ASSESSMENT OF AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIALS IN THE IMPLEMENTATION OF NOMADIC EDUCATION PROGRAMME IN TARABA STATE, NIGERIA

ABSTRACT

This study assessed availability and utilization of instructional materials in the implementation of nomadic education programme in Taraba State, purposely to determine: the extent of provision of instructional materials; relevance of the instructional Materials; quality of Teachers Supply and retention; level of utilization of instructional materials provided; and infrastructural facilities in the implementation of Nomadic Education Programme in Taraba State. Five research Questions and five null hypotheses were raised based on the five objectives of the study. Random sampling was used to select one hundred and twelve respondents in nineteen nomadic primary schools in the three senatorial zones of the state. From the population of six hundred and thirteen nomadic primary school teachers in ninety five nomadic primary schools of Taraba State. Structured questionnaire and observation were used to collect data from the respondents. A four point scale was used for the respondents to indicate their degree of satisfaction. One hundred and twenty respondents’ filled and returned questionnaire. The data collected from the study were analyzed using statistical computation involving frequencies, percentages and chi square. The findings revealed that, there was no adequate provision of instructional materials to nomadic schools. Those instructional materials provided by the teachers, were relevant to the teaching methods but not peculiar to nomadic schools. The teachers lacked adequate knowledge of utilizing modern instructional materials, nomadic schools were grossly under-staffed and special materials/instructional facilities were not adequately supplied by the government. Based on the findings, it was concluded that because of the poor provision of instructional materials in nomadic schools in Taraba State, there was poor utilization of such materials. The study recommended that Government should provide electronic instructional materials to nomadic primary schools, it should be relevant to the content of the curriculum and the pupils age, workshops and seminars on Information Technology (ICT) be organized for nomadic primary school teachers to acquaint them on how to utilize modern instructional materials, government should improve by building concrete classrooms for nomadic schools instead of sitting in an open space or under tree shades.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education occupies a centre stage in social and economic development of human life as it enables him/her to live and find meaning in his/her life. Education especially at primary school level helps beneficiaries irrespective of culture, religion or economic status to enjoy a happy childhood so that they can become happier and productive adult. According to Microsoft Encarta (2009:4) article 26 of Universal Declaration of Human rights “everyone has the right to education. Education shall be free at least in the elementary and fundamental stages”. The constitution of the Federal Republic of Nigeria (1999:18) stated that “Government shall direct its policy towards ensuring that there are equal and adequate education opportunities”. In this regard the nomadic pastoralist child, whose parents are contributing daily to the growth and development of the country’s economy, should not be left behind un-educated. The nomadic child should have access to formal education and efforts should be made to ensure that functional and productive education is provided for the nomadic pastoralist child.

Educational provision in nomadic communities dates back to the pre-jihad times in the Hausa states through mobile Islamic scholars and this situation still holds today (Ardo, 1991). In the colonial period schools were established for nomads in Borno (1920) and in Daura, Katsina province (1950). However, these efforts were abandoned largely due to the fact that the nature of the nomadic pastoralist life style was not addressed (Gana, 1991).

Direct Federal Government involvement in the nomadic education programme began in December, 1989, by the promulgation of Decree 41, of 1989 which established the National Commission for Nomadic Education. This marked the beginning of the Government response to the silence yearning of the various scattered nomadic groups in Nigeria (Nomadic Education News Vol. 1. 1995). Taraba State like other states of Nigeria, embraced Nomadic Education Programme so as to cater for its nomadic pastoralist population, after a decade of establishing and implementing the nomadic education programme in Taraba State, there is need to study the availability and utilization of instructional materials in implementation of the nomadic education programme in the State.

The term “nomadism” is a Greek word meaning cattle-driving (Tonybe 1967). Nomadic pastoralists are people who keep livestock as a source of livelihood through sale and use of livestock and its products (Abdi 2010). The nomads are people who lead migratory life without permanent abodes, they are found in different parts of the country and the world over. In Nigeria, the nomads are found mainly in the northern part, and the riverine areas of Niger Delta. These migratory herdsmen in the north include the Buduma, Kwayam, Shuwa and Fulbe. The Fulbe are larger in number than all the rest of nomads (put together). The fishermen around the riverine areas are also classified under nomads (Aminu, 2003).

1.2     Statement of the Problem

The availability and utilization of instructional materials play a vital role in the implementation of Nomadic Education Programme (NEP). An instructional material enables pupils to learn, promote and sustains their interest and allows them to discover ideas for themselves. The Provision of instructional materials to nomadic schools has been part of the effort of the National Commission for Nomadic Education (NCNE). For instance the Commission, in conjunction with the Nomadic Education Centre of Usman Dan Fodio University, Sokoto were able to develop instructional materials for nomadic primary schools across the country. (Nomadic Education News vol.1, 1995). Despite the effort made by the commission in providing instructional materials to nomadic schools, most nomadic schools lack the materials claimed to be supplied by the commission (TSUBEB 2009.) Where such materials exists there is an indication that the teachers have not been using it since most of them refused posting to nomadic schools, the few ones that accepted posting are not regular in attending (Ali, 2007). It is obvious that instructional materials must always be in harmony with teaching and learning purposes and thier absence leads to a gap in teaching and learning. Proper implementation of any curriculum is essentially a function of qualified teachers. Instructional materials may be adequately available but the schools are grossly understaffed as a result of indiscriminate transfer of nomadic primary school teachers to conventional schools (Nomadic Education News Vol. No 1), these developments and many more have motivated the researcher to embark on the study of the assessment of availability and utilization of instructional materials in nomadic primary schools in Taraba State.

1.3         Objectives of the Study

This study is intended to assess the availability and utilization of instructional materials in the implementation of Nomadic Education Programme in Taraba State, specifically it seeks to:

1. determine the extent of the provision of instructional materials in the various nomadic schools in the three senatorial zones;
2. determine the relevance of the instructional materials provided, in educating male and female children of nomadic Pastoralist, in nomadic primary schools in Taraba State;

• determine the quality of teachers supply and retention to nomadic primary schools in Taraba State;

1. find out the level of utilization of instructional materials by trained and untrained nomadic teachers in teaching nomadic children in Taraba State; and
2. ascertain the adequacy of infrastructural facilities for the implementation of Nomadic Education Programme in Taraba State.

1.4       Research Questions

The study intends to provide answers to the following research questions.

1. to what extent are instructional materials provided to implement nomadic pastoralist education programme in the three senatorial zones of Taraba State?
2. how relevant are instructional materials provided are in educating male and female children of the nomadic pastoralist in nomadic primary schools in Taraba State?

• how adequate are the number and quality of teachers in nomadic schools in Taraba State?

1. to what extent do trained and untrained nomadic school teachers utilize instructional materials in teaching their pupils?
2. how adequate are the infrastructural facilities provided for implementing nomadic pastoralists primary education in the three senatorial zones of Taraba State?

1.5       Hypotheses

Ho1:    There is no significant difference in the provision of instructional materials among the nomadic schools in the three senatorial zones of Taraba State.

Ho2:    There is no significant difference in the relevance of instructional materials to male and female children of nomadic primary schools of Taraba State.

Ho3: There is no significant difference between the number of teachers provided and retention of qualified teachers in the implementation of nomadic education in Taraba State.

Ho4:    There is no significant difference in the utilization of instructional materials by trained and untrained nomadic teachers of Taraba State.

Ho5:    There is no significant difference on the Provision of special materials/infrastructural facilities for the implementation of nomadic education Programme of the three senatorial zones of Taraba State.

1.6          Basic Assumptions

The researcher assumes that:

1. there is provision of instructional materials to nomadic primary schools by the relevant authorities in Taraba State.
2. the instructional materials provided, are relevant to the male and female children of nomadic primary schools in Taraba State.

• teachers of nomadic Primary Schools in Taraba State can effectively utilize instructional materials.

1. the respondents of this study are enlightened enough to respond appropriately to the research.
2. there is provision of special materials/ infrastructural facilities to nomadic primary schools in Taraba State.

1.7     Significance of the Study

The findings of the study will create awareness among the nomadic school managers, stake holders, and supervisors to encourage the nomadic primary school teachers to imbibe the utilization of the available instructional materials at their disposal, and to improvise where the instructional materials are not available, or cannot work effectively.

The findings of the study will motivate Government and nomadic pastoralist communities to be more participatory in the delivery of Nomadic Education Programme, for the greater attainment of the set objectives. The study will create awareness to National Commission for Nomadic Education to liaise with Taraba State Basic Education Board to post members of Federal Teachers Scheme (FTS) to nomadic primary schools in the State, so as to minimize the acute shortage of qualified teachers.

The findings of the study will stimulate the National Commission for Nomadic Education to double its effort, in implementing and moving the Nomadic Education Programme forward, and for its impact to be felt by Governments at all levels, particularly at the primary school level. The study would be beneficial to curriculum designers, planners and implementers in the area of curriculum assessment and development as it’s relates to Nomadic Education Programme in Nigeria. This is because the discoveries made will contribute in the planning of a new approach and in deciding whether to modify or discontinue with the existing approach. The study will provide other researchers more researchable problems to other researchers and it will serve as a source of further empirical study.

1.8         Scope of the Study

This study focuses on the availability and utilization of instructional materials in the implementation of Nomadic Education Programme in Taraba State. The study covers only the nomadic pastoralists, in Taraba State. Generalization of the outcome of the study is therefore restricted to nomadic primary schools of Taraba State.

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

Related Project Topics :