Research on Education Policy Development in Secondary School

search on Education form _or_ system of government victimization in Secondary SchoolCHAPTER THREEMETHODOLOGYThis chapter presents the methodology employ in carrying out the inquiry. The enquiry contrive, population, sample and sample techniques, official documentation, hardihood, dependableness, regime and method of data analysis. question DesignDescriptive survey design was utilised for the study. The design gave the researcher the necessary cultivation to be satisfactory to draw some crowd outonic conclusions about the adequacy of the data as regards constitution carrying out in breeding (Cooper Schindler, 2001). Descriptive survey research design is one in which a group of people or items is studied by collecting and analyzing data from only a hardly a(prenominal) people or items considered to be representative of the entire group (Nworgu, 199154). peopleThe population of the study comprised 247 world senior subaltern give instructionings in Rivers nomin ate. The respondents consisted of both the 247 train principals and 8452 teachers in senior second-string schools in the relegate livery the fit population to 8,699 (Rivers State Senior Secondary Schools Board, 2015).Sample and take TechniquesThe sample for this study comprised 1,305 principals and teachers (15% of 247 = 37 principals and 15% of 8452 = 1268 teachers) using the multi-stage try out technique. Multi-stage refers to sampling plans where the sampling is carried out in stages using smaller and smaller sampling units at each stage (Wikipedia, 2016).Instrument For Data CollectionThe tool for data collection of research data was the questionnaire titled Assessment of execution of Education Policy changes Questionnaire (AIEPCQ). The questionnaire was divided into sections A and B. section A was on demographic information and section B was divided into four move with eight items on each of the parts making a total number of 32 items. Part I foc workoutd on inform ation and communion engine room (ICT) in public unoriginal schools, II on the usualization of Junior secondary education, III on skipperization of the belief profession, and IV on the school- found management indemnity in senior secondary schools. enrolment analysis was to supplement questionnaire data. The questionnaire was designed in such a expressive style as to gather information on the perceptions and experiences of a wide govern of participants through narrative of their participation and observation of the role of indemnity slaying. Respondents were asked to tell the conclusion to which they agree with each statement using the modified Likert fount scale ranging from Very amply tip to Low Extent.Very High Extent (V.H.E)-(4 )High Extent (H.E)-(3 3.99) keep back Extent (M.E)-(2 2.99)Low Extent (L.E) -(1 1.99)Respondents indicated the extremity to which they agree or disagree with the statements. The responses were assigned numerical value. daringContent an d face validities of the instrument for the study were determined. The content and face validity were determined by the scrutiny of twain lecturers in the department of educational Management including the researchers supervisor. Their comments and corrections were adopted to modify the quality of the instrument.ReliabilityThe reliability of the instrument was determined through the use of Cronbach Alpha method. Cronbach Alpha is a reliability co-efficient that reflects how well the items in a pitch ar positively correlated to one an some other (Sekaran, 199269). The instrument was administered once to 20 sampled respondents that were not part of the sample. The reliability co-efficient was determined using the cronbach alpha. The internal consistency of the instrument was computed to be 0.71Administration of InstrumentThe researcher including three trained research assistants administered the questionnaire to the school principals and teachers. A total of 1305 questionnaire wa s administered, 1200 were collected back and build capable for an analysis.Method of Data AnalysisMean and set up order statistics were used in analyzing the four research questions raised. The criterion typify of 2.5 was adopted. z-test statistics was used in testing the hypotheses at 0.05 alpha train.CHAPTER FOURRESULTS AND DISCUSSIONThis chapter focused on the results and discussion of findings obtained in this study.One thousand two hundred copies of the questionnaire were retrieved and found sui send back for analysis. prorogue 4.1 Distribution of respondents according to their status.STATUS no AdministeredNo. collectedPercentage ReturnPrincipals3737100%Teachers1268116392%Total13051200Research Question 1 To what effect is the form _or_ system of government on the use of information and communication technology (ICT) in senior secondary schools in Rivers state implemented? skirt 4.2 Mean (X), designate set and rank order of principals and teachers on the consequence of indemnity on the implementation of information and communication technology (ICT) in Rivers State.S/NItems Teachers N = 1163Principals N = 37Mean setRank respect1.Development of skills through the use of computers3.182.843.01fifthHigh conclusion2 white plague of Computer to enhance productivity2.693.032.86sixthModerate result3. legal article of faith by teachers through the use of computers3.063.083.07 fourthHigh period4.Creation of impelling human nifty through the use of computers2.983.293.14secondHigh expiration5Students learn effectively through the use of computers3.133.083.113rdHigh design6.Ease teachers workload through the use of power point2.582.572.58eighthModerate extent7.Increased individuality of learning by students through the use of ICT2.862.652.76seventhModerate extent8.Students exposure to the rudiments of computer literacy3.373.113.24 foremostHigh extent accordance2.982.962.97Source Field Research, 2015. sidestep 4.2 shows an hoard rigorous of 2.97 for both principals and teachers, the highest meanspirited seduces of 3.24, 3.14, 3.11, 3.07, 3.01, 2.86, 2.76 and 2.58 were ranked maiden, second, 3rd, 4th, 5th, 6th, 7th and 8th respectively having means above the criterion mean of 2.5 were pass judgment indicating that school administrators to a moderate extent implement policy on the use of information and communication technology in Rivers State.Research Questions 2 What is the extent of implementation of policy on the universalization of Junior Secondary Education in Rivers State.Table 4.3 Mean (X), mean set and rank order of principals and teachers on the extent of policy on the universalization of immature secondary education in Rivers State.S/NItems Teachers N = 1163Principals N = 37Mean setRankRemark9.Disarticulation of JSS from draft2.723.162.946thModerate extent10.Provision of free and supreme basic education2.943.353.152ndHigh extent11. despotic nine age of primary and minor(postnominal) secondary education2.942.4 92.728thModerate extent12.Emphasis on curriculum diversification2.823.193.015thHigh extent13.Automatic transition from primary to Junior secondary education3.172.863.024thHigh extent14.Restructuring the school system2.983.243.113rdHigh extent15.Students gets more experience before proceeding to senior secondary3.342.973.161stHigh extent16.Few students to a teacher in the classroom2.603.112.867thModerate extentAGGREGATE2.943.052.99Table 4.3 shows an aggregate mean of 2.99 for both principals and teachers, the high mean scores of 3.16, 3.15, 3.11, 3.02, 3.01, 2.94, 2.86 and 2.72 were ranked 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th respectively having means above the criterion mean of 2.5 were accepted indicating that universalization of junior secondary education to a moderate extent in public senior secondary schools in Rivers State is implemented and accordingly accepted.Research Question 3 To what extent is the policy on professionalization of the teaching profession in Rivers St ate implemented?Table 4.4 mean score, mean set and rank order of principals and teachers on the extent of the policy on professionalization of the teaching profession in Rivers State.S/NItems Teachers N = 1163Principals N = 37Mean setRankRemark17. invariable teacher professional development3.022.272.656thModerate extent18.Compulsory didactics of non-professional teachers3.012.702.864thModerate extent19.Must be registered with the professional bodies in Nigeria2.583.052.825thModerate extent20.Im levyment of quality education at all levels2.612.542.587thModerate extent21.Development of in-service training3.112.923.013rdHigh extent22.Recruitment of only professional teachers3.082.973.022ndHigh extent23.Regular exposure to innovations in the profession3.013.053.031stHigh extent24.Development of knowledge and skills through mastery of face matter2.612.412.518thModerate extentAGGREGATE2.892.742.82Table 4.4 shows an aggregate mean of 2.82 for both principals and teachers, the high mean scores of 3.03, 3.02, 3.01, 2.86, 2.82, 2.65, 2.58 and 2.51 were ranked 1st, 2nd, 3rd, 4th, 5th, 7th and 8th respectively having means above the criterion mean of 2.5 were accepted indicating that the policy on professionalization of the teaching profession in Rivers State to a moderate extent will help teachers get a worthwhile experience and impart sound educational morals to the students.Research Question 4 To what extent is the policy on school-based management in Rivers State implemented?Table 4.5 mean scores, mean set and rank order of principals and teachers on the implementation of the policy on school based management in Rivers State.S/NItems Teachers N = 1163Principals N = 37Mean setRankRemark25.To facilitate school long suit2.793.223.012ndHigh extent26Co-operation between school and friendship3.022.782.906thModerate extent27.Improved infrastructures in schools2.422.782.608thModerate extent28.Provision of money to cover running costs2.892.972.935thModerate extent29Commi tted community support can enhance accountability3.123.003.061stHigh extent30.Contribution to school planning3.092.812.954thModerate extent31.Provision of support to school activities2.633.292.963rdModerate extent32.Regular access to public funds3.092.702.897thModerate extentAGGREGATE 2.882.942.91Source field Research, 2015Table 4.5 shows that with an aggregate mean of 2.91 for both principals and teachers, items 29, 25, 31, 30, 28, 26, 32 and 27 ranked 1st, 2nd, 3rd, 4th, 5th, 6th 7th and 8th in a descending order respectively, they were in that respectfore accepted indicating moderate extent on how the school-based management policy has encourage communities and schools to work co-operatively in enhancing educational growth and development in the state.Ho1 thither is no remarkable digression between the mean scores of school principals and teachers on the extent policy on the use of information and communication technology (ICT) in pubic secondary schools in Rivers State is i mplemented.Table 4.6 Summary of z-test on the disparity between teachers and principals on the extent of implementation of policy on the integration of information and communication technology (ICT) in public senior secondary schools in Rivers State. military positionNo. of RespondentsXS.DDFLevel of importz-calz-critRemarkTeachers11632.980.9811980.050.11+1.96There is no significant diversionPrincipals372.961.08Table 4.6 shows that the z-calculated of 0.11 is slight than the z-critical value of + 1.96 at 0.05 level of significance with a degree of freedom of 1198. The null hypothesis is therefore accepted, meat there is no significant difference between the mean military rating of principals and teachers on the extent policy on the use of ICT is implemented in senior secondary schools in Rivers State.H02 There is no significant difference between the mean scores of school principals and teachers on the extent policy on the universalization of junior secondary education in Rivers State is implemented.Table 4.7 Summary of z-test on the difference between teachers and principals on the extent of implementation of policy on the universalization of junior secondary education in Rivers State. stipulationNo. of respondentsXS.DDFLevel of significancez-calz-critRemarkTeachers11632.941.0511980.050.66+1.96There is no significant differencePrincipals373.050.99The result from the table shows that, the z-calculated value (-0.66) is slight than the z-critical value of (+1.96). The null hypothesis is therefore accepted, indicating no significant difference between the mean rating of principals and teachers on the extent of implementation of policy on the universalization of junior secondary education in Rivers State.Ho3 There is no significant difference between the mean scores of school principals and teachers on the extent policy on professionalizaiton of the teaching profession in Rivers State is implemented.Table 4.8 Summary of z-test on the difference between teache rs and principals on the extent of implementation of policy on professionalizaiton of the teaching profession in Rivers State.StatusNo. of respondentsXS.DDFLevel of significancez-calz-critRemarkTeachers11632.891.0211980.050.78+1.96There is no significant differencePrincipals372.741.15The result from the table shows that the z-calculated value (0.78) is less than the z-critical value (+ 1.96). The null hypothesis is therefore accepted indicating no significant difference between the mean ratings of principals and teachers on the extent of policy on professionalization of the teaching profession in Rivers State is implemented.Ho4 There is no significant difference between the mean scores of principals and teachers on the extent school-based management policy in Rivers State is implemented.Table 4.9 Summary of z-test on the difference between teachers and principals on the extent of implementation of school-based management policy in Rivers State.StatusNo. of respondentsXS.DDFLevel of significancez-calz-critRemarkTeachers11632.881.0511980.050.33+1.96There is no significant differencePrincipals372.941.08The result from the table shows that the z-calculated value of -0.33 is less than the z-critical value of + 1.96. The null hypothesis is therefore accepted, convey that there is no significant difference between the mean score of principals and teachers on the implementation of the school-based management policy in Rivers State.DISCUSSION OF determination/IMPLICATIONSThe main aim of this study was to assess the implementation of education policy changes in senior secondary schools in Rivers State. In other words, the function of the study was to capture the extent of implementation of the different policies introduced as regards teaching and learning. The administration of schools, and the experiences gained. The study addressed the followingImplementation of policy on the use of ICT in senior secondary schools in Rivers State.The answer to research question on e revealed that the extent school administrators implement policy on ICT in senior secondary schools in Rivers State is development of knowledge and skills through the use of computer, computer usage enhance productivity. There is effective teaching by teachers through the use of computers, creating of effective human capital through the use of computers, students learn effectively through the use of computers in schools, it eases teachers workload through the use of power point in schools, there is in creased individualization of learning by students through the use of ICT and students are exposed to the rudiments of computer literacy. The respondents agreed on all the items as being adequate and were all accepted. The findings considered ensures that all the items were strongly accepted as ICT inculcation in the school curriculum will help improve students learning and teachers effectiveness majority of the respondents totally agreed on the extent to which ICT policy implementati on in schools will lend to high level of development, and their roles on managing the implementation of such policies. The result of hypothesis one shows that there is no significant difference between the mean scores of school principals and teachers on the extent to which they do implement policy changes. The above is in line with Adeosun (2010196) who observed that the major objective is to develop computer and technical literacy through the introduction of computers in secondary schools similar to what has been done in many other countries including turkey and morocco.The implication to policy makers is that school administrators get under ones skin high regard for ICT integration in secondary schools, the lack of and want of ICT equipments and facilities might undermine the achievement of policy goals or frustrate the implementation of such policy. According to Ekoro, (2011) facilities are plants, buildings and equipments which enable people to carryout their activities effec tively. This implies that ICT integration in secondary schools will develop such society if the necessary equipments and facilities are provided to enable people carryout their activities effectively. According to Adomi, Okiy and Ruteyan (2003), the absence of ICT equipments in most Nigerian schools consorts students to resort to cybercafs for internet access. ICT application and use will prove beneficial in improving Nigerias educational system and giving students a better education. A technologically advance workforce will lead to ICT growth in Nigeria, with the potential to improve military technology and tele communication theory, media communications and skilled CT professionals who will be well-equipped to solve IT problems in Nigeria and other parts of the could (Goshit, 2006).Implementation of policy on universalization of junior secondary education.The answer to research question two on the extent of implementation of the policy on the universalization of junior secondary education in Rivers State areFew students to a teacher in the classroom, there is free and lordly basic education, there is automatic transition from primary to junior secondary education, compulsory, uninterrupted nine years of primary and junior secondary education, disarticulation of junior secondary School from senior secondary school, provision of free and compulsory basic education, students gets more experience before proceeding to senior secondary and restructuring the secondary school system. The results of the study presented, shows the importance of the perceived relevance of the universal basic education policy in the school system. The results of hypothesis two indicated no significant difference between the mean scores of principals and teachers on the extent of implementati