THE IMPACT OF THE NIGERIAN EDUCATIONAL SYSTEM ON SOCIETAL VALUES AMONG SECONDARY SCHOOL STUDENTS IN OGBIA LGA

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THE IMPACT OF THE NIGERIAN EDUCATIONAL SYSTEM ON SOCIETAL VALUES AMONG SECONDARY SCHOOL STUDENTS IN OGBIA LGA

Abstract:

Title: The Impact of the Nigerian Educational System on Societal Values among Secondary School Students in Ogbia Local Government Area

Education is a cornerstone of societal development, shaping the values and perspectives of the younger generation. This study explores the impact of the Nigerian educational system on societal values among secondary school students in Ogbia Local Government Area. By examining the curriculum, teaching methodologies, and extracurricular activities, the research aims to provide insights into how the educational system influences the development of values, ethics, and social norms in the students.

The study employs a mixed-methods approach, combining surveys, interviews, and content analysis to gather data from secondary school students, educators, and relevant educational materials. The research investigates the alignment between the formal curriculum and the promotion of societal values, exploring the effectiveness of current pedagogical practices in instilling ethical behavior and civic responsibility.

Findings from this study are expected to contribute to the ongoing discourse on educational reforms in Nigeria, particularly in Ogbia Local Government Area. The research highlights the role of the educational system in shaping students’ character, moral reasoning, and their understanding of societal values. The implications of the study extend to educational policymakers, school administrators, teachers, and parents, offering insights into potential areas of improvement for a more value-centric educational experience.

As Nigeria continues its journey towards national development, understanding the nexus between the educational system and societal values becomes imperative. This research strives to bridge this gap, fostering a dialogue that aims to enhance the ethical and moral dimensions of education for the holistic development of secondary school students in Ogbia Local Government Area and beyond.

Chapter One:

Introduction

1.1 Background of the Study

Education is a fundamental pillar of societal development, influencing the values, beliefs, and behaviors of individuals. In Nigeria, the educational system plays a crucial role in shaping the character and perspectives of the younger generation. Ogbia Local Government Area (LGA), situated in Bayelsa State, reflects the broader dynamics of the Nigerian educational landscape. This chapter provides an overview of the context, rationale, and significance of studying the impact of the Nigerian educational system on societal values among secondary school students in Ogbia LGA.

Education in Nigeria is more of a public enterprise that has witnessed government complete and dynamic intervention and active participation (Federal Republic of Nigeria, 1981). It is the view of the formulated education policy in Nigeria to use education as a vehicle in achieving national development. Education being an instrument of change, in Nigeria education policy has been a product of evolution through series of historical developments.

The National Policy on Education in Nigeria was launched in 1977. The orientation of the policy is geared towards self-realization, individual and national efficiency, national unity etc. aimed at achieving social, cultural, economic, political, scientific and technological development. In 1985, the objectives of the policy were broadened to include free primary education among others. As noted by Anyanwu et al. (1999), this policy has been reviewed from time to time.

Until 1984, the structure of Nigeria education system was 6 years of primary schools, 5 to 7 years of post primary schools (Secondary, Teacher Training College and sixth form) and 4 to 6 yrs of tertiary education (College of education, polytechnics, College of Technology and University education). From 1985, the structure that emanated can be classified thus, pre-primary or kindergarten education (2 to 3 yrs), for the children of ages 3 to5 years the primary school which is of 6 years period for children of ages 6 to 11 yrs, the post primary education which is of 6 years duration but divided unto two halves (3 years of Junior Secondary School and 3 years of Senior Secondary School) and the 4 to 6 of tertiary education level. This is called the 6-3-3-4 system (Anyanwu et al., 1999). Since the inception of the Obasanjo led administration in 1999, a Universal Basic Education Scheme was launched in 1999. The specific targets of the scheme are, total eradication of illiteracy by the year 2010 and increase in adult literacy rate from 57% to 70% by 2003 (FRN, 2000).

1.2 Statement of the Problem

The Nigerian educational system, while designed to impart knowledge and skills, is not immune to criticism regarding its impact on societal values. Issues such as curriculum content, teaching methodologies, and the overall educational environment may influence the development of values among secondary school students. Understanding the nature of this impact is crucial for addressing potential shortcomings and fostering positive societal values within the educational framework.

1.3 Research Objectives

The primary objectives of this study are as follows:

To assess the alignment between the Nigerian educational system’s formal curriculum and the promotion of societal values.

To examine the effectiveness of teaching methodologies in instilling ethical behavior and civic responsibility among secondary school students in Ogbia LGA.

To explore the extracurricular activities that contribute to the development of values among students within the educational system.

To identify potential areas of improvement in the educational system to enhance its positive impact on societal values.

1.4 Research Questions

This study addresses the following research questions:

How well does the formal curriculum of the Nigerian educational system align with the promotion of societal values among secondary school students in Ogbia LGA?

What is the effectiveness of current teaching methodologies in instilling ethical behavior and civic responsibility among secondary school students in Ogbia LGA?

How do extracurricular activities contribute to the development of values among secondary school students in the Nigerian educational system in Ogbia LGA?

What are the identified areas of improvement in the educational system to enhance its positive impact on societal values?

1.5 Significance of the Study

This study holds significance for various stakeholders, including educational policymakers, school administrators, teachers, parents, and researchers. By examining the impact of the Nigerian educational system on societal values in Ogbia LGA, the findings can inform targeted interventions, curriculum revisions, and pedagogical adjustments to foster positive values among secondary school students. Additionally, the study contributes to the broader discourse on education and values in the Nigerian context.

1.6 Scope of the Study

The study focuses on secondary school students in Ogbia LGA, Bayelsa State, Nigeria. It assesses the formal curriculum, teaching methodologies, and extracurricular activities within the Nigerian educational system to understand their collective impact on societal values. The research includes both public and private secondary schools to provide a comprehensive perspective

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