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AVAILABILITY OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN JUNIOR SECONDARY SCHOOLS IN OKIGWE LGA
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 Agricultural science” 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 Agricultural science
Experimental Agricultural science is one of the most recently included subject content of the curriculum Agricultural science it inclusion, Agricultural science has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Agricultural science 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 Agricultural science 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 Agricultural science in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
- To which extent has the number of students per class in Nigeria which is too unwieldy affect the effective teaching of Agricultural science
- In what way does in adequate use of specimens material and diagrams makes ineffective the teaching of Agricultural science
- Could lack of improvised teaching and by teacher cause ineffective teaching which lead to the students poor performance in Agricultural science
- Can bad attitude of teachers towards work affect the effective teaching of Agricultural science
- Could lack of practical work causes ineffective teaching of Agricultural science
RESEARCH QUESTION
- How does lack of laboratories and lack of instructional material affect the effective teaching of Agricultural science?
- How does student’s attitude towards the subject (Agricultural science) affect their performance in the teaching of Agricultural science?
- Does teacher’s qualification also affect students performance in effective teaching of Agricultural science/
- How teacher dose’s teaching methods in Agricultural science affects student’s performance ineffective teaching of Agricultural science?
HYPOTHESIS
The ineffective teaching of Agricultural science schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
- Lack of laborites and lack of instructional materials
- Students attitude towards the subject (Agricultural science) affects their performance
- Teacher’s qualification also affect the students performance in Agricultural science
- Teacher’s teaching method in Agricultural science affect students performance
- With answers to the above, the researcher has it in mind that there is going to be a total change in the teaching of Agricultural science
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Agricultural science the schools
SIGNIFICANCE OF STUDY
The teaching of Agricultural science 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 Agricultural science 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 Agricultural science 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 Agricultural science 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 Agricultural science 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 Lagos state a large number of secondary 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 Agricultural science
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
- Ugbowo primaryu school
- Ediaken secondary school
- Olua secondary school
- Use secondary school
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
Agricultural science laboratory is a place equipped for experimental studies in Agricultural science
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EFFECT OF SCHOOL ADMINISTRATOR’S CONFLICT MANAGEMENT STRATEGIES ON ACADEMIC STAFF JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE (IBADAN NORTH)
Abstract:
This study investigates the effect of school administrators’ conflict management strategies on the job performance of academic staff in public secondary schools in Ibadan North, Oyo State. Conflict is an inevitable aspect of organizational dynamics, and its management plays a critical role in maintaining a conducive work environment, particularly in educational institutions. The research explores the various conflict management strategies employed by school administrators, such as collaboration, accommodation, compromise, avoidance, and competition, and their impact on teachers’ productivity, job satisfaction, and overall performance. Using a mixed-method approach, data was collected through questionnaires and interviews from academic staff and administrators across selected public secondary schools. The findings reveal that collaborative and accommodative conflict management strategies significantly enhance academic staff job performance by fostering a positive work climate, reducing stress, and promoting teamwork. Conversely, avoidance and competitive strategies were found to negatively affect staff morale and productivity. The study concludes that effective conflict management by school administrators is essential for optimizing academic staff performance and recommends regular training for administrators on conflict resolution techniques to improve school outcomes. This research contributes to the broader discourse on educational leadership and provides actionable insights for policymakers and school administrators in Oyo State and beyond.
Table of Contents
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
Chapter Two: Review of Related Literature
2.1 Conceptual Framework
2.1.1 Concept of Conflict in Educational Institutions
2.1.2 Types of Conflict in Schools
2.1.3 Concept of Conflict Management Strategies
2.1.4 Job Performance of Academic Staff
2.2 Theoretical Framework
2.2.1 Thomas-Kilmann Conflict Mode Instrument (TKI)
2.2.2 Systems Theory of Conflict Management
2.3 Empirical Review
2.3.1 Studies on Conflict Management Strategies in Schools
2.3.2 Impact of Conflict Management on Staff Performance
2.4 Summary of Literature Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Instrumentation
3.4.1 Description of the Research Instrument
3.4.2 Validity of the Instrument
3.4.3 Reliability of the Instrument
3.5 Procedure for Data Collection
3.6 Method of Data Analysis
Chapter Four: Data Presentation, Analysis, and Discussion
4.1 Demographic Characteristics of Respondents
4.2 Analysis of Research Questions
4.3 Test of Hypotheses
4.4 Discussion of Findings
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of the Study
5.2 Conclusion
5.3 Recommendations
5.3.1 Recommendations for School Administrators
5.3.2 Recommendations for Policy Makers
5.3.3 Recommendations for Further Studies
5.4 Limitations of the Study
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EDUCATIONAL GOVERNANCE MODELS: A COMPARATIVE ANALYSIS
ABSTRACT
This comparative analysis explores various educational governance models to provide a comprehensive understanding of their structures, mechanisms, and effectiveness. Examining diverse approaches employed globally, the study delves into the intricate dynamics of educational governance, considering factors such as centralization, decentralization, stakeholder involvement, and policy implementation. By scrutinizing case studies and empirical data, the research aims to identify successful governance models that promote educational excellence, equity, and adaptability. Through this comparative lens, the abstract suggests insights for policymakers, educators, and researchers, fostering an informed dialogue on optimal strategies for enhancing educational governance in diverse contexts.
TABLE OF CONTENT
Chapter 1: Introduction
1.1 Background
1.2 Rationale for Comparative Analysis
1.3 Research Questions and Objectives
1.4 Significance of the Study
1.5 Scope and Limitations
1.6 Research Methodology
1.7 Organization of the Thesis
Chapter 2: Theoretical Framework
2.1 Conceptualizing Educational Governance
2.2 The Evolution of Educational Governance Models
2.3 Theoretical Perspectives on Governance
2.4 Factors Influencing Educational Governance
2.5 Framework for Comparative Analysis
Chapter 3: Review of Literature
3.1 Historical Overview of Educational Governance Models
3.2 Centralized Governance Models
3.2.1 Characteristics and Case Studies
3.2.2 Advantages and Challenges
3.3 Decentralized Governance Models
3.3.1 Characteristics and Case Studies
3.3.2 Advantages and Challenges
3.4 Hybrid and Innovative Governance Approaches
3.4.1 Emerging Trends
3.4.2 Case Studies
Chapter 4: Comparative Analysis
4.1 Comparative Framework
4.2 Case Studies Selection and Justification
4.3 Governance Structures and Mechanisms
4.4 Stakeholder Involvement and Collaboration
4.5 Policy Implementation and Adaptability
4.6 Assessing Effectiveness and Outcomes
Chapter 5: Findings, Conclusions, and Recommendations
5.1 Summary of Key Findings
5.2 Implications for Educational Policy and Practice
5.3 Gaps in Current Models and Areas for Future Research
5.4 Conclusion
5.5 Recommendations for Policymakers and Stakeholders
5.6 Reflection on the Comparative Analysis Process
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]]> Post-UTME Exams & Admission Success Starts Here!
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IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN SOKOTO
ABSTRACT
The purpose of this study was to study the implementation of universal basic education in some selected junior secondary schools in Sokoto metropolis. This study used teachers in the four selected secondary schools; structure questionnaires were used for collection of data. The collected data were organized using frequency tables, it includes personal contracts some Students and their teachers. All was to find their own opinion as regards to the implementation of UBE furthermore, the data collected was represented in tables and written statement was used to interpret them.
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
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The Universal Basic Education (UBE) is a broad concept and more ambitious programme than that of the universal primary education (UPE), the universal basic education is intended to inculcate more forcefully on the life of Nigerians than the universal primary education. Although the universal basic education is a programme, it also an educational programme for the acquisition of functional literacy and skills, the type of education that will inculcate an understanding of the need for unity such that is required in Nigeria the development of conduct and attitudes that can foster unity, patriotism and tolerance, special emphasis should be place on peace and unity, that unities us in our diversity. It is necessary to be noted what it takes to make a nation strong and self reliant, above all to impact into the citizenry a sense of belonging so as to make them for effective respond to their responsibility. Ernwaca us called upon to encourage and commission mere research in all aspect of UBE and devise ways to diffuse the funding to as wide audience as possible in order to stimulate policy and public dialogue.
The Nigeria educational system is guided by clearly defined aims and objectives, which are intended to mould the society into the defined form through the instrumentation of educational outcome from time to time and facilities a clear understanding of the successes status of our educational programme. Education is an instrument of social, mental and economic development, through which right values and attitude for proper development are inculcated. Educational innovation consequently evolves whenever there are deficiencies in or problem with the accomplishment of objectives. Among such innovation are the introduction of universal primary education (UPE), the 6-3-3-4 system of education, introducing technology, integrated science and so on and recently the universal basic education (UBE) was launched by president Olusegun Obasanjo in Sokoto on the 30 September 1999. The objectives of the programme include.
i. Facilitation of growth and development
ii. Enhancement of quality education for all citizens.
iii. Addressing the implementation of educational policies designed to achieve the notable objectives in the national policy on education.
During the launching ceremony of the Universal Basic Education (UBE) the honorable minister of education in his speech stated that universal education in his speech stated that universal basic education is Nigeria response to the education for all nations of the global community. More so, the programme was envisaged to be a solid foundation for life along learning and evolution of Nigeria into a learning society in order to improve the average literacy rate of Nigerians from the current 51% to something close to 90%.
The primary and pre-primary level is very important because it is here the foundation should be consolidated at the junior secondary level of the programme. Despite the national policy on education (NPE) 1977m revised 1981, which has provided that the mother tongue be used as a medium of restriction to English in the upper primary classes most school around the country use English right from nursery and junior secondary schools. Similarly, the policy provisions for these languages to be taught as school subject are not being implemented in most schools around the country. In nomadic and adult education, the intention is to give opportunity to those who by virtue of the culture and social economic background, were they are unable to benefit from the femoral education early in life are to be treated specially along with the deft and dumb disable and blind. The treatment revolved adequate materials for learning.
STATEMENT OF PROBLEM
This study intends to find out if:
1. Lack of qualified teachers a problem facing the implementation of universal basic education (UBE)
2. If finance is a constraint to the implementation of universal basic education.
3. Whether equipment/materials is a problem affecting the implementation of universal basic education.
4. If the attitudes of students are problem affecting the implementation.
5. If the attitude of parents towards the implementation of universal basic education (UBE)
6. Beliefs are problem facing the implementation of universal basic education (UBE).
PURPOSE OF THE STUDY
In connection with the statement of problem earlier state, the purpose of the study or investigating is to find out more about the problem facing or militating against the programme in Uhunmwonde Local Government Area.
SIGNIFICANCE OF THE STUDY
Teachers’ role in the universal basic education (U.B.E) has play vital and essential role to the societal progress. It is therefore factual that people need to acquire those proficiencies that are completely necessary for the development of the nation. It is important to know that the quality of education we have and ensue proper delivering if there is more qualified teachers.
RESEARCH QUESTIONS
The research question carryout is as follow
1. Researchers looked at duller system within the classroom and suggested how to achieve more qualitative teacher, including individualized in structure used of child stimulation methods and participatory learner
2. Many students addressed non-formal education. Suggesting that the curriculum of non-formal education ought to be enriched invade it more functional and relevant.
3. Some studies noted the implementation of the non-formal section of UBE as it suffers constraints snob as fractural inadequacies and lack of adequately tramped teachers.
4. The studies also noted global consensus and commitment to provide basic education for all universal basic education (UBE) programme in the implementation guidelines of the role of Nigeria primary school libraries in literacy and lifelong.
5. A case is made for a better understanding of the armoire system so as ton be able to offer then education as envisaged by use the alinajiri who are usually erroneously seen as children begging for arms.
6. A case of the enforcement of the universal basic education (UBE) law, stressing regretted the fact that basic education has not been well enforced education to the detriment of basic education which is the foundation for the child.
7. A case of child abuse was also looked at, so as to find a solution to their problems to enable then to benefit from the UBE programme researches similarly call for greater effort towards implementing of UBE.
8. Provision for extending education to street children out of school. Many studies also emphasizes that practical the learning the need to look, so as to carry out quality learning for the life of the child.
ASSUMPTION OF THE STUDY
In carrying out this research, the resea5rcher made the assumption that the information given by the respondents are related to a large extent, the true situation in the schools in Uhunmwonde Local Government Area of Edo State. The sample used for the study is representative of the student’s population in the local government area.
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ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENT TOWARDS THE STUDY OF ECONOMICS IN ORLU LOCAL GOVERNMENT AREA OF IMO STATE
ABSTRACT
The study sought to find out the attitude of senior secondary school student towards the study of economics in Orlu local government area of Imo state. With the use of survey design and random sampling of five secondary schools in general, questionnaire administration is used to acquire information. The study found out that students attitude of can be positively develop through the teaching methods,selection of suitable books and motivation of students. The study concludes that Economics teachers should motivate the students. They should be given the privilege to attend seminars, workshops and conferences so that they are conversant with the recent developments in chemical and teaching world. The children should be given sound foundation from homes as well as schools being partners in progress.
CHAPTER ONE
INTRODUCTION
Background of the Study
Economics is the social science that analyzes the production, distribution, and consumption of goods and services. The term economics comes from the Ancient Greek word (oikonomia, “management of a household, administration”) hence “rules of the house(hold)”. Political economy was the earlier name for the subject, but economists in the late 19th century suggested “economics” as a shorter term for “economic science” that also avoided a narrow political-interest connotation and as similar in form to “mathematics“, “ethics”, and so forth.
Economics is concerned with human behaviour such as how people earn their living and make a choice between alternatives to satisfy their wants. It focuses on the study of firms and the government whose activities are geared to the production of goods and services for the satisfaction of human want since economics is concerned with human behaviour. So economics is a social science, and like any science subject, the reasoning procedure in economics is methodological, its analysis is systematic, and the validity of its various theories can be tested.
When economics was introduced into the secondary school curriculum, its popularity grew rapidly because the first few schools which offered it in West African School Certificate Examination [WASCE] had unexpectedly good results. There was a positive relationship between the quality of results in economics and the number of candidates that offered it in subsequent years in the WASCE. In this unit, you will learn the factors that caused the late introduction of economics, and its acceptance in the school system, Economics was first taken in the West African School Certificate Examination as a school subject in Nigeria in 1967. Since school certificate was a two year course, it may be said that economics came into the secondary school curriculum in Nigeria in 1966, much later than most other secondary school subjects. Economics was, however, taken by private candidates in the General Certificate Examination before it became a secondary school subject. It was recognized that economics problems were at the heart of modern society. Ever since economics was first taken, as a school subject in West African School Certificate Examination in 1967, the number of schools that teach it and the number of candidates that take the examination has witnessed a phenomenal increase. For example in 1967, it was 0.07% of the total number of candidates that sat for the examination, in 1969 it was increased to 12.56%, in 1970, it was 17.16% and by 1976 exactly 10years of its inceptions, the population has risen to 76.95%. For further confirmation by more recent entries, we have that in 1985, 441,448 school candidates entered for economics while in the same year English had 373,507. In 1996 it was 711,377 for economics, 748,239 for mathematics, and 748,984 for English language. By this analysis it is probably understatement that English Language and Mathematics top the list of entries. It may be said that economics is probably the most popular subject in the secondary school curriculum if the popularity of a secondary school subject may be determined by the number of schools that teach it and the number of candidates that offer it in school learning certificate examination.
Economic analysis may be applied throughout society, as in business, finance, health care, and government, but also to such diverse subjects as crime,[education, the family, law, politics, religion social, war, and science. At the turn of the 21st century, the expanding domain of economics in the social sciences has been described as economic imperialism.
It may be said that economics comes after English language and Mathematics. Furthermore, when it is appreciated that economics became a secondary school subject in Nigeria in 1966, it may be said that the growth in its popularity as a secondary school subject in Nigeria has been monumental.
An attitude may be defined as a predisposition to respond in a favourable or unfavourable manner with respect to a given attitude object (Oskamp and Schultz 2013). Adu (2012) defined attitude as internal beliefs that influence personal actions which is learned through one’s experience. This has to do with a disposition to act or react in a particular way as the individual responds to a situation (Amoo & Rahman, 2010). Thus, the students’ perception of the teachers’ characteristics could influence their attitude toward Economics or any other school subject. Students more often than not judge their teachers in such areas as the teachers’ knowledge of the subject matter, communication ability, the choice of appropriate teaching method and the general classroom management skills. A persons’ attitude to an idea or object determines what the person thinks, feels and how the person would like to behave towards that idea or objects.
The focus of this project is on school students’ attitudes towards Economics subjects taught in secondary classrooms. The term ‘subjects ‘refers to both theory and laboratory classes in secondary school. Thus, the scope of the present study was limited to Economics as experienced by students in secondary school rather than out-of-school experiences obtained from external sources such as the media, museums, field trips and friends. Attitude towards Economics or science denotes interests or feelings towards studying Economics or science. It is the students’ disposition towards like or ‘dislike’ science while attitude in science means scientific approach assumed by an individual for solving problems, assessing ideas and making decisions. Student beliefs and attitudes have the potential to either facilitate or inhibit learning (Yara, 2014).Many factors could contribute to student’s attitude toward studying science (Economics). Popoola(2011) also reported that students attitudes and interests to sciences, especially Agricultural science correlate highly with their science achievement. Halladyna and Shanghnessy (2012) and Adesoji (2010) have concluded that a number of factors have been identified as related to students’ attitude to science (Economics). Such factors include; teaching methods, teacher attitude, influence of parents, gender, age, cognitive styles of pupils, career interest, social view of science and Scientifics, social implicating of science (Economics) and achievement.
The studies thus reviewed suggest that there is a relationship between attitude and methods of instruction and also between attitude and achievement; and that it is possible to predict achievement from attitude scores. What is needed to complement the results of such studies however is the nature of relationship between students’ attitude and factors related to teaching and learning of Economics? Results of these types of study are likely to broaden our knowledge as how we can influence students’ attitude positively towards Economics as a subject in Orlu LGA of Imo state Nigeria.
Statement of the problems
Despite the greater number of Economics graduates produced by our tertiary institutions; every year there are numbers of s econdary schools where Economics teachers are not competent in the teaching of the subject. Also, the attitude of the students in secondary schools towards Economics as a profession is not encouraging. This makes the teaching of Economics ineffective and inefficient even where there are competent teachers to teach. It is on this premise, that this study is designed to investigate the attitude of students to teaching and learning of Economics in secondary schools.
Purpose of the study
The general purpose of this study was to find out attitude of senior secondary school student towards the study of economics in Orlu local Government area of Imo State. Specifically this study
1. Determine the attitude of students toward the study of economics in Orlu Local Government Area of Imo State.
2. Determine the environmental factors positively influence student attitude toward the study of economics in Orlu Local Government Area of Imo State?
3. Determine the environmental factors that are negatively influencing student attitude toward the study of economics in Orlu Local Government Area of Imo State.
Significance of the study
The study is aimed at looking at the students’ attitudes towards Economicsin some selected secondary schools in Orlu Local Government Area of Imo State. The results of the study is hoped to assist Economics teachers to develop new learning experience for the students and reorganize these learning experience in some ways enough to arouse the interest of the students. It would be of good assistance to teachers to create a habit were they would improve on the obsolete teaching methods, use adequate, modern and relevant instructional materials and textbooks at their disposed to the fullest. This study may also assist the students to improve their attitude towards the study of the subject. Finally, the government and parents would benefit from the study of their roles as these would be highlighted at the recommendation column. This study will be useful to researchers, students, teachers, policy makers, curriculum planners, government and virtually everyone who loves the acquisition of knowledge.
After this study, if the suggestions can be applied, then students in Orlu will have a positive attitude towards Economics.
Scope of the study
The study was limited to secondary schools in Orlu Local Government of Imo State only. Based on the time frame and financial constraints in covering all the secondary schools in the Local Government, the study was also limited to the students in Senior Secondary Schools (SS Class).
Research Questions
The following research questions were constructed by the researcher as a guide to this study.
1. What are the attitudes of students toward the study of economics in Orlu Local Government Area of Imo State?
2. What are the environmental factors positively influence student attitude toward the study of economics in Orlu Local Government Area of Imo State?
3. What are the environmental factors that are negatively influencing student attitude toward the study of economics in Orlu Local Government Area of Imo State?
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CURBING THE MENACE OF DRUG USE AMONG SECONDARY SCHOOL STUDENTS IN NIGERIA
ABSTRACT
The initiation to drug and alcohol abuse early in life has exposed adolescents to voluntary drug consumption, smoking, drinking and substance abuse which have become a threat to our Nation. This paper focused on curbing the menace of drug use among students. It discussed some drugs that are commonly abused by the adolescents under the slangs or common name, route of administration and possible effects in terms of physical, psychological, social and emotional. The health implications of adolescents’ drug behaviour were also explored. The paper concluded that there should be more serious concern, and worried that more students in our secondary schools are fast joining the drug train, drinking and smoking away their future for the pleasure of getting high, hence, poses a threat to the health and safety of the adolescents, family, their community and the country. Recommended among others is that
Ministry of Education and Culture in-collaboration with National Drug Law Enforcement Agency (NDLEA) should improve arrangements for sensitizing particularly students on the adverse effects of drugs and alcohol abuse. Also, teachers should be provided with skills on how to handle students with behavioural problems.
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08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
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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, 08137701720, 09070569307, 08154275408
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EFFECT OF ICT ON NIGERIAN ECONOMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Information and communication technology (ICT) offers the promise of fundamentally changing the lives of much of the world’s population. In its various forms, ICT affects many of the processes of government and business, how individuals live, work and interact, and the quality of the natural and built environment. The development of internationally comparable ICT statistics is essential for governments to be able to adequately design, implement, monitor and evaluate ICT policies (Madueme, 2010).
Information and Communication Technology (ICT) has now been accepted as one of the main driving force behind organizational competitiveness in the present day business environment. Presently, ICT is having dramatic influence on almost all areas of human activities and one of the areas of economic activities in which this influence is most manifest is the banking sector. The banking industry is one of the critical sectors of the economy which makes invaluable contributions to the pace of economic growth and development of nations (Ajayi, 2003; Madueme, 2010). However, this study seeks to examine the impact of ICT on the Nigerian economic growth and development.
Most developing nations including Nigeria have embarked on various reforms that foster the use of ICTs in their economies. These reforms tend to yield little or minimal benefits to economic growth and development, especially when compared with the developed countries of the world. Technological advancement is known to impact fast rate of economic development. In Nigeria, policy on adoption of Information and Communication Technologies was initiated in 1999, when the civilian regime came into power of government. The operations of the licensed telecommunication service providers in the country has created some well-felt macroeconomic effects in terms of job creation, faster delivery services, reduced transport costs, greater security and higher national output (Emmanuel and Adebayo, 2011).
Attempts to ensure sustainable economic development and poverty reduction of most nations usually involve the development of agriculture, mining, industrial as well as the service sectors. The Industrial Revolutions in Europe and America, generally and specifically, have been premised on technological breakthroughs. During the late 1990s, Information and Communication Technology (ICT) was the largest contributor to growth within capital services for both Canada and the United States (Harchaoui, 2002). Similar trend has been observed with the economic development of China, Korea, Taiwan, India, South Africa, and other emerging economic powers (Fuss and Waverman, 2005).
At the wake of 2000, the Federal Government of Nigeria embarked on an aggressive drive towards the provision of more efficient services in the nation through its privatization and deregulation policies the ICT subsector. The policy thrives led to the establishment of National Telecommunication Policy in December 2001. The policy, among other things, recognized the need for the establishment of an enabling environment for deregulation and rapid expansion of the telecommunication services in the country. The mission statement of the government was to use ICTs for Education, Creation of Wealth, Poverty Eradication, Job Creation, and Global Competitiveness. The policy objective was to develop globally competitive quality manpower in ICTs and related disciplines. This entails developing a pool of ICT engineers, scientists, technicians and software developers. Consequently, attractive career opportunities will emerge in addition to development of software’s and computer components that can earn the nation some foreign exchange. The implementation of ICTs policy led to the adoption of Global System for Mobile-Communications (GSM) and its related components in Nigeria.
1.2 STATEMENT OF THE PROBLEM
In Nigeria, provision of public infrastructure is grossly inadequate and poor. Necessary telecommunication services, as public infrastructure, needed for meaningful investment are lacking and, where found, are very costly. Teledensity in Nigeria is still very low.
The introduction of the GSM in Nigeria was to expand the teledensity in the country and to make telephone services cheaper and accessible to the common person as it had been introduced in some African countries like South Africa, Ghana, and Benin Republic among others. GSM is ICT based telecommunication that can contribute to the growth and development of any nation. These Telecommunication Networks have created significant effects on the gross domestic product (GDP) of Nigeria in terms of job creation, communication linkages, connectivity, security of lives, and reduced transport costs among other. Past studies on the developing economy have bothered on the challenges and roles of ICTs on economic growth (Carayamis and Popescu, 2005; Ndukwe, 2003, 2004; Igwe, 2005). Thus, this study examines the impact of ICT on the Nigerian economic growth and development.
1.3 OBJECTIVES OF THE STUDY
The general objective of this study is to analyze the impact of ICT on the Nigerian economic growth and development and the following are the specific objectives:
1. To examine the impact of ICT on the Nigerian economic growth and development.
2. To identify ways by which ICT can contribute to economic growth and development.
3. To determine the factor limiting the use of ICT in all sectors of the Nigerian economy.
1.4 RESEARCH QUESTIONS
1. What is the impact of ICT on the Nigerian economic growth and development?
2. What are the ways by which ICT can contribute to economic growth and development?
3. What are the factors limiting the use of ICT in all sectors of the Nigerian economy?
1.5 HYPOTHESIS
HO: ICT has not contributed to Nigerian economic growth and development.
HA: ICT has contributed to Nigerian economic growth and development.
1.6 SIGNIFICANCE OF THE STUDY
The following are the significance of this study:
1. The outcome of this study will be a useful guide to the government of Nigeria, policy makers and the general public on how ICT can be used as a tool for economic growth and development of Nigeria.
2. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic
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
OR you drop them on our WhatsApp, 08137701720
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
]]>