CHAPTER FIVE
DISCUSSION OF THE FINDINGS, IMPLICATIONS,
RECOMMENDATIONS, SUMMARY AND CONCLUSION
In this chapter, the researcher
discussed the findings based on the outcome of result of the five research
questions. The educational implication of the findings were highlighted. It was
based on the findings and educational implication that recommendations for
further research were made.
The researcher also highlighted on
the limitations of this study and equally proffered some solutions to the
educational implementation problems.
5.1 Discussion
of the Findings
The responses or result of the research questions were
guided by questionnaire one to four, as presented in table one.
This table one indicates that power
politics affected the head of schools implementation of the 6-3-3-4 system of
education in Onicha Local Government Area. The heads and teachers of the whole
schools visited concur that power politics is one of the implementation
problems encountered by secondary school heads especially in the area in
question.
This affirmation can deduce from the
general high percentage scores of all items in a table one. Meanwhile the heads
and teachers pointed that political instability, political “godfatherism and the influence of politicians in
recruitment of teachers are detrimental to effective educational policy
implementation.
In table two which takes care of
research question two; the items number five to eight were taken care of
according to the result, the respondent are in agreement that planning without accruable data is one
of the implementation problems encountered by secondary school heads. This is
evidenced by the high percentage and frequency scores of the responded in
affirmation to the research question.
Table three on research question
here has items nine to twelve. This
table x-rays the heads of schools and teacher opinions that lack of adequate
consultation of heads marred the secondary school heads effort in implementing
the 6-3-3-4 system of education.
This result underscores that some
heads did not understand the policy, heads did not participate in educational
planning as such then input and ideas were not sought. These made the head not
to understand some of the programmes
aimed at actualization of the 6-3-3-4 system, like the continuous assessment
policy.
The research question four in table
four with items number thirteen to sixteen, present the result of the same
research question there, the result shows that the head and teachers are in
support of the ideas that lack of human and material resources jeopardized head
implementation of 6-3-3-4 system in Onicha Local Government Area. A cursory
look into this table will reveal a high percentage scores in the number of
respondents will agree with the idea.
The heads generally accepted that
lack of human and material resources was the major implementation problem
encountered in the implementation of the former educational policy called
6-3-3-4 system.
According to the findings, there
were lack of trained teachers, lack of fund, lack of trained system managers
and above all lack of learning materials.
Lastly in table five, the research
question was down loaded into specifies covering items seventeen to twenty. The
general high percentage score of agreement here suggests that respondent believe that financial indiscipline was
another implementation problem encountered by the secondary school heads in
Onicha Local Government Area.
The respondent admit that commotion
on the part of the heads, teacher, government was the bane of the
implementation of the 6-3-3-4 system in Onicha Local Government Area.
5.2 The
Educational Implications of the Study
This study will help in a no small
measure to improve the standard of education in Nigeria. The study would also
help to solve the problems that were encountered in the implementation of the
6-3-3-4 system of educational in Nigeria.
Another educational implication is
that it will serve as a guide to the implementation of the current 9-3-4 system
of education in Nigeria. Moreso, it will be useful to future formulators of
educational policies to be more accurate in policy formulation.
Again it will serve as prolegomena
to head in educational policy implementations. Finally It will also help to
improve the effective and proper implementation of the current education policy
in secondary schools in Onicha Local Government Area in Ebonyi State.
5.3 Recommendations
Following the discoveries so far made in the course of
this study, the following recommendations were made.
v For the 9-3-4 system which is the current policy not
to suffer implementation problem that was the bane of the 6-3-3-4 system; all
those involved in educational planning should take accurate statistical data
before formulating policies.
v Educational decision making should not be politicized,
rather experts should be allowed to carry it no mater the area they come
from
v Educational decision making should not be politicized
rather expert should be allowed to carry
it out no matter the area they come from.
v Recruitment of teachers should be done purely on merit
v There is the need to consult the teachers and heads
before any policy is formulated, because they are those who work in the field
v More teachers should be recruited into the secondary
school in order that all the subjects be covered
v Government should allocate adequate percentage of the
annual budget to the education sector.
v Adequate infrastructure should be provided in the
secondary and primary schools like building school laboratories, workshop etc.
v Teachers should be highly remunerated in order to
motivate them into seriousness and to eschew corruption.
v Regular seminars and workshop should be organized for
heads on school management and administration.
v Financial provisions made for education should be
properly utilized and not directed into individual pockets
5.4 Limitations
of the Study
This study was limited to finding the
implementation problems of the 6-3-3-4 system encountered by heads of schools
in Onicha Local Government Area in Ebonyi State.
The fifteen public schools were
covered and the respondents were only twenty, which include heads, teachers and
non tutorial staff.
5.6 Suggestions
for Further studies
1. A similar study should be carried out
to discover the same situation in some institution like head teachers of
primary school in Onicha Local Government Area.
2. Research should also be carried on the
effects of teachers programme on the implementation of the 6-3-3-4 system of
education
Finally research ought to be carried
on the financial management of school heads in our local governments.
5.7 Summary
This study is centered on the
implementation problems of 6-3-3-4 system encountered by secondary school heads
in Onicha Local Government Area Ebonyi State.
The researcher used questionnaire as
the instrument for data collection. The questionnaire was administered on a
population of fifteen (15) secondary schools and 200 heads and teachers in
Onicha Local Government Area of Ebonyi State. The data collected from the
tables reveal that 1364 or 34.10% strongly agreed with the constrains. 1442 or
36.05% respondents agree with these constraints, while 510 or 1275% strongly
disagreed and 654 or 16.35% disagree.
From these indications, it is strongly
agreed and agreed that secondary school heads encountered a lot of problems in
the implementation of the 6-3-3-4 system of education in Onicha Local
Government Area of Ebonyi State.
5.8 Conclusion
This research work was carried out
to find out the implementation problems of the 6-3-3-4 system encountered by
the heads of schools in Onicha local government area. This study has some
interesting revelations, that several factors which include politics, lack of
proper planning, without accurate data. Lack of resources and personnel and
corruption among others, were the major implementation problems encountered by
the heads of secondary schools in Onicha Local Government Area.
In this light, it is obvious that
the failure of the 6-3-3-4 system is not because of the nature of the system
but basically implementation problems.
Now that the nation formulated a new
policy called 9-3-4 system, it becomes imperative that adequate measures should
be taken to ensure that the new system does not suffer the same implementation
problems that befogged the then 6-3-3-4 system.
If this suggestion is taken
seriously the standard of Nigeria education will improve and heads will find it
easier to implement the new system.
APPENDIX III
School
(area) covered
1. Ukawu secondary school Ukawu
2. Oshiri community secondary school
Oshiri
3. Isu Secondary School Isu
4. Onicha Technical Secondary School
Onicha
5. Amoffia Secondary School Ukwau
6. Comprehensive secondary school Ohoffia
7. Ezeube secondary school Amankpuma
8. Okuzzu comprehensive secondary school
Okuzzu Ukawu
9. Amaukpuma Community secondary school
Ukawu
10. Enuagu secondary school Onicha
11. Comprehensive secondary school Oriegu Isu
12. Community Secondary School Abaomege
13. Ishinkwo Community Secondary School Ishnkwu
14. Amanator community secondary school Isu
15. Agbabor Community secondary school
Isu
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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) KADUNA
EBONYI STATE UNIVERSITY STUDY CENTRE
(CAS) ABAKALIKI
IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF POSTGRADUATE DIPLOMA C