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EFFECT OF ICT ON THE ACADEMIC ACHIEVEMENT OF GEOGRAPHY STUDENTS IN NIGER STATE COLLEGE OF EDUCATION MINNA

| Tuesday, September 6, 2022
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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

            ICT increase quality of education. One of the most vital contributions of ICT in the field of education is easy access to Learning (Sharma,S., Gandhar,K., Sharma,S., Seema, 2009) According to the UN Decade of Education for Sustainable Development 2005-2014, geography is really closed with education for sustainable development, and ICT is the first tool that will help both, teachers and pupils. With ICT the lifelong learning will be easier. The role of ICT can be evaluated in many directions. According to Becta 2003, five factor of influence the like hood that good ICT learning opportunities will develop in the schools: ICT resourcing, ICT leadership, ICT teaching, school leadership and general teaching. Becta (2003) also indicates that the success of the integration of new technology and information into education varies from curriculum to curriculum, place to place , and class to class, depending on the way is which it is applied in depended (Bingimla, 2009).

            Geography is a broad scientific discipline that brings different information. Geography helps pupils to have information about the world. In geography lesson, pupils learn about the location, distribution, distance, movement, region, scale, spatial association, and spatial interaction and change over time (Reinfried, Schleicher, Rempfler, 2007). Access in information is a very important asset for development and ICT can help to share information. Contemporary learning theory is based on the notion that learning is an active process of constructing knowledge rather than acquiring knowledge and that instruction is the process by which this knowledge construction is supported rather than a process of knowledge transmission (Duffy, & Cunningham, 1996).

            Methods of work and research in geography are developed. Currently the realizations of the geographical studies and research and geographical teaching and learning process are connected with ICT. Although the science of geography is influenced very much by ICT, the use of ICT in secondary and high level school is steel low. This is major connected with the lack of hardware’s and software’s. The use of ICT is increasing its role in curricula’s.

            According to UNESCO: ICT is a scientific technological and engineering discipline and management technique used in handling information in application and association with social, economic and cultural aspects. The integration of information and communication technologies can help teachers and students (Noor-Ul-Amin, 2009).

            Research, though limited, shows key benefits for geography educators in practice when utilizing Information and communication technologies (ICT) (Bowles, 2006). Lehtinen (as cited in Houtsonen, 2003) examined the significance of the impact of modern ICT for teaching and learning in geography. He did it by means of metaanalyses and concluded that learners in classes where ICT was used as a teaching aid generally learned more than those in other classes, performed better on average in cognitive tests, learned faster, enjoyed the lessons more, and were in general happier in their academic work. Therefore, it seems that hypermedia (ICT) environments produce better results than conventional teaching environments.     The interactive, user-centred, and open structure of new ICTs, particularly the Internet and mass storage devices, are ideal for the creation of constructivist learning environments (Sharpe, 2000). Traditional lecture methods in geography, according to Agnew & Elton (1998) and Vander Schee (2003), must be replaced with interactive lectures, resource-based learning, independent learning, practical and project work, etc. Within this interactive learning environment the learners are able to construct their own knowledge to ultimately perform better.

1.2 Statement of the Problem

            Many African countries envision being industrialized by the year 2030 and Nigeria is no exception. However looking at the way Geography is being taught in higher institutions  especially College of Education in Nigeria, the vision is in doubt because of the theoretical way of teaching bearing in mind that Geography is a practical and bridging subject, KIE (2006). The 2030 vision states that teachers are expected to possess high technical skills so that they can impact on learners if the nation is to be industrialized. Being a visual type of subject, this study puts emphasis on the integration of ICT for good teaching. The improvement in Geography performance in Niger State College of Education is very minimal. Therefore it is the purpose of this study to examine the effects of ICT on the academic achievement of Students in Geography department, and to challenge Geography Lecturers to use a variety of instructional techniques and resources in order to achieve the desired goals.

1.3 Objective of the Study

     The objective of this study is to find out the effect of ICT on academic performance of NCE II students of Niger State College of Education Minna. It also intend to: 

·    Identifying the role of ICT in geographical teaching and learning

·      Identifying the advantage and disadvantages of the use of ICT in teaching and learning Geography

·    Discovering the main barriers of ICT application in curriculum development of learning of geography in tertiary institution level of education.

1.4 Research Question

     The following research questions are put forward:

1.     Is there any effect teaching of Geography Using ICT has on the Performance of NCE II Students?

2.      What are the barriers to the use of ICT application in Curriculum development of learning of geography in tertiary institution level of education?

3.     What are the advantage and disadvantages of the use of ICT in teaching and learning geography?

1.5 Research Hypothesis

HO1: There is no relationship between the Teaching of Geography using ICT and Academic Performance of NCE II Students.

HO2: The Lecturers in Niger State College of Education Minna does not adequately use ICT in teaching NCE II Geography Students.  

            1.6 Significance of Study

The study will be helpful in the field of education. It is important for students, parents, educators and policy makers and curriculum developers in understanding the effect of ICT on academic achievement student of Geography.

            The findings and recommendations of this study are expected to provide a process or framework which should assist Government in making decisions on how to adopt and use ICT in schools. The planners and policy makers are expected to use the findings of this study as a base for revising the current ICT policy in order to overcome the challenges hindering smooth adoption and use of ICT in tertiary institutions in Niger State and Nigeria in general. Geography Lecturers are expected to find the result of this study useful as it highlights challenges they face during adoption and use of ICT in schools. Further, findings of the study are expected to open areas for further study by other researchers and academicians, hence benefiting the whole community.

1.6 Scope and Limitation of the Study

The scope of the study is based on the effect of ICT on the performance of Geography Students of College of Education in Nigeria (A Study of Niger State College of education Minna). The research work will be limited to the analysis based on the questionnaire administered, and the relevant text (literature). Other limitation of the study is:  inability of the researcher to cover the entire population of the study, money, time and distance.

1.7 Definition of Terms

1.     Effect: A change which is a result or consequence of an action or other cause

2.     ICT: Information and Communication Technology 

Academic Achievement: Evaluation of students’ expected performance on academic activities in the class.

 

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EFFECT OF ICT ON THE ACADEMIC ACHIEVEMENT OF GEOGRAPHY STUDENTS IN NIGER STATE COLLEGE OF EDUCATION MINNA

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Poetry II

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LECTURE TWO

Forms of Poetry

There are endless varieties of human culture which have given rise to different poetic cultures. For the purpose of this study, let me speak on four major poetic forms. These are:

i. Narrative

ii. Satirical

iii. Dramatic

iv. Lyric and Ode

Narrative Poetry

A narrative poem tells a tale in verse, and usually from an omniscient point of view. The epic*, the Romance, and the Heroic chants fall under this category. The epic is a very long narrative poem. It is significantly a product of the feudal stage in the historical development of society. Epic poetry is the ultimate the farthest a poet can go, and the sublime or the hallmark in poetic attainment. Only a negligible number of poets ever attained the mark. The epic celebrates real historic events and the greatness, the heroic achievements, the mores and the civilization of a race (or nation) as embodied in a central hero. The destiny of the nation is delicately tied to the fate of the central hero.

There are two kinds of epic poetry, the oral (primary epic), and the written (secondary epic). The epics of Homer like "Odyssey and Iliad" (Greek); the Anglo-Saxon "Beowulf", and in Africa, John Pepper Clark- Bekoderemo's "Ozidi"; Gorden Innes' recorded three "Sunjata" versions; The epic of SON-JARA text by Fa-Digi Sisoko; "the Mwindo" epics of the Baganda, recorded by Biebuycks; and Daniel Kunene's "Chaka" are all oral epics

On the other hand, epic poems like John Milton's "Paradise Lost" and Virgil's "Aeneid" belong to the tradition of secondary orality because they are written epics. The epic is expressed orally or in written form in highly elevated language and style. A standard secondary epic (written) usually has twelve books often subdivided into cantos. On the other hand, an oral epic may take up to seven days to run through by a minstrel, or a traditional griot. The use of epic simile (main source of digression), repetition, etc., is largely responsible for this unusual length or volume of epic poetry.

Romance in this context does not have anything to do with lovers necking under some innocuous tree in the dark. Romance is a poetic form that blossomed particularly in the medieval English society. It was generally believed to have originated from ancient Rome. Romance is a poetic tradition that is very close to the epic in form, structure and topicality. It is also a very long narrative poem, but not as long as epic. Like the epic, romance poetry celebrates the greatness and heroic exploits of a central hero, usually a knight riding a horse

(eg, Sir Gawaine of the legendary King Arthur's Court, or a Christian Knight, the Knight of the Red Cross in Edmund Spenser's "The Faerie Queene"). Romance often does adopt allegorical approach in its treatment of topicality. Its setting usually alternates between the physical or realistic world and the supernatural world where the unusual is willed or made to happen. Like the epic, the central hero embarks on a dangerous and long journey in search of greatness. Like his epic counterpart, he encounters difficulties in the course of his journey at the end of which his society is the better for it. The medieval England's "Sir Gawaine and the Knight of the Greene Castle" and Edmund Spenser's "The Facric Queene" which belong to romance tradition shall be given a more detailed attention in this study. Alexander Pope's "The Rape of the Locke", Lord Bryon's "Don Juan", S.T. Coleridge's "The Rime of the Ancient Mariner" and quite a good number of modern short poems like, Thomas Hardy's "At the Draper's" or J.P. Clark's (-Bekederemo) "Night Rain", all share the narrative poetic form

Satirical Poetry

Satirical poems comment on human experience. They lampoon the follies or vices of men by the use of exaggeration, ridicule, sarcasm, irony, and humour for the purpose of reducing the subject to absurdity. A satirical poem criticizes actual life in intelligible poetic structure of varying length. Often they assume a journey motif of similar dimension as those of epic and the English medieval romance. A satirical poem may sound acerbic and biting yet hilarious, witty and elegant, thus compelling the audience to laugh at him/herself.

Dramatic Poetry

This is a form of poetry that is usually written in dramatic monologue. Monologue as opposed to dialogue involves only the poetic voice (persona) presumed to be addressing, or responding to, someone else (unseen). It is done in such a way that only the poetic voice is heard, and through whose address, response or reaction it is possible for the audience to imagine what the unseen addressee might likely be saying. The drama takes place in the audience's imagination. The dramatic verse form was popularized by the English metaphysical poets and other poets like Percy B. Shelley, and Lord Byron.

We must quickly add, however, that later development has confirmed the possibility of a dramatic verse having a dramatic situation in which characters engage in a dialogue. Thomas Hardy's "At the Draper's", is a good example. In contemporary African poetry, dramatic verse form is known to have been popularized by Okot p'Bitek in "Song of Lawino", "Song of Ocol" and "Song of Malaya". Other examples include, Wole Soyinka's "Telephone Conversation" and L.S. Senghor's "Chaka". More African poets have continued this poetic trend because it readily identifies with indigenous African oral poetry tradition. They include, Niyi Osundare, Moon Songs, Okinba Launko Ire and Other Poems for Performance Tanure Ojaide, and lately, Ademola Dasylva's Songs of Odamolugbe.

Lyric Poetry

These are poems composed with the mind to produce songs or music with a relatively fixed form. Lyrics are normally short, and between eight and hundred lines. They usually conform to the rules of music such as beat, meter, rhyme and rhythm The ballad, the sonnet and pastoral poetry strictly belong to the lyrical mode. Although, the ode may fall under this category too, its lyricism is largely intrinsic. I shall briefly comment on each:

The Ballad

It is one of the oldest and simplest lyrics that originate from oral tradition. It is a song narrative which tells a story of heroic exploits or of a common-place event, expressing basic human emotions such as love, hate, fear or surprise at physical or supernatural world. Structurally, the melody is made simple by the four-line stanza of iambic verse coupled with interlocking rhyme and a refrain that gives it a dramatic touch. E.g.,

Sir Patrick Spens

(Anon.)

The king sits in Dumferline town,

Drinking the blude-reid wine: blood-red

"O whar will I get a guid sailor

To sail this ship of mine?"

Up and spak an eldern knicht, spoke; ancient, knight

Sat at the King's richt knee: right

"Sir Patrick Spens is the best sailor

That sails upon the sea."

The king has written a braidº letter broad

And signed it wi'his hand,

And sent it to Sir Patrick Spens,

Was walking on the sand.

The first line that Sir Patrick read,

A loud laughed he; laugh

The next line that Sir Patrick read,

The tear blinded his ee. eye

"O wha is the has done this deed, who

This ill deed done to me,

To send me out this time o' the year,

To sail upon the sea?

"Make haste, make haste, my mirry men all, merry

Our guid ship sails the morn." not/so

"O say naº sae, ºmy master dear,

For I fear a deadly storm.

"Late late yestre'en I saw the moon old

Wi'the auld moon in her arm,

And I fear, I fear, my dear master,

That we will come to harm."

O our scots nobles were richt laith loath

To weet their cork-heeled shoon, wet/shoes

But lang owre a'the play were played long, after

Their hats they swam aboon above

O lang, lang may their ladies, sit,

Wi their fans into their hand,

Or e'er they see Sir Patrick Spens

Come sailing to the land.

O lang, lang may the ladies stand,

Wi' their gold kembs in their hair, combs

Waiting for their ain glear lords, Own

For they'll see thạme na mair. them no more

Half o'er, half o'er to Aberdour

It's fifty fadom deep,

And there lies guid Sir Patrick Spens, fathoms

Wi'the scots lords at his feet. good

Soonet

A sonnet is the most common and the most formal of the lyric poems. Its poetic form, like the ballad, has an imposed pattern. The English sonnet is a more common one. The sonnet is believed to have originated in Italy through Petrarch (1303-74). This is why the original form is referred to as Italian or Petrarchan sonnet. The Italian sonnet was later introduced to England by Edmund Spenser who had cause to travel to Italy where he got fascinated by this novel form of patterned poetry. On his return from Italy, he introduced the Italian sonnet. The English called the new form after Spenser's name. The same sonnet form is referred to as an Italian, or Petrarchan or Spenserian sonnet. The latter sonnet which was largely influenced by the former was introduced by William Shakespeare. This is why it is often referred to as Shakespearian sonnet. It is also known as Elizabethan or the English sonnet.

Both types of sonnet have fourteen lines cach. However, not every poem with fourteen lines qualifies as a sonnet. The Italian sonnet has the first eight lines called the octave, i.e. made up of two quatrains, and the last six lines called the sestel. The octave, which raises an issue of philosophical magnitude, has a rhyme scheme a-b-b-a/a-b-b-a. The rhyme scheme of the sestet varies from c-d-c/c-d-c or c-d-e/c-d-e to something close to these. The sestet suggests an answer or gives a clue to the issue or question raised in the octave.

The Elizabethan or English sonnet does have a different structure even though it has fourteen lines. It has three quatrains of not too distinct stanzas of four lines each, and a couplet. The couplet has a slight initial indention. The rhyme scheme is in the following order.

the first quatrain: a-b-a-b

the second quatrain: C-d-c-d

the third quatrain: e-f-e-f

and a couplet: g-g

The Elizabethan sonnet usually has its lines arranged in iambic pentameter.

We must emphasize, however, that in identifying the rhyme scheme, we must be conscious of the fact that a rhyme may be visual (i.e. eye rhyme), as we have in the following lines:

And if these pleasures may thee move,

Come live with me and be my love."

Note that "move" and "love" do not sound the same / mu:v/ and /lv/. however, the two words end with the same order of letters m-ove and l-ove. There lies the rhyme. Similarly, a rhyme can be determined purely through a similar sound produced by the end-words. This is called audio or ear rhyme, for example;

… and for this I

the king must pluck an eye

Often a rhyme may be determined by words with similar sound and with similar order of letters. This is a perfect rhyme. e.g.

"And then again I have been told

Love wounds with heat, as Death with cold."

Upon Westminster Bridge

(Williams Wordsworth)

EARTH has not anything to show more fair:

Dull would he be of soul who could pass by

A sight so touching in its majesty:

This City now doth, like a garment, wear

The beauty of the morning: silent, bare,

Ship, towers, domes, theatres, and temples lie

Open unto the fields, and to the sky;

All bright and glittering in the smokeless air.

Never did sun more beautifully steep

In his first splendor, valley, rock, or hill;

Ne'er saw I never felt, a calm so deep!

The river glideth at his own sweet will:

Dear God! the very houses seem asleep:

And all that mighty heart is lying still!

The World Is Too Much with Us

(Williams Wordsworth)

The world is too much with us; late and soon,

Getting and spending, we lay waste or powers:

Little we see in Nature that is ours;

We have given our hearts away, a sordid boon!

This sea that bares her bosom to the moon; 5

The winds that will be howling at all hours.

And are upgathered now like sleeping flowers:

For this, for everything, we are out of tune;

It moves us not, - Great God! I'd rather be

A Pagan suckled in a creed outworn; 10

So might I, standing on this pleasant lea,

Have glimpses that would make me less forlorn,

Have sight of Proteus rising from the sea;

Or hear old Triton blow his wreathed horn.

Sonnet 116

(William Shakespeare).

Let me not to the marriage of true minds

Admit impediments. Love is not love

Which alters when it alteration finds,

Or bends with the remover to remove.

O.no! it is an ever-fixed mark,

That looks on tempests and it never shaken.

It is the star to every wandering bark,

Whose worth's unknown, although his height be taken.

Love’s not Time's fool, though rosy lips and checks

Within his bending sickle's compass come:

Love alters not with his brief hours and weeks,

But bears it out even to the edge of doom.

If this be error, and upon me proved,

I never writ, nor no man ever loved

Holy Sonnet 6

(John Donne)

DEATH, be not proud, though some have called thee

Mighty and dreadful, for thou art not so.

Die not, poor Death, nor yet canst thou kill me.

From rest and sleep, which but thy pictures be,

Much pleasure then, from thee much more must flow

And soonest our best men with thee do go.

Rest of their bones and soul's delivery.

Thou'rt slave to fate, chance, kings and desperate men.

And dost with poison, war, and sickness dwell;

And poppy or charms can make us sleep as well,

And better than thy stroke; why swell'st thou then?

One short sleep past, we wake eternally

And death shall be no more. Death, thou shalt die.

Pastoral

Originally developed in classical times, pastoral poetry became popularized during the Renaissance, and at the end of the eighteenth century as a reaction against the so-called urban-civilization of the neo-Classical period.

Pastoral poems have identifiable subject matter without a structurally fixed stanzaic form or length. They have elaborate stylized language devices, measured rhythm and consistent movement of sounds and topicality. Pastoral poems are traditionally and thematically preoccupied with a celebration of the beauty of, and abundance in nature. These include a romanticized celebration of fertility, birth, maturity in nature. In other words, pastoral poems celebrate an idealized self-sufficient world of nature and its purity, devoid of decay or pollution of particular interest is the rustic simplicity of the nature-loving and nature-dependent lifestyle of shepherds or shepherdesses. Christopher Marlowe's "The Passionate Shepherd to His Love" is a good example of poetry in this tradition.

Christopher Marlow's "A Passionate Shepherd to his love":

Come live with me and be my love

And we will all the pleasures prove,

That hills and valleys, dales and fields,

And all the craggy mountains yields.

There we will sit upon the rocks.

And see the shepherds feed their flocks,

By shallow rivers to whose falls

Melodious birds sing madrigals.

And I will make thee beds of roses

With a thousand fragrant posies,

A cap of flowers, and a kirtle

Embroidered all with leaves of myrtle;

A gown made of the finest wool

Which from our pretty lambs we pull;

Fair lined slippers for the cold.

With buckles of the purest gold;

A belt of straw and ivy buds,

With coral clasps and amber studs:

And if these pleasures may thee move,

Come live with me and be my love.

The shepherds' swains shall dance and sing

For thy delight each May morning:

If these delights thy mind may move,

Then live with me and be my love.

Elegy/Pastoral Elegy

Still in the pastoral tradition is the elegiac poetry. An elegy laments or speculates on death or the loss of a beloved, a protector and a provider, while at the same time expressing fear of insecurity and uncertainty of the future. A good example is the Anglo-Saxon "Deor's Lament". In tradition Africa we have "Owusu", among others. Another sub-pastoral group is the Pastoral elegy. It has a rustic, almost mystical rural setting in which shepherds, nymphs and ghomids interact. In pastoral elegy, nature joins in the lament. John Milton's "Lycidas" and Matthew Arnold's "Adonais" are good examples.

Poetry II

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The Effect of Unemployment on Economic Output

| Monday, September 5, 2022
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CHAPTER ONE 

INTRODUCTION

1.1       Background to the study

            As history would have it, Nigeria as a nation has experienced several forms of economic, political and social unrest. In recent times unemployment which is caused by individual and government force had joined the list of the social evils, we experience in Nigeria today. The issue of unemployment has become a world-wide phenomenon demanding for increased attention, though the impact is more devasting in developing nation (Wamu Konya 2003). Unemployment or jobless occur when people who are without jobs and they are actively sought out for work within the past few weeks (international labour organization 1982 ;fajana 2000). However, the number of people in any country is divided into two groups, the economically active group and the ineconomically active group. According to Njoku and Ihugba (2011), the economically active group (labour forces) are the groups that are willing are able to work, including those who are actively engaged  in the production of goods and services (employed) and those who are not employed  on the other hand , the economically active group refer to neither people who are not looking for jobs nor those who are not capacity enough as a result of health related issues. To further buttress this definition unemployment as the number of the economically active population who are without job but available and seeking for work including people who have lost their job and those who have voluntary left work ( world bank 1998)

            Official figures from the bureau of statistics put the figure of unemployment  at 1970 percent about 30 million, but this figure this did not include about 40 million other Nigeria youth captured in the world bank statistic in 2009. By implication, it means that if Nigeria population is 140 million, then 50% of Nigerians are unemployed. We can conclude from this information above that unemployment rate pose a serious threat to Nigeria economy and can have a devastating impact on people live. It affects not just the unemployed people but also family members and the whole economy. In fact (Yesufu 2005) said in Nigeria, unemployment is growing at associate degree frightful proportion rendering  seventy percentof the youthjobless. This downside is exeberated as establishment of learning are turning out large numbers of graduates yearly without job opportunities within the labor market .This troop of idle youths parading all the major street seeking for jobs is alarming, thereby constituting socio economic issue to the society.

            Aside from representing a massive waste of country’s work force resources, the incidence of unemployment in the country has led to the upsurge of crime, social and political tension like cultism, stickup, whoredom, thuggery, white plague, among other as also supported by Iyoha (2002), obadan and odusola (2005) as they also stated that unemployment breeds social vices as well as reduces national output and financial gain it erodes human capital, causes misery poverty, social unrest and despair for the idle and with resultant effect on the economic process. However, for many years, diverse programs have been formulated and implemented by past and present government to deal with the menace some of which are: National economic management and Development strategy (NEEDS), National directorate of employment and more, hence the unemployment rate continues to remain threatful to the nation.

It is against this background that this study seek to evaluate the causes, the effects and possibly proffer way forward in tackling the problems of unemployment in Nigeria.

Several studies were examined in the literature review to focus on effect of unemployment on economic growth among which are owanchuku (2015) Akiri, Okunakpo and Anebi-Atede (2016) Sibusiso(2018) Despite the fact that unemployment is claimed to have an impact on economic growth and development it is vital to check dynamic relationship that existence between them.

            We also made use of Okunlaw in the theoretical frame work to explain or study the relationship between unemployment level. In the most basic form Okunlaw investigate the statistical relationship between a country's unemployment rate and the growth rate of its economy.

1.2.   Statement of the problem

  The level of unemployment in Nigeria has grown large that it’s cannot be addressed by mere campaign or words of the world at large to formulate a lasting solutionto it. Unemployment in Nigeria has affect the youth and the economic development of the country from a broad spectrum of socio economic perspective. It’s obvious that unemployment especially that of graduate impede Nigeria’s progress in several ways. Apart from the economic waste it brought to the nation, it also constitute political unrest for the country (Ipaye 1998). According to Ezie (2012), the unemployment situation in Nigeria is disturbing and even more disheartening that the country economic situation cannot absorb an optimal proportion of it’slabour force. This situation has contributed to the increase in crime and other social vice experienced in our society in recent times because an idle mind is always the devil workshop.

      A cursory look at the unemployment and economic growth trend of Nigeria shows that high unemployment hinder growth. They range from increase government expenditure, giving industrialist tax holiday to encourage industrialization and even the use of monetary policy instrument such as reducing commercial bank lending rate to encourage investment through borrowing.

    Recently, the idea of self-employment (entrepreneurship) is gaining popularity. The government encourage by giving young entrepreneurship funds to start up their business. Despite all these efforts, unemployment continues to be on the increase and hinder growth. It is against this background that seek to investigate how the it effect of unemployment on economic growth. In order to proffer solutions as to how to accelerate the rate of growth of the Nigeria economy.

1.3. Research Question ( the following researched question will be adopted)

1.      What is the trend of unemployment rate and economic growth in Nigeria?

2.      How does unemployment affect economic growth in Nigeria.

1.4.    Objectives of the study

The broad objective of the study is to examine the effect of unemployment on economic output, The specific objectives are;

1. To Examine the trend of unemployment and economic growth in Nigeria.

2. To determine the effect of unemployment on economic output in Nigeria from 1986 to 2018.

1 .5.     Research Hypothesis

The relevant research Hypothesis for this study is expressed as:

1.      Unemployment rate has no significant effect on economic output in Nigeria.

2.      Unemployment rate has significant effect on economic output in Nigeria.

1.6.     Significance of the study

            The study will provide econometric base upon which to examine the effect of unemployment on the Nigeria economy which will be useful to Nigeria as a whole.

  The study will add to intellectual value of Nigerians. The knowledge of the effect of unemployment will be very useful as it will broaden individual outlook, sharpen their intellectual and inculcate in them a habit of balanced thinking. The study will also educate the government and youth who ignored entrepreneurship in pursuit of white collar jobs in the office.

        The outcome of the study will be immense benefit to policymakers, such as government and it’s agencies in providing a platform for designing favorable government policies that will be consistent with the Nigeria economic environment. Beside resolving the theoretical debates providing empirical evidence on impact of unemployment on the Nigeria economy will help in formulating government policies that will enhance growth couple with development. Undoubtedly, understanding the impact of unemployment and economic output forms the first basic step in designing appropriate government in the country.

1.7 Sources of Data and Basic Methodology

Primary source is an account of an event by a researcher at a time while secondary source is that which is written about the past from the point of view of a future date. Secondary source is needed because the study employed the use of secondary data,that is about the past. The study utilized secondary data from relevant textbooks, journal and central bank of Nigeria (CBN) statistical bulletin.

The study employed both qualitative and descriptive analysis techniques.The qualitative analysis ws carried out through the use of ordinary least square (OLS) regression while the descriptive analysis was used to access the trend pattern of government capital spending vis-a-vis economic growth in Nigeria. There are use of graphs and tables.

1.8 Limitation of the study

It is worthy to note that every research work possess a lot of problems and limitations. However the difficulties encountered includes, inadequate and unavailability of relevant data owing to the fact that unemployment in most developing countries, Nigeria inclusively is not evenly distributed and thus varies from a place to another, financial constraint, high cost of transportation and the difficulty in locating the various research  material needed. As such, I will have to rely more on secondary data than primary data.

1.9 Operational Definition of Term

Unemployment:Unemployment is a situation in which those who are able and willing to work at the prevailing wage rate do not find job. According to the International Labour Organisation (ILO), only those belonging to the age group of 15 to 65 years should be included in the labour force of a country. Unemployment may also be defined as the gap between potential full employment and the number of employed  persons.

Economic Growth and Development:economic growth and development is often measured by gross domestic products. It is conceptualized as increase of an economy’s capacity to produce goods and services needed to improve the welfare of the country’s citizens.

Gross Domestic product (GDP) : This is the market value of the final goods and services produced within the economy at a given period of time.

Government Expenditure : This refers to money spent by public sector on the acquisition of goods and provision of services such as education, health care, social protection and defense.

Investment : This is the value of fixed capital assets ( plus stock ) produced in an economy over a period of time. It refers to the creation of capital goods.

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The Effect of Unemployment on Economic Output

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Effects of Teacher’s Personality on the Academic Performance of Students in Ijebu North Local Government Area of Ogun State

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CHAPTER ONE

1.0     INTRODUCTION

1.1     BACKGROUND OF STUDY

A teacher is a person engaged in interactive behavior with one or more students for the purpose of effecting a change in those students. The change, whether it is to be in knowledge (cognitive), skill (psychomotor) or feeling states (affective), is intentional on the part of the teacher (McNeil and Popham, 1973). This designation distinguishes the teacher from instructional materials and other school personnel.

The essential task of the teacher is to arrange the conditions of the learner's environment so that the processes of learning will be activated, supported, enhanced, and maintained (Gagne, 1976). Teacher management style is a crucial factor in arranging the conditions of the learner's environment for effective teaching.

Personality management style may be viewed as the dynamic organization of those traits and characteristic patterns of behavior that are unique to the individual (Callahan, 1966). Some social psychologists take the position that management style is purely a matter of social perception that it is meaningless to speak of anyone 's management style apart from the particular people who interact with him, get impressions about him, and use trait terms in describing him (Holt, 1971) .

A trait is a simple behavioral pattern - a disposition or tendency to behave in a describable way. According to Allport (1966), a trait (1) is more generalized than a habit, (2) is dynamic and determinative in behaviour, (3) may be viewed either in the 1ight of the management style which contains it, or in the light of its distribution in the population at large, and (4) cannot be proved nonexistent by the sheer fact that some acts are inconsistent with it.

Research on teacher personality is based on the assumption that the teacher as a person is a significant variable in the teaching-1earning process. Management style influences the behaviour of the teacher in diverse ways, such as interaction with students, methods selected, and learning experiences chosen (Murray, 1972).

The effective use of a teacher's personality is essential in conducting instructional activities. Management style aids teaching, for communication takes place between the teacher and the learner even in the absence of the spoken word (nonverbal communication). The teacher whose personality helps create and maintain a classroom or learning environment in which students feel comfortable and in which they are motivated to learn is said to have a desirable teaching management style (Callahan, 1966).

Each individual has characteristic attributes of management style which influence both the manner in which he behaves toward others and the ways in which they respond to him. The teacher with pervasive authoritarian characteristics, for example, is likely to reflect them in his relationships with students and in the techniques he uses in his instruction (Morrison and Mclntyre, 1912).

This study is set to investigate the effects of teacher's personality on school discipline in secondary schools. The importance of management style type and leadership behaviour among teachers in school administration cannot be over looked given the background that it determines the extent to which a school goal and objectives can be achieved. It must be noted that one cannot talk about teachers personality without mentioning the leadership behaviour of teachers in school discipline. Thus,

The school teachers' leadership behaviour and management style type influences both the students and other teachers in term of school discipline.

A teacher is exposed to three types of leadership style: Authoritarian leadership style, Democratic leadership style and lastly, the Laissez Faire leadership style (Falodun, 2003). The leadership style adopted by the School teacher often determines the perception which the students and other teachers will have about school discipline.

For instance, if a secondary school teacher adopts the authoritarian leadership style, this will invariably influence the perception or the students that teachers are autocratic, rigid and unforgiving. This will also make students to tag school discipline as harsh and unfriendly. Olaleye (2008) contents that leadership behaviour of the school principal, either male or female contributes to a range of perception which the students have about their teachers.

Research on management style type of school teachers has for long being of interest to educational manager and evaluation experts. To some authorities, management style is important because it directly affect the school learning culture; others have argued that the management style of teachers usually enhance the school discipline. Adetona (2003) noted that the task of any school teacher is to produce well educated boys and girls through effective teaching and discipline. Management style type of a teacher often determines the leadership behaviour of such teacher in effecting discipline in a classroom situation or within the school environment. School discipline is associated with higher students' motivation, good academic performance, and improved attitudes of the students towards their teachers.

A significant challenge for secondary school teachers in Nigeria today is to identify the students need and the type of leadership model to be employed in transforming the students. The leadership model developed by Bass and Avolio 1997) identified three leadership behaviours. First is the Transformational Leadership Behaviour and can be identified by certain behaviour which includes inspirational motivation, intellectual stimulation, and individualized consideration. Secondly, The Transactional Leadership behaviour which can also be identified with exchange of rewards tor meeting agreed upon objectives. This leadership behaviour monitors the students to ensure mistakes are not made but allows group work among the students. In this case, the female teachers intervene only when things go case wrong. Thirdly, the Non-Leadership Construct, popularly known as the Laissez Faire leadership behaviour where the female teacher leaves the students to their own devices as well as giving them no direction.

Empirical research evidence shows that students' perception of their school teacher’s management style type emanates from the leadership model employed by the teacher. employed by the teacher. Again, students' perception of their teacher's management style, especially the female teachers is found to be a stereotyped one (Adebowale, 2007). It follows that it is not only the It follows that it is not only the management style and leadership behaviour of the school teachers that form the perception of the students about schoo1 discipline but also certain factors which include societal view of discipline; the religious contention of the role of discipline in learning; peer perception about school discipline and even, the values a family holds about the values a family holds about discipline.

 

1.2     STATEMENT OF PROBLEM

The issue of declining academic performance of students in Nigeria secondary schools has generated much interest among stakeholders in the education sector.  The quality of secondary education has not kept abreast of the expansion in enrolment. Although, this according to UNESCO (2001) continues to be a global concern, it is the general belief that teachers personality affect students performance. In a way therefore, what constitutes competence in teaching is intimately connected with the type of teacher education programmes available for preparing secondary school teachers.

The quality of education depends on the ability, hard work, personality and behavior of the instructors and teachers, many teachers have under-estimated the impact of their behavior and personality on students’ academic performance. Teachers are considered the most crucial factor in implementing all instructional purposes and students' performance is tied into the teachers' capability. Teachers therefore, need to be aware that their personality has a paramount role in improving students' achievements. It is imperative to determine the relationship between teachers' personality and students' achievement in any educational system.

On the other hand, there has been little research with regard to the link between teachers' personality and student’s academic achievement. The researcher will conduct a study in this area and he hopes that the findings of the study will
significantly contribute to inform teachers to know that their personality will influence the academic achievement of the students.  All these strategies are planned for the purpose of improving the teaching methods. However, most of the emphases are not focused on personality which in many studies, it was  proven that personality is one of the factors in improving the  teaching effectiveness However, the problems may arise on  how to identify the personality dimension of teacher based  on: Is there any relationship between personality and  teaching effectiveness and how it influences their teaching  effectiveness?

This study sought to “Determine the effects of teacher’s personality on the academic performance of students in Ijebu North Local Government Area of Ogun State.

1.3     PURPOSE OF STUDY

The purpose of this study is to

       i.            Find out the pattern of discipline among teachers in secondary school

     ii.            Discuss the concept of personality in relation to teachers’ traits

  iii.            Discuss the correlation between personality type and leadership behaviour of teachers in secondary school

  iv.            Examine the effects of teachers’ personality on discipline in secondary school

1.4     RESEARCH QUESTION

       i.            Is there any significant relevance of the use of academically qualified teachers in teaching?

     ii.            Is there any significant effect of the use of instructional materials on the teaching of student academic performance?

  iii.            Is there any relationship between school discipline and students academic performance?

  iv.            Is there any significant difference in teaching performance between male and female teachers?

1.5     SIGNIFICANCE OF STUDY

The study when conducted will serve the following:

       i.            Enhance a desire to be professional in teaching from the side of the teacher has this can better the students understanding of the subject

     ii.            Enhance students and teachers alike to understand the importance of practical chemistry to the effective teaching and learning of the subject

  iii.            Give an insight to the importance of the use of instructional materials to enhance effective teaching.

1.6     DELIMITATION OF THE STUDY

There are many limitations that may hinder smooth process of this research. This includes:

       i.            Wrong information may be provided by the respondent, this might result from the respondent, feeling he has no enough time to assimilate the question

     ii.            Short time limit imposed on the project

  iii.            Lack of sufficient materials and money

1.7     SCOPE OF THE STUDY

The research topic for this study is the effect of teacher’s personality on the academic performance and of students in Ijebu North local government. 15 secondary schools were selected where 10 teachers (including other science teachers) and 15 students each were selected, this is as a result of time limit and other factors.

1.8 DEFINITION OF TERMS

ACADEMIC PERFORMANCE: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals.

LEADER: This is person who by action of guiding, giving examples of encouragement by activities directs, the affairs of a group, or organization.

MANAGEMENT: This is the process of completing a desired task by ensuring that a group of work is done well together and that each individual plays his or her maximum part.

MOTIVATION: These are those things, situations or conditions which when provided for an individual would make each person want to work harder for higher productivity.

PERSONALITY: Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability.

PRODUCTIVITY: This is the optimal utilization of the human and material resources of an organization in order to achieve the goal of the organization. It is researching the highest level of performance with the least expenditure of resources.

TRANSACTIONAL LEADER: This is a leader who focus mainly on the task or job requirements.

TRANSFORMATIONAL LEADER: This is a leader who promotes interpersonal relationship through creating vision, encouraging commitments from all and institutionalizing changes.

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