ABSTRACT
The research was on the factors that militate against
the implementation of 6-3-3-4 system as encountered by heads of secondary
schools in Onicha Local Government Area. Its purpose was to find out the
obstacles that made the effective implementation of the system difficult for
the heads. The research adopted the concept of education planning as it’s
theoretical framework. The study was limited to the fifteen (15) public
secondary schools in the area. This study adopted survey method in finding the
opinions of the staff, which was based on self-structured questionnaire in
selecting the respondents at least 13 respondents were selected from each
school.
The validity of the of the instrument was certified by experts in field of measurement and evaluation. The Cronbach Alpha formula was used to estimate the reliability of the instrument. The researcher distributed and collected the questionnaire the same day. The technique of data analysis was that of frequency and percentage. The finding revealed that power- politics, planning without accurate data, financial indiscipline and inadequate human resources were the bane of the implementation of the 6-3-3-4 system. Based on the result, the researcher draws the conclusion that the system itself was not bad, but failed as a result of poor implementation. On this basis, the study recommends that for the current 9-3-4 system to succeed, care should be taken by the government and the school heads to avoid the repetition of the flaws discovered in the study. This will ensure a better standard of education in Nigeria.
The validity of the of the instrument was certified by experts in field of measurement and evaluation. The Cronbach Alpha formula was used to estimate the reliability of the instrument. The researcher distributed and collected the questionnaire the same day. The technique of data analysis was that of frequency and percentage. The finding revealed that power- politics, planning without accurate data, financial indiscipline and inadequate human resources were the bane of the implementation of the 6-3-3-4 system. Based on the result, the researcher draws the conclusion that the system itself was not bad, but failed as a result of poor implementation. On this basis, the study recommends that for the current 9-3-4 system to succeed, care should be taken by the government and the school heads to avoid the repetition of the flaws discovered in the study. This will ensure a better standard of education in Nigeria.
TABLE OF CONTENTS
Title
page i
Certification
ii
Approval
page iii
Dedication
iv
Acknowledgments
v
Table
of contents vi
List
of Tables viii
Abstracts
ix
CHAPTER ONE: INTRODUCTION
1.1 Background
of the Study 1
1.2 Statement
of the Problem 4
1.3 Purpose
of the Study 5
1.4 Significance
of the Study 6
1.5 Scope
of the Study 7
1.6 Research
Question 7
CHAPTER TWO:
2.1 Review
of Related Literature 8
2.2 Conceptual
/ Theoretical Framework 8
2.3 Review
of Empirical Studies 18
2.4 Summary
of literature review 22
CHAPTER THREE:
3.1 Methodology 24
3.2 Research
Design 24
3.3 Area of
the Study 25
3.4 Population
of the study 25
3.5 Sample
and Sampling Techniques 25
3.6 Instrument
for Data Collection 26
3.7 Validation of the instrument 27
3.8 Reliability
of the instrument 27
3.9 Method
of Data Collection 27
3.10 Method of Data Analysis 27 CHAPTER FOUR
4.1 Presentation
of Results and Findings 29
4.2 Research
Question One 29
4.3 Research
Question Two 30
4.4 Research
Question Three 31
4.5 Research
Question Four 33
4.6 Research
Question Five 34
CHAPTER FIVE:
5.1 Discussion of the findings, implications, recommendations,
summary and conclusion
5.2 Discussion
of Finding 36
5.3 Implications
of the Study 39
5.4 Recommendation
39
5.5 Limitations
of the Study 41
5.6 Suggestions
for further research 41
5.6 Summary
of the Study 41
5.7 Conclusion 42
REFERENCES 44
Appendix 1 49
Appendix II 50
Appendix III 50
LIST OF TABLES
Table 1: Mean scores of how power politics affect the
heads of
schools in the implementation of 6334 system of
education 29
Table 11: Mean scores of how planning without accurate
data
affect the head of schools implementation of the 6334
system 30
Table III: Mean scores of how lack of consultation
contribute to
head of schools implementation problem of the 6334
system 31
Table IV: Mean scores of how lack of human and
material
resources jeopardize the implementation of the 6334
system 33
Table V: Mean scores of how financial indiscipline
contribute to
heads of schools implementation problem of 6334
system 34
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
In all human societies, past and
present, education has remained a vital tool for the development of both the
individuals and the society at large. In this light, Ukeje (1992) sees
education as one of the essentials in the determination of the destiny of a
nation. It is a wheel base which can carry any nation to her development.
Obi (1987) posited that education is
a social activity through which individual society recreates themselves. The
importance of education for the societal development informed the United
Nations Organizations (UNO) decision, the general assembly of this body in it’s
resolution on December 10th 1984 known as “Universal Declaration of
Human Rights” gave education a prominent place. This body in making some
assertion about the inalienable rights for all human beings included education
as one of these basic rights of the individual.
The above explanation buttresses the
reason why education has become a priority of every state including Nigeria.
The Federal Government therefore has since become aware of this fact and has
adopted education as an instrument for effective national development and the
attainment of her national objective.
Hence the objectives of the national
policy on education include:-
1.
To build a free
democratic society
2.
A fair and
egalitarian society
3.
A united strong
and self reliant nation
4.
A great and dynamic
economy and
5.
A land of bright
and full opportunities for all citizens
It is these national objectives that were linked to
national aims of Nigeria education which include:-
i.
The inculcation
of the right type of value and attitudes for the survival of the individuals
and the Nigerian society.
ii.
The training of
the mind in the understanding of the world around
iii.
The acquisition
of appropriate skills, abilities and competence both mental and physical as
equipment for individuals to live and contribute to the development of this
society.
iv.
The inculcation
of national obviousness and national unity
National policy on education (1981) has it that “one
of the levels of education the government uses in the attainment of this
objectives of education is secondary education which is the form of education
children receive after primary education and before tertiary education.
The broad aim of the secondary education within the
overall national objectives are:-
(1)
preparation for
useful living
(2)
preparation for higher
education
In special things, secondary education focuses among
others on equipping students to line effectively in our modern age of science
and technology as well as to a federation of people who can think for
themselves, respect the lives and feelings of others, respect the dignity of
labour and appreciate this values specified under the broad national aims and
live as good citizens.
In other to actualize the aims, various policies have
been made on education starting from the year of independence. There was an
education system called 6-5-4 system of education. This systems was adopted in
1981 finally took off in 1982/1983 academic session. The 6-3-2-4 system had it
that the Nigerian child shall have 6 years of primary education 3 years of
junior secondary and 3 years of senior secondary and 4 years of tertiary
education (Aiyekpeku 1989).
Despite the prescription and effort of the government
as well as the budget allocation, the system failed. There were serious
problems in the implementation of this policy in different schools by different
school heads. The failure could be seen in the fallen standard of education in
the country. Students continue to perform poorly in both junior and senior
secondary certificates. This poor performances equally manifest to the quality
of graduates that come out of the Nigerian universities.
There are speculations particularly in Onicha Local
Government Area that there are many factors that militate against
implementation of the 6-3-4-4 system of education. Therefore an empirical
investigations of the factors that militate against 6-3-3-4 system as
encountered by students may provide useful information toward a better
implementation of the current system of 9-3-4 in Onicha Local Government Area.
1.2 Statement
of the Problem
The persistent argument and debates
by our Nigerian educationist yearning for a viable nation resulted to the
curriculum conference of the 1966 which culmniated in formation of the
educational system. This is because of the awareness that the vision of the any
educational system of any countries lies on the ability of educational planner
to improve the standard of education in the country. To this end, educational
curriculum planner succeeded in introducing the 6-3-3-4 system in order to
ensure that educational programmes are taken step step to ensure conscious
learning among the students.
Be that as it may, the effort made
to provide sound education system in the country was marred by some problems
which hindered the implementation of the system by the head of schools. Among
these problems are power-politics, lack of adequate consultation, lack of
adequate human and material resources, planning without accurate data and
financial indiscipline. There is also the problem of implementation which was
seen especially in the areas of funding, insufficient trained personnel
problems of continuous assessment among others. All these problems were
encountered by the school-heads in Onicha Local Government Area in the
implementation of the 6-3-3-4 system.
Viewed from above, it then becomes
obvious that the above, mentioned problem have led to the fallen standard of
education not only in the area in question, but in the whole of our country,
Nigeria. If these problem areas should be given attention, the standard of
education will certainly improve in Local Government Area as far as education
in the secondary schools is concerned Nigeria seems to be wonderful people in
policy formulation but very poor in policy implementation.
1.3 Purpose
of the Study
The general purpose of this study is
to investigate the implantation problem of 6-3-3-4 system as encountered by the
heads of secondary schools in Onicha Local Government Area, specially the
study sets to
(1)
Identify the ways
by which power politics affects the implementation of 6-3-3-4 system.
(2)
Find out whether
poor planning without accurate data affect the implementation of 6-3-3-4
system.
(3)
Establish whether
lack of adequate consultation contribute
to the poor implementation of the 6-3-3-4 system.
(4)
Examine whether
human resources jeopardize the implementation of the 6-3—3-4 system
(5)
Find out how
financial indiscipline contributes to the poor implementation problem of the
6-3-3-4 system of the education in Onicha Local Government Area.
1.4 Significance
of the Study
This research work will be of much
significance to the secondary school heads, and student of Onicha Local
Government Area. Both researchers, teachers and educational planners would make
use of this work to tackle some education problems.
It will also serve as a reference
document for present and future researchers who may wish to carry out a
research work on the same or similar areas.
More so, it will be useful to all
who may wish to know some problems of implementation of the 6-3-3-4 system of
education and all who may wish to find a lasting solution to Nigeria
educational system.
Finally, it will serve as background
knowledge for heads of schools in the implementation of the new 9-3-4 system of
education.
1.5 Scope
of the Study
This study is designed to cover all the public
secondary schools in Onicha Local Government Area. Two major constraint that
contributed to the limitation of this work were finance and time-limit. Another problem to
be pointed out that limited the scope of this work was inaccessibility to
documents that would have been of immense value and assistance to the
researcher.
1.6 Research
Questions
In order to handle this study very well, the research
questions guided the study
1.
In what ways can
power-politics affect the heads of schools in the implementation of the 6-3-3-4
system.
2.
How does poor
planning without accurate data affect the implementation of 6-3-3-4 system
3.
How did lack of
adequate consultation contribute to implementation problem of 6-3-3-4 system
encountered by the heads of schools.
4.
How does
inadequate human resources jeopardize the head of schools implantation of the
6-3-3-4 system.
5.
How did financial
indiscipline contribute to the head of schools implementation problems of the
6-3-3-4 system?
TITLE PAGE
FACTORS THAT MILITATE AGAINST THE
IMPLEMENTATION OF 6-3-3-4 SYSTEM AS ENCOUNTERED BY HEADS OF SECONDARY SCHOOLS
IN ONICHA LOCAL GOVERNMENT AREA OF EBONYI STATE
A RESEARCH PROJECT PRESENTED TO THE
NATIONAL TEACHERS INSTITUTE (NTI)
IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF POSTGRADUATE DIPLOMA CERTIFICATE IN EDUCATION
(PGDE)