Effects of the National Policy on Education on Teaching and Learning of Government in Nigerian Secondary Schools

Effects of the National Policy on Education on Teaching and Learning of Government in Nigerian Secondary Schools

Abstract

This study is on the effect of the national policy on education teaching and learning of government in Nigeria secondary school. The total population for the study is 200 staff of selected secondary schools in Uyo, Akwa Ibom. The researcher used questionnaires as the instrument for the data collection. A descriptive survey research design was adopted for this study. A total of 133 respondents made principals, vice-principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.

TABLE OF CONTENT

PAGE

TITLE PAGE i

CERTIFICATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENT v

LIST OF TABLES vii

ABSTRACT viii

CHAPTER ONE – INTRODUCTION 1

1.1 BACKGROUND TO THE STUDY 1

1.2 STATEMENT OF RESEARCH PROBLEM 2

1.3 PURPOSE OF STUDY 3

1.4 SIGNIFICANCE OF STUDY 3

1.5 LIMITATION TO THE STUDY 3

1.6 DEFINITION OF VARIABLES 3

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

In education as in other fields of human endeavour, every official action of an organization must have a backing or a basis. It is this purpose that a policy serves. A policy defines the area in which decisions are to be made, but it does not make the decision. It usually provides a general guide that facilitates decision-making. Educational policies provide the direction for educational activities. The formulation of an educational policy sets the stage for implementation which, according to Ukeje (1986), is perhaps the most important aspect of planning. Planning is usually an action that succeeds policy formulation but precedes implementation. Unfortunately, educational policies and goal attainment have been irreconcilable due to implementation constraints. Perhaps this accounts for the observation made by Governor Oyakhilome of Rivers State in an address sent to the Convention of the Nigerian Association for Educational Administration and Planning in 1986. He expressed concern about the problem of policy implementation thus: We know it is difficult to realize planned objectives one hundred per cent. But our experience in planning education in this country shows a disturbing gap between planned objectives and attained results … As professionals in the field of education, it may be pertinent to identify whether those critical gaps are results of faulty planning or faulty implementation (Oyakhilome 1986:2). Policy implementation in education is a conspicuous national problem that has taken centre stage in Nigeria.

Government as an academic subject of study in secondary school education is synonymous with politics, political and civic education. Politics as a concept has a strong influence on the well being of the citizen and the stability of a country. In Nigeria, a pervasive atmosphere of inconsistency in government policies and the absence of a political culture tend to prevail most of the time. This atmosphere of uncertainty has led to constant friction within the political system and this in essence led to political instability, a situation that does not create room for meaningful development. It becomes imperative that young generations of students in secondary schools as future leaders of the nation should, as a matter of urgency, be given a thorough political education with the aim of awakening in them a spirit of political consciousness that will lead to a high sense of loyalty, patriotism and commitment to the nation’s goals.

Hence, the study of government in secondary schools can be a useful vehicle for fostering political consciousness if only our political leaders, policymakers and educational agencies can formulate a curriculum that will help in moulding the youths to cultivate a positive attitude and the understanding of Nigeria Political system. The emergence of politically conscious youths in Nigeria will make for wise use of their political rights by the citizenry by voting into power, leaders that will be politically and economically vibrant. In line with the above, the youths in secondary schools as leaders of tomorrow must understand the rudiment of our political systems to give them insight into how these different political systems operate.

Therefore, no effort should be spared in teaching the future leaders in such a way that will make them more interested in the study of government, which is the only way to know the rules of the game of politics. The basic justification for teaching government is the contribution. It can make to an individual’s potentials for acting wisely in the society since the subject matter of government deals with the past, present and future human socio-political events. Government is taught because it deals with the topics from which students may create their value against the socio-political events of the past to redress the present situations.

1.2 STATEMENT OF THE PROBLEM

Government as an academic subject of study in secondary school education is synonymous with politics, political and civic education. Politics as a concept has a strong influence on the well being of the citizen and the stability of a country. The paper is interested in identifying the implementation constraints and exploring the implications of poor educational policy implementation of the teaching of government as a subject for national development. Following clarification of the causes and effects of the problem of poor policy implementation, the paper will advance remedial measures.

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To ascertain the effect of the national policy on education teaching/learning of government in secondary schools

2. To examine the relevance of government as a teaching subject in solving contemporary sociopolitical problems

3. To ascertain the relationship between national policy on education and academic performance on government in secondary schools

1.4 RESEARCH HYPOTHESES

Ho: There is no effect of the national policy on education teaching/learning of government in secondary schools

Hi: there is the effect of the national policy on education teaching/learning of government in secondary schools

Ho: there is no relationship between national policy on education and academic performance on government in secondary schools

Hi: there is a relationship between national policy on education and academic performance on government in secondary schools

1.5 SIGNIFICANCE OF THE STUDY

This study will give a clear insight on the effects of the national policy on education teaching /learning of government in Nigeria secondary schools. The study will be of benefit to students, the educational sector and the general public. The study will suggest the way forward in solving problems that concern our poor implementation of education in Nigeria. The study will serve as a reference to other researchers that will embark on this topic.

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the effects of the national policy on education teaching and learning of government in Nigeria secondary school. The researcher encounters some constrain which limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

1.7 DEFINITION OF TERMS

NATIONAL POLICY ON EDUCATION: A nation’s policy on education is the government’s way of realizing that part of the national goals which can achieve, using education as a tool. No policy on education, however, can be formulated without first identifying the overall philosophy and goals of the nation.

EDUCATION: Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research

LEARNING: Learning is the process of acquiring new, or modifying existing, knowledge, behaviours, skills, values, or preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in some plants.

1.8 ORGANIZATION OF THE STUDY

This research work is organized into five chapters, for easy understanding, as follows

Chapter one is concerned with the introduction, which consists of the (overview, of the study), historical background, statement of the problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals with the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.