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PROBLEMS AND POSSIBLE SOLUTION FACING TEACHING OF POLITICAL SCIENCE IN SCHOOLS. A CASE STUDY OF SOME SELECTED SCHOOLS IN LOCAL EDUCATION DISTRICT
Chapter One:
Introduction
1.1 Background of the Study
Political Science, as an academic discipline, plays a vital role in developing students’ understanding of governance, politics, and civic responsibilities. It helps learners acquire knowledge about political processes, institutions, and the role of citizens in a democratic society. Despite its significance, the teaching of Political Science in schools, especially at the secondary level, faces several challenges. These challenges can hinder students’ academic performance and limit their interest in political studies, ultimately affecting their participation in civic activities.
Several studies have highlighted issues affecting the teaching of Political Science in secondary schools, including insufficient instructional materials, lack of qualified teachers, and poor teaching methodologies (Afolabi, 2018). Furthermore, the rapid changes in political systems globally demand that Political Science education must adapt to meet new realities, which is often not the case in many schools (Oyekan, 2019). This research seeks to explore the problems facing the teaching of Political Science in selected schools within a local education district and propose solutions to enhance its effectiveness.
1.2 Statement of the Problem
In recent years, the declining interest of students in Political Science has been linked to several factors. One of the most pressing issues is the inadequacy of teaching resources, such as textbooks and audio-visual aids, which are essential for making political concepts understandable and engaging (Obi, 2020). Another major concern is the shortage of well-trained and qualified Political Science teachers, leading to poor knowledge transfer and lack of motivation among students (Nwosu, 2021).
Moreover, outdated curricula that do not reflect current political events or global trends hinder students from relating their classroom knowledge to real-world situations (Adediran, 2019). Without relevant teaching methodologies and modern instructional materials, students struggle to comprehend complex political theories and their practical applications, leading to poor academic performance in the subject (Eze, 2020). This study focuses on identifying these problems and recommending viable solutions to improve the teaching of Political Science in the selected schools.
1.3 Objectives of the Study
The main objective of this study is to investigate the problems affecting the teaching of Political Science in selected schools within the local education district and to propose solutions to these challenges. The specific objectives are to:
Identify the challenges that hinder effective teaching of Political Science in secondary schools.
Examine the availability and adequacy of teaching resources for Political Science education.
Assess the qualifications and teaching methodologies of Political Science teachers in the selected schools.
Explore the relevance of the current Political Science curriculum to modern political realities.
Propose strategies to improve the teaching and learning of Political Science in secondary schools.
1.4 Research Questions
The following research questions will guide the study:
What are the key challenges affecting the teaching of Political Science in secondary schools?
How adequate are the instructional materials and resources available for teaching Political Science?
What is the level of qualification and teaching effectiveness of Political Science teachers in the selected schools?
How relevant is the current Political Science curriculum to contemporary political issues?
What solutions can be implemented to enhance the teaching and learning of Political Science in schools?
1.5 Significance of the Study
This study is significant in several ways. First, it will contribute to the body of knowledge on educational challenges in the teaching of Political Science, providing insights into the specific issues faced by teachers and students. The findings will also assist school administrators and policymakers in the local education district to make informed decisions regarding curriculum development, teacher training, and resource allocation (Ayeni, 2020).
Furthermore, by identifying possible solutions to the challenges identified, the study will offer practical recommendations that can improve the quality of Political Science education, which is essential for producing informed and active citizens (Usman, 2021). Improved teaching methods and materials will not only enhance students’ understanding of political systems but also encourage their active participation in the democratic process (Adekunle, 2019).
1.6 Scope of the Study
The scope of this study is limited to selected secondary schools within the local education district. It focuses specifically on the teaching of Political Science at the senior secondary school level. The research examines the challenges faced by teachers in delivering Political Science content, the adequacy of teaching materials, and the relevance of the curriculum. The study will also explore possible solutions that could enhance teaching and learning outcomes in Political Science.
1.7 Definition of Terms
Political Science: The study of governments, public policies, political processes, political behavior, and institutional systems.
Instructional Materials: Tools and resources used by teachers to facilitate effective teaching and learning, including textbooks, charts, and audio-visual aids.
Curriculum: A structured set of learning objectives and materials designed to guide the instruction of a particular subject.
Civic Education: A subset of Political Science education that focuses on the role of citizens in governance and the democratic process.
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USES OF POLITICAL EDUCATION FOR EFFECTIVE PARTICIPATION OF ADULTS IN ELECTORAL ACTIVITIES
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Newspapers only set agenda for the citizens to be battling, most of which are not always correct), and that is why coordinated efforts by the masses towards development is largely unattainable as the people are disconnected from what the Government is doing. Consequently, the focus of this study is specifically to appraise the extent to which the Nigerian Political system nurtures politically active citizens that are products of effective political education and serve as facilitators for the development of the Nigerian society. The research combines the presuppositions and assumptions of agenda setting theory of the mass media with that of communication theory of politics in its theoretical framework, reviewed a number of existing literatures on the subject matter, and adopted survey research design within the framework of a case study method with questionnaire as its instrument of data collection. The study reveals that political education is still rudimentary, inadequate and mostly an one-way channel that is neither adequate to prepare respondents for political activities nor effective enough to serve feedback purposes. The research concluded that political education plays a very important and significant role in the development of any community. A role that shapes the political landscape of such a community as the extent of participation and the consequent level of development ensured through this means are all a factor of and confronting Nigeria’s political system today is lack of effective participation of the people in matters affecting them. Participation is a factor of multiple variables comprising involvement in decision-making process, implementation of made decisions, sharing in the benefits of made and implemented decisions and monitoring the entire process (Nwankwo, 2003). Compared with the past, particularly the immediate post-independent Nigeria, there appears today to be a sudden withdrawal of the people from political life (Nwankwo, 2012). Indeed, there is today a culture of every man to himself, which pervades the entire society including those who occupy public positions thereby hindering the necessary development.
There may have been previous researches in this subject. This work gives further explanations and analysis in uses of political education for effective participation of adults in electoral activities
1.To understand the impact of political education for effective participation of adults in electoral activities
1.What is the impact of political education for effective participation of adults in electoral activities
H0: There is no relationship between political education and effective participation of adults in electoral activities
H1: There is a relationship between political education and effective participation of adults in electoral activities
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LEADERSHIP AND STAFF PERFORMANCE IN LOCAL GOVERNMENT AREA IN ENUGU STATE. STUDY OF NSUKKA LOCAL GOVERNMENT,2018-2023
Abstract
This study examines the impact of leadership on staff performance in local government areas, focusing on Nsukka Local Government in Enugu State from 2018 to 2023. The research aims to understand how leadership styles and practices influence the effectiveness, motivation, and productivity of local government employees. Utilizing a mixed-methods approach, the study combines quantitative data from performance records and qualitative insights from interviews and surveys with staff and leaders within the local government.
The findings reveal a significant correlation between leadership styles and staff performance. Transformational leadership, characterized by inspirational motivation, individualized consideration, and intellectual stimulation, was found to positively impact staff morale and productivity. Conversely, transactional leadership, which focuses on routine transactions and compliance, had a more variable impact, often leading to short-term gains but not necessarily long-term improvements in performance.
Key factors influencing the effectiveness of leadership included communication practices, the provision of professional development opportunities, and the recognition and reward of staff achievements. The study also identified several challenges, such as political interference, resource constraints, and inadequate training, which hindered effective leadership and staff performance.
Based on these findings, the study recommends the adoption of more transformational leadership practices, continuous professional development for staff, and the implementation of systems that foster open communication and reward excellence. These strategies are essential for enhancing staff performance and ensuring the efficient delivery of services in Nsukka Local Government.
This research contributes to the broader understanding of public sector management and provides practical recommendations for local government leaders seeking to improve staff performance and service delivery
Table of Contents
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Limitations of the Study
1.7 Definition of Key Terms
1.8 Structure of the Study
Chapter Two: Literature Review
2.1 Theoretical Framework
2.1.1 Leadership Theories
2.1.2 Theories of Employee Performance
2.2 Concept of Leadership in Local Government
2.3 Leadership Styles and Their Impact on Performance
2.3.1 Transformational Leadership
2.3.2 Transactional Leadership
2.3.3 Laissez-faire Leadership
2.4 Factors Influencing Staff Performance in Local Government
2.5 Empirical Studies on Leadership and Staff Performance
2.6 Summary of Literature Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Study Area: Nsukka Local Government
3.3 Population and Sample Size
3.4 Sampling Technique
3.5 Data Collection Methods
3.5.1 Primary Data: Surveys and Interviews
3.5.2 Secondary Data: Official Records and Documents
3.6 Data Analysis Techniques
3.7 Ethical Considerations
3.8 Limitations of the Methodology
Chapter Four: Data Analysis and Interpretation
4.1 Introduction
4.2 Demographic Profile of Respondents
4.3 Analysis of Leadership Styles in Nsukka Local Government
4.3.1 Prevalence of Different Leadership Styles
4.3.2 Impact of Leadership Styles on Staff Performance
4.4 Staff Performance Metrics (2018-2023)
4.4.1 Task Completion Rates
4.4.2 Staff Satisfaction Levels
4.4.3 Absenteeism Rates
4.4.4 Professional Development and Training Attendance
4.5 Correlation between Leadership Styles and Performance Metrics
4.6 Qualitative Insights from Interviews
4.7 Discussion of Key Findings
Chapter Five: Conclusion and Recommendations
5.1 Summary of Findings
5.2 Implications for Policy and Practice
5.3 Recommendations for Nsukka Local Government
5.3.1 Enhancing Transformational Leadership Practices
5.3.2 Improving Professional Development Opportunities
5.3.3 Strengthening Communication and Feedback Mechanisms
5.4 Areas for Further Research
5.5 Conclusion
References
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THE IMPACT OF POLITICAL SCIENCE EDUCATION ON STUDENTS UNDERSTANDING OF DEMOCRACY
Abstract
This study explores the impact of political science education on students’ understanding of democracy, focusing on how formal education in political science influences their comprehension of democratic principles and practices. The research is motivated by the growing recognition of the importance of political education in fostering informed and engaged citizens in democratic societies. Using a mixed-methods approach, the study combines quantitative surveys and qualitative interviews to assess the knowledge, attitudes, and perceptions of political science students regarding democracy.
Data were collected from a diverse sample of university students enrolled in political science courses across multiple institutions. The quantitative component involved a structured questionnaire measuring students’ understanding of key democratic concepts, such as participation, representation, rule of law, and civil liberties. The qualitative component included in-depth interviews that provided deeper insights into students’ experiences and the educational practices that shape their understanding of democracy.
The findings reveal a significant positive correlation between political science education and students’ understanding of democratic principles. Students who completed advanced courses in political science demonstrated a higher level of comprehension and critical thinking about democratic processes compared to those with limited or no exposure to political science education. The study also highlights the role of interactive teaching methods, such as debates, simulations, and case studies, in enhancing students’ engagement and understanding.
Furthermore, the research identifies several challenges in political science education, including curriculum gaps and varying levels of prior knowledge among students. Recommendations are made to address these challenges, emphasizing the need for a comprehensive and inclusive curriculum that incorporates diverse perspectives and experiential learning opportunities.
This study contributes to the broader discourse on civic education and its role in strengthening democracy. By providing empirical evidence on the benefits of political science education, it underscores the importance of integrating robust political education programs into higher education curricula to prepare students for active and informed participation in democratic societies.
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STUDENTS STUDY ATTRIBUTES AND THEIR PERFORMANCE IN POLITICAL SCIENCE EDUCATION IN UNIVERSITY OF UYO
Abstract:
This study examines the relationship between students’ study attributes and their academic performance in Political Science Education at the University of Uyo. Recognizing the crucial role of effective study habits and attitudes in academic success, this research aims to identify specific study attributes that significantly influence students’ performance in this discipline.
Using a mixed-methods approach, the study combines quantitative data from student surveys and academic records with qualitative insights from focus group discussions and interviews. The quantitative analysis focuses on variables such as study hours, note-taking practices, reading habits, and use of educational resources. Qualitative data provides a deeper understanding of students’ motivations, challenges, and strategies in studying Political Science.
Findings reveal that students with consistent study schedules, active participation in class discussions, and effective time management tend to achieve higher academic performance. The study also highlights the importance of intrinsic motivation and the ability to relate theoretical concepts to real-world political scenarios as significant contributors to academic success. Conversely, irregular study habits and reliance on last-minute cramming are associated with lower performance levels.
The research underscores the need for educational interventions that promote effective study practices and provide support for students in developing robust academic skills. Recommendations include the integration of study skills workshops, peer mentoring programs, and the use of technology-enhanced learning tools to support diverse learning styles.
Overall, this study contributes to the understanding of how specific study attributes impact academic performance in Political Science Education, offering valuable insights for educators, students, and policymakers aiming to enhance educational outcomes at the University of Uyo and similar institutions.
Chapter One:
Introduction
1.1 Background of the Study
Education is a dynamic process that involves the interaction of various factors influencing students’ learning outcomes. In the academic realm, the relationship between students’ attributes and their performance has been a subject of considerable interest. This research focuses on understanding the impact of student attributes on academic performance in the field of Political Science at the University of Uyo.
Student engagement with various institutional-related activities and interactions has been noted for decades as a significant influence on the differential patterns of student learning and growth one important outcome from these engagements is the impact on students’ attitudes and beliefs concerning leadership, which continues to be a prominent theme and objective in higher education.
The majority of research on student leadership development has focused on corporate-related models, which emphasize the impact of institutional experiences that parallel roles found in business or politics. Political Education Other commonly examined attributes include entering students’ predisposition to leadership development, available institutional-related leadership resources, activities and opportunities, and the effects of formal leadership development programs.
Attempting to capture and examine students’ cognitive development towards leadership, without dependence on predispositions towards leadership-based activities or positions, Wielkiewicz developed the Leadership Attitudes and Beliefs Scale-III (LABS-III). The LABS-III instrument consists of two scales representing divergent patterns of leadership attitudes and beliefs. One scale is based on a hierarchical pattern of thinking, which is characteristic of the traditional top-down leadership structure.
The Hierarchical Thinking scale emphasizes a tightly controlled decision-making process, with an authoritarian mode of operation and communication. A leader’s effectiveness and efficiency are paramount to the success of the organization, which in turn, is strongly associated with one’s maintenance and preservation of rank within that organization. The second scale derives from Allen, Stelzner, & Wielkiewicz’s leadership process theory, which is based on a systemic pattern of thinking.
The Systemic Thinking scale strongly emphasizes an organization’s ability to adapt quickly to ever-changing environments. Employing the knowledge and wisdom of organizational members through high levels of communication and cooperation is paramount to a successful organization. In this manner, the effectiveness of a leader is dependent on one’s ability to successfully facilitate and utilize a participative decision-making process. Allen et al.’s theory asserts that the adoption of Systemic Thinking by individuals and organizations will yield greater levels of overall adaptability, cooperation, sustainability and success.
Although not extensive, there has been research exploring the development of students‟ leadership attitudes and beliefs within the context of Allen, et al.‟s[1] theory, as well as its relationship to the differential patterns of student learning and growth. A study conducted by Wielkiewicz, et al.‟s[28] in 2005 examined the uniqueness of the LABS-III as compared to Astin‟s[2] Student Leader type, a characterization based on attributes similar to traditional hierarchical-based roles or positions. Wielkiewicz found that students scoring highly on either the Hierarchical or Systemic Thinking scales on the LABS-III scored higher on Astin‟s Student Leader type.
However, the majority of information gleaned from the LABS-III was significantly distinctive from traditional position-based attributes and roles, which provided strong evidence concerning its utility in assessing student leadership development from a non-predisposed perspective. In addition, the relationship between the Systemic Thinking scale and students‟ academic engagement and development was also investigated. Wielkiewicz found that student engagement (e.g., class participation, reading outside of class), behavior (e.g., intellectual curiosity, study habits), and Systemic Thinking were interrelated, which provided evidence that an assortment of academic and co-curricular activities may facilitate student leadership development. Higher grade point averages, however, were not associated with Systemic Thinking, but they were associated with students who reported a lower preference towards Hierarchical Thinking leadership beliefs and values.
1.2 Statement of the Problem
Political Science education requires a unique set of skills and attributes for students to excel. However, there is a gap in the existing literature regarding the specific attributes that significantly influence academic performance in Political Science at the University of Uyo. This study aims to address this gap by investigating the correlation between students’ attributes and their academic achievements.
1.3 Objectives of the Study
The primary objectives of this research are:
To identify and analyze the key attributes exhibited by students in Political Science education at the University of Uyo.
To examine the relationship between students’ attributes and their academic performance.
To assess the impact of external factors, such as socio-economic background and learning environment, on students’ performance in Political Science.
1.4 Research Questions
To achieve the stated objectives, the study will seek answers to the following research questions:
What are the predominant attributes exhibited by students in Political Science education at the University of Uyo?
Is there a significant correlation between students’ attributes and their academic performance in Political Science?
How do external factors, such as socio-economic background and learning environment, influence students’ performance in Political Science?
1.5 Significance of the Study
This research holds significance for various stakeholders, including educators, policymakers, and students themselves. Understanding the relationship between student attributes and academic performance can inform teaching strategies, curriculum development, and student support services. Additionally, policymakers can use the findings to make informed decisions about educational policies that enhance the overall learning experience.
1.6 Scope of the Study
This study will be conducted at the University of Uyo, focusing specifically on students enrolled in Political Science programs. The research will cover a specified time frame, and data will be collected through surveys, interviews, and academic records.
1.7 Structure of the Thesis
The thesis will be organized into several chapters, each addressing different aspects of the research. Chapter Two will provide a review of relevant literature, while Chapter Three will detail the research methodology. Subsequent chapters will present and analyze the findings, discuss implications, and offer recommendations for future research.
In summary, this chapter has laid the foundation for the exploration of student attributes and their impact on academic performance in Political Science education at the University of Uyo. Subsequent chapters will delve deeper into the specific aspects of this relationship, contributing valuable insights to the field of education.
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THE EFFECT OF POLITICAL EDUCATION ON STUDENT’S LEADERSHIP DEVELOPMENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Student engagement with various institutional-related activities and interactions has been noted for decades as a significant influence on the differential patterns of student learning and growth One important outcome from these engagements is the impact on students’ attitudes and beliefs concerning leadership, which continues to be a prominent theme and objective in higher education.Political Education
The majority of research on student leadership development has focused on corporate-related models, which emphasize the impact of institutional experiences that parallel roles found in business or politics. Political Education Other commonly examined attributes include entering students’ predisposition to leadership development, available institutional-related leadership resources, activities and opportunities, and the effects of formal leadership development programs.Political Education
Attempting to capture and examine students’ cognitive development towards leadership, without dependence on predispositions towards leadership-based activities or positions, Wielkiewiczdeveloped the Leadership Attitudes and Beliefs Scale-III (LABS-III). The LABS-III instrument consists of two scales representing divergent patterns of leadership attitudes and beliefs. One scale is based on a hierarchical pattern of thinking, which is characteristic of the traditional top-down leadership structure.
The Hierarchical Thinking scale emphasizes a tightly controlled decision-making process, with an authoritarian mode of operation and communication. A leader’s effectiveness and efficiency are paramount to the success of the organization, which in turn, is strongly associated with one’s maintenance and preservation of rank within that organization. The second scale derives from Allen, Stelzner, & Wielkiewicz’s leadership process theory, which is based on a systemic pattern of thinking.Political Education
The Systemic Thinking scale strongly emphasizes an organization’s ability to adapt quickly to ever-changing environments. Employing the knowledge and wisdom of organizational members through high levels of communication and cooperation is paramount to a successful organization. In this manner, the effectiveness of a leader is dependent on one’s ability to successfully facilitate and utilize a participative decision-making process. Allen et al.’s theory asserts that the adoption of Systemic Thinking by individuals and organizations will yield greater levels of overall adaptability, cooperation, sustainability and success.Political Education
1.2 Statement of the problem
There may have been challenges on the effect of political education on leadership development of undergraduates. This work gives a further research and explanation into the concept, identifying the importance of political education, and how the knowledge of political workings affects positively the socio-political development of undergraduates
1.3 Objectives of the study
1. To understand the impact of political education on the development of undergraduates
2. To understand the relationship between political education and the development of undergraduates
1.4 Research questions
1. What is the impact of political education on the development of undergraduates
2. What is the relationship between political education and the development of undergraduates
1.5 Research hypothesis
H0: There is no relationship between political education and the development of undergraduates
H1: There is a relationship between political education and the development of undergraduates
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AVAILABILITY OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING IN PHYSICAL AND HEALTH EDUCATION
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Physical and health education” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Physical and health education
Experimental Physical and health education is one of the most recently included subject content of the curriculum Physical and health education it inclusion, Physical and health education has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Physical and health education are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Physical and health education subject their role in education note much has been achieved in some selected schools in Shagamu Local Government Areaof Lagos state the effect of the deficiency in teaching Physical and health education in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Physical and health education schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Physical and health education the schools
SIGNIFICANCE OF STUDY
The teaching of Physical and health education has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Physical and health education in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Physical and health education would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Physical and health education is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Physical and health education culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of primary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of Physical and health education
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
Physical and health education laboratory is a place equipped for experimental studies in Physical and health education
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
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Account Name: AMUTAH DANIEL CHUKWUDI
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
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08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE EFFECT OF POLITICAL EDUCATION ON STUDENT’S LEADERSHIP DEVELOPMENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Student engagement with various institutional-related activities and interactions has been noted for decades as a significant influence on the differential patterns of student learning and growth One important outcome from these engagements is the impact on students’ attitudes and beliefs concerning leadership, which continues to be a prominent theme and objective in higher education.Political Education
The majority of research on student leadership development has focused on corporate-related models, which emphasize the impact of institutional experiences that parallel roles found in business or politics. Political Education Other commonly examined attributes include entering students’ predisposition to leadership development, available institutional-related leadership resources, activities and opportunities, and the effects of formal leadership development programs.Political Education
Attempting to capture and examine students’ cognitive development towards leadership, without dependence on predispositions towards leadership-based activities or positions, Wielkiewiczdeveloped the Leadership Attitudes and Beliefs Scale-III (LABS-III). The LABS-III instrument consists of two scales representing divergent patterns of leadership attitudes and beliefs. One scale is based on a hierarchical pattern of thinking, which is characteristic of the traditional top-down leadership structure.
The Hierarchical Thinking scale emphasizes a tightly controlled decision-making process, with an authoritarian mode of operation and communication. A leader’s effectiveness and efficiency are paramount to the success of the organization, which in turn, is strongly associated with one’s maintenance and preservation of rank within that organization. The second scale derives from Allen, Stelzner, & Wielkiewicz’s leadership process theory, which is based on a systemic pattern of thinking.Political Education
The Systemic Thinking scale strongly emphasizes an organization’s ability to adapt quickly to ever-changing environments. Employing the knowledge and wisdom of organizational members through high levels of communication and cooperation is paramount to a successful organization. In this manner, the effectiveness of a leader is dependent on one’s ability to successfully facilitate and utilize a participative decision-making process. Allen et al.’s theory asserts that the adoption of Systemic Thinking by individuals and organizations will yield greater levels of overall adaptability, cooperation, sustainability and success.Political Education
1.2 Statement of the problem
There may have been challenges on the effect of political education on leadership development of undergraduates. This work gives a further research and explanation into the concept, identifying the importance of political education, and how the knowledge of political workings affects positively the socio-political development of undergraduates
1.3 Objectives of the study
1. To understand the impact of political education on the development of undergraduates
2. To understand the relationship between political education and the development of undergraduates
1.4 Research questions
1. What is the impact of political education on the development of undergraduates
2. What is the relationship between political education and the development of undergraduates
1.5 Research hypothesis
H0: There is no relationship between political education and the development of undergraduates
H1: There is a relationship between political education and the development of undergraduates
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
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