Management of skill-oriented subjects and goal attainment in private secondary schools in Ikom Education Zone, Cross River State, Nigeria

Abstract

This study investigated management of skill-oriented subjects and goal attainment in private secondary schools in Ikom Education Zone, Cross River State, Nigeria. To achieve the purpose of the study, two research questions were raised and converted to two null hypotheses to guide the study. Literature review was done based on the variables of the study. Survey research design was adopted for the study. The population of the study comprised 127 private secondary schools in Ikom Education Zone, Cross River State. All the 127 administrators of the schools were used for the study through census approach. The instrument for the study was the researchers-developed questionnaire titled: Management of Skill Oriented Subject Questionnaire (MSOSQ) and School Goal Attainment Questionnaire (SGAQ) designed on four-point Likert scale format. The MSOSQ measured 6 items, while SGAQ measured 18 items. The instrument was validated by two experts in Test, Measurement and Evaluation Department, University of Calabar. After the trial test, the reliability coefficient range of 0.72 to 0.91 were obtained which were considered reliable. The data collected were analyzed using Descriptive Statistics and Pearson Product Correlation Analysis at 0.05 level of significance with 125 degree of freedom. Findings revealed that management of Agricultural Science and Introductory Technology subjects did not have a significant relationship with secondary school goals attainment in terms of higher education opportunity, knowledge acquisition and learning outcome. It was recommended among others that Principals should ensure adequate management of skills oriented subjects in order to make students employable rather than job seekers.

Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools

“…The need for holistic evaluation of students’ learning is prompted by the fact that students’ success is central to the analysis of the education process ( Afkhaminia et al, 2018 ; Abushandi, 2021 ). Studies have also established that students’ learning achievements are critical parameters for assessing whether or not education goals have been maximized ( Ali, 2013 ; Etor et al, 2019 ). Therefore, assessment of students’ achievements across the three domains of learning is worthwhile in holistically addressing issues associated with the teaching and learning process in schools and is also apt in evaluating the extent to which the school system’s goals are achieved.…”