ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
THE IMPACT
OF JOS CRISIS ON THE IMPLEMENTATION OF GEOGRAPHY CURRICULUM
ABSTRACT
The
educational system has suffered setback as a result of struggles between
individuals and groups seeking for political or religious fulfillment. It was
for this reason that prompted the researcher to investigate ‘the impacts of Jos
crisis on the implementation of Geography curriculum in Jos south LGA’. Two
research questions and two null hypothesis were formulated while a survey
design was adopted for the study where students of geography where sampled out
from seven (7) Senior Secondary Schools within Jos south Local Government Area.
The major instrument used for the collection of data was a structured
questionnaire which was divided into part ‘A’ and ‘B’ respectively in order to
answer the research questions. The questionnaires are made up of five (5) point
rating where the respondents indicate their response by ticking. Oral interview
was also conducted by the researcher and the result was compared with the
responses in the questionnaires. The statistical tool employed by researcher is
the simple mean and Chi-square in testing the two hypotheses. In the hypothesis
testing, result showed that the first hypothesis was accepted while the second
hypothesis was rejected. Findings show
that crises prevent students from school, some mission schools were burnt down
during the crises and imposition of curfew by the government paralyzed school
activities among others. Following the findings therefore, the recommendations
include; the government should do everything possible to ensure peace reigns in
the society and religious institutions should watch against instigative
activities as the structures of the society including education are at the
receiving end. It was therefore concluded that Jos crises had significant
impact on the performance of geography students in Jos south LGA but it had no
significant impact on the implementation of the geography curriculum based on
this study.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The entire
society is built on different functional structures which interdependent on one
another. These structures include the educational structure, economic
structure, political structure among others. Community settlement is essential
for human survival and the various interactions are bound to give rise to
conflicts (Crises) because no group of individuals or society is an island.
Conflicts do occur for it is an inevitable aspect of life but it needs to be controlled.
Conflict can be seen as a violent
situation in which groups of people or states are involved in serious
disagreement or argument due to opposing ideas, feelings, opinions or wishes.
In this regard therefore, when conflict occurs, it creates either positive or
negative results (impacts) on the structure of the society.
The Jos crisis dates back since 2001
where violence erupted in Jos city, the capital of Plateau state in Nigeria’s
middle Belt Region. The ostensible dispute is over the “right of the indigene
Berom/Anaguta/Afizere (BAA) group and the rival claims of the Hausa Fulani
settlers to land, power and resources because the settlers are almost entirely
Muslims and the indigenous people are predominantly Christians. Struggle over
land ownership, economic resources and political control tends to be expressed
not just in ethnic but also religious terms and the dispute is compounded by
the fact that among the settlers groups, only the Hausa/Fulani claim
proprietary of Jos. Since the end of 2010, security has further deteriorated in
Jos because of terror attacks and suicide bombing against churches and security
targets by suspected militants of Boko-Haram, the Islamic group and therefore,
there have been difficulties in the smooth running of schools.
The school curriculum is simply seen
as “everything that happens in school including the subjects, content, methods,
time and evaluation among others. The curriculum needs to be implemented
effectively as planned for the realization of set objectives. Geography is one
of the subjects in secondary schools in which its multi-faceted areas are
systematically planned for effective implementation by subject teachers.
A student performance is determined
by the level of achievement of the set objectives. Student performance
objective is a specific statement about what a student should be able to do as
a result instruction. In most cases, that would be a short period of
instruction and would involve student completing some simple task “correctly”.
Whatever the task (as specified in the objective) it must be something that
must be evaluated by observing the student or having the students respond to a
test question. Students learn more quickly and more effectively when they are
told in advance exactly what they are expected to be able to do as a result of
instruction.
The impact of the Jos crisis led to
serious tension and creating fear among people including school children and
teachers thereby paralyzing school activities. Also, the imposition of 24-hours
curfew by the State Governor brought school programs to a halt. Suffice it to
say therefore, that the implementation of the geography curriculum suffered
serious setbacks as a result of the crisis and it’s to this respect that the
researcher took this study to find out the impact of Jos crisis on the
implementation of geography’s curriculum in Jos south.
1.2 STATEMENT OF THE PROBLEM
The problem under investigation is
Jos crises and it’s impact on the geography curriculum. The researcher seeks to
study is the impact of Jos crisis on the effective implementation of geography
curriculum in Jos South Local Government of Plateau State. The crises appear to
prevent students and teachers from attending school because it was a threat to
their lives. This means that whenever happens, the subject(s) to be taught at
that time are not taught thereby causing haphazard implementation of the
geography curriculum.
It is in line to this that Alaezi
(1989) noted that attempts to change the
Nigerian school curriculum by the classroom teaching, student-teacher
relation ship and changing teachers’ image ended in no change as a result of
many impending factors including social and political unrest. Curriculum
reformers therefore belief that only the human factor matters in curriculum
changes and practice.
1.3 PURPOSE OF THE STUDY
The study is carried out in order to
enable the researcher to achieve the following objectives at the end of the
study:
To ascertain the role of Jos crisis
on SS3 students’ performance in geography with focus on some selected schools
in Jos south LGA, especially in senior secondary schools situated in areas that
were touched by the crises.
To find out
the challenges encountered by students and teachers during or after the crisis
and how possibly, the challenges where remedied.
To find out whether curfew imposed by
Government affected teachers and students and the entire school activities in
any way. This will also enable the researcher know if there was any special
consideration for teachers and students when the government imposed a Curfew.
To determine the level of coverage of
geography curriculum during or after crises as well as it’s consequence on
students’ general performance in geography.
1.4 RESEARCH QUESTIONS
In order to enhance and effectively
collect data in this research work, the following questions have been put
forward
1. What is
the impact of Jos crisis on the implementation of geography curriculum in Senior Secondary Schools in
Jos south LGA?
2. What are
the impacts of Jos crises on the performance of students in geography in Jos
south LGA?
1.5 HYPOTHESIS
In investigating the impacts of Jos
crisis on effective implementation of geography curriculum in Jos south
secondary schools, the following hypotheses have been formulated:
1. Jos crisis has no significant impact on
the effective implementation of geography curriculum in Senior Secondary
Schools in Jos south LGA.
2. Jos crisis has no significant impact on
the performance of geography students in Jos south LGA.
1.6 SIGNIFICANCE OF THE STUDY
This research work shall be useful to all
that contributed and significant to stakeholders in education. The study shall
therefore, be useful to the followings;
Educational administrators at local
state and Federal levels by revealing some major societal factors that affect
effective curriculum implementation which results to poor performance.
Religious institutions shall see this
study as an eye opener to intensity efforts on peace advocacy instead of
instigating crises because the impact is directly on the society; Teachers,
students, parents and curriculum planners as it reveals the contribution of
crises to the poor performance of students.
The general public will understand
that societal conflicts (crisis) have direct negative consequences on the
education of their children in schools. The research work is also significant
to the Government to understand that crisis is one of the major causes of poor
curriculum implementation and poor performances of students. This will make the
government to do everything possible to ensure peaceful society.
Lastly, the research work can be
useful to future researchers to conduct further investigations on similar
matters as they concern the educational sector and also come up with new
findings. Research can also be conducted in other parts of the state that had
recently experienced such unrest.
1.7 THEORETICAL AND CONCEPTUAL
FRAMEWORK
This study is built on the ‘Conflict
theory’ by Karl Marx (1818-1883). The Conflict theory emphasizes the role of
coercion and power in producing social order. Karl Marx saw the society as
fragmented into groups that compete for social and economic resources. Social
order is maintained by domination, with power in the hands of those with the
greatest political, economic and political resources.
Following Marx’s conflict, Antonio
Gransci an Italian scholar argued that consensus to rule is achieved in large
part through cultural hegemony which refers to the dominant group ability to
attain consent to their rule through ideas, norms, values and beliefs.
Today, Conflict theorists find social
conflicts between any groups in which the potential for inequality exist such
as racial, gender, religious, political, economic among many others. They also
noted that unequal groups usually have conflicting values and agenda, causing
them to compete against one another. This constant competition between groups
forms the basis for the ever-changing nature of society.
In this
study, the conflict theory is useful because our society today is faced with up
rises as a result of social conflict. The conflicts in our society have direct
or indirect consequence on the school system and especially, curriculum
implementation.
1.8 SCOPE OF THE STUDY
The research work covers seven (7)
secondary schools in Jos South LGA and the areas of study include the
followings;
1. The impacts of crises on teaching and
learning of geography.
2. Implementation of the geography curriculum
in Jos south.
3. The consequences of crises on both
teachers and students.
The study is conducted in senior
secondary schools located in the crisis areas of Jos south. The areas are;
Agwan Doki, Dorowa/Zawan, Ngel, Sabon Gari, Bwandang, Kwang and Trade centre.
The study centers on teachers and students of Geography of the following
schools;
G.S.S.
Bukuru, Zang commercial College, G. S.S. Gyel, Manje Y. Comprehensive College,
G.S.S. Kwang, TCNN staff Secondary School,
Bukuru
Technical College.
1.8 OPERATIONAL DEFINITION OF TERMS
Crisis: A
violent situation in which groups of people or states are involved in a serious
disagreement or argument due to opposing ideas, feelings, opinions or wishes.
Curriculum:
The planned experience or activities offered to the learner under the guidance
of the school
Achievement:
Level of performance in a given task on.
Society: An
all encompassing structure with several units such as the family, school,
church/mosque, markets among others.
Impact:
Negative or positive effect (result) of an event, action or decision.
Implementation:
The process of carrying out of a planned activity such as the curriculum.
Learning:
The process of acquiring knowledge
Enrolment:
Students enlisted to take some subjects in schools
Performance:
Accomplishment to set academic objectives
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment