toussant, W.D. (1985). Introduction to
Agricultural Economic Analysis: John Willey and Sons. N.Y.
USA.
Cramer, G.L., Jensen C.W., and Southgate, D. D. (Jnr) (2001). Agricultural
Economics and Agribusiness (Eight edition) John Willey and Sons,
Inc. New York. USA.
Enwezor, W.C., Ohiri, A.C., Opuwaribo, E.E.; and Udo, J.E. (1990).
Literature Review on Soil Fertility Investigation in Nigeria.
Fertilizer Procurement and Distribution Division (FPDD). Federal
Ministry of Agriculture and Natural Resource, Lagos.
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JOVTE, Vol. 10 No. 1, 2017
1
OKAFOR, BLESSING IFEOMA, 2OKOLI, STELLA OBIANUJU &
3
EZENDUKA, M. M.
1,2,3
Department of Biology,
Federal College of Education (Technical), Umunze.
Abstract
The backdrop as regards poor students academic performance and myths (negative)
into the study of Biology is of great concern. This paper investigated the causes of
the students poor academic performance in Biology in Onitsha North Local
Government Area of Onitsha Education Zone. Two (2) research questions and one
(1)null hypothesis guided the study. The design was a descriptive survey with a
sample size of one hundred and twenty (120) SS II students. A twenty (20) - items
questionnaire titled Causes Of Students Poor Academic Performance in Biology
(COSPAPIB) was used to collect data. The research questions were answered with
mean and standard deviation, while the null hypothesis was tested with the t- test at
0.05 level of significance .Result reveals that Inadequate and poor instructional
facilities causes poor performance in Biology. Also Human factor involving the
teacher and students independent of each other portray negative attitudes leading to
the poor performance. The mean ratings of male and female students responses
were similar to the causes of poor academic performance. Recommendations among
others is that instructional facilities should be improvised in schools for the teaching
and learning of Biology. Also the right attitude to teaching and learning should be
inculcated into the teachers and students through seminars, workshops and
orientations respectively.
Introduction
Biology is one of the core science subjects offered in senior secondary
schools in Nigeria. One of the objectives of biology education at senior
secondary level is that the students at the end of their study should be able to
apply scientific knowledge to everyday life in matters of personal and
community health and in agriculture (Ramalingam, 2000). The nature of the
subject itself presents concepts and phenomena that should enable students to
apply the methods of scientific observation and evaluation in decision-
making, distinguish observations from healthy life through a knowledge of
how their body works and can be abused, understand the diversity, evolution,
and interdependence of biosphere and the students role as future stewards of
the environment (Johnson, 2005). Biology is a science subject that is studied
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Research Questions
1. Is poor performance a result of poor /lack of instructional facilities?
2. Is human factor a contribution to poor academic achievement in
biology?
Hypothesis
There is no significant difference in the mean ratings of male and female
students on causes of poor academic achievement in biology.
Methodology
The study was conducted in Onitsha North Local Government of Onitsha
Education Zone in Anambra State. The local government is situated in the
Onitsha Urban area. It is a densely populated area inhabited mainly by
artisans, and traders, and few civil servants.
The population comprised all (SS2) biology students numbering six hundred
and seventeen (617) in the selected eight (8) public secondary schools in the
study area. SS2 students were chosen for the study because they have almost
completed two sessions in studying the subject, and being conversant with
their classroom environment, will be in a better position to elicit the
information needed properly. One hundred and twenty (120) students
comprised the sample. Fifteen (15) students each from the eight schools were
randomly selected.
A twenty (20) item questionnaire was designed for the study. The
questionnaire was titled Causes of students poor academic performance in
biology (C OSPAPIB). Respondents are to tick their opinions against the
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statements of the items and the choices of the 4 point scale. The choices
were: Very True (VT), True (T), Not Very True (NVT) and Not True (NT).
The instrument was validated on its face and content validity by experts.
Comments and corrections were effected as appropriate. The alpha coefficient
value of 0.82 was obtained with the Cronbach Alpha used to establish the
reliability. Thus the value was taken as an indication of internal consistency.
One hundred and twenty (120) copies of the questionnaire were distributed to
the sampled students for completion and retrieved immediately to avoid loss
with the help of some research assistants which were given orientation.
Mean and Standard deviation was used to answer the research questions by
preparing a tally sheet of frequency distribution and weighted on the 4-point
rating scale. Very true and true were merged and mean scores of 2.5 (mid-
point of the scale) and above were accepted as indications of Very true causes
of poor academic achievement. Not Very True and Not True were also
merged and mean scores below 2.50 were regarded as Not True causes of
poor academic performance.
Results
These are summarized below in tables 1-2
Research questions
Table 1: Mean Ratings of lack of instructional facilities as causes of poor
students performance.
Item Items on reasons for poor academic Mean SD Decision
no performance in biology
1 Lack of finance to buy textbooks 3.08 1.08 T
2 Biology books in the library are ancient 3.63 1.06 T
3 Our laboratory are not well equipped 4.80 1.11 T
4 Some biology concepts are taught in 3.88 1.01 T
abstract
5 High cost of biology textbooks 3.16 0.80 T
6 Large class sizes 4.65 1.11 T
7 Biology terms are vague 1.86 0.90 NT
8 No practical work in biology 2.84 1.05 T
9 Students poor interest in learning 2.72 1.22 T
10 Poor understanding of many topics 3.85 1.05 T
In table 1, only item 7 mean is less than 2.50. Scores of other items had means
above 2.50. The mean of means was 2.75 indicating that poor and lack of
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Table 3 shows that t-cal is less than t-critical thus the null hypothesis is
upheld as male and female students opinions are same on the causes of the
poor academic performance in biology.
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Discussion
Availability and utilization of instructional facilities including textbooks are
of a great importance in the delivery of biology as a discipline. Students are of
the view that their parents lack funds to buy textbooks for them due to their
high cost. The laboratories are poorly equipped, thus not all the required
practicals are carried out. This also leads to the teaching of some biology
concepts in abstract instead of experimenting on them. This will also results
in poor understanding of topics in biology thereby reducing the interest of
students in the subject and its poor understanding. All these are in line with
Besong and Obo (2003) in their report on the teachers adoption of teaching
method to promote learning. If the teacher teaches topics with relevant
method, it will result to higher understanding and better performance.
From the findings, it is observed that, though the school has library, the
available biology textbooks are old with obsolete information. With
increasing population in our society, there are influx of students in schools
without equivalent classroom blocks and teaching staff. These results in
having large class sizes, thereby making teachings unpleasant both for the
students and teachers. The teachers will not have access round the class thus
students at the middle and back dont concentrate on the lesson. Thus, this is
in line with (Otogbolu, 2005) who opined that there are very large class sizes
without instructional materials and students learning practical biology without
adequate laboratory facilities. It then implies that students will not acquire
relevant scientific knowledge, skills and competencies needed for their
survival in this era of science and technology (Okoli,2011).
The students identified their teachers as qualified with one certificate or the
other but are not competent enough to discharge their teaching responsibility.
This can be attributed to the trend in the country where employment is no
longer by merit, but by favour thus untrained teacher graduates are employed
into teaching field and they are unable to utilize the teaching skills in
delivering their lessons; this is in conjunction with Alausa (2007) that in many
schools, there are lack of specialists teachers.
The findings also revealed that most students have poor academic background
may be in primary science and in junior secondary Basic science.
Findings revealed that their teachers do not involve them in the teaching
process, thus they do the talking (teaching) alone without asking questions to
the students to elicit their ideas. Thus, this corresponds with the findings of
(Okeke, Osuafor and Okafor 2011) as biology teachers do not use supportive
classroom interaction with the students, as teachers do not provide
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Conclusion
Based on the findings and discussions, it was concluded that
Inadequate/unavailability of instructional facilities and human factors
(students and teachers) are causes of poor academic achievement in biology.
Male and female students are of the same opinion that on the afore-mentioned
causes of poor academic achievement in biology
Recommendations
Based on the findings, it was recommended that,
1. Biology teachers should adapt good teaching methods to convey their
knowledge to students for better understanding.
2. Biology teachers should make room for students participation in their
lesson.
3. Biology teachers should demonstrate concepts requiring practicals to
avoid abstractness.
4. Government should erect more classroom buildings to accommodate
increasing student enrolment in schools and provide adequate
laboratories for practicals.
5. Government should employ well trained/competent biology teachers
with teaching qualifications.
6. Government should provide current and relevant textbooks to the
school library; so that students can acquire recent information and
knowledge.
7. Parents should be sensitized at the Parents Teachers Association (PTA)
meeting on need to encourage their children and wards so to develop
positive attitude towards education to avoid drop-outs.
References
Abimbola, I.O & Danmole, B.T. (1995). Origin and structure of scientific
knowledge: Implications for concepts difficulty in science. Ilorin
journal of Education 15, 45-59.
Alausa, Y.A. (2007). Teachers attitudinal variables in the implementation of
the further mathematics curriculum as correlates of students learning
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pages 1, 2017
186-192, Vol. 10 No. 1, 2017
Abstract
There is a need for the image of our country, Nigeria to be repositioned. This paper
therefore focused on the concept of integrity as an important factor that cannot be
dispensed with in the accountancy profession, especially in this era of the dwindling
image of the profession. In this respect, the paper looked at the importance of
accountancy profession and the role it is expected to play in this national rebirth
process. The paper concluded by making recommendations that would assist
professional integrity to be employed as a tool for achieving national
rebirth/rebranding.
Introduction
Accountancy is regarded as a noble profession anywhere across the
universe. The profession and its professionals are highly respected. This
encomium being poured on the profession and its professionals can no longer
be entirely correct under the Nigerian context considering the past and recent
incidents that have cast aspersion on the image of the profession. This and
other short-comings of Nigeria as a nation have portrayed the countrys image
in bad light both at the local and international levels.
There is an urgent need for the image of our country, Nigeria, to be
repositioned through the Accounting Profession. Nigeria requires a total
national rebirth (repackaging) in order to improve her image internationally.
To be able to achieve this feat, accounting professionals must at all times
reflect the principle of integrity. It needs to be pointed out that if this national
rebirth project is to be successful, all hands must be on deck so that all
professionals, lawyers, doctors, engineers, architects, surveyors, teachers,
politicians, etc must key into this project. The cases of failed banks, failed
businesses and, of course, the collapse of Nigerias economy point to the fact
that there is an urgent need to repackage our countrys image through the
Accountancy Profession.
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Concept of Accounting
Accounting may be perceived from varied perspectives as an activity
performed by accountants and their surrogates, as a system consisting of
several interrelated and interdependent parts; as a technique of management
and as a discipline of study (Anao 1989). Whichever perspective one adopts,
one invariably finds accounting as a process of handling information of
economic or financial nature, which is highly useful and adaptive to varying
situations.
The American Institute of Certified Public Accountants (AICPA,
1961) defined accounting as the art of recording, classifying and summarizing
in a significant manner and in terms of money transactions and events which
are, in part at least of a financial character and interpreting the result thereof.
The American Accounting Association perceives accounting as the process of
identifying, measuring and communicating economic information to permit
informed judgements and decision by users of the information (AAA, 1966).
Accounting was equally defined as the art of recording, summarizing,
analyzing and interpreting financial records in such a manner that will permit
the interested parties to make wise economic decisions (Okoli, 2012). The
aforementioned definitions identifying the major activities found in
accounting profession consist of recording of transactions, summarizing of the
collected data as well as giving interpretation of such. One essential aspect of
the American Accounting Associations definition is that of measurement and
communication. It should be noted that whatever accounting information that
is gathered must be properly communicated to the users in form of report.
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Accounting Report
Accounting reports are grouped into three categories thus:
a. External Report: This type of report is mainly packaged for the
consumption of parties that are external to the organization, focusing
on the entire/whole sections, not the individual units. It reports on the
entire organizational activities such as comprehensive income
statement, statement of financial position, value added statement, etc.
b. Routine Internal Report: This is concerned with reports on the
normal internal control checks within the organization. It is applied for
purposes of planning costs, monitoring performance at different
locations within the organization, major deviation from the norms and
effecting corrective measures to ensure compliance with the set
standards (plans). It deals with performance reports which are directed
to management on daily, weekly monthly and quarterly basis and
drawing managements attention to the areas where deviations from
the set objectives are exceptional, thus facilitating Management by
Exception (MBE). Such reports on cash and stock position, fixed asset
register, labour monthly audit, job cards are examples of internal
reports.
c. Non-Routine Internal Report: The major focus of this type of report
is to facilitate the decision making function of management by
providing plans:- short, medium and long terms and the basis for
deciding on alternative projects and programmes. It guides
management in a host of product and profit planning decisions which
are critical to good budgetary commitment of funds and aids the
evaluation of effects of the alternative decisions on the risk-return
profile of the firm. Budgets, standard cost, and cost-volume-profit
models come under this class of report.
The users of Accounting Information/Reports include:
shareholders, auditors, management, government, employees, trade
unions, financial analysts, prospective investors, auditors, competitors,
suppliers, customers, etc. There is every need for accounting
information that is given to the public to be carefully censored so as to
prevent it from misleading/misinforming the innocent interested
public. Wrong accounting information contained in the financial
statements has the ability of imparting negatively on our countrys
economy and sending wrong signals to the entire world.
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References
Adeniyi. A.A; [2004] Auditing and Investigation. Lagos: Value Analysis
Consult Publishers.
American Accounting Association, [1966]. A Statement of Basic Accounting
Theory. New York AKY Publisher.
American Institute of Certified Public Accountants [1961]. Committee on
Terminology, Accounting Terminology Bulletin NO.1, American
Institute Publishing company.
Anao, A.R, [1989]. An Introduction to Financial Accounting, Benin city:
Longman, Nigeria.
Companies and Allied Matters Act/Decree [1990]. Federal Republic of
Nigeria Official Gazzette.
Hornby, A.S, (2010): New Oxford Advanced Learners Dictionary.
Metulich and Heitger [1980]. Accounting Information need in Modern
Business Organizations; Lagos: Erudite Publishers.
Ndibe, N. and Okoye . E; [1998]. Auditing and Investigation; Enugu, Future
Tech.:Publisher.
Okoli, D.E [2012], Accounting Information: A Vehicle for Decision Making;
Accounting Text for Decision Makers, Enugu, New Generation
Publishers.
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10 193-201, Vol. 10 No. 1, 2017
No. 1, 2017
Abstract
Visual Arts is a vocation. Computer graphics (computer graphics) which is a sub-
specialty of graphic Arts, a sub-set of visual arts is thus a vocation. Computer
graphics and computer graphics are the same and thus are interchangeably used in
this paper. Computer graphics is the incorporation of information and
communication technologies (ICTs) with Graphic Arts. It is a modern approach in
art which involves the use of computer to facilitate creativity in advertising and
production of pictures and movies with the help of specialized graphic hardware and
software application. Computer graphics as a course is stuffed with knowledge and
skills leading to productivity and self-reliance. Thus, the objective of this study is to
unveil how computer graphic education reserves the potency of transforming and
reforming individuals and communities through its potential as a vocation and thus a
source of empowerment harnessed into job-creation for individuals and thus the
communities at large. This paper also extends its discussion onto the constraints
encountered on the development and advancement of Computer graphics study and
practice in Nigeria. At the end, recommendations for improving and advancing
Computer graphics education is proffered.
Introduction
Education is the most effective tool that brings about change all over
the world; and to achieve this, especially in Nigeria, functional education
must be on the ground and very effectively emphasized. It is a group of
individuals that constitute the society and thus the goal of education should be
fashioned to be life dependent in knowledge and skills for societies to survive
and develop. Education is a life-long process which enables an individual to
develop his or her potentials in order to give service not only to self but to the
community at large (Nzerem, 2000). We need education which happens to
be an instrument of development permeating all sectors of the economy
(Ossai, 2004). In the same vein, Farrant (1950) posits that education is the
overall process of learning by human beings in which knowledge is
inculcated, behaviour trained and skills acquired. From the definitions of
education from various authorities, acquisition of knowledge, skills,
competencies and behaviour modification are being emphasized. Therefore
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The present global oil glut and consequent impact on the economy,
most particularly on mono economies like Nigeria has to a great extent
necessitated the need for the nation to look inwards for alternative revenue
sources to meet the individual and national demands. Computer graphics
presents the needed opportunity for the Nigeria to confront the situation and
emerge successfully. Thus, computer graphic entrepreneurial studies ensures
application of creativity and innovation to the satisfaction of needs and
opportunities for wealth creation in business. Such wealth creating
opportunities do not often happen on their own in graphic art education, but
computer graphic artist make them happen.
As Nigeria is a rentier state where revenue profiles do not include or
consider productivity and efficiency as a good and necessary source of
survival, there is no encouragement to productivity, thus computer application
in graphic arts enhances self-productivity by individual beneficiary. This is
because access to the internet triggers new attitudes and culture of exciting
interest, critical thinking and problem solving in teaching, learning and
productivity of graphic art works for services to the society. Such services
could be for advertisement of goods and services of the community as they
can employ their discretion in the management of the community and
community related problems and also have control over their environmental
contingencies, leading to the enhancement of their communal wellbeing.
Humanity has realized the weight of problems confronting it but lacks
the means of crushing it but the right type of education which is the bedrock
of all developments stands out to combat such ugly situation. Computer
graphic education reserves the potential of changing the life of individuals
and the society via the acquisition of knowledge and skills that empowers it; it
thus possesses the strength to create employment which directly reforms the
community.
In education (teaching and learning) proper, instructional materials for
various subjects are easily and artistically designed and produced with
Computer graphics manipulative skills and technical know-how. Thus
teaching aids production is a lucrative business that empowers the
beneficiaries economically, which in turn enhances economic growth of the
schools and the community.
Apart from the Computer graphics production services in the
educational institutions, the governments, commercial and industrial
establishments cannot progress without its services in their financial sectors.
For instance, in Anambra State, governor Obiano restructured their revenue
earning sources and thus introduced the use of ICT in revenue collection. This
he did to ensure greater efficiency and transparency in the states accounting
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photo editors, book and magazine layout artists, web designers, web masters,
illustrators, art editors and book binders, to mention but a few.
At the various places where the computer graphic designers work, they
can hold various positions requiring managerial roles such as creative
directors whose jobs use to initiate creative concepts of projects and drive the
directions of the projects (Wikipedia), the free encyclopaedia. They also can
work as production managers whose job is to oversee the production
processes in order to improve efficiency and cost effectiveness. Also they can
be brand identity developers who see to the companys visual identity and
how the company portrays its image. The computer graphic artist also can
assume the work of an interface designer, package designer, visual journalist
and multimedia developer, to limit the list of job opportunities.
Most importantly, well trained computer graphic artists can be
freelancers who develop their own business as entrepreneurs. They are self-
employed artists who are responsible for looking for and procuring their own
clients. Their success depends on their acquired skills, managerial
responsibilities, diplomatic and polite approach and attendance to their clients
and customers. Finally, where they succeed, they can employ labour. This
helps in maximizing the headache of unemployment thereby empowering the
communities in Nigeria.
Conclusion
Education is an indispensable instrument for empowerment and for the
transfer of knowledge, skills, techniques and competencies needed for
performance of tasks in the society and the nation at large. According to
Urevbu (1991) education is the total process of human learning by which
knowledge is imparted, facilitated, trained and skills developed; while Yolaye
(1980) conceptualizes education as the tool for elimination of ignorance,
poverty and disease. Education is the development of human intellect which
makes individuals to perform tasks and improve their lives and that of the
communities. Computer graphics education thus empowers the beneficiaries
to be productive and self-reliant. This empowerment makes them to think for
themselves. They thus use their initiatives to make personal decisions for
themselves which in turn benefits the society at large. Empowerment grants
individuals the authority for self-esteem and confidence needed to accomplish
tasks. It is the key determinant of the growth, development and prosperity of
the communities.
Unemployment and its social ills are curbed and are arrested by the
right type of education which empowers individuals that constitute the
communities to be self-sustained, and also to create jobs and employ others.
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References
Arthur et el (1989). Definition of Career career dictionary reference com
2012. Retrieved 2012-02. 16.
Branson, R. (2008, September 25). In defence of capitalism Daily Nail, pp.
22-23.
Farrant, J.S. (1980). Principles and Practice of education. New York:
Macmillan.
Hornby, A.S. (2000). Oxford Advanced Learners Dictionary of current
English Oxford: Oxford University Press.
https://en.wikipedia.org/wiki/graphicesignoccupations.
Nzerem, T.A.N (2000). Nigerian education and functionality in the 21st
Century: Myth for Reality. Knowledge Review 2(3), 1-8.
Obiano, W. (2015). Sustaining the legacy of growth and development in
Anambra State. A lecture delivered at Pan-Atlantic University,
Lagos, on Thursday, August 13: Governor Obianos Lecture series.
No. 1 Vol. II.
Ofoye, O.I. (2007). Fundamentals of Computer Graphics. Ugheli: Iregha
Publishers.
Onunkwo, V.N. (2008). Towards Functional and Qualitative Fine and
Applied Art education in Nigeria in the 21st century. Journal of
Teachers Perspective (PQTEP/ASSONT), Vol. 2 (2) June 281-288.
ISBN 2006073
Ossai, A.G. (2004). Principals and teachers preferred strategies for
motivational secondary school teachers in Delta North Senatorial
District of Delta State. An Unpublished Ph.D thesis submitted to the
Faculty of Education, Delta State University, Abraka.
Urevbu, A.O. (1991). Foundations and Methods of Education. Lagos: Juland
Educational.
Yolaye, E.A. (1980). Developing and under-developing in education. Ibadan:
Ibadan University Press.
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pages No. 1, 2017
Vol. 10 No. 1, 2017
Abstract
The major problem facing any nation has been that of getting quality teachers that
will rise above the education system. That is why a strong teacher education
programme that would provide the best crop of teachers in Nigeria is taken very
seriously. The need for teacher education in enhancing sustainable development
through achieving excellence in character and skill development among citizenry
cannot be over-emphasized. Hence, as the slogan goes, quality teacher, better nation.
Re-engineering teacher education for sustainable development in Nigeria has often
been a matter of serious concern to government, stakeholders and the general public
at large. A survey research design was used for the study. The views of 300 teachers
from 6 out of 11 public and private tertiary institutions in Enugu State were
randomly selected using simple random sampling technique of balloting without
replacement. The instrument for data collection was a self-developed 10 item
questionnaire designed by the researcher and validated by 3 experts using a four -
point scale. The data generated through the questionnaire were statistically analyzed
using weighted mean. The study revealed the roles of teacher education in
sustainable development and their challenges. Based on the findings of the study, the
researcher recommended that teacher education curriculum should encompass the
African values (values of honesty, uprightness, sincerity, hard work and respect for
human dignity) and emphasis should be more on practical based education, that will
enable the students learn entrepreneurial skills; in order to be self-reliance and create
more job opportunities in the country which will ensure sustainable development in
Nigeria.
Introduction
Education is no doubt an inevitable tool for sustainable development and a
vehicle for advancing the frontier of knowledge which the teacher education
is the critical element (Abdul-Kareem, in Osokoya, 2012). The effectiveness
of any educational system depends greatly on the educational attainment of
teachers because no system of education can be qualitatively higher than the
quality and commitment of its teachers (NPE, 2014). The fact remains that
teaching and learning depend on teachers, for there can be no meaningful
socio-economic and political development in any country without teachers. It
is in this vain that Oyekan (2006) posits that the training and production of the
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aptly posed in a question form, what is the roles teacher education ought to
play to achieve sustainable development in Nigeria?
Research Questions
The main purpose of this study was to re-engineer teacher education for
sustainable development in Nigeria. Specifically, one research question was
formulated to guide the study which sought:
To find out the roles teacher education can play to achieve sustainable
development in Nigeria.
Research Hypothesis
There is no significant difference on the roles teacher education ought
to play and what obtains, in achieving sustainable development in
Nigeria.
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Methodology
The study adopted a descriptive survey design. It described in a systematic
manner, re-engineering teacher education for sustainable development in
Nigeria. This study was carried out in Enugu State. The choice of the area was
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Conclusion
In this study, attempts have been made to highlight some major gaps of the
teacher education being a propelling tool for sustainable development. Since
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References
Abiogu, A.S, & Enemuo PC (2007). Nigeria teacher education reform:
implication for national development. In Enoh (2007)(ed). Education
reforms in Nigeria.
Akinyemi, A.O. (2002). Effective business training and practice: The ethical
side. In Adeseye (Eds.), Polytechnic education in Nigeria: problems
and prospects (pp 268 291).Lagos: Bolufemi enterprises.
Adewuyi J.O. (2012). Functional teacher education in addressing
contemporary challenges in Nigeria. Being a lead paper presented at
the 4th National conference of South-West zonal conference at Federal
College of Education (Special) Oyo, held between17th-20th July,
2012.
Adewuyi J.O. & Ogunwuyi, A.O. (2002). Basic text on teacher education.
Oyo. Odumatt press and publishers.
Federal Republic of Nigeria (2014). National policy on education (5th Ed.)
Lagos: NERDC press.
Michelle, (2011). Cultural responsiveness and motivation in preparing
teachers: Does cultural responsiveness affect anticipated self-
determination to teach in specific settings? Lambert academic
publishing. p. 172. ISBN 3844384693.
Ogunwuyi, A.O. (2010). Concept, goals, aims and objectives of education.
Oyo. Odumatt press and publishers.
Osokoya, I. (2012). Teacher education in Nigeria: past, present and future
challenges. The online journal of academic leadership (Vol. 10, Issue
1).
Oyekan, S.O. (2006): Foundations of teacher education. Ibadan. Ben Quality
Prints.
Rowland, A.M (2005). The problem of drug abuse and addiction and its
influence on youths in Nigeria. NASHER Journal, 3 (1), 100-109.
Ukeje, B.O. (2000). Teacher education in Nigeria: Current status, 21st
challenges and strategies for improvement. In C.T.O. Akinmade, T. O.
Oyetunde, G. O. Akpa, O. A.
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Vol. 10 Vol. 10 No. 1, 2017
No. 1, 2017
Abstract
The study sought to find out the strategies to be employed by secondary school
principals to empower the girl-child in skills acquisition through entrepreneurship
education. Descriptive survey was employed by the researcher. The population for
the study comprised secondary school principals and girl-child students. A total of
40 school principals and 80 secondary school female students randomly drawn from
the four out of the six Education Zones in the state formed the sample for the study.
Three research questions guided the study. A 30-item researcher-developed
questionnaire was used for data collection. The instrument was face-validated by
four experienced lecturers in the Department of Educational Administration,
University of Nigeria, Nsukka and Nwafor Orizu college of Education, Nsugbe,
respectively. Mean and standard Deviation were used to analyze data collected. The
findings revealed among others, that most parents, especially the illiterate ones do
not consider education of their girl-child necessary, again the girl-child is not
empowered to the entrepreneurial skills that will make for self-reliance, as a result
the girl child is exposed to some social ills like prostitution, unwanted pregnancies,
child-abuse among others. There is therefore urgent need to empower the girl-child
in entrepreneurial skills for a better living and development of the society at large.
Introduction
One of the challenges facing Nigeria currently is how to be rated as
one of the worlds largest economies which can compete effectively in the
global economy. This however is one of her millennium development goals.
The Nations development plan since independence has been to better the
living conditions of her citizenry, through the use of human and material
resources which the country is abundantly blessed with. An effective way of
achieving this glamorous intention is through adequate education her citizenry
irrespective of gender. This however will be unattainable if the girl-child is
not empowered economically to contribute in the developmental race, as
women represent an integral part of the population.
Unfortunately, it has been observed that the girl-child is educationally
disadvantaged in most parts of the country for some cultural/religious reasons.
The girl-child who is endowed with all capabilities and intelligence to
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Research Questions
The following research questions guided the study:
1. What are the entrepreneurial skills to be acquired by the girl child to
ensure self reliance?
2. What strategies could be employed to enhance acquisition of
entrepreneurial skills by the girl-child?
3. What are the impediments to the acquisition of entrepreneurial skills
by girl-child?
Method
The researcher adopted a descriptive survey designed for study, since
this type of design helps to find out the conditions that exist, opinions that are
held and processes that are going on concerning an issue. The study was
carried out in Anambra State of Nigeria. The population of the study
comprised all the secondary school principals and girl child students in four,
out of the six Education Zone in the State. The Education Zones under study
include, Aguata, Nnewi, Otuocha and Onitcha.
One hundred and twenty (120) subjects formed the sample for the
study. Simple random Sampling techniques were used to draw the sample for
the study. Ten (10) principals were randomly drawn from each of the four
Education Zones making the sample number of the principals 40, while 20
girl-child students were also randomly drawn from the four Education Zones,
giving a sample of 80. The instrument used for the study was a modified likert
scale questionnaires, developed by the researcher. The instrument was meant
to elicit from the respondents the entrepreneurial skills to be acquired by the
girl-child to enable her become self-reliant, the strategies to be employed to
achieve that, the impediment to the acquisition of entrepreneurial skills by the
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Results
The results of the findings were presented in Tables I, 2 and 3
according to the order of research questions that guided the study.
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Research Question 1
What are the entrepreneurial skills to be acquired by the girl-child to ensure
self-reliance?
Table 1: Item Mean Scores and Standard Deviation of the Principals and
the Girl-child Students on the Entrepreneurial Skills to be Acquired by
the Girl-child to Ensure Self-Reliance.
Principals Girl-child
students
S/No Item on entrepreneurial skill Mean SD Mean SD Decision
to be acquired
1 Bakery (baking of bread, cake,
meat- pie, doughnut, biscuit) etc 3.25 0.95 3.34 0.99 Positive
Results in Table 1 show that all the listed items recorded mean scores well
above the decision rule of 2.50, indicating that the respondents agreed
overwhelmingly to all the items, as being adequate entrepreneurial skills to be
acquired by the girl-child to ensure self-reliance.
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Research Question 2
What strategies could be employed to enhance acquisition of entrepreneurial
skills by the girl-child?
Table 2: Item Mean Score and the Standard Deviation of the Principals
and the Girl-child Students on the Strategies to Employed to Enhance
Acquisition of Entrepreneurial Skills by the Girl-child.
principals Girl-child
student
S/No. Item on Mean SD Mean SD Decision
entrepreneurial skill to be
acquired
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Results in Table 2 shows that all the listed items attracted mean scores above
the acceptable range of 2.50, showing that the respondents agreed to all the
items as being adequate strategies for enhancing acquisition of entrepreneurial
skills by the girl child.
Research question 3
What are the impediments to the acquisition of entrepreneurial skills by the
girl child?
Table 3: Item Mean Score and the Standard Deviation of the Principals
and the Girl-child Students on the impediments to the acquisition of
entrepreneurial skills by the girl child.
Principals Girl-child
students
S/N Item on entrepreneurial skill Mean SD Mean SD Decision
to be acquired
21. Most illiterate parents do not
allow their girl child to attend 3.41 0.92 3.25 0.95 Positive
school
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Result in Table 3 show that all the respondents reacted positively to all the
listed items with mean scores above 2.5 cut-off range, indicating their
agreement that the listed items are possible hindrance to the acquisition of
entrepreneurial skills by the girl-child.
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Discussion of Results
The results in Table 1 show that, in the opinion of the respondents, all
the listed entrepreneurial skills are such that when acquired by the girl-child
could help her become self-reliant and also contribute to the development of
the society where she belongs. The findings are in agreement with the opinion
of Johnson and Arvil (2004) who assert that investing on the productivity and
skills of people raises the income of economically vulnerable group, thereby
reducing poverty. Similarly, one of the goals of Nigeria education as
enshrined in the National Policy on Education, emphasizes a land full of
bright opportunities for all citizens and integration of the individual into a
sound and effective citizenship, it is therefore not out of order that the items
attracted such positive responses from the respondents.
Results in Table 2 show that the respondents reacted positively to all
the items as being potent strategies to be employed to enhance acquisition of
entrepreneurial skills by the girl-child.
The findings correspond with the opinion of Benevit (2008) who posits
that successful development of any country begins with the development of
the people. Similarly, Burdus (2012) posited that vocational/ entrepreneurship
education prepares individuals for saleable skills and makes one fits properly
into the society one belongs and be able to contribute positively to enhance
development.
Furthermore, the findings of the study as shown in Table 3 indicated
that all the respondents reacted positively to all the listed items with mean
scores well above 2.50 cut-off range, indicating their agreement that the listed
items are impediments to the acquisition of entrepreneurial skills by the girl-
child.
However there is a slight difference in items 25 which states lack of
interest by the girl-child in practical activities and skill acquisition. The
principals rating on this item was 3.65, while the girl-child rating was 2.55.
The probable reason for this slight difference in the respondents opinions on
item 25 could be that the girl-child would not want to accept guilt boldly,
even though she knew that girls are guilty of the listed item. Nevertheless, the
opinions of both respondents did not differ significantly, since their mean
scores fell above 2.50 decision rule.
Conclusion
The researcher is of the view that if the much celebrated Millennium
Development Goals (MDGs) must be achieved, both the Federal and State
Governments must move towards meeting the needs of our youths,
irrespective of sex, especially in the area of manpower development.
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Furthermore, all the various arms of education must play an integral role in
adapting to the urgent need of interdisciplinary knowledge creation that will
meet the societys problem, especially during this period of economic melt-
down.
Recommendations
From the findings of the study, the following recommendations are made:
1. Both the Federal and State Governments should as a matter of urgency
address the issue of acquisition of entrepreneurial skills by the girl-
child as a reform agenda at all levels of education for the attainment of
the Millennium Development Goals.
2. Government should provide fund to the school for equipping the
laboratories and workshops for effective teaching of entrepreneurial
skills.
3. There should be sensitization on value re-orientation to counter some
of the cultural beliefs and practices that impede girl-child education.
4. Instructors of entrepreneurial skill should be adequately motivated for
positive results.
References
Akpan, A.E, (2004). Fundamentals of entrepreneurship. Ikot Ekpene: Brain.
Publishers (Nig) Ltd.
Benavit, A. (2008). Building the case for literacy in adult education and
development Bonn: 11X/DVV71.
Federal Republiuc of Nigeria (2004), National Policy on Education, Lagos:
Nigeria Education and Research Development Centre.
Nwachukwu, C. (1990). Youth empowerment and strategies for the decade. A
paper delivered at the 10th Annual National Training Fund on
Development (ITF), Jos 6th, November.
Johnson R.K. and Arvil, U.A (2004), Skills development in Sub-Saharan
Africa, Washington DC: World Bank Regional and Sectoral studies.
Onwuka, E.M and Ile, C.M (2006). Entrepreneurship development;
conceptual, theoretical and practical framework. Ekulobia: Jossy
Printing Press.
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