Basic Accounting Education: A Necessity for All (Published)
The paper examined the extent to which Accounting Education is taught to public secondary school students in Akwa Ibom State. The survey research design was adopted for the study. The population consisted of all SS1 students in Public Secondary Schools in Akwa Ibom State, totaling 2493 (1392 males and 1101 females). The cluster sampling technique was used in selecting 249 (136 males and 113 females) students as sample for the study. Data collection was done with a researcher-developed instrument tagged “Basic Accounting Education Questionnaire” (BAEQ). The instrument, which had 10 items, was duly validated and tested for reliability using the Cronbach alpha formula. Data analysis was done using the independent t-test. The result indicated no significant difference in the mean responses of the two groups of respondents regarding the poor status of Accounting education and dearth of accounting teachers in public secondary schools in the state. On the basis of this, it was concluded that Accounting Education is not given adequate attention in public secondary schools in Akwa Ibom State. The teaching of Accounting Education at the secondary school level in Akwa Ibom State is impeded by dearth of qualified teachers and teaching aids. It was recommended, among other things, that bookkeeping and financial accounting should be made a core and compulsory subjects at both the junior and senior secondary school levels in the state.
Assessing Free Education of Public Secondary Schools for Sustainable National Development in Nigeria (Published)
Education is inevitable tool for sustainable development and economic development is the desire of all nations of the world but how to attain a sustainable development remains a challenge to many nations. This paper examined free education and its adaption for sustainable national development in Nigeria. Education is a social service, which is meant to eradicate illiteracy, ensures comfortable living of the citizens as well as the development of the country, it should be provided free for all. In the course of this paper, information and data were gathered from literature and forty two (42) principals spread across forty two secondary schools in the four (4) Local Government Area of Umuahia Education Zone to describe the Concept and support of the arguments raised. The data for the study were collected using an instrument titled “Assessing Free Education for Sustainable Development Questionnaire (AFESDQ). The instrument was validated by three (3) research experts and reliability established using Pearson Product Moment Correlation Coefficient with reliability 0.83. Data obtained were analyzed using mean for the research questions while hypothesis formulated was tested at 0.5 level of significance. The relationship between free education and sustainable development were established, the extent of enhancement and factors that facilitate free education were also examined with suggestions including among others, the need to ensure equity and egalitarianism, combat the looming poverty, low manpower/ literacy level and provision of scholarships, bursaries to students and adequate funding from government.
The Nature and Causes of Indiscipline Cases among Public Secondary School Students in Thika Sub-County, Kiambu County, Kenya (Published)
For a long time now, Kenya has continued to record increasingly disruptive cases of indiscipline among students in public schools. In response to this menace, the Kenya government has usually set up committees to investigate the root causes of and recommend concrete solutions to student indiscipline in schools. Despite many recommendations and subsequent actions by educational stakeholders, the problem of student indiscipline in, especially, Kenyan public secondary schools just seems unable to go away. Therefore, this paper attempts to understand how teachers, students and principals identify and deal with indiscipline cases in their schools so as to make recommendations that could work for every other public school. The paper is based on a case study that investigated the constraints to the development of an effective discipline culture among public secondary schools in Thika District of Kenya. The study employed a survey research design targeting a population of 144 secondary schools, all the accessible students enrolled in these schools, all the 1,753 teachers and all the 144 principals from the 144 schools. The author purposely selected 6 public secondary schools. Data for the study was collected using questionnaires administered to principals, teachers and students and the collected data was analysed descriptively. Based on the research findings, the common cases of indiscipline are: noise making, bullying, fighting, failing to complete assignments, drug abuse, sexual deviance, sneaking out of school, stealing other students’ property and general defiance of school authority and rules. The principals, teachers and students all believe that indiscipline in school can be eradicated. According to them, schools can instil a discipline culture on students through guidance and counselling, involvement of parents in dealing with issues of student behaviour, teachers closely supervising assignments and helping learners to complete difficult tasks, strengthening of peer counselling and meting out punishment against unruly students. The study recommends the need to effectively use available means of communication in schools. Students should be encouraged to express themselves through the proper channels rather than resorting to indiscipline.
MASSIFICATION OF STUDENTS’ INTAKE AND EFFECTIVENESS OF ADMINISTRATION IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE, NIGERIA (Published)
This study investigated massification of students’ intake and effectiveness of administration in public secondary schools in Akwa Ibom State. An ex-post facto correlational design was used. Three research questions were formulated to guide the study and three Null hypotheses were tested. The population of the study consisted of all the 221 public secondary school principals in the state. The sample size of 57 principals (25 percent) with 171 teachers that is, 3 teachers rating one school principal was drawn for the study using cluster and the simple random sampling techniques on Local Education Committee bases. Data collection was done with the use of a researcher designed instrument tagged “Effectiveness of Secondary School Administration Questionnaire (EOSSAQ)” for teachers only. Cronbach Alpha statistics used to determine the reliability of the instrument gave a reliability coefficient of 0.76.The statistical technique used for both the research questions and Null hypotheses was simple linear regression at 0.05 alpha levels with 1 and 54 degree of freedom. Findings from the study, revealed no significant relationship between massification of students’ intake and effectiveness of school supervision, supply of school facilities and managing of school budgets. All the null hypotheses were retained. The study thus concluded that massification of students’ intake has no direct relationship on the effectiveness of secondary school administration. Based on this, it was recommended that administrators and all heads of schools should not panic whenever there is influx of students in their school enrolment. State Secondary Education Board should have some sort of incentives to use and encourage principals who manage their schools without much demand on the government for their ingenuity.
FACTORS INFLUENCING SECONDARY SCHOOL TEACHERS’ JOB SATISFACTION LEVELS IN LANG’ATA DISTRICT, NAIROBI- KENYA DEPARTIMENT OF EDUCATION: UNIVERSITY OF ELDORET (Published)
To achieve the objectives of education it requires motivated and satisfied teachers in most institutions, however, in Kenya teachers have always expressed lack of motivation and satisfaction in their jobs. This manifests that there is low morale in teaching profession and underperformance could be evident. This study set out to investigate on the factors influencing teacher job satisfaction levels amongst teachers Lang’ata District. People do not develop their potential if their esteem is low when one feels unappreciated at their work they are unlikely to be creative. Scholars have observed that teachers lack motivation at their work place leads to poor performance in their duties as teachers which consequently affects students’ performance especially in the national examinations. However despite these observations, it is not clear which factors account for teachers’ motivation and job satisfaction in Kenya. This study therefore, investigated the factors which influence motivation and job satisfaction among secondary school teachers in order to enhance performance and consequently raise academic standards.
Job satisfaction is considered a key cause for teacher shortage, according to educational policy makers in