Initiatives Required by Stakeholders in Provision of School Plant in Primary Schools in Enugu Education Zone

Abstract

The study sought to identify initiatives required from stakeholder in the provision of school plant in primary schools in Enugu Education zone. Three research questions were developed and answered. Survey research design was adopted by the study. The population for the study was 5488 while the sample was 645 selected using proportionate random sampling technique. A 24 item structured questionnaire developed from literature reviewed was used to collect data for the study. Three experts validated the instrument. The internal consistency of the items was determined using Cronbach Alpha method and a coefficient of 0.82 was obtained. The researcher administered the instrument with the help of 3 assistants. The data collected were analyzed using mean to answer the research question while the hypothesis was tested using t-test statistics. The study found out that there were 24 initiatives (8 initiatives each by PTA members, community leaders and government respectively) required from stakeholders for provision of school plant in primary schools in Enugu Education Zone. It was therefore recommended that the identified initiatives should be implemented by the stakeholders to provide school plant in primary schools in Enugu Education zone.

Second cycle students’ program choice and their aspired programmes at the tertiary level

“…The results of the study mean that the majority (138) representing 60.3% of the students decided to read General Arts. The study's finding validates some previous rearch on the fact that most SHS students tend to choose reading programs such as General Arts at the Senior High School level (Sarkodie et al, 2020;Agbo et al, 2015). This finding suggests that most students are more interested in reading subjects such as Economics, Geography, Literature, History, Ghanaian Language, and Christian Religious Studies (CRS) since they perceived Science and Mathematics related subjects or programs to be difficult.…”

Understanding The Attitudes Of Student-Teachers In Colleges Of Teacher Education Towards The Teaching Profession: A Mixed-Methods Approach

“…Their attitudes may align closely with their career aspirations, leading to a higher likelihood of pursuing teaching as a profession. Agbo et al (2015) views that career aspiration is the professional path one wishes to follow and maintain; it is a lifelong process that demands accurate perceptions of ability, potential and achievement. Career aspiration is defined as long-term individual work-related goals (Quaglia & Cobb, 1996).…”

“…Career aspiration is defined as long-term individual work-related goals (Quaglia & Cobb, 1996). According to these authors, career aspirations revolve around the ambitions and inspirations of students (Quaglia & Cobb, 1996;Agbo, Ojobor, & Ezinwa, 2015). Ambition, as defined by Quaglia and Cobb (1996) is the perception that an activity is important to achieve a future goal (Quaglia & Cobb, 1996).…”

The Role of Academic Performance and Peer Influence in Senior High School Students' Programme Choice in Ghana

“…Home-related factors (e.g., socioeconomic status, parents' educational level) and personal factors (e.g., locus of control, career indecision, self-confidence) also played a significant role in the choice of STEM-related programmes by female SHS students. Agbo et al (2015) hold the view that career aspiration is the professional path one wishes to follow and maintain; it is a lifelong process that requires accurate perceptions of ability, strength, potential, and achievement. The role of parents can neither be overemphasized nor underestimated in pupils' choices, especially in the area of choosing a programme for Senior High School education since they have a portion to sign on the form of the choice of programme (GES, 2019).…”