ABSTRACT
This study investigated
the impact of single and multiple-shift schooling systems on Islamic Studies
students‘ Performance in Secondary Schools in Adamawa State, Nigeria. The study
sought out the impact of; single shift system, multiple-shift systems, single
and multiple-shift systems on males and female students, and differences of
single and multiple-systems on junior secondary school students‘ performance in
Islamic Studies. The study adopted Ex-post facto research design; the target
population comprised all public junior secondary schools (JSS) III students in Adamawa state, which are
49,899 with a sample size of 381. Participants of the study consisted of male,
female from ten different schools in mubi educational zone, a pilot study was
conducted at Doubeli GDSS, and Yelwa GDSS, a reliability coefficient of 0.78 at 0.05 level of significance was
obtained. Results sheet was used as an instrument for collecting data and the
junior secondary school certificate examination (JSSCE) scores from 2010-2014
were used as data. The findings of this study suggest that the Performances of
single shift systems‘ students and the multiple-shift systems students‘
performance with p-value .231˃ 0.05 which is not significant, alsostudents‘
performance in JSSCE from 2010-2014 revealed that, in single shift system
students‘ performance were better than the multiple-shift systems students‘
performance with P-value 0. 038 <0 .05.="" .816="" 0.05which="" 0="" a="" and="" concluded="" educational="" female="" had="" impact="" in="" is="" male="" mubi="" multiple-shift="" multiple-systems="" nbsp="" negative="" not="" of="" on="" p-="" performance="" schooling="" significant="" similarly="" single="" span="" students="" study="" style="letter-spacing: -0.15pt;" systems="" that="" the="" therefore="" value="" with="" zone.="">In this regard the study recommended that the Adamawa state
government /non- government agencies such as; MDGs and World Bank should
increase funds to education. As well, teachers‘ strengths and welfare should be
encouraged. Adequate, relevant materials and infrastructures should be provided
by the Adamawa state government for effective
learning.
CHAPTER ONE INTRODUCTION
Background to the Study
Education is essential for everyone; it is the level
of education that helps people earn respect and recognition; it is an
indispensable part of life, both personally and socially. However, unequal
standard of education is still a major problem that needs to be solved,
education plays such a rudimentary role in our society that we cannot even
imagine life without it; Education is a determined element in the civilization
of human society. Furthermore, the world is placed in a time when there is
great optimism about the power of education to influence the well-being of
individuals and nations. Education, which is the fundamental instrument for
development in all countries, is not fulfilling the objectives set down in the
National Policy of Education (NPE). The hopes of every country in the world is
to develop human capital for effective functioning of the society is hinged on
education, being an instrument of change.
The goal of every educational system in any country
is to obtain and maintain high academic standards. Thus, with the scarcity of
learning equipments such as; laboratory, class rooms and over population in our
schools, shift system of schooling was introduced in order to do away with the
problems of over population in our system. Single shift system of schooling is
the type of educational system which provides education for school children in
the morning hours only, while multiple shift system is a system of schooling whereby the school
provides education for two different categories of the school age population at
different sessions or times, some in the morning and others in afternoon of the
school day, but diverse cohorts of
students use the same building and have the same academic curriculum. These
systems of schooling are a characteristic of developing countries where human
and material resources are very scarce (London, 1993) and where finance for the education sector is very
limited (Bray, 2008). Many developing countries adopted the systems to cater
for the increasing enrolment in schools resulting from educational policies
geared towards improving access to education for all (EFA).
Students‘ performance can be defined as the score a
child or individual obtains in test or examination based on his or her learning
experiences. Boon (2007), Good (2003), have defined academic performance as
knowledge, attitude or skills developed in the school subject usually by test
scores or by marks assigned by the teacher or by both, this is in lined with
the view of Aremu (2001), while stressing the importance of academic
performance in the educational system, was of the view that academic
performance is a fundamental criterion by which all teaching–learning
activities are measured, using some standards of excellence and the acquisition
of particular grades in examinations; measures candidate‘s ability, mastery of
the content, skills in applying the
knowledge acquired to a particular situation. Moreover, Mehta (1989), Crow and
Crow (2006), Adedeji (1998) stated that students‘ performance is very important
because, it appears to be the major criterion by which the effectiveness and
success of any educational institution could be judged. Though, academic
performance has been of great concern to parents/guardians throughout the
world, it is a subject of discussion and debate among scholars (Alaka, 2011).
Parents and caregivers see education as a way for
their children to improve their lives by building an understanding of their
place in the world. It is also the principal means by which young people
passing exams and gaining credentials can gain an advantage in the labour
market. Teachers, always have hope to pass on the wisdom of generations of
equipping students for the future (Lauder, Brown, Dillabough, and Hasley,
2006). From the above, education is deemed very vital for individual development and national or societal progress as well. Through schooling
people become empowered because it opens up avenues of communication that
otherwise would be closed.
In addition, people are in a position to unlock a
range of talents and realize their creative potentials, which then gives those
at the disadvantage the opportunity to move from exclusion to full
participation in society. Hence, it is considered to strengthen one's
self-confidence to enable one participate in community affairs and influence
political issues (UNESCO, 1997). Education also serves to empower an entire
nation or society. UNESCO (1997) asserts that educated citizens and workers
have the skills to make autonomous institutions function effectively to meet
the demands of a more sophisticated workforce, to push for a cleaner
environment and meet their obligations as parents and citizens (UNESCO, 1997).
Moreover, the important role that education is
thought to play has made both developed and developing countries introduce new
efforts or reform in their educational policies for their educational system to
improve the quality of education at all levels of schooling, especially the
basic level to meet the changing demands of society. The Federal Republic of
Nigeria (FRN) (2013),stated Nigeria‘s philosophy of education is based on the
following set of beliefs:
1.
Education
is an instrument for national development and societal change;
2.
Education
is vital for the promotion of a progressive and united Nigeria;
3.
Education
maximizes the creative potentials and skills of the individual for self-
fulfillment and general development of the society;
4.
Education
is compulsory and the right of every Nigerian irrespective of gender, social
status, religion, ethnic background and any peculiar individual challenges; and
5.
Education
is to be qualitative, comprehensive, functional and relevant to the needs of
the society;
6.
This
philosophy of Nigeria education is based on the development of the individual
into a sound and effective citizen and the provision of equal opportunities for
all citizens of the nation at the basic, secondary, and tertiary levels both
inside and outside the formal school systems.(FRN, 2013 p.13-14). Education in
Nigeria is a precious instrument of political, social, economic,
scientific, technological development, among the levels of education,
secondary education is the fulcrum of the entire educational system, which is
fast losing its relevance, and because of itstudents are failing in public
examinations, whichis among the factors that lead to it.
At the inception of the 6-3-3-4 system of education,
Islamic Studies was a core Subject at the junior secondary school level, but
elective at the senior secondary. In the 1998 edition of the National Policy on
Education, the subject was elective at both levels of secondary education.
However, with the publication of another edition of the policy in 2004, the
subject became elective at the junior secondary level and a core subject at the
senior secondary level.
Many attempts have been made to define Islamic
education. According to Ashraf and Hussain (1979), Islamic education entails
giving instruction on purely theological matters, such that the trainee would
be able to practice the five pillars of Islam. Similarly, Mohammad (1980)
opined that Islamic education is a process of self-discipline, which ensures
spiritual and intellectual growth of the individual.
Statement of the Problem
Single shift-system (SSS) and multiple shift-systems
(MSS) of schooling had exist in some cities in Adamawa State to foster
education and give to every child equal
opportunity to access education as stated in the National Policy of
Education. But how have these systems impacted on the performance of students
in Islamic Studies at the junior secondary school (JSS III) level in Adamawa
State; therefore act to determine how the single shift system with tits
advantage of having sufficient time to teach affects performance and how the
multiple-shift systems with its challenge of having fewer lessons and shorter
time per period, affects students‘ performance in Islamic Studies
Objectives of the Study
The objective of this study is to examine the impact
of single and multiple-shift schooling systems on Islamic Studies students‘
performance in secondary schools in Adamawa state, Nigeria. The study intended
to;
1.
determine
the impact of single shift-system on students‘ performance in Islamic Studies
in junior secondary school III in
Adamawa State.
2.
investigate
the impact of multiple shift-systems on students‘ performance in Islamic
Studies in junior secondary school III in
Adamawa State.
3.
determine
the difference on the impact of single shift-system and multiple shift- systems
on students‘ performance in Islamic Studies in junior secondary school III in Adamawa State.
4.
determine
the impact of single shift-system and multiple shift-systems on male and female
students‘ performance in Islamic Studies in junior secondary school III in Adamawa State
Research Questions
This study aims to provide answers to the following
research questions, which were formulated to guide the study.
1.
What
is the impact of single shift-system has on students‘ performance in Islamic
Studies in junior secondary school III in
Adamawa State?
2.
What
is the impact of multiple shift-systems has on students‘ performance in Islamic
Studies in junior secondary school III in
Adamawa State?
3.
What
is thedifference in the impact of single shift-system and multiple shift-
systems on students‘ performance in Islamic Studies on junior secondary school III in Adamawa State?
4.
To
what extent does the impact of single shift-system and multiple shift-systems
on junior secondary school III male
and female students‘ performance in Islamic Studies in in Adamawa State?
Hypotheses
The following
hypotheses were formulated to guide the study.
1.
Single
shift-system has no significant impact on junior secondary school III students‘ performance in Islamic
Studies in Adamawa State.
2.
Multiple
shift-systems have no significant impact on junior secondary school III
students‘ performance in Islamic Studies in Adamawa State.
3.
There
is no significant difference on the impact of single shift-system and multiple
shift-systems on junior secondary school III
students‘ performance in Islamic Studies in Adamawa State.
4.
Single
shift-system and multiple shift-systems have no significant impact on junior
secondary school III male and female
students‘ performance in Islamic Studies in Adamawa State.
Basic Assumptions
The study is
based on the following assumptions.
1.
Performing
better in academic institution has to do with single session.
2.
Students
in the multiple-shift systems score low in terms of performance and their
admission is related to their background.
3.
Operating
single and multiple-shift systems had impact on teaching and learning program.
4.
Male
students do well and active academically than female in any schools systems
either in single shift system or in multiple-shift systems.
Significance of the Study
The findings
of this study have the following significance.
The finding of the study would be beneficial to government in considering
the need for placing a larger percentage of annual budget to education in
regard to school expansion, infrastructures, conditions of teaching, teachers,
and students during stormy weather.
The outcomes will assist school administrators
concerned how to design a school timetable, and extramural activities in
different sessions. The study would benefit secondary school teachers and other
stakeholders in realizing the challenges on ground that is affecting our educational sectors.
Curriculum designers will have a vibrant judgment of
different systems and discover out how to design a curriculum for these types
of school systems, which would beat off its weather or mood. Both inner and
external nongovernmental organizations would obtain a conclusive clue on
problems that is facing our secondary schools and sympathetic types of
assistance is required.
This research will also be beneficial to parents who
are stake holders and joint patners responsible, for ensuring the effective
learning by understanding what the systems are and how to provide necessary
support to it. Also, teachers will benefit by understanding the systems,
students psychologically and locating lessons, either in early hours and late
time.
Scope of the Study
This study impact of single and multiple-shift
schooling systems on Islamic studies students‘ performance in secondary schools
delimited to Adamawa State, Nigeria, which comprised five Education Zones
namely: Mubi, Yola, Gombi, Numan, and Ganye zones, merely. It focused only public junior secondary
schools. It
was further delimited to students that offered Islamic Studies in
Junior Secondary Schools 3 (JSS III) classes,
placed in five (5) local governments, Mubi north, Mubi south, Maiha, Minchika
and Madagali in Mubi zone, Adamawa Northern senatorial zone. The main concern
was determing the impact of Single and Multiple-Shift Systems on students‘
performance in Islamic Studies.
For more Islamic Studies Projects Click here
================================================================Item Type: Project Material | Size: 87 pages | Chapters: 1-5
Format: MS Word | Delivery: Within 30Mins.
================================================================
No comments:
Post a Comment
Note: Only a member of this blog may post a comment.