ABSTRACT
The study investigated effects of
insurgency on universal basic education in Borno state and other states in
Nigeria. Basic education is the first level of education for children at
primary 1 level to basic 9 which is the Junior Secondary School level in
Nigeria. However, achieving education for all Nigeria children, Borno state
need a secured teaching and learning environment. The study examined the
effects of insurgence activities such as abduction of pupils and attacks on
teachers in basic schools of Borno State. The sample for the study was 270
teachers of basic schools selected on the basis of 10 teachers from each of the
27 local government areas that constituted Borno State. The instrument for data
collection was a 20 items questionnaire title: Effect of insurgency on Basic
Education Questionnaire. Two research questions were formulated, data
collection were converted to mean, standard deviation was used to answer the
research questions. It was therefore recommended that the Nigeria government
should provide free and compulsory education to all Borno State internally
displaced children through provision of scholarship from basic school level to
university, the government should show higher commitment to ensuring security
in the states and schools.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
Chapter One: Introduction 1
1.1 Background
to the Study 1
1.2 Statement
of the Problem 2
1.3 Objective
of the Study 3
1.4 Research
Question 3
1.5 Statement
of Hypothesis 4
1.6 Scope
of the Study 5
1.7 Significance
of the Study 6
1.8 Limitations
of the Study 6
1.9 Operational
Definition of Terms 6
Chapter Two: Literature Review 8
2.1 Introduction
to the Study 8
2.2 Basic
Education in Nigeria 8
2.3 Origin
of Insurgent Group in Nigeria 9
2.4 Models
and Theories Relevant to the Research 12
2.5 Current
Literature Review of the Study 15
2.6 Summary
of the Chapter 17
Chapter Three: Research Method and Design 19
3.1 Introduction 19
3.2 Research
Design 19
3.3 Population
of the Study 19
3.4 Sample/Sampling
Technique 19
3.5 Instrumentation
20
3.6 Method
of Data Collection 20
3.7 Method
of Data Analysis 20
Chapter Four: Data Presentation, Analysis and Hypothesis
Testing 21
4.1 Introduction 21
4.2 Presentation
of Data 21
4.3 Data
Analysis 21
4.3.1 Graphical Presentation of Data 27
4.4 Hypothesis
Testing 32
4.5 Discussion
of Findings 35
Chapter Five: Summary of Findings, Conclusion and
Recommendations 37
5.1 Introduction
37
5.2 Summary
of Findings 37
5.3 Conclusion
38
5.4 Recommendations 39
References 41
Appendix I 43
Appendix II 44
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The
nation Nigeria has witnessed brutal confrontation and massive assault from terrorist
group which is undoubtedly the most blood-thirsty and destructive, both in
terms of brutality mindless of the savagery and flagrant disobedience to the
principles of peace and stability. Nigeria has witnessed insurgency from this
terrorist group called Boko-Haram from 2009. They have unleashed terror and fear in the minds of every Nigerian. There is
massive destruction of government’s properties, burning of schools, bombing/burning
of churches, mosques and other public places.
Historically,
Borno State, which was founded in 1971 initially comprised the present Borno
State and Yobe State. Prior to the advent of insurgency, has been relatively
peaceful, multicultural and dynamic state in Nigeria. The state is fortunate to
have human and natural resources which has created many opportunities for its
indigenes and other Nigerians to live in harmony. Borno State started
experiencing the global trend of insurgency from 2009 (Adamu, 2014). Which led
to the gruesome killings of innocent Nigerian citizens perpetrated by an
insurgent group called Boko Haram (Adamu, 2014). Since 2009, they have
disrupted educational system in Borno State with huge negative effects on basic
education. The insurgent group dislikes children attending schools and also
commit criminal offences ranging from kidnapping of school pupils and attacking
teachers in schools (Adeyemi, 2014). There is major destruction of schools
activities in the state. In the recent past, they used under aged girls to
carry out suicide bombing of major shopping malls, cinema halls and bus
terminals. Moreso, abduction of school children and the elderly were also
common in their recent styles of mindless attacks.
1.2 Statement of the Problem
Empathically,
many basic schools in Borno State and other northern states had experienced
several attacks from the insurgent group. Some basic schools especially in Baga
towns in northern part of Borno State have been closed down for two (2) years (BSMOE,
2015). The problem could be traced down to when the Boko Haram group used
religion to set up rules in the community unnoticed, advanced it with violence
to the state level and metamorphous into an insurgent group and disturbed the
peace of the state.
Moreso,
basic education in Borno state have been experiencing serious problem prior to
the insurgence, there were shortage of classes for teaching and learning,
shortage of instructional materials and teachers (NUT, 2007). This has
indicated that basic school is underfunded by the state government, lack of
payment of teachers’ salary which led to frequent strike by basic school
teaches are also a concern to many families (NUT, 2008). Moreover, while the
state is struggling to overcome the existing problems, insurgent came in as a
bigger challenge to the state, which now posed as a threat to many parents and
children of school age in Borno State.(nta 2015)
1.3 Objective of the Study
The
purpose of this study is to find out if the activities of the Boko Haram have a
direct effect on basic education in Nigeria, especially Borno. And also to draw
the attention of the authority to the damaging effects of Boko Haram attacks on
education in the northern Nigeria. It calls on Boko Haram and other unknown
gunmen to immediately cease all attacks on schools and educational facilities
as it is affecting the achievement of Education For All (EFA) by 2015.
1.4 Research Question
1. What is the effect of insurgency on school attendance
among pupils/students in the area affected?
2. Has insurgency affected basic education
in Borno State?
3. What is the effect of insurgency on the
performance of teachers in Borno State?
1.5 Statement of Hypothesis
The
study is guided by this research hypothesis;
Hypothesis One
HO There
is no significant difference in school attendance among male and female,
pupils/students in areas are prone to Boko Haram attacks in Northern Nigeria.
HI There
is significant difference in school attendance among male and female,
pupils/students in areas prone to Boko Haram attacks in Northern Nigeria.
Hypothesis Two
HO There
is no significant difference in school attendance among urban and rural schools
in state that are prone to Boko Haram attacks in Northern Nigeria.
HI There
is significant difference in school attendance among urban and rural schools in
state that are prone to Boko Haram attachs in Northern Nigeria.
Hypothesis Three
HO There
is no significant in school attendance among primary/secondary schools in areas
that are prone to Boko Haram attacks in Northern Nigeria.
HI There
is significant in school attendance among primary/secondary schools in area
that are prone to Boko Haram attacks in Northern Nigeria.
1.6 Scope of the Study
The
study investigated effects of insurgency on universal basic education in Borno
State and other Northern states in Nigeria. The study also examines the effect
of insurgent activities such as abduction of pupils and attacks on teachers in
basic schools of Borno State.
1.7 Significance of the Study
The
relevance of the study is to provide an applicable solution to the effect of
this insurgency on basic education in Borno State and other Northern States in
Nigeria.
The
researcher is prepared to conduct this study and have a researchable solution
to the effect of insurgency on basic education in Nigeria.
The
outcome of this study will be of considerable benefits to education, also serve
as an insight for other countries to study the situation in Nigeria and avert
any pre-insurgency activities in their nations.
1.8 Limitations of the Study
This
study is primarily limited by time and distance between the researcher and
respondents. The researcher had the obligated responsibility of attending
lectures and writing this project. Time was rather limited.
Insufficient
funding also posed difficulties in the course of this study as a self-sponsored
student without financial assistance from friends and relatives.
The
study was also limited by lack of current literature in the polytechnic
library. The researcher has to source vastly for information with which this
study was carried out.
Irrespective
of these limitations, the researcher did his best to overcome these limiting
factors, therefore, the reliability and authority of this research should not
be underserved by its potential users.
1.9 Operational Definition of
Terms
In
order to ensure clarity of terms and the understanding of the meaning of some
important terms used in the study, the following operational definitions are
given;
1.
Education: Education can be defined as a tool
for building a united, independent, wealthy egalitarian society which is
capable of maintaining the traditions and value (Adesina, Fegbongbe &
Talabi, 1983).
2.
Basic Education: Basic education can be as the
beginning of acquisition of desirable skill, knowledge and attitude in a formal
school system.
3.
Universal: Universal can be defined as the
programme that is meant for all arms of the society such as the poor and the
rich, the physically challenged and all the school dropouts people in Borno
State.
4.
Insurgency: An insurgency is a rebellion against
a constituted authority.
5.
insurgent: A person who rises in forcible
opposition to lawful authority, especially a person who engages in armed
resistance to a government or to the execution of its law.
6.
Boko Haram: The term “Boko Haram” come from the
Hausa word book meaning “western education” and the Arabic word Haram
figuratively meaning sin (literally “forbidden”). The name loosely translated
from Hausa means Western Education is Forbidden.
7.
School: A school can be defined as an
institution for the instructions of children or people under college age.
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