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A HISTORY OF DAN JABA TOWN, SOBA LOCAL GOVERNMENT AREA, KADUNA STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The study of local histories has increasingly become significant in understanding the social, cultural, political, and economic developments of communities in Nigeria. Local histories provide insight into the origins, traditions, institutions, and transformations of specific groups, thereby contributing to broader Nigerian historiography (Falola, 2009). Dan Jaba, a settlement in Soba Local Government Area of Kaduna State, represents one of such communities whose history is rich but understudied. Understanding the history of Dan Jaba Town is essential for appreciating the dynamics of identity, migration, and socio-cultural cohesion in southern Zaria (Umar, 2018).
Dan Jaba is predominantly inhabited by people of the Jaba (Ham) ethnic group, whose origins are rooted in the broader Nok cultural sphere, noted for its ancient civilization and archaeological significance (Fagg, 1990). Oral traditions indicate that the settlement evolved from successive waves of migration and interaction among various Ham sub-groups who settled in the area due to its fertile land, water sources, and strategic location for trade (Ibrahim, 2017). Like many pre-colonial Nigerian communities, Dan Jaba developed systems of governance, religious practices, economic activities, and social norms based on indigenous cultural values (Achi, 1991).
With the advent of colonial rule in northern Nigeria, communities such as Dan Jaba underwent administrative, political, and socio-economic changes. The imposition of indirect rule reorganized traditional leadership structures, introduced new taxation systems, and altered the dynamics of inter-community relations (Crowder, 1978). The post-colonial period further brought changes through modernization, formal education, Christianity and Islam, infrastructural development, and increased integration with other parts of Kaduna State (Ubah, 2016). These transformations have shaped the contemporary identity and structure of Dan Jaba.
Despite its historical relevance, there is limited documented academic work on the origins, evolution, and socio-cultural history of Dan Jaba Town. Existing information is largely preserved through oral traditions, which are at risk of fading due to modernization and generational changes. Hence, the need for a systematic historical study that documents the founding, settlement patterns, institutions, economy, and cultural practices of Dan Jaba.
1.2 Statement of the Problem
The absence of documented history on many Nigerian rural communities poses a challenge for understanding their contribution to regional and national development. Dan Jaba Town, despite its cultural uniqueness and historical significance within Soba LGA, remains understudied. Most of what is known about the town is derived from oral narratives, which are susceptible to distortion, loss, or selective memory (Vansina, 1985). The lack of written historical material has created gaps in knowledge regarding the origins, migration history, political evolution, socio-economic activities, and cultural practices of the people of Dan Jaba.
Furthermore, younger generations increasingly adopt urban lifestyles and show declining interest in preserving indigenous history and culture. This threatens the continuity of cultural heritage and communal identity (Umar, 2018). Without proper documentation, valuable historical information may be lost. This study therefore addresses the need to systematically research and document the history of Dan Jaba Town.
1.3 Objectives of the Study
The main objective of this study is to reconstruct and document the history of Dan Jaba Town in Soba Local Government Area of Kaduna State.
The specific objectives are to:
Trace the origin and migration history of Dan Jaba Town.
Examine the socio-political and traditional institutions of the community.
Assess the economic activities and livelihood patterns of the people.
Explore the cultural practices, festivals, and beliefs of the inhabitants.
Analyze the impact of colonialism and post-colonial developments on the town.
1.4 Research Questions
What are the origins and migration patterns of the people of Dan Jaba?
What are the traditional institutions and systems of governance in the town?
What economic activities have shaped the life of the community?
What cultural practices, beliefs, and festivals characterize the people of Dan Jaba?
How have colonial and post-colonial developments influenced the town?
1.5 Significance of the Study
This study is significant for several reasons. First, it contributes to the preservation of the cultural and historical heritage of Dan Jaba by documenting oral traditions and historical sources. It also fills an academic gap by providing a detailed account of a community that has received little scholarly attention. The study will benefit historians, anthropologists, students, and policymakers interested in understanding local histories in Kaduna State and northern Nigeria (Falola, 2009).
Additionally, the findings will promote cultural awareness among the people of Dan Jaba, fostering intergenerational knowledge transfer and strengthening community identity. The documented history may also serve as reference material for future research.
1.6 Scope of the Study
The study focuses on the historical development of Dan Jaba Town from its origins to contemporary times. It covers migration history, political and socio-cultural institutions, economic activities, and the impact of colonial and post-colonial events. Geographically, the study is limited to Dan Jaba within Soba Local Government Area. Data sources include oral interviews, archival materials, and secondary literature.
1.7 Operational Definition of Terms
History: A systematic study of past events relating to a people, community, or phenomenon (Carr, 1961).
Dan Jaba: A settlement inhabited predominantly by the Jaba/Ham ethnic group in Soba LGA of Kaduna State.
Migration: Movement of people from one settlement to another due to environmental, social, political, or economic factors (Vansina, 1985).
Culture: The totality of beliefs, practices, norms, and values shared by a group of people (Achi, 1991).
Traditional Institutions: Indigenous systems of leadership, governance, and social regulation within a community.
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A STUDY INTO THE NEGATIVE INFLUENCE OF INFORMATION TECHNOLOGY ON CHILD EDUCATION
Abstract
This study investigates the negative influence of information technology (IT) on child education, focusing on how excessive screen time, digital distractions, and exposure to inappropriate content affect children’s academic performance, cognitive development, and social skills. The research explores the growing reliance on digital devices, such as smartphones, tablets, and computers, in educational and recreational activities, and its impact on children’s learning outcomes and well-being. Data were collected through surveys and interviews with parents, teachers, and students, as well as a review of relevant literature. The findings reveal that while IT offers educational benefits, its misuse or overuse can lead to reduced attention spans, poor academic performance, and social isolation. Additionally, exposure to inappropriate content and cyberbullying poses significant risks to children’s mental health and safety. The study concludes that balanced and supervised use of IT, along with effective parental and institutional guidance, is essential to mitigate its negative effects on child education. This research provides valuable insights for parents, educators, and policymakers in promoting responsible IT usage among children.
Keywords: Information technology, child education, screen time, digital distractions, cognitive development, cyberbullying.
Chapter One:
Introduction
1.1 Background of the Study
Information technology (IT) has become an integral part of modern life, revolutionizing how we communicate, work, and learn. In the realm of education, IT has introduced innovative tools and platforms that enhance teaching and learning, such as e-learning systems, educational apps, and online resources (Livingstone, 2012). However, the increasing reliance on digital devices, such as smartphones, tablets, and computers, has raised concerns about their potential negative impact on child education. While IT offers numerous benefits, including access to information and interactive learning opportunities, its misuse or overuse can adversely affect children’s academic performance, cognitive development, and social skills (Rosen et al., 2014).
Children today are exposed to digital devices from an early age, often spending significant amounts of time on screens for both educational and recreational purposes. This excessive screen time has been linked to reduced attention spans, poor academic performance, and delayed cognitive development (American Academy of Pediatrics, 2016). Additionally, the unrestricted use of IT exposes children to inappropriate content, cyberbullying, and online predators, posing significant risks to their mental health and safety (Livingstone & Helsper, 2007). This study seeks to explore the negative influence of information technology on child education, focusing on its impact on learning outcomes, cognitive development, and social well-being.
1.2 Statement of the Problem
The integration of information technology into education has brought about significant changes in how children learn and interact with the world. While IT has the potential to enhance learning, its negative effects on child education cannot be overlooked. Excessive screen time, digital distractions, and exposure to inappropriate content have been identified as major concerns affecting children’s academic performance and overall development (Rideout et al., 2010). Furthermore, the lack of effective parental and institutional guidance in regulating children’s use of digital devices exacerbates these issues.
In Nigeria, where access to digital devices and the internet is rapidly increasing, there is a growing need to understand the negative influence of IT on child education. This study aims to address this gap by investigating how the misuse or overuse of IT affects children’s learning outcomes, cognitive development, and social skills. By identifying the key challenges and risks associated with IT usage, the study seeks to provide actionable insights for parents, educators, and policymakers in promoting responsible and balanced use of digital technologies.
1.3 Objectives of the Study
The primary objective of this study is to examine the negative influence of information technology on child education. Specific objectives include:
To assess the impact of excessive screen time on children’s academic performance and cognitive development.
To investigate the role of digital distractions in reducing children’s attention spans and learning outcomes.
To evaluate the risks associated with children’s exposure to inappropriate content and cyberbullying.
To propose strategies for mitigating the negative effects of IT on child education.
1.4 Research Questions
This study seeks to answer the following research questions:
How does excessive screen time affect children’s academic performance and cognitive development?
What is the role of digital distractions in reducing children’s attention spans and learning outcomes?
What are the risks associated with children’s exposure to inappropriate content and cyberbullying?
What strategies can be adopted to mitigate the negative effects of IT on child education?
1.5 Significance of the Study
This study is significant for several reasons. First, it provides insights into the negative influence of information technology on child education, offering valuable information for parents, educators, and policymakers. Second, it highlights the importance of balanced and supervised use of digital devices to promote healthy learning habits and protect children’s well-being. Third, the study contributes to the broader discourse on the role of IT in education, providing a framework for addressing the challenges and risks associated with its misuse.
1.6 Scope of the Study
This study focuses on the negative influence of information technology on child education, particularly in the context of primary and secondary school students. It examines the impact of excessive screen time, digital distractions, and exposure to inappropriate content on children’s academic performance, cognitive development, and social skills. The study is limited to selected schools in urban and rural areas to ensure a comprehensive analysis.
1.7 Limitations of the Study
This study is limited by the availability of data, particularly on children’s screen time and online activities. Additionally, the reliance on self-reported data from parents, teachers, and students may introduce biases. However, these limitations are mitigated through the use of multiple data sources, including surveys, interviews, and observational data.
1.8 Definition of Terms
Information Technology (IT): The use of computers, smartphones, tablets, and other digital devices to access, process, and share information.
Child Education: The process of teaching and learning for children, typically in primary and secondary schools.
Screen Time: The amount of time spent using digital devices, such as smartphones, tablets, and computers.
Digital Distractions: Interruptions caused by digital devices, such as social media notifications, that divert attention from learning tasks.
Cyberbullying: The use of digital platforms to harass, threaten, or embarrass individuals.
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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PROBLEM AND PROSPECTS OF TEACHING GEOGRAPHY IN SOME SELECTED SECONDARY SCHOOLS
ABSTRACT
The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location. Teaching and learning resources greatly influence education quality and standards since they affect the teaching and learning process at all levels. The purpose of this study is to investigate the challenges facing teachers in the use of learning resources in public secondary schools in Bureti District .The specific objectives of this study are to:- to identify Geography teaching and learning resources available in Bureti District secondary schools, to assess the extent to which instructional media are used in the teaching and learning of Geography in Bureti District secondary schools, to investigate the challenges facing teachers in the use of instructional media in the teaching of Geography in Bureti District secondary schools and to suggest strategies to be put in place to overcome challenges facing the utilization of instructional media in Bureti District secondary schools. The study will adopt exploratory approach using descriptive survey design. The study’s population comprises of forty five schools, fifteen thousand two hundred and seventeen students and seventy seven Geography teachers. Nine public schools will be selected for study using purposive sampling techniques basing itself on the school categories and students’ gender composition such as one provincial boys’ and girls’ and three mixed schools, one girls and three mixed district schools. Ten Geography teachers and three hundred and forty two form two students will be stratified and interval random sampling will be done. Piloting will be carried out in two schools within the district that will be excluded from the study. Errors encountered during piloting to be corrected before the main study and instrument will be testedfor reliability validity and clarity. The data will be collected using questionnaires for students and teachers, an interview schedule will be administered to HOD, and resources checklist will beused to find out the resources available in schools. The data obtained will be analyzed using descriptive statistics and will be presented in frequency tables, percentages, pie charts and graphs.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Geography (from Greek γεωγραφία, geographia, lit. “earth description”[1]) is a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth.[2] A literal translation would be “to describe or write about the Earth”. The first person to use the word “geography” was Eratosthenes (276–194 BC).[3] Four historical traditions in geographical research are spatial analysis of the natural and the human phenomena (geography as the study of distribution), area studies (places and regions), study of the man-land relationship, and research in the Earth sciences.[4] Nonetheless, modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities – not merely where objects are, but how they have changed and come to be. Geography has been called “the world discipline” and “the bridge between the human and the physical science”. Geography is divided into two main branches: human geography and physical geography.
Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located where they are, how places differ from one another, and how people interact with the environment. As the study of the earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Because thinking about space and place give a variety of topics such as economics, health, climate, plants and animals, geography is highly interdisciplinary. It is also a very appropriate perspective to consider complex issues such as sustainable development, that involve economic, social, and environmental dimensions at the same time. Combined with the My Community, Our Earth’s fun, inquiry-driven, hands-on, project-based approach, you can use geographic learning for sustainable development to make a difference in your own community and for our earth.
The planet earth so far is the only dwelling place for man among the other eight planets. Numerous activities and interactions have some causes and effects. To understand these causes and effects, one has to understand his environment. Therefore, a general knowledge of what geography is all about and its importance to the society should be understood. The importance of geography has been clearly shown in the senior secondary school geography curriculum via:
• To understand the concept of differential character a spatial relationship of the surface features of the earth
• To understand the concept of man-environment relations to examine the life of man within his physical and cultural environment and to explain their interactions
• To appreciate and develop a sense of responsibility towards one’s own society and intelligent interest in the formation of rational goals and policies especially as they influence the different resources and regions of the areas
• To develop sympathetic understanding of the people of other lands based on the recognition and they may have different assemblies of resources, different goals and different problems from the people of their area
• To organize and formulate principles according to acquired geographic concepts which they use to analyze and interpret spatial problems in their environment
• To develop skills and techniques for accurate orderly and objective geographical investigation to be carried out both in the classroom and in the immediate environment. Hence most countries have already recognized the dependence of their social, cultural, environmental development on their geographical studies much as one could therefore, normally expect decades after independent that the foundation for geography should have been well laid in Nigeria but the truth is that the foundation not only remains rickety but infact crumbling (Afolabi, 1978) geography is relegated to the background while history, social studies, government are being projected in the primary, junior and secondary schools of the current 6-3-3-4 educational system
Secondary education has been recognized as playing very crucial roles in providing suitable preparation for further education (Cuttance, 1980). The state of formal education at secondary school level is a very important determinant of the quality and quantity of intake into tertiary level of education. On the same vein, the development of geographic studies in Nigeria is itself a function of the type of geographic teaching going on in the various schools. Eden (1982) confirms this in his research, that the poor quality of geography education in Nigeria is itself a function of the type of geographic education teaching going on in the various schools. His research recalls that the poor quality of geography in Nigeria might become a caricature of the real thing especially in the new and less established schools which he discovered were in very bad condition for effective meaningful geographic teaching.
1.2 PROBLEM OF THE STUDY
That differences exists in the teaching and learning of geography in urban areas has raised dust in several quarters in most recent times. It is in this light that the research will be carried out to examine the differences in teaching and learning of geography in urban and rural areas with a view to ascertaining the causes of the differences. As at present, there is poor student enrolment in the basic geography courses in the institutions of higher learning. This is due to problems associated with geography teaching in the various secondary schools such as field studies, text books and poor teaching methods among others. These problems seem to be serious in the various rural schools for example while it is not uncommon to find in some of the urban secondary schools an over concentration of qualified graduate teachers, students of the same subject in rural schools are compelled to make do with either unqualified teachers or none at all. It is generally believed to day that students in urban schools perform better than rural counterparts in school certificate examinations. Is the assumption then true that differences in opportunities offered for the teaching and learning of geography in both urban and rural environment affect students’ performance? What are some of these problems and how are they likely to be immunized if not eliminated? These and other related issues constitute the focus of the problems that are to be investigated. Many students are performing poorly year after year in their examinations in Igbo Etiti local government area and this situation is growing worse. This in turn opens their door to poor life thereafter. This poor performance may be brought by non-innovative teachers who may not want to use the instructional materials in the right way. Unqualified teachers may also bring this problem. In this case it calls for a research to be carried out in this zone to find out exactly what the problem is.
1.3 OBJECTIVE OF THE STUDY
1. To ascertain whether school locations affect School Certificate Geography achievement.
2. To establish whether school location affects quality and quantity of geography teachers in secondary schools.
3. To justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
4. To determine if school location is related to availability of library and geography text books
5. To make inventory of number of field studies and geography teaching aids and determine their relationship to school location.
6. To know weather instructional materials is one the major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
7. To find out to what extent do text books influence the students’ performance.
1.4 RESEARCH QUESTION
1. Is the school locations affect School teaching and learning of Geography?
2. Does school location affects the quality and quantity of geography teachers in secondary schools?
3. How can one justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school?
4. Is inadequate instructional materials a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria?
5. To what extent do text books influence the students’ academic performance on geography?
1.5 RESEARCH HYPOTHESIS
H0: The school location cannot affect School teaching and learning of Geography.
H1: The school location can affect School teaching and learning of Geography.
H0: There is no significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H1: There is a significant relation between school location and the quality and quantity of geography teachers in secondary schools.
H0: One cannot justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H1: One can justify the assertion that in competency among geography teachers constitute a barrier to the teaching and learning of geography in government secondary school.
H0: Inadequate instructional materials is not a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
H1: Inadequate instructional materials is a major factors affecting teaching and learning of geography in selected secondary schools in Igbo Etiti local government area , Nigeria.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study. This topic is a very interested one which will serve as a body of knowledge to teachers, students, researchers, entire public as well as policy makers towards improvement in teaching and learning of geography in government secondary schools.
This research work is on the problem of teaching geography in nigeria government secondary schools using Igbo Etiti local government area as a case study.
In this research the researcher experiences numerous difficulties.
One of the most limiting factors is inadequate fund to run the cost of the project like traveling to research for data collection.
Another limiting factor is insufficient time to go to the libraries and other sources of information as much as the researcher wished, sometimes lecture times coincided with library time.
Another limiting factor was ineffective communicator, the researcher using questionnaire method, and the majority of people lacking formal education were unable to communicate effectively to question despites all this difficulties the researcher was successful as he was able to accommodate the problems through careful adaptation.
1.9 DEFINITION TERMS
Geography : Geography is the science which seeks to explain the character of places and the distribution of people, features and events as they occur and develop over the surface of the earth. Geography is concerned with human – environment interactions in the context of specific places and locations. Its special characteristics are its breadth of study, its span of methodology, its synthesis of work from other disciplines including the physical sciences and the humanities and its interest in the future management of people – environment interrelationships.
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THE IMPACT OF FREE EDUCATION ON THE STANDARD OF EDUCATION IN PRIMARY SCHOOLS IN LAGOS STATE
CHAPTER ONE
INTRODUCTION
Background Of The Study
Education is the pillar of any nation, society or community. The future of any nation is therefore determined by the quality of its education. According to Caste (2004), Education is all that goes on in society, which involves teaching and learning. He added that education is the way the individual acquires many physical, moral and social capacities demanded of him by the group into which he is born and within which he must function. According to Plato, Education is that training which is given for suitable habits to the first instincts of virtue in children, when pleasure and pain are rightly implanted in non – rational souls. The particular training in respect of pleasure and pain, which leads you to hate and love what you ought to hate and love is called education.
According to Okorie (2005) He maintained that illiteracy is a disease but we cannot fight ignorance and illiteracy if we do not collectively appreciate and value education.
Education is one of the most important factors that distinguish man from animals, since it is one of the principal outcome of man’s rationality, Ezenwa (2007).
Free education is that level of education that involves no cost of receiving education or fees, Akinkugbe (2002). Thus free education means free provision of educational facilities to student and pupils. In other words it is the provision of education that bears no cost or burden on the consumer (pupils and students). He maintained that the cost referred to should be the cost of instructions and instructional materials (textbooks, and writing materials). The term free education therefore means government provision of free boarding, feeding, text books, stationery, school uniform. According to Caste (2004) a free education mean’s free provision of all that it takes for a child to be educated.
Education is free and compulsory when it is a must for all citizens of a society. Something is compulsory when it is imposed, Barde (2004).Compulsory education is therefore a necessity for all ages and accommodates everybody. It means that enough place, personnel and infrastructural facilities must be made available, while the eradication of any form of obstacles that may hinder one or a member of the society from taking the advantage of the very opportunity is assured.
Educational development can be defined as a qualitative increase in nature and organizational structure of education or it is a qualitative increase and promotion in educational activities, Ugwu (1997).
Down through the ages, significant developments have been witnessed in the areas or field of education. Before 1925, the mission of education in Nigeria was not clear, Education was entirely an exclusive enterprise for the missions and voluntary agencies. Government involvement was limited to an insignificant amount of money given to voluntary agencies such as grants in aid Igboke (2001).
Ebonyi State created on 1st October 1996 is recognized as one of the educationally disadvantaged states in Nigeria, not only that it is educationally disadvantaged it is also a poor state.
Barde (2004) states that “prior to the advent of democracy in the country which took effect from 29th May, 1999, many sectors were in sorry state”. Educational sector was not exclusive of this sad story. According to Barde (2004), before the advent of free and compulsory education programme in Ebonyi State, the rate of pupils/ students element were very low, parents and guardians were not interested in sending their children especially female children to school. This is because they were generally poor and could not afford to pay school fees and levies of their children at school. Thus, schools were like treated with levity. The people fortunate enough to enter primary school level could not have enough money to further their education.
The conditions of schools from 1996 to 1999 were very pathetic and there were limited number of schools. In these schools one could find dilapidated school buildings. There were no adequate educational and instructional materials. The learning environments were not conducive for effective learning and the numbers of teachers were small in comparison to the available number of students before the enactment of free and compulsory primary education policy on 16th June, 1999.
Ebonyi State government has the feeling of poor state of education in the state. The Governor of the state stated after observing the situation according to Barde (2004) “our younger ones were not pround to admit that they are from this part of the country. They are used to referring to themselves as people from Onitsha, Owerri and other developed areas or towns. He further stated that the only way to reduce this situation is the introduction of free and compulsory education by the State Government. In 1999 under the leadership of Dr. Sam Ominyi Egwu, the free and compulsory education was introduced at both primary school levels.
Since 1999, till date, the situation of education in the state has never been the same. There is an increase in school enrolment both at primary school levels. Following the increase in school enrolment, new buildings were constructed and old ones renovated. According to Edeze (2003), “from the time the administration came into being till October 2001 for instance, about 79 primary school buildings consisting of 400 rooms have been built across the state. He also stated that 13 primary schools, have buildings either reconstructed or renovated under the education tax fund intervention programme of the government. More teachers were also recruited. For instance, 1000 teachers and 200 non – teaching staff were recruited in 2001,Alumode (2002).
According to Fafunwa (1974), “in establishment of free education into the state, there is education implication, which is a fall in the quality and standard of education. Also, students are deprived the opportunity to seek first hand information for themselves, resulting from the fact that there are no well equipped libraries and science laboratories”.
The educational implication of inadequate classroom is disproportionate ratio of teachers to students. Teachers are over loaded. This teachers over load, results to ineffective teaching and poor management of classroom. Another resultant affect is poor performance of students, which emanates from inadequate teaching staff, poorly equipped libraries and science laboratories. All these have educational implication of increased education opportunities, but increased moral decadence of the country.
Statement of the Problem
The problem of this study is mainly on the effect of free and compulsory primary educational development in Ebonyi State. According to Barde (2004), Ebonyi state was regarded as a poor and one of the educationally disadvantaged states in Nigeria. The nature of its poorness was such that children could not be sent to school. The few ones that attended primary school could not find their way to secondary school. According to Akinkugbe (2002) one would see that the rate of school enrolment both at primary school were very low. There were not enough teachers. Thus, schools were like ghost places and education was generally taken for granted. With the introduction of free and compulsory primary education in the State, it is expected that all these situations will be ameliorated. On this note, therefore the researcher intends to investigate the impact which free and compulsory education has created in primary schools in Ebonyi state.
Purpose of the Study.
The main purpose of this study is to identify the extent of free and compulsory primary education in Ebonyi state and its contribution to educational development in the state. Specifically, the purposes of this study are:
1 To find out the rate of school enrolment in both primary school levels.
2 To find out the extent of availability of qualified teachers in the schools.
3 To determine the extent to which classroom are made available to accommodate the available school children.
4 To find out the effects of free and compulsory education on students performance in certificate examination.
Significance of the Study.
The findings of this study will be of great benefit to the parents, government and the society as a whole who are very much concerned about the effect of free education. The result of the study will create awareness in the minds of parents and governments concerning those effects of free and compulsory education.
It will provide the Ministry of Education with information that will enable it carry out its functions in recruitment of teachers and staffs, equipping government with informations that will help in school development, monitoring of education as well as dissemination of educational information in both urban and rural areas of the state very effectively and efficiently.
Both school head teachers, students and parents will benefit from this study as they will appreciate the meaning of free education and unanimously, support it.
The government is not left out; the programme will reveal the extent to which the aims and objectives of the programme have been achieved. This will enable it take adequate measures towards improving its weaknesses.
Finally, the result of the programme will arouse the interest of students of education who may wish to take further research on the issue.
Research Question
For the purpose of this study, the following research questions would be answered.
1 To what extent does free and compulsory education increase school enrolment in both primary school in the state.
2 To what extent does free and compulsory primary education programme lead to availability of qualified teachers in Ebonyi state primary schools.
3 To what extent has free and compulsory education resulted to increased number of classrooms, school libraries and science laboratories and equipment in the state primary schools in the state?
4 To what extent has free and compulsory primary education influenced student performance in certificate examinations?
Scope of the Study.
The research study covers the effect of free and compulsory education programme in Ebonyi state under the administration of Dr, Sam Egwu.
It covers the geographical entity called Ebonyi state which is located at south East of Nigeria.
It also covers the education boards in the state such as Ebonyi State Ministry of education, and the Universal Basic Education Board (UBEB).
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THE IMPACT OF EDUCATION ON ADMINISTRATION OF INSPECTORATE DIVISION OF KEFFI LOCAL GOVERNMENT OF NASARAWA STATE
ABSTRACT
This work discusses the impact of education on administration of inspectorate division of keffi local government of nasarawa state. A hundred and twenty questionnaires were distributed among employees from keffi local government of nasarawa state. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that education have a strong and significant impact on administration of inspectorate division.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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(3) Payment Name
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420