Research on Education Policy Development in Secondary School

inquiry on Education Policy Development in Secondary civilizeCHAPTER THREEMETHODOLOGYThis chapter presents the methodology subprogramd in carrying out the question. The research design, universe, sample and sampling techniques, peckeration, validity, reliability, administration and method of selective information analysis.Research Designdescriptive survey design was used for the playing field. The design gave the researcher the necessary information to be able to draw some basic conclusions about the adequacy of the selective information as regards form _or_ system of government implementation in education (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 few people or items considered to be representative of the entire group (Nworgu, 199154).PopulationThe tribe of the study comprised 247 public major(postnominal) secondary civilises in Rivers State. The responden ts consisted of all the 247 school principals and 8452 teachers in senior secondary schools in the State bringing the total population to 8,699 (Rivers State Senior Secondary Schools Board, 2015).Sample and Sampling 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 sampling 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 instrument for data collection of research data was the questionnaire titled Assessment of implementation of Education Policy changes Questionnaire (AIEPCQ). The questionnaire was divide into sections A and B. section A was on demographic information and section B was divided into four parts with eight items on each of the parts making a total number of 32 items. Part I focused on information and communication technology (ICT) in public secondary schools, II on the universalization of Junior secondary education, III on professionalization of the teach profession, and IV on the school-based management policy in senior secondary schools. Document analysis was to supplement questionnaire data. The questionnaire was designed in such a way as to gather information on the perceptions and experiences of a wide range of participants with narrative of their participation and observation of the role of policy implementation. Respondents were asked to indicate the extent to which they chequer with each statement using the modified Likert type scale ranging from Very last tip to Low Extent.Very High Extent (V.H.E)-(4 )High Extent (H.E)-(3 3.99) temper Extent (M.E)-(2 2.99)Low Extent (L.E) -(1 1.99)Respondents indicated the extent to which they agree or disagree with the statements. The responses were assigned numerical place.ValidityContent and face validities of the instrument for the stu dy were determined. The content and face validity were determined by the scrutiny of two lecturers in the department of Educational Management including the researchers supervisor. Their comments and corrections were adopted to improve the persona of the instrument.ReliabilityThe reliability of the instrument was determined finished the use of Cronbach Alpha method. Cronbach Alpha is a reliability co-efficient that reflects how well the items in a forwardness atomic number 18 positively correlated to one another (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 was administered, 1200 were collecte d back and found suitable for an analysis. regularity of Data Analysis soaked and rank order statistics were used in analyzing the four research questions raised. The criterion mean of 2.5 was adopted. z-test statistics was used in testing the hypotheses at 0.05 alpha take.CHAPTER FOURRESULTS AND railleryThis 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 suitable for analysis. dodge 4.1 dispersion of respondents according to their status.STATUSNo. AdministeredNo. collectedPercentage ReturnPrincipals3737100%Teachers1268116392%Total13051200Research Question 1 To what extent is the policy on the use of information and communication technology (ICT) in senior secondary schools in Rivers state implement? duck 4.2 Mean (X), mean set and rank order of principals and teachers on the extent of policy on the implementation of information and communication technology (ICT) in Ri vers State.S/NItems Teachers N = 1163Principals N = 37Mean setRankRemark1.Development of skills through the use of computers3.182.843.015thHigh extent2 example of Computer to enhance productivity2.693.032.86sixth ascertain extent3.Effective teaching by teachers through the use of computers3.063.083.074thHigh extent4. groundwork of effective human capital through the use of computers2.983.293.142ndHigh extent5Students learn effectively through the use of computers3.133.083.113rdHigh extent6.Ease teachers workload through the use of berth point2.582.572.588thModerate extent7.Increased individualization of learning by students through the use of ICT2.862.652.76seventhModerate extent8.Students exposure to the rudiments of computer literacy3.373.113.241stHigh extentAGREEMENT2.982.962.97Source Field Research, 2015.Table 4.2 shows an core mean of 2.97 for both principals and teachers, the highest mean scores of 3.24, 3.14, 3.11, 3.07, 3.01, 2.86, 2.76 and 2.58 were ranked 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th respectively having means above the criterion mean of 2.5 were evaluate 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 younger secondary education in Rivers State.S/NItems Teachers N = 1163Principals N = 37Mean setRankRemark9.Disarticulation of JSS from SSS2.723.162.946thModerate extent10.Provision of free and compulsory basic education2.943.353.152ndHigh extent11.Compulsory nine eld of primary(a) and junior secondary education2.942.492.728thModerate extent12.Emphasis on curriculum diversification2.823.193.015thHigh extent13.Automatic transition from primary to Junior secondary education3.172.863.02 4thHigh extent14.Restructuring the school system2.983.243.113rdHigh extent15.Students gets more experience in advance speak 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 current indicating that universalization of junior secondary education to a moderate extent in public senior secondary schools in Rivers State is implemented and so accepted.Research Question 3 To what extent is the policy on professionalization of the teaching profession in Rivers State 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.Continuous teacher professional development3.022.272.656thModerate extent18.Compulsory training of non-professional teachers3.012.702.864thModerate extent19.Must be registered with the professional bodies in Nigeria2.583.052.825thModerate extent20.Improvement of quality education at all trains2.612.542.587thModerate 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 subject 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 accep ted indicating that the policy on professionalization of the teaching profession in Rivers State to a moderate extent will support teachers get a worthy 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 effectiveness2.793.223.012ndHigh extent26Co-operation amongst school and community3.022.782.906thModerate extent27.Improved infrastructures in schools2.422.782.608thModerate extent28.Provision of money to cover track costs2.892.972.935thModerate extent29Committed community support can enhance accountability3.123.003.061stHigh extent30. part to school planning3.092.812.954thModerate extent31.Provision of support to school activitie s2.633.292.963rdModerate 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 therefore accepted indicating moderate extent on how the school-based management policy has encouraged communities and schools to work co-operatively in enhancing educational growth and development in the state.Ho1 There is no significant difference in the midst of 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 implemented.Table 4.6 Summary of z-test on the difference between teachers and principals on the extent of implementation of policy on the integration of information and communication techn ology (ICT) in public senior secondary schools in Rivers State. stipulationNo. of RespondentsXS.DDF aim of significancez-calz-critRemarkTeachers11632.980.9811980.050.11+1.96There is no significant differencePrincipals372.961.08Table 4.6 shows that the z-calculated of 0.11 is less than the z-critical value of + 1.96 at 0.05 level of significance with a degree of freedom of 1198. The null opening is therefore accepted, meaning there is no significant difference between the mean order 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 Riv ers State. positioningNo. 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 less 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 teachers 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-critRemarkTeachers116 32.891.0211980.050.78+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, meaning 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 FINDING/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 mathematical 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 one 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 implementation 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 technological literacy through the base 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 have high regard for ICT integration in secondary schools, the lack of and inadequacy 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 effectively. 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 A domi, Okiy and Ruteyan (2003), the absence of ICT equipments in most Nigerian schools leads students to resort to cybercafs for internet access. ICT application and use will prove beneficial in improving Nigerias educational system and bounteous 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 compulsory basic education, there is automatic transition from primary to junior secondary education, compulsory, uninterrup ted 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