Creating Connections, Building Bridges: Initiating a Paradigm Shift in Health Education and School Health Media in Delta State
CHAPTER ONE
Objectives of the Study
The study aimed at assessing the initiating a paradigm shift in health education and school health media in secondary schools in Delta State. The specific objectives are as follows:
- Determine the difference in the perception of stakeholders towards the implementation of health education and school health media in secondary schools in Delta
- Ascertain whether or not students‘ perceptions differ towards the implementation of health education and school health media in secondary schools in Delta State.
- Determine whether schools‘ administrators differ in their perception towards the implementation of health education and school health media in secondary schools in Delta
- Determine the difference exists in the perception of teachers towards the implementation of health education and school health media in secondary schools in Delta
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework
Several authors have proposed different ways of conceptualizing the ways in which systematic education evaluation should be conducted. Thus, education evaluators have a variety of evaluation models to choose from when conducting their studies. The models are many and can be grouped into four as follows:
- Goal attainment models
- Judgmental models emphasizing extrinsic
- Judgmental models emphasizing intrinsic criteria
- Decision-facilitation
However, for the purpose of this study, the relevant model is the context, input, process and product (CIPP) model, which falls under the Decision — facilitation models. The CIPP model is considered most appropriate because:
- It concerns with context. Context centres on planning, which helps to define the relevant environment and the formulation of relevant This is relevant in assessing curriculum implementation, since the success of any curriculum implementation is tied to the environment created for its actualization.
- Input which is an important aspect or curriculum implementation is part of the Process evaluation is necessary for any on-going programme so as to determine its level of
- Product evaluation helps in examining the output of a programme, and the noticeable changes in the behavior of
- The CIPP model provides a general framework for this study which seeks to evaluate the environment for curriculum implementation (context) the resources- human and material (input) the actual conduct of implementation (process) and the effects of the curriculum in the learners (product).
The CIPP model originated by Brandi (2000) defines evaluation as the process of delineating, obtaining reporting and applying descriptive and process of delineating, obtaining reporting and applying descriptive and judgmental information about some object‘s merit, worth, probity and significance in order to guide decision making, accountability, disseminate effective practices and increase understanding of the phenomena involved. The model bas four types of evaluation as follows:
- Context evaluation
- Input evaluation
- Process evaluation
- Product evaluation
CHAPTER THREE
RESEARCH METHODOLOGY
In conducting any valid and reliable research, there are various strategies that can be used to arrive at set of objective results. This chapter contains a description of the methods that were used to conduct this research. Specifically, it contains a description of the research design, population of study, sample and sampling procedure, instruments for data collection, validity of the instrument, pilot study, reliability of the instrument, procedure for data collection and procedure for data analysis.
Research Design
Advertisements
The researcher used the descriptive research design. This is due to the fact that the study involved an ongoing programme, desiring extensive study. Within the design, the survey method was used. The method allows for collection of information from large respondents within a limited time frame (Sambo, 2000; Best and Khan, 2007; and Schnieder and Smidts, 2010)
CHAPTER FOUR
DATA PRESENTATION AND DISCUSSION OF RESULTS
Introduction
This chapter presents the results of the data analysis of the work titled ―An assessment of the implementation of the Health education and school health media in public and private secondary schools in Delta state. This chapter is divided into four sections. Section one presents the bio data variable distribution analysis, section two answers the research questions, section three presents the results of the hypotheses tested and section four is on discussion. The concluding part of the chapter was on summary of the major findings. All hypotheses in this study were tested at 0.05 level of significance.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMFNDATIONS
Summary
The purpose of this study was to assess the implementation of Health education and school health media in public and private secondary in Delta.
To carry out this study four research questions are raised from which four hypotheses are formulated. The major instrument used to collect relevant information for this study was a questionnaire designed and validated for its face and content validity.
The population of the study comprised of school administrators (principals), teachers and students of selected public and private secondary schools in Delta State. The population for the study was all the public and private junior schools in the state, while the sample was 416 who were given questionnaire to fill.
The data collected were analyzed using descriptive statistics of frequency and mean and standard deviation and chi-square statistics to test the hypotheses at 0.05 level of tolerance. All of the four hypotheses tested are rejected.
Conclusion
From the findings of this study, the following conclusions are drawn that both public and private respondents believe that the curriculum is not being implemented as stipulated in the National Policy on Education. Poor implementation of the curriculum is perceived as the bane of good academic performance.
Health education and school health media implementation at secondary school level is not encouraged by the disposition of government towards the teaching of the subject. Inability of most teachers of physical and health education to adequately interpret the curriculum affects its implementation. Most teachers of physical and health education are not professionally prepared to teach the subject.
Recommendations
Based on the findings from this study, the following recommendations were made:
- Since the result of the study shows that respondents from public and private secondary schools believe that the curriculum is not being implemented as stipulated in the National Policy on Education, the supervising ministry in the state (Ministry of Education) should mandate its inspectorate division to enforce
- Since poor implementation of the curriculum is perceived as the bane of goodacademic performance, efforts should made through the monitoring unit of the Ministry of Education that implementation is strictly adhered
- Government should endeavour to strengthen the Physical and Health EducationDivision of the Ministry in order to enhance the teaching of the subject at the secondary school level in the state.
- The state Ministry of Education! Teaching Service Board should employ andassign qualified teachers to teach the subject to ensure that Physical Education teachers are able to adequately interpret the curriculum.
- The state Ministry of Education! Teaching Service Board should strive hard toemploy only professionally qualified teachers to handle the teaching of the subject at the secondary level in order to give students a good starting point in the subject.
Suggestions for Further Studies
The study can be replicated in other states in the North Central, North West geopolitical zone of Nigeria.
- Evaluation of infrastructural facilities on the implementation of health education and school health media in secondary schools in Zamfara
- Assessment of stakeholders‘ attitudes in the implementation of health education and school health media in secondary school in Jigawa
Contribution to Knowledge
This study has contributed to knowledge by the following:
- it has proved that uncertified PHE teachers or physical health education teachers cannot teach most aspect of health education and school health media
- It also pointed out that most uncertified teachers have problem in regard to the implementation of health education and school health media in Secondary School in Delta
REFERENCES
- Abba, G. (2009). Stakeholders Assessment of Millennium Development Goals (MDGs) Capacity Building of Basic School Teachers for the Implementation of Universal Basic Education in Nigeria, unpublished M. Ed. Thesis University of Ilorin.
- Adesina, S. (1984). Introduction to education planning, Ife-Nigeria: University of Ife Press.
- Adewara, S.I. (1999). Planning Process and Implementation of Secondary Education in Kwara State, Nigeria, 1980-1995. Doctoral Dissertation, ABU, Zaria.
- Agale, C. (1998). Curriculum Objective for Effective Teaching; Onitsha. African Educational Publishing Company.
- Ajayi, B.O. (1998). The Relevance of Motivation in the Life of Industries. The Administrator 6 (3).
- Arewa House (2000). Towards the improvement of education in Northern Nigeria Agenda foundation, Kaduna
- Atoyebi, O.A. (2010). Foundations of scientific research in education Abuja: Fulbright Integrated Services.
- Kreejie, B. (1971). Evaluation and Research Report in Education, Crown
- Baiki, A. (2001). A lost of education in Northern Nigeria. The Teachers Chronicle
- Ben-Yunusa, M. (2000). Issues in Curriculum, Zaria Sankore Educational Publisher co. Ltd
- Ben-Yunusa, M. (2001). A management of discipline in the Nigeria Educational System.
- Unpublished Conference papers.
- Be-Yunusa, M. (2001). Issues on Curriculum. University Press Limited Zaria, Kaduna State.
- Branch, T. (2000). Curriculum Concepts, Theories and Practice, Ibadan-Nigeria Justice- Jaccon Press & Publishers Ltd.
- Brandi, V.R. (2000). Implementation of Secondary School Curriculum http//wwwlwilipedia.com printed on (2001).
- Buoro, E. A. (2000). Effects of strategies and material resources on the Columbus; Ohio, CT Merrill Publishing co.
- Coleman, E. (1999). Curriculum Planning for Teaching Secondary Schools. White Publishers Rutledge. Ltd, London.
- Dare, M.O. (2008). Hand out on EDAP 702: Quantitative Methodologies in Educational Administration and Planning (Unpublished lecture Note ABU, Zaria)
- Debora, A, Ogwu, M., & Philips. H. (2004). Establishment of Private Tertiary and Secondary Institutions
- Dreucker, P. (1999). The Effective Executive Bra Ed. London, Pan Books Press Ltd. Enesi, A.O. (1996) Effects of Multi-dimension Learning Variables on ‘0’ level Education in Africa (SEIA) Kampala, Uganda Education, U. Ibadan
- Enesi, O. (2001). Social Studies Methods for Nigerian Teachers. Ibadan University Press Ltd.
