Title: | Socio-Cultural Inhibitions to School-Aged Children Access to Basic Education in Akwa Ibom, and Rivers States of Nigeria |
Authors: | Gospel G. Kpee and Sunday T. Afangideh |
Keywords: | Socio-Cultural, Inhibitions, School Aged Children, Access, Basic Education |
Issue Date: | 29-Oct-2019 |
Publisher: | St. Mary's University |
Abstract: | The study examined the socio-cultural inhibitions to school-aged
children access to basic education in Akwa Ibom and Rivers States of
Nigeria. Two research questions and two hypotheses were tested and
answered in the study. The study adopted the descriptive survey design, with
the population as the 2899 UBE primary and junior secondary schools in the
two states. These schools have a corresponding number of 2899 school
administrators who acted as the participants in the study, from which 1159
(representing 40%) were selected as sample, using the proportionate
stratified random sampling technique. The subjects of the study responded to
an eighteen item instrument titled ‘Socio-Cultural Inhibitions to School-Aged
Children Access to Basic Education Scale (SCISACABES), designed by the
researchers, in the modified 4-point Likert scale model, with a reliability
index of 0.85, obtained using Cronbach Alpha Statistics. Mean and standard
deviation were used in answering the research questions while z.test
statistics was used in testing the hypotheses at 0.05 level of significance. The
results of the study show that social issues ranging from language of
instruction to high crime rate and cultural issues ranging from early
marriage to strong entrepreneurial spirit among a people inhibit access to
basic education of school-aged children in Akwa Ibom and Rivers States of
Nigeria. The study also found no significant difference between mean ratings
of the respondents on the social inhibitions to school-aged children access to
basic education and a significant difference between the mean rating of the
respondents on the cultural inhibitions to school-aged children access to
basic education in Akwa Ibom and Rivers States of Nigeria. It was therefore
concluded that social and cultural issues inhibit access to basic education of
school-aged children. Recommendations are that school administrators
should employ appropriate administrative strategies to mitigate the effects of
the social and cultural variables to increase access to basic education of
school aged children. |
URI: | http://hdl.handle.net/123456789/5211 |
Appears in Collections: | Proceedings of the 16th International Conference on Private Higher Education in Africa
|
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