Community participation

IMPACT OF COMMUNITY PARTICIPATION TO THE
DEVELOPMENTOF SECONDARY SCHOOL STUDENTS’
ACADEMIC STANDARD IN IJEBU EAST, NIGERIA.
BY
SHOAGA AYODELE RAPHEAL
04/36ED120
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT
OF EDUCATION FOUNDATION AND MANAGEMENT, FACULTY OF
EDUCATION, OLABISI ONABANJO UNIVERSITY, AGO-IWOYE, OGUN
STATE
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE AWARD OF BACHELOR OF BUSINESS EDUCATION (BBE)
MAY 2009
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ABSTRACT
This research work was carried out to examine the impact of community
participation to the development of students’ educational standard within Ijebu
East, Local Government Area. The objective of this research work is to identify
various measures that could be put in place to ensure greater community
participation towards the development of students’ academic standard in Ijebu
East, Ogun State.
The population covered in this study consisted of all schools and
community members in Ijebu East, Ogun State. The sampled population were
drawn from some selected community members, schools’ administrators,
teachers and students as well as from some members of Parent-Teacher
Associations within the Ijebu East Local Government Area. Survey method was
used to gather information from the sampled population.
Correlation coefficient and chi-square methods were used to analyse the
data gathered from the respondents. The data were also used to answer the
research questions and test the research hypotheses raised in this study. The
findings from the data analysed revealed that there is a significant relationship
between the schools and the Ijebu East community and that the community
participation in school programmes has positively influenced the students’
academic performance and behaviour.
It is then recommended that the formation of Parent-Teacher Association,
the inclusion of the community members in school decision making and so on
would bring about greater community participation towards the development of
students’ academic standard.
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CHAPTER ONE
INTRODUCTION
Background to the Study
Education which is seen as the transmission of the knowledge and values of
a society from one generation to another is designed to guide a child in learning a
culture, moulding his behaviour in the ways of his community and guiding him
towards eventual roles in the society. In primitive culture with no organized form
of education, the entire environment constitutes a ‘school’ while all adults
particularly parents represent ‘teachers’. In complex societies, the quantity of
knowledge is so much that there arise a need to evolve a more advanced and
effective means of cultural transmission called ‘formal education’. While the
most components of formal education are the school, academic staffs (teachers),
non academic staffs and students, the parents and the community also play
significant roles in the development and growth of formal education in order to
improve and maintain the academic standard of a child.
A child receives his early education from his parents, uncles, aunts, friends,
neighbours and his immediate environment but as the child’s faculty of reasoning
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progresses due to age and experience, he is sent to a more advanced school where
he learns many things like craft, moral attitudes, discipline as well as associating
with other members in the school, learning other cultures etc. that are not only
beneficial to him alone but also to the entire community at large.
Before the arrival of western European type of education in Africa, the
youths in the community learn by imitating the ways of life and activities of the
elderly members of the community. For example, the young boys learnt the art of
farming by following their fathers and other male elders in the community to the
farm and watching how these leaders cultivated, planted, nurtured and harvested
crops after which they began to participate in such activities. Similarly, the girls
learnt the domestic works by imitating and watching how their mothers and other
female elders in the community carried out their domestic works. For example,
the watched how their mothers took care of the babies by bathing, feeding,
putting babies at their backs and rocking them to sleep.
On the arrival of the Christian missionaries in Africa in 1842, the tune of
education in Africa took a new dimension and hereby became more complex.
The child at the age of six years was being introduced to the four walls of the
formal school systems where his education was harmonized with that of his
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home. However, the missionaries could not have succeeded in the introduction of
their western type of education without the contributions of the local
communities. The local communities assisted the Christian missionaries morally,
physically and financially by providing direct labour, donation of harms and so
on. The African communities saw western education as the main instrument that
could bring progressive change and rapid development in the society.
In Nigeria, the contributions of local communities towards the spread and
development of western education can never be over-emphasized. Evidence has
shown that since 1939 up till date, many schools (both primary and secondary
grammar schools) have been established through the agitative efforts and the
contributions of the local communities. That is, communities have played a
variety of roles in the provision and management of education and learning
systems. Apart from contributing financially or in-kind to the support of the
schools, the community also participated in a much broader range of functions,
including administrative (e.g. school maintenance), managerial (such as student
and teacher discipline), financial (mobilizing funds and resources), pedagogical
(establishing a pre-school), or personnel functions (monitoring and teachers
attendance) and so on (World Bank, 2005: 39).
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Also, communities act as critical resources in the provision of education in
emergencies and during construction and reconstruction of the schools. To Berry
(1976), community resources are material resources, agencies, activities or
persons within the community which could be used to provide effective teaching
and learning experience. Community resources could also be seen as the human
and socio-natural resources within the community that could be utilized to
provide learning opportunities. These opportunities are provided either by taking
the school into the community or by bringing the community into the school. The
vehicle for taking the school into the community could be through field trips,
excursions, tours, school visits etc. In the course of this, students have the
opportunities to hear, see, smell, touch or examine the real object(s) under
discussion. More so, students have the opportunity to ask questions, photograph
objects, record sounds and sketch items of interest. Bringing the community into
the school is another way through which the community resources can be used
for effective teaching and learning in an educational system. This involves
inviting resource person of high status in the community to the school for
teaching and learning purposes. Ultimately, the mobilization of community
resources together with a sense of community ownership, have a significant
impact on the sustainability of learning activities and educational systems.
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In Nigeria, there is no how we talk about the impact of community
participation in education without discussing the roles of Parent-Teacher
Associations (PTAs) in educational system of Nigerian schools. This is because,
as the community mobilizes, consultative and representative groups may emerge
in form of parent-teacher associations (PTAs) or broader community education
committees (CECs). Parent-Teacher Associations (PTAs) consists of school
teachers and parents of students of particular schools coming together or forming
a group with the objectives of improving the running of such schools so as to
enhance maintain and improve the quality of education as well as to improve the
academic performance of the students.
In the 1960s when schools were not too many in Nigeria, governments
were able to effectively fund education and only few PTAs existed. However, in
the 1980s when governments stopped infusing adequate fund to the educational
sector, the quality (standard) of education in the country started declining. As a
result, most of the things a primary school leaver in the years gone by can do,
cannot be effectively done by most of the secondary school leavers of today. This
falling educational standard emerged from inadequacy of funding, lack of
modern classrooms and teaching tools, poor numerations and acute shortage of
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qualified teachers. Also, lack of dedication and punctuality to duty by teachers
contributed to the falling educational standard. Parents also shared in the blame.
Most of them simply did not care about their children’s education. As a result,
the children’s projects, home work and assignments would not be done; neither
would they be reminded to study at home. This even made some children derail
and drop out. Government is largely responsible for this falling educational
standard. Government frequently changes policies concerning education leaving
both the teachers and the students confused (Adamu Muh’d Usman 2009).
With the advent of numerous problems in the educational sector resulting
in falling educational standard in Nigeria, it became necessary for most of the
schools (primary and secondary schools) to have PTAs to assist in solving these
problems. As a result of the proliferation of PTAs all over the country, it became
necessary to organize them into schools as Institutional PTAs, Local Government
Central PTAs, State PTAs and National PTAs of Nigeria. This development is a
clear indication that parents (communities) would no longer sit and watch the
educational standard of their children to fall. The followings entail some aims
and objectives of the National PTA of Nigeria;
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i. To provide platform for parents, guardians, sponsors and teachers of
Nigerian students at primary, secondary, and tertiary level to meet,
exchange views, analyze issues deeply, make recommendations and pursue
implementation of decisions on matters affecting education in Nigeria with
appropriate agencies;
ii. To co-operate with and support morally and financially the Federal, State,
and Local Governments, Ministries, Boards, Commissions and all other
appropriate organizations, institutions and establishments of education to
achieve high academic standard and performance, discipline, morality,
service and integrity in Nigerian schools;
iii. To foster mutual understanding, harmonious relationship and co-operation
among parents, guardians, sponsors and teachers in the fulfilment of their
common goals, the welfare of the schools and the students therein;
iv. To make for healthy and sympathetic understanding of the educational
policies and programmes of government and thus influencing some to
create suitable climate for schools teaching and learning activities;
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v. To ensure a suitable, uniform and high standard of discipline, both at home
and at schools;
vi. To assist materially and otherwise in providing the schools with such
additional requirements that will enable it carry out its educational
functions adequately and
vii. To assist in the proper and all-round development of the children
physically, morally, socially and mentally so as to make them grow to
become useful and law abiding members of the society
From the above objectives, it is obvious that the National PTA is playing
crucial roles in the maintenance and development of Nigerian educational
system. Some of the achievements of school PTAs’ could be seen from the
following;
a) They enhance understanding and good rapport between teachers and
parents;
b) Enable parents come to grip with the problems of the schools their children
attend;
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c) Complement government efforts in the provision of infrastructures
(building, water and electricity supplies, etc), materials maintenance of the
schools;
d) Giving their parents’ interests in their schools, students are encouraged to
give their maximum best towards their studies;
e) Lobby government for support on the schools.
f) They also serve as the watchdogs by monitoring and supervising the
schools’ activities and that of the students.
g) They also provide the schools the security officers to prevent their children
from unnecessary roaming about outside the school premises as well as
within the school compound during the class period.
h) They also organize extra moral lessons for their children so as to improve
their academic standard and performance.
Community education committees (CECs) also perform some similar roles
with those of PTAs. It is essential that the committees’ roles and responsibilities
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be defined. CECs are organized to primarily focus on primary and secondary
education (INEE, 2004: 15-16) some responsibilities of CECs are listed below:
• Promoting good relationship between the school and the community
members;
• Communicating and meeting regularly with the school to discuss issues of
concern as regards to the educational performance and improvement of
their children;
• Advising school to provide culturally appropriate approaches (e.g. flexible
school calendars, education programme curricula that reflect the
community context and involve community members in decision-making;
• Participating in school project implementation and so on.
Conclusively, it can be noted that PTA is the best way the community can
participate on matters affecting education in Nigeria. Virtually, every school in
the country in which PTA exists has benefited from the activities of the PTA.
The benefits include provision of infrastructural facilities, materials (such as
books, chalks and some other instructional materials) as well as assisting in crisis
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solving and giving useful and valuable advice to school management. All these
activities are carried out by the PTA and the community to improve and maintain
the educational standard of their children and to make them useful not only to
themselves alone but also to the community as a whole (Baku and Agyeman’s,
1997).
However, the efforts of Nigerian governments towards the growth of
western education in the country should not be shunned. Many schools
(including primary, secondary, universities and other tertiary institutions) at
various levels (local, state and federal) have been established and are being
financed by the government. During the last decades, government has made
strong efforts and commitments to education which may be seen through the
formulation and implementation of various educational policies and programmes.
The Universal Basic Education (UBE) organized by the government is a positive
step towards educational success. Its purpose is to create an educated public
whose interests are to support the unified nation, Aborisade oladimeji (1999).
In a nutshell, there is need for communities and the schools as well as the
Nigerian governments to operate hand in hand towards the development of
students’ educational standard in the country.
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Statement of the Problem
The researcher intends to find out the rationale behind the community
participations in the academic programmes of their children. Evidence has shown
how communities partake in the school programmes to ensure that their children
get sound, better and quality education. Based on the problems militating against
the smooth running of many of schools in Nigeria, which include poor or
inadequate teaching infrastructures and aids, lackadaisical attitudes of
governments towards financing education, inconsistent educational policies and
poor implementation of such policies, low teaching salary, constant teachers
strikes, etc., parents and the community find it necessary to participate in the
school programmes and fight the educational problems. This is based on their
beliefs and anxieties that without their support, participation and involvement in
school programmes, their children education may not be promising.
The fluctuations in the school programmes which may affect the
educational standard and performance of the children also necessitate the
participation of the community (parents) in the school programmes. Also, if the
school activities of the students are not monitored, they may keep bad company
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or engage in some vices at school. Hence, the need to examine the community
participation in school programmes is essential.
Purpose of the Study
Many researchers have carried out various research works on the
community participation in the school programmes. Balgopah, (2000) examined
the roles of community in promoting the standard of education; Sherry Arnstein
(1969) and Roger Hart (1992: 9) indentified eight major areas where community
can participate to the educational development of a nation and so on, but nothing
has been done to enhance the community to participate more in the improvement
of children’s academic standard. The purpose of the this study include the
following;
1. To make it known to the parents and the communities that their
involvement in their children educational programmes is an enhancement of
their educational understanding and their ability to prevail over any
negative circumstances that may stand in the way of their children academic
programmes;
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2. To make it known to the parents that the education of their children should
not be left in the hands of the teachers alone, parents should also partner
with the schools in the provision of some basic teaching materials to
promote effective learning for their children.
3. To make it known to the parents that their educational achievement is their
children educational success and they should participate more in their
children academic programmes.
To bring out various measures that should be put in place to facilitate and
enhance a better community participation in educational system.
In a nutshell, it is hoped that this research work achieves the above
purposes it is aimed to serve and lead to a greater and further critical research on
this significant topic. This research work is aimed to be of great benefit to the
parents, the school, the students and the entire community.
Research Questions
This research work is designed to address the following questions;
i. What is the relationship between the community and the school?
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ii. Why should the community participate in the academic programme of
students?
iii.To what extent has the community participated in the maintenance and
improvement of students’ academic standard?
iv. Does the community participation in children’s educational programme
have any influence on their academic performance?
v. What are the measures to be adopted to ensure greater community
participation for better and quality education for their children?
Research Hypotheses
The following hypotheses are formulated from the research questions
Ho1: There is no significant relationship between the school and the
community.
Ho2: There is no significant reason for the community participation in
students’ academic programmes
Ho3: There is no significant influence of community participation to the
development of students’ educational standard.
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Ho4: There is no significant influence of community participation on the
Scope of the Study
This study focused on five (5) selected senior secondary schools in Ijebu
East Local Government Area. The population under this scope entails all the
community members, the schools, the students and parent-teacher association(s)
within the Ijebu East Local Government Area.
Operational Definitions of Terms
For the purpose of clarity, the following terms are briefly defined.
Community: - This refers to a group of people living together in a particular area, having
common interests, rights, beliefs and privileges in civil, political and local ties.
Participation: - This refers to an act of taking part in an event.
Education: - This is the process of acquiring knowledge through teaching that will lead
to change in behaviour.
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Role: - This deals with some certain functions performed by an individual or group of
individuals.
Educational Standard: - This refers to the quality of education in a system.
Programme: - This refers to a planned series of events that must be carried out in the
school for effective functioning.
School: - This refers to an educational institution meant for educating children.
PTA: - This is an abbreviation for Parent-Teacher Association.
Significance of the Study
It is not an exaggeration to say that the existence of human being is
fruitless without education. This study stresses in examining the importance of
education to a child and the needs for both the parents and the community to
participate in children academic programmes so as to maintain, improve and
develop their educational standard.
The quality (standard) of education acquired by the children makes a
worthy contribution to their lives by making them responsible citizens. It is this
standard (quality) of education that would positively mould the children
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behaviour and make them to be useful not only to themselves alone but also to
the development of the entire community.
Another significance of this study is that, a child with good and quality
education has the ability to change the world as he/she brims with confidence,
makes the right moves and decisions, differentiate between the right and the
wrong and gets a secured future.
Also, the quality of education given to children lies in its ability to open
new vistas for the children, expands their outlook, broadens their mental
landscape and makes them to be tolerant towards other views. Therefore, it is
very essential for the community, the parents, the schools and the governments to
work hand in hand and participate more towards the development of students’
academic standard.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
Many schools including those in the poorer parts of the country have been
constructed through the efforts of the community in educational system in
Nigeria. This chapter reviews the related literature on the influence of
community participation to the development of Nigerian education and begin
with the following;
a) The Concept of Community Participation;
b) The Concept of School Programme;
c) The Concept of Community-School Relationship;
d) The Concept of Student-Community Relationship;
e) The Concept of Educational Standard;
f) Historical Overview of Community Participation in Nigerian Educational
System;
g) Appraisal of Literature Review.
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a) The Concept of Community Participation
The concept of community has been seen by Webster (1975: 366) as a
group of people in a society, having common interests, common religions,
common rights, common traditions and cultures, with common political
background and living under the same laws and regulations. This means that a
community is a set of people, living in the same locality with the same historical
background and under the same government. A community may be adopted,
radical or national.
An adopted community is the one in which a group of people living in the same
locality and sharing common interests do not necessarily have strong historical
links and ties. Muzaazi, (1982: 238), stated that this type of community is built
through education, employment and business. The members of this type of
community have different historical, ethnic and cultural background but are
brought together either by social, political or economic ties or both
A radical community is often referred to as dispersed community because
the members do not necessarily live together as neighbours but share strong
ethnic, cultural and religions ties. For instance, the tribal and religion
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communities scattered all over country e.g. hausa community in Oyo, Anambra
etc., Yoruba community in Sokoto, Oweri etc., Muslim or Christian communities
in the city etc.
A national community as seen by Okeke, (1985) consists of all members or
citizens of a country. That is, the national community embraces all the people
(nationals) residing within the geographical boundary of a country irrespective of
their religions, ethnicities and genders. Therefore, a community could be seen as
a brand grouping of the people, located within a defined territory and related to
each other by social, economic and civil activities which produce cohesiveness to
a history and an identity.
Participation is the act of taking part in an event. With regards to this study,
it could be seen as taking part in the provisions of educational programmes. The
community as an important organ of the school takes part in the school
educational programme by assisting in establishing a conducive atmosphere for
effective learning, providing some educational facilities as well as helping in the
implementation of the school decisions. The participation could also be in form
of moral support, financial aid, scholarship and direct participation in form of
free labour etc.
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To Pateman (1995), “while participation may be a vague term, its advocates
often rely on two key arguments about its value”
• It makes for injustice in decision-making.
• It has an educative value.
Kathmandu (1996) stated that community participation is the process by
which individual and families assume responsibilities for the development of
educational programme in the community.
Richard Knut (2001) defined community participation as the creation of
opportunities to enable all members actively contributes towards influencing the
development process and to equitably share the fruits of development
b) The Concept of School Programme
The concept of school has been defined by Homby (1985: 761) as “an
institution for educating children” the school has its own boundary which
separate it from outside world and consists of the classrooms, members of the
teaching and non teaching staffs. The school as one of the most powerful agents
of socialisation in the society socialises its members in a distinct way because of
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its peculiar structure (Merton and Kitt, 1976). The school provides physical care
and transmits to the child the culture of its immediate environment. The child as
a member of the school learns the aspirations of his teachers and interacts with
other members of the school. He also learns about the norms in the school which
helps to sustain discipline both at home and at school. The child is deliberately
and consciously taught some skills and values by the teachers in the school which
have everlasting influence on the child.
According to the state superintendent of public instruction, Dr Tony Evers
(2009), a school is an administrative unit designed and dedicated to impact skills
and knowledge to students. That is a school is organised to effectively deliver
sequential valuable instruction to students. Therefore, the school as a place for
educating the community children undoubtedly deserves a special attention so as
to function effectively and meet the expectation and requirement of the
community. Such attention could be in form of active support of the school by
the community morally and financially. When this is done, the school stands a
better position to provide active and effective services to the community.
The word ‘programme’ as described by the Oxford American Dictionary
(1980:534) is “assistance, helpful and beneficial acts, indoctrinating people to
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respond automatically in learned behaviour patterns”. Programme could be seen
as a planned series of events or a set of related measures organised to achieve a
goal. Farlex Clipart (2003-2008) sees school programme as a system of project or
services intended to meet the educational needs of the people and to promote the
development of the community at large. A school programme is an educational
programme designed to meet the needs of students and adolescent that cannot be
adequately addressed in a traditional setting environment. Therefore, school
programme encompasses a set of activities that must be carried out to the running
and operation of the school. This can be set for each school term or session.
School programme also entails the daily class period, breakfast, closing hour,
general break (holiday) and resumption etc.
c) The Concept of Community-School Relationship
Relationship is the connection between two variables. With regards to this
study, the relationship entails the connection between the school and community.
The school and the community are brought together by the students (community
children) for effective teaching and learning that would enable their children not
only to be useful for themselves but also for the entire community. Therefore, the
relationship between the school and the community can never be under-
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estimated. This is because the community provides the land on which the school
is built with moral, physical and financial support. It also assists the school in the
provision of some teaching infrastructures to ensure effective and smooth
functioning of the school. On the other hand, the school impacts values,
knowledge and attitudes on the students (community children). The school also
assists in the growth and development of the community.
From the historical perspective, the community had been of substantial
assistance to the school both morally, materially, physically, financially and
economically. As a result, the school needs to maintain a sound relationship and
close contact with its locality. To Muzaazi (1982), the school cannot effectively
function when the community in which it is meant to serve is neglected.
As noted by the report of the Commonwealth Conference on Education
(1970), the school if it is to use the environment of a child cannot function
effectively in isolation from the community of which it is an integral part.
Dangriffuh who supported this view in a seminar of international visitation
programme (1982) reiterates that schools do not operate in isolation from the
society, the school should closely identify the community educational and
cultural needs and relate them as part of its aims and objectives. The school
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curriculum should reflect its community needs so that it can enrich its
programmes through its contact with the community. Similarly, Afolayan (1982)
shared his opinion with Fafunwa (1974) by emphasising that school involvement
in community activities enriches educational experiences of the staffs and the
students i.e. the school can take part in agricultural show, art exhibition,
operation keep the town clean and campaign against illiteracy which may be
organised by the community from time to time.
For school to strengthen further its relationship with the community, the
school can allow reputable clubs and society to use the school facilities such as
football pitch, assembly hall etc. In review of Okimola (1974), “for school to
project itself into the community, it must have a principal and a team of teachers
who are community oriented. If a healthy school community relationship is to
prevail, students should be sensitised on the need for good community
relationship through the community oriented programmes. However, Muzaazi
(1982) advanced the above view by stressing that both school and the community
should not forget that education is a co-operative enterprise that involves parents,
school and the community.
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Education is an activity which involves the co-operation of parents,
teachers, students and the community at large. Parents in particular are naturally
interested in the education of their children to the extent that they create time to
know what their children are being taught and who are teaching them. Similarly,
Fafunwa (1974; 165) said “once you have the majority of the community
children in your school, you will discover that even if you do not want to relate
with the community, the community will force itself open the school”. This
statement could not be far from the fact that parents whether poor or rich make
greater efforts and sacrifice by spending large proportion of their income to make
sure that their children possess good, better and quality education.
d) The Concept of Student-Community Relationship
Students as perceived by the Encyclopaedia World Dictionary (1971: 1555)
is “one who is engaged in a course of study and instruction at a college,
university or professional/technical school or one who studies a subject
systematically or in details”. This perception has shown that is one a student is
one who is in attendance at an educational institution and pursuing course of
instruction. To Zhao and Kuh (2004) student engagement occurs when people
make a psychological investigation in learning. They try hard to learn what
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school offers. American Heritage Dictionary of English Language by Houghton
Mifflin (2009) see student as a person following a course of study in a school,
college, university and so on. This means, a student is a person who makes
thorough study of a subject. To Collins English Dictionary (2003), student is a
learner who is enrolled in an educational institution. This means, a person who is
enrolled in a course of study could be seen as a student. Students therefore, when
broadly looked at are those community members that are taken to school for the
purposed learned organised and systemised programmes and are expected to
serve their community after the completion of their studies.
e) The Concept of Educational Standard
Educational standard could be simply seen as the quality as of education in
a system. To Dike, V. (2003), the standard of education is how education
contributes to the public health, socio-economic and political development of a
nation. Teachers without Boarders (2006) look at the educational standard from
the perspective of how the products of school can be measured in terms of their
outcomes. That is how school leavers contribute to the society in term of
cognitive, affective and psychomotor. Equally, measuring educational standard
entails adequate educational infrastructures, teaching materials, teachers’ quality,
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level and degree of learners, condition in which the learning takes place, the
quality of method of assessment and some types of contributions to the society
and so on. However, as noted by Babalola, A. (2006) and Dike, V. (2006),
Nigerian educational standard is falling as a result of constant strikes, shortage of
qualified teachers, inadequate educational teaching facilities, politicising
education, corruption, over population of students etc., leading to low students’
educational standard, indiscipline and mass examination mal-practices.
f) Historical Overview of Community Participation in Nigerian
Educational System
There is a long history of community participation in educational
programmes in Nigeria. According to Fafunwa (1974), education has never been
one man’s business especially in the African context where communal attitude in
education is as old as man himself and hence, community participation in
educational activities in Nigeria.
In the traditional system, a child is made to appreciate his role as a member
of his immediate and extended family as well as that of the community at large.
The newly born child immediately becomes the child of everyone and his early
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education is the responsibility of not only his parents but also of everyone in his
immediate environment. The scholarly perception of the traditional African
community which clearly explained the communal attitude of the Africans in the
education of their children showed that education is valuable, dignified and
respected in the life of every human being.
In Nigeria and other West African countries, formal education was brought
by the Christian missionaries who came along with the white colonisers as early
as 1842. Since then, this type of education has been formally recognised as the
main instrument of bringing about progressive changes, rapid growth and
development in a nation. Over the years, Nigerian demand for this type of
education has become progressively spread, wider and complex. In the words of
Fafunwa, (1974: 140), many Nigerian parents had seen education as a key for
human development and were determined to send their children, wards or
relatives to school at any cost. This clearly testifies to the kinnes of the Nigerian
society towards the western education. Fafunwa (1974), noted that this quest for
knowledge did not stop at the ethnic level but also transcends to religion
organisation such as Muslim and Christian organisation.
32

When the Muslim intellectual saw the importance of the western type of
education, science and technology, and also, when they realised that they were
not participating enough in the administration of government, they felt the need
to combine a sound Islamic education with a sound western type of education
without changing their religion and culture. During the late 1930s, some Muslim
organisations such as Ansar-ud Deen Society, Nawar-ud Deen society, Al-
madiyya Movement, Jama’atu Islamiya etc., esterblised primary and secondary
schools in places like Sokoto, Katsina, Kano and some others.
In the western part of Nigeria, community participation in the western
education began through their support with the missionaries in the establishment
of a number of schools in the Yoruba and Mid-west states of Nigeria. WAJ
(1973) noted that the period between 1939 and 1960 was a period of local
community efforts. During this period, the number of community school
increased from 27 in 1937 to 227 in 1960. It is imperative to know that this
attitude continued until 1970 when the government took over the complete
control of the school. Fafunwa stressed the importance of the community
[participation in Nigerian educational system by emphasising that Nigerian
community had been a source of pride to the development of education in
33

Nigeria from the period of missionaries, via the colonial era and even after the
independence.
Similarly, two Nigerian authors as quoted by Ezeoch (1985; 165), Alani
(1977) and Akobogu (1981) working in different part of Nigeria on community
participation in schools found out that communities provide lands, funds, game
equipment, teaching aid, put-up building and render free community labour, as
well as giving prizes and scholarship to students. This clearly demonstrate that
the Nigerian communities apart from giving moral and financial to the
development of western education, they also participate physically in order to
make learning concrete and possible for their children (Ezeochi, 1985).
The impact of community participation in education may well be felt by
themselves in terms of joy of being a better community and as a result, their
community economic prosperity and cultural development will be enhanced.
This means that while participating in education, the communities are making
efforts toward their development. This is because, education improves economic
growth and socio-political awareness which are inevitable to any rapid and
progressive development.
34

Conclusively, community participation in education had been the feature of
Africans from the indigenous type of education to the other alien educational
system brought by the Muslim and the Christian missionaries. Therefore, the
history of community participation in education is a new one in the Nigerian
context.
g) Appraisal of Literature Review
This chapter began with the review of related literature in which the
perceptions of scholars on concepts such as the concept of community, school,
programme, student, educational standard and some others are discussed.
Webster (1975: 366) sees “community” as a group of people in a society, having
common interests, common rights, common religions, common traditions and
cultures with common socio-political, economic and historical background under
the same government.
Homby (1985: 761) sees “school” as an institution formally organised and
designed for educating children.
35

Dike (2003) sees “educational standard” as the quality of education in a system
in terms of how education contributes to the public health, socio-economic and
political development of a nation.
Farlex Clipart (2003) sees school programme as a system of project or
services intended to meet the educational needs of the people and to promote the
development of the community at large.
Kathmandu (1996) stated that community participation is the process by
which individual and families assume responsibilities for the development of
educational programme in the community.
It can be concluded that the community efforts towards the development of
students’ educational standard can never be over-emphasised.
36

CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presents the methodology to be adopted in this research work.
This is presented under the following;
a) Research Type;
b) Population, Sample and Sampling Techniques;
c) Instrumentation;
d) Procedure for Data Collection and
e) Data Analysis Techniques.
a) Research Type
This research work is a descriptive research. To Odewumi and
Mohammed (2004), a descriptive research is a systematic method of survey
which involves observing and describing the behaviour of a subject without
impacting it in anyway. The reason why it a descriptive is that, it examined the
roles, contributions attitudes and behaviour of community towards the
37

educational programmes of their children. This survey method also looked into
the motivating factors that gear the community to participate in their children’s
education.
b) Population, Sample and Sampling Techniques
Population consisted of all schools and communities in Ijebu East, Ogun
State. With regards to this study, the targeted population consisted of all the
members of the community, the schools administrators, the teachers and the
students as well as the parent-teacher associations within the Ilorin East Local
Government Area.
The sample was based on the five (5) selected schools and some prominent
community members within the Ijebu East Local Government Area to represent
the targeted population.
The sampling techniques under this study were based on random selection
(simple random sampling techniques) from the targeted population. That is, some
community members and five (5) different schools were randomly selected
within the Ijebu East Local Government Area. This gave every community
38

member and school in the area an equal opportunity of being selected in the
sample.
c) Instrumentation
With regards to this study, the researcher made use of direct source of data
collection such as;
i. Oral interview and
ii. Questionnaire.
Oral interview was adopted to enable the researcher to extract some useful
information from some community members of Ijebu East Local Government
Area most especially those who could neither write nor read while the
questionnaire was used to obtain responses from the staffs of five (5) selected
secondary schools.
The questionnaire was both closed and opened as some possible responses
were provided. The questionnaire was developed and designated into section A,
B and C. The section ‘A’ part required the respondents to give or state their
personal particulars such as age, sex, marital status, occupation, educational
39

qualification etc. while section ‘B’ part contained 15 closed questions in which
the respondents were required to tick the provided options based on their
opinions and perceptions. Finally, the section ‘C’ part contained only 3 questions
that were open, which gave the respondents an opportunity to express their views
which were recorded and used as backup information for the analysis of data.
The face-content validity of the research instrument (questionnaire) was
determined by the project supervisor and some assigned lecturers in the
department. The questionnaire was also given to them for some amendments.
The reliability of the questionnaire was determined through the use of test
re-test techniques. The test re-test techniques entail comparing the results of the
questionnaire after it is administered and re-administered to determine its
reliability.
d) Procedure for Data Collection
The questionnaire was carefully administered to 50 people made up of the
school administrators, the teachers, students, parents, guardians and other
members of the community. However, it should be noted that the distribution of
this questionnaire was based on simple random techniques.
40

The researcher went to five (5) selected schools and distributed the
questionnaire. Equally, some friends assisted the researcher in the distribution of
and collection of the questionnaire. Moreover, a period of two (2) hours was
given to the respondents for sample time to complete the questionnaire. It should
be noted here that the method used in distributing the questionnaire was also
adopted to collect it back.
e) Data Analysis Techniques
In analysing data, the researcher employed;
i. Correlation coefficient and
ii. Chi-Square
The Spearman’s Ranking Correlation was employed because it is suitable
for calculating coefficient of data. This measured the relationship between the
two variables (i.e. the school and the community).The formula for ranking
correlation is given below;
Where
41

= difference in each pair of rank
n = number of object being ranked
∑ = summation sign
R is correlation coefficient. When R is equal to +1, there is perfect positive
correlation between the explanatory (community) and the dependent (school)
variables but, when R is equal to -1, there is perfect negative correlation between
them.
Chi-square method was also adopted to analyse the data gathered from the
questionnaire. This helped to compare the deviation of observed value from the
expected value and to determine whether the result is significant or not. The
formula for chi-square is given below;
Where;
= the frequencies observed
= the frequencies expected
= the sum of
42

CHAPTER FOUR
RESULTS
This chapter presents the results of the data gathered in this research work.
The purpose of this chapter is to answer the research questions and test the
research hypotheses. This chapter is presented under the following;
a) Data Analysis and Findings.
b) Summary of Findings.
a) Data Analysis and Findings
The analysis of the data gathered in this research work is presented under
the following tables.
Analysis of Section A
Table 1: Gender Distribution of the Respondents
Respondents Frequency Percentage (%) Cumulative
Frequency
43

Gender
Male 36 72 -
Female 14 28 50
Total 50 100
From the table1 above, it is observed that the majority of the respondents
were male having 72% of the sample population while 28% of the respondents
were female. This shows that the respondents comprised of more male than
female.
Table 2: Age Distribution of the Respondents
Frequency
Age
15 – 20 4 8 -
21 – 25 10 20 14
26 – 30 16 32 30
31 – 40 14 28 44
41 – 50 6 12 50
Total 50 100
From the table 2 above, it is observed that the majority of the respondents
fell within the range of 26 – 30 years having 32% of the total respondents. This
was followed by the range of 31 – 40 years which contained 28% of the total
respondents while the range of 21 – 25 years, 41 – 50 years and 15 – 20 years
44

had 20%, 12% and 8% respectively. This shows that the majority of the
respondents comprised of adults.
Table 3: Marital Status of the Respondents
Frequency
Marital Status
Single 18 36 -
Married 32 64 50
Total 50 100
who were married had 64% of the total respondents while the 36% of the
respondents were single. This shows that the majority of the respondents were
also parents.
Table 4: Educational Qualification of the Respondents
Frequency
Educational
Qualification
WAEC/NECO
Certificate
6 12 -
B. Sc Certificate 42 84 48
45

M. Sc Certificate 2 4 50
Total 50 100
acquired B.Sc Certificate having 84% of the total respondents while those with
WAEC/NECO contained 12% and the remaining 4% was made up of those with
M.Sc Certificate. This shows that the majority of the teachers in all secondary
Schools in Ijebu East local Government Area are first degree holders.
Analysis of Section B
Table 5: Relationship between the School and the Community
Items Yes No Rank
Yes
Rank
No
The community has cordial
relationship with the school.
50 0 1.5 1.5 0 0
The school involves the community
in decision making.
38 12 3 1 2 4
The community provides the school
some teaching materials, human
resources, financial aids etc.
50 0 1.5 1.5 0
∑ =4
From the table above 5, it is observed that R = 0. This shows that there is
positive correlation between the school and the community.
46

Table 6: Reasons for Community Participation in School Programmes.
Items Yes No Rank
Yes
Rank
No
The community partakes in the school
to influence the school programmes
20 30 3 1 2 4
programmes to curb students’ deviant
behaviour.
42 8 1.5 1.5 0 0
programmes to maintain and improve
students’ educational standard
42 8 1.5 1.5 0 0
∑ =4
From the table 6 above, it is observed that R is positive (i.e. R = 0). This
shows that the community should participate in the school in order to influence
the school programmes, curb educational problems and maintain and improve the
students’ educational standard.
47

Table 7: Community Participation towards the Maintenance and Improvement
of Students’ Educational Standard.
Items Yes No Rank
Yes
Rank
No
The community organizes extra
moral lessons for the students.
42 8 1 3 -2 4
The community awards scholarship
to the exceptional students.
22 28 2 2 0 0
The community helps to encourage
discipline to improve students’
moral and academic standard.
20 30 3 1 2 4
∑ =8
From the above table 7, it is observed that R= -1. This shows that there is
perfect negative correlation between the community efforts in students’ academic
programmes and the students’ educational standard.
48

Table 8: Impact of Community Participation on Students’
Academic Performance
Items Yes No Rank
Yes
Rank
No
The students perform better in their
exams as a result of community
participation.
33 17 3 1 2 4
The students’ academic performance has
improved as a result of community
involvement in the school programmes.
42 8 1.5 1.5 0 0
The students exhibit high social conduct
in the community as a result of
community participation in school
programmes.
42 8 1.5 1.5 0 0
∑ =4
From the table 8 above, it is observed that R=0. This implies that there is a
positive correlation between the community participation in students’ academic
programmes and the students’ academic performance.
49

Table 9: Measures to be Adopted for Greater Community
Participation in School Programmes.
Items Yes No Rank
Yes
Rank
No
The Formation of Parent-Teacher
Associations should be encouraged in
the school.
50 0 2 2 0 0
The community members should be
included in the school decision
making.
50 0 2 2 0 0
The community needs should be part
of the school curriculum.
50 0 2 2 0 0
∑ =0
From the table 9 above, it can be deduced that R=+1 i.e. there is a perfect
positive correlation. This implies that the formation of Parent-Teacher
Association in the school, the inclusion of the community in the school decision
making and the inclusion of the community needs into the school programmes
would definitely bring about greater community participation in the school
programmes.
50

Hypothesis Testing
Hypothesis 1
H0: There is no significant relationship between the school and the
community.
H1: There is a significant relationship between the school and the
community.
Yes No α x2
cal x2
tab
Observed Value 46 4 1 0.05 35.28 2.91
Expected Value 25 25
From the above analysis, it is observed that at (α) 0.05 level of significant
and degree of freedom (df) 1, the calculated value (35.28) is greater than the
tabulated value (2.91). Therefore, the null hypothesis (Ho) is rejected while the
alternate hypothesis (H1) is accepted. Thus, there is a relationship between the
school and the community.
Hypothesis 2
51

H0: There are no significant reasons for the community participation in
H1: There are significant reasons for the community participation in
Yes No α x2
cal x2
tab
Observed Value 34.7 15.3 1 0.05 7.52 2.91
and degree of freedom (df)1, the calculated value (x2
cal=7.52) is greater than the
tabulated value (x2
tab=2.91). Therefore, the null hypothesis (Ho) is rejected while
the alternate hypothesis (H1) is accepted. Thus, there is a reason for the
community participation in students’ academic programmes.
Hypothesis 3
H0: There is no significant influence of community participation on the
development of students’ academic standard.
52

H1: There is a significant influence of community participation on the
development of students’ academic standard.
Yes No α x2
cal x2
tab
Observed Value 28 22 1 0.05 0.72 2.91
cal=0.72) is lesser than the
tabulated value (x2
tab=2.91). Therefore, the null hypothesis (Ho) is accepted while
the alternate hypothesis (H1) is rejected. Thus, there is no community effort on
the development of student’s educational standard.
Hypothesis 4
H0: There is no significant impact of community participation on the
H1: There is a significant impact of community participation on the
53

Yes No α x2
cal x2
tab
Observed Value 39 11 1 0.05 15.68 2.91
cal=15.68) is greater than the
tabulated value (x2
tab=2.91). Therefore, the null hypothesis (Ho) is rejected while
the alternate hypothesis (H1) is accepted. Thus, community participation has
influence on students’ academic performance.
b) Summary of Findings
In summary, the followings are derived from the research analysis and
findings.
1. There is a cordial relationship between the school and the community.
2. There are reasons for community participation in school programmes.
3. The community participation in school programmes has positive influence
on the improvement of students’ academic performance.
4. There are measures that could be adopted for greater community
participation in school programmes.
54

CHAPTER FIVE
DISCUSSION CONCLUSION AND RECOMMENDATIONS
Under this chapter, the research findings are discussed, conclusions are
made and recommendations are given.
Discussion
This research work was specifically carried out to look into the impact of
the community participation to the development of secondary school students’
educational standard within the Ijebu East Local Government Area, Ijebu, Ogun
State.
From this research work, it is discovered that the majority of the
community members in the area are civil servants and traders (p. 39). Also, the
majority of the schools within the area are community/public schools while most
of the school teachers acquired B. Sc certificates (Table 4; p. 51).
The major findings from the data analysed in this research work showed
that there is a good rapport and cordial relationship between the community and
the various secondary schools within the Ijebu East Local Government Area
55

(Table 5; p. 52). From the findings, the community provides the schools some
teaching facilities like lands, classrooms, and other instructional resources. The
community also renders direct labour and provides the schools the security
officers to guard the school properties. In the other hand, the schools within the
area involve the community in school decision making concerning their
children’s education.
The findings also revealed that Ijebu East Community partakes in school
programmes in order to curb the educational problems that may stand in the way
of their children’s education and to maintain and improve the educational
standard of their children (Table 6; p. 53). However, the findings revealed that
the community has not made significant efforts towards the development their
children’s educational standard (Table 7; p. 54). The community does not give
scholarship and assist the children to meet their educational needs. As a result,
most of their children stop furthering their education after acquiring
WAEC/NECO Certificate and start learning trades. From the enquiry, these
children quitted formal education based on the fact that their parents could no
longer afford their educational expenses.
56

The findings also revealed that Ijebu East Community has done well
towards improving the students’ academic and non academic performances
(Table 8; p. 55). As a result of community participation in school programmes,
students are motivated and encouraged towards their studies. This made them to
perform well in both academic and non-academic activities of the school.
The research findings showed that the formation of Parent-Teacher
Association and t inclusion of the community in school decision making as well
as the inclusion of the community needs into the school programmes have
brought about greater community participation in secondary schools within the
Ijebu East Local Government Area (Table 9; p. 56). This research work also
observed that the Formation of Parent-Teacher Association and Community
Education Committee is the best way the community can participate in
educational programmes of children.
This research work also revealed that the educational standard in Nigeria is
falling and the Nigerian government is largely responsible for it (p. 6). This
falling educational standard started when Nigerian governments stop infusing
adequate funds into the educational sector coupled with frequent change and poor
implementation of educational policies. Other causes of this falling educational
57

standard include; inadequate funding of schools, lack of modern classrooms and
teaching tools, poor numerations and acute shortage of qualified teachers, lack of
dedication and punctuality to duty by teachers. Parents also shared in the blame.
Some of them simply did not care about their children’s education. As a result,
the children’s projects, home work and assignments would not be done; neither
would they be reminded to study at home.
Lastly, this research work also laid emphasis on the importance of
education and the needs for both the parents and the community to participate
more in the educational programmes of children.
Conclusion
From the findings, it can be concluded that;
1. There is a cordial relationship between the Ijebu East Community and the
various secondary schools within the area (Table 5; p.52).
2. Community partakes in school programmes to curb the educational
problems that may stand in the way of students’ education and to improve
and maintain the academic standard of students (Table 6; p. 53)
58

3. Community participation in school programmes within the area has greatly
influenced the students’ academic and non academic performance in school
(Table 8; p. 55).
4. It is also glaring from the findings that this community has not done much
towards the development of children’s academic standard (table 7; p. 54).
It is this standard (quality) of education that would positively mould the
children behaviour and make them useful not only to themselves alone but also to
the entire community. Therefore, the Ijebu East Community has a vital role to play
in their children’s educational programmes.
Recommendations
From all that have been discussed and analysed so far, it is then imperative to
give some useful suggestions in form of recommendations that would encourage,
improve and bring about greater community participation in school programmes to
maintain, improve and develop students’ educational standard. These
recommendations would also be useful for further research on this significant topic.
The recommendations are given below;
59

1. Community Education Committee should be set up to promote good
relationship between the school and the community members. This committee
should also mobilise the community resources towards the maintaining,
improving and developing students’ academic standard.
2. Parent-Teacher Association should be introduced in the secondary schools to
foster mutual understanding and communication between the community
(parents) and the schools. Under this, parent participation in PTA should be
made a condition for admission of students into schools. This would also
make the parents know the area in which the schools are in need of them for
the realisation of better and quality education for the children.
3. The schools should involve the community in the school decision making
concerning the students’ education and include the community needs into the
school programmes. This would bring about greater community participation
in school programmes.
4. School exhibition, home visits by the teachers and speech and prize given day
should also be introduced to attract the community to the school. This would
make the community appreciate the school efforts in students’ academic
programmes and participate in school programmes.
60

5. The community should assist the school financially morally physically and
materially in the provision of some teaching facilities that would enable it
carry out its educational functions adequately and join the school to fight any
educational problem that may stand in the way of students’ education and
hinder the effective functioning of the school.
6. The schools should cultivate the habit of bringing the community resources to
school for instructional purposes. This would help to create effective teaching
and learning in the school and improve the quality of education being
transmitted to students. Also, when the community resources are brought to
school, there would be mutual relationship between the school and the
community.
7. The community should organise extra moral classes for the students, organise
special education for the exceptional students and assist students to meet their
educational needs by rendering guiding and counselling services, giving
scholarship to students and so on. This would maintain and improve the
academic standard of students.
8. Government should embark on stable educational policies for stable
educational programmes and infuse adequate funds into the educational
61

sector. Also, remuneration should be made attractable to teachers with
constant payment and increment of salary to curb the problem of strike among
teachers.
9. Government should also equip the public schools with modern teaching
facilities to maintain and improve the educational standard of Nigerian
students.
10. There is need to make use of mass media and other communication
agencies to enlighten the parents and the community about the importance of
education and make them aware that their children education should not be
left in the hands of the teachers alone, they should partakes in the school
programmes to promote effective learning for the students.
62

REFERENCES
Abiri J. And Jekayinfa A.A. (2008); Prospect on the History of Education in
Nigeria.
Baku and Agyman’s (1997); Role of Parent-Teacher Association as an Instrument
of Community Participation in Education.
Balgopal and Pallassana (2000); Role of Community in Promoting the standard of
Education.
Burkey’s S. (1993); A guide to Self-Reliant, Participatory Rural Deveplopment
Craig G. And Mayo M. (1995); Community Empowerment; A Reader in
Participation and participatory techniques.
David Martins (2000); Role of Community Participation in Nation Building.
London.
63

Dudley E. (1993); The critical villager: Beyond Community Participation.
London.
Federal Republic of Nigeria (1995); National Policy on Education, Yaba Ikeja,
Federal Government Press.
Gregory J Clzek ed (2001); Setting Performance Standard, Concept, Method and
Perspective. France.
Hougton Mifflin (2009); American Heritage English Dictionary. London
Kanfman M. and Alfanso H. (1992); Community power and Grass Root
Democracy.
64

QUESTIONNAIRE
DEPARTMENT OF EDUCATION FOUNDATION AND
MANAGEMENT, FACULTY OF EDUCATION, OLABISI ONABANJO
UNIVERSITY, AGO-IWOYE, OGUN STATE
Stakeholders’ opinion on Community Participation in the Development of Secondary
School in Ijebu East Local Government Area, Ijebu, Ogun State.
Dear respondents,
This questionnaire is designed to gather information on the stakeholders’ opinion on
community participation in the development of secondary schools in Ijebu East Local
Government Area. All information supplied will be confidential. However, you are enjoined
to respond to this questionnaire with utmost sincerity. Thanks.
Yours faithfully,
Shoaga Oladele Rapheal
INSRUCTION;
• Do not write your name on the questionnaire.
• Tick ( √ ) the correct answer with sincerity.
Section A:
a) Name of the school:
b) Gender: (i) Male (ii) Female
a. Age: (i) 15 – 20
(ii) 21 – 25
(iii) 26 – 30
(iv) 30 – 40
(v) 40 – 50
65

(vi) 50 and above
c) Marital Status: (i) Single (ii) Married
d) Educational Qualification/Certificate:
(I) Primary School Certificate:
(ii) WAEC/NECO Certificate: (iii) B.Sc
Certificate: (iv) M.Sc Certificate:
(v) Ph.d Certificate:
Section B:
Instruction: Tick (√ ) the correct options below
No. STATEMENTS OPTIONS
YES NO
1. The community has cordial relationship with the school.
2. The school involves the community in decision making.
3. The community provides the school some teaching materials,
human resources, financial aids etc..
4. The community partakes in the school programmes to
maintain and improve the educational standard of the
students.
7. The community organizes extra-moral lessons for the
students.
8. The community awards scholarship for the exceptional
students.
9. The community helps to encourage discipline to improve
students’ moral academic standard.
10 The students perform better in their examinations as a result
of community participation.
11 The students’ academic performance has improved since the
community has been involved in the school programmes.
12 The students exhibit high social and moral conduct within
the community as a result of community participation in
school programmes.
66

13 The formation of Parent-Teacher Association should be
encouraged in the school.
14 The community members should be included in the school
decision making.
15 The community needs should be part of the school
curriculum.
Section C: Interview Schedule with the Community Members
This section requires the respondents to suggest and put in their view with regards
to the following;
If your answer to question 1 of section B above is ‘Yes’,
1) Mention two reasons why the community relates with the school.
i)
ii)
2) Mention two major roles performed by the community in the school.
i)
ii)
3) State how relationship between school and community can be improved further.
67

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