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I I B R A R Y "i M L.“ State ’ " University This is to certify that the thesis entitled An Analysis of Selected Aspects of the Educational Placement Program in Kaduna State, Nigeria presented by Daniel Iyorgande Denga has been accepted towards fulfillment of the requirements for Ph. D. degeehlEducation Major professor Date ‘ f / r 0-7639 ll!lllllLlllflllBllllWilli!lllllllfll ’ © 1978 DANIEL IYORGANDE DENGA ALL RI GHTS RESERVED AN ANALYSIS OF SELECTED ASPECTS OF THE EDUCATIONAL PLACEMENT PROGRAM IN KADUNA STATE, NIGERIA By Daniel Iyorgande Denga A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services and Educational Psychology 1978 ABSTRACT AN ANALYSIS OF SELECTED ASPECTS OF THE EDUCATIONAL PLACEMENT PROGRAM IN KADUNA STATE, NIGERIA By Daniel I. Denga This study was conducted primarily to assess the effectiveness of selected aspects of the Educational Place- ment Program (EPP) used within Kaduna State since 1972 as a means of helping students select their secondary programs and schools. This analysis was prompted by the need to determine in the early stages of their development those areas that might need further modification. Special attention was given to the effectiveness of three clusters of standardized aptitude tests — the Scholastic, Commercial and Technical Aptitudes. The results formed the basis of tracking students into the four available educa- tional programs comprising the commercial, the technical, the teacher training and the regular secondary school programs. Eight schools representing the four types of educa- tional placement programs were randomly selected for study. From these schools 800 students from the Form 5 class of 1976 were selected randomly. In addition, twenty percent of all the students who dropped out of their programs were located and also interviewed. Daniel I. Denga Two questionnaires were administered, one to the students and the other to the personnel involved in place- ment activities in each of the eight school. In addition, in-depth interviews were conducted with the Kaduna State EPP officials and the career masters in the schools. Eleven specific questions constituting the focus of the study were grouped into three broad areas, namely, the effectiveness of the aptitude tests, the students' attitudes toward their placement programs and the adequacy of the existing supportive services for assisting the students in making placement decisions. Analysis of data showed a weak relationship between the scores on the aptitude tests and the achievement grades l earned by students. The one exception being the Soba Girls' Secondary School, where significant correlations were found between the average achievement grade and the average score on all three aptitude tests. In a majority of the programs there was a significant difference between the mean achievement grades of students with positive attitudes and those with negative attitudes toward their placement programs. The null hypothesis was rejected at the .05 level or beyond for five schools. The data showed no significant difference in three of the eight schools. In general, most students were dissatisfied with their placement. The highest percentage of dissatisfaction was Daniel I. Denga found in the vocational oriented programs; namely, the Commercial and Technical programs. The Regular Secondary Program was preferred by the largest number of students. Since school guidance is relatively new in Nigeria, supportive guidance services provided for secondary students, in addition to aptitude testing, still appeared to be inade- quate. Interviews revealed that very often the manpower needs of Nigeria influenced the placement decisions to a greater degree than did the students' interests mmiabikfljes. Major recommendations based upon the conclusions were that: (1) More data should be gathered regarding the standardized tests used in the EFF in order to increase their validity as placement criteria. (2) The aptitude tests should be administered at least one year before students are placed so that they may have sufficient time for adequate coun- seling. (3) The Kaduna State government ought to consider making specific provision for training counselors at the B.A. level in order to provide a sufficient number of qualified personnel to meet the high demand for guidance services in secondary schools. (4) More comprehensive schools should be established in Kaduna State where both the subjects normally offered in a regular secondary school and those found in the vocational oriented programs are Daniel I. Denga taught. Thus, the stigma attached to schools that are exclusively vocational will be reduced. (5) Provision should be made for continuous evalua- tion of the EPP to insure that high quality programs will be both developed and maintained. ACKNOWLEDGMENTS I would like to acknowledge the invaluable contribution made by all those who were involved in this study in one way or another. I am greatly indebted to the school personnel and educational placement officials at the Ministry of Education, Kaduna State, for their kind cooperation during the data-gathering phase of the study. Dr. James W. Costar, Chairman of my Guidance Committee, was a major source of my intellectual support. In the writing of this thesis, he indefatigably edited and wove the initial web of my vague ideas into a more precise version. Also, by setting a high standard of penmanship for me to achieve in writing this thesis, he taught me how to write scientifically. Dr. Samuel A. Moore II, Dr. Robert B. Winborn, and Dr. James B. McKee, members of my Guidance Committee, were most useful, not only in helping to structure my doctoral program, but also in guiding my thesis to fruition. I am grateful to them all. I am profoundly grateful to Dr. Fred C. Tinning, Acting Director of IRSEN, for financing the printing of this thesis. Appreciation is also extended to my family for their con- siderate understanding and tolerance of the anxiety imposed on them by the absence of a husband and father. If it had not been for their assistance and self-denial, this study would not have materialized. ii TABLE OF CONTENTS LIST OF TABLES LIST or FIGURES . . . . . , Chapter I. II. III. INTRODUCTION AND STATEMENT OF THE PROBLEM Introduction . . . Need for the Study . . . Statement of the Problem . Definition of Terms . Scope, Assumptions and Limitations of the Study . . Summary REVIEW OF RELATED LITERATURE Program Evaluation . Need for Evaluation . Standardized Tests Related to Educational Placement . . . . . . . . Aptitude Tests in Nigeria . The Use of Aptitude Tests in EPP by Kaduna State . . . Education Placement Models Summary DESIGN OF THE STUDY. Overall Design of the Study The Research Design . Selection of the Study Population and Sample . . . . . . . . . Sample of Respondents Instruments and Data Collection Student Questionnaire . Staff Questionnaire . iii Page viii H OOOO\|—| H 12 15 l6 16 16 28 34 36 43 45 45 46 47 49 52 Chapter III. IV. (cont.) Testable Hypotheses Method of Analysis Summary . . . . PRESENTATION AND ANALYSIS OF THE DATA . Presentation of the Data. . Analysis of Correlation Between Aptitude Test Scores and Achievement Grades The Difference Between the Achievement Level of Satisfied Students and Dissatis- fied Students . . . Opinions of Their Placement Students' Changes from the Initial Students' Placement Programs Teaching and Subject Matter Problem in othe EPP . . . . The Extent to Which Supporting Guidance Services Are Provided for Students in Addition to Standardized Testing Student Participation in Placement Decision-Making . . ' The Need for Educational Information The Placement Criteria The Guidance Teacher . The Dropouts and Their Reasons for Drop- ping Out of School . . Summary of Significant Findings SUMMARY AND CONCLUSIONS . Summary . Summary of Significant Findings Related Findings . . Conclusions in Response to Research Questions Recommendations and Discussion. APPDENDICES A. Questionnaire for Students . . B. Questionnaire for Placement Officials C. Letter of Permission to Conduct Study D. Letter of Endorsement of Study . BIBLIOGRAPHY . iv 61 61 62 68 72 84 85 91 92 96 97 102 103 106 114 114 117 123 124 129 140 145 147 148 149 LIST OF TABLES Table Page 1 Student Sample From Form 5 Showing the Number of Respondents From Each Program. . 50 2 The TEDRO Aptitude Test Clusters Showing The Number of Different Tests in Each Cluster 54 3 The System of Standardized Scores Used in Analysis and Interpretation of EPP Aptitude Tests. . . . . . . . . . . . . . . . . . . 55 4 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Students' Aptitude Test Scores and Achievement Grades For All Schools. . . . . . . . . . . . . . 63 5 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades - Kaduna Government College . . . . . . . . 64 6 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades - Barewa Government College, Zaria . . . . . 64 7 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades - Kufena College . . . . . . . . . . . . . . 65 8 Spearman.RankrOrder Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades - Soba Girls' Secondary School. 65 9 Spearman RankrOrder Correlation Coefficients Showing The Relationship Between.Aptitude Test Scores and Achievement Grades. . .‘ .............. 66 Table 10 11 12 13 14 15 16 17 18 19 20 21 Spearman Rank—Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades - Basawa Teacher Training . . . . Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades — Soba Technical Secondary School Spearman Rank—Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores and Achievement Grades For Women Teachers' College, Zaria —- (T.T.) The Mann-Whitney 'U' Test for Equality of Means Comparing the Mean Achievement Grade Between The Satisfied and Dissatisfied Students for Combined Schools . The Mann-Whitney U Test for Equality of Means Comparing the Mean Achievement Grade Between The Satisfied and Dissatisfied Students for the 8 Schools Sampled Students' Opinions Regarding Choice of Programs if They Had Been a Choice The Distribution of Students' Program Pre— ference Within the Regular Secondary School Program — Barewa College . . . . . . Students' Opinions Regarding Program Pre— ferences Within the Commercial Program . Students' Opinions Regarding Program Preferences Within the Technical Program . Students' Opinions Regarding Program.Preferences Within the Teacher Training Program-Women Teachers' College, Zaria ............ Students' Opinions Regarding Program Preferences Within draTemflmx Trauunglhpgrmn,Bammm ........ Students' Opinions as to Whether They would Be More Interested if Placed in Another Program ....... Page 66 67 67 68 7O 73 75 76 77 78 80 81 Table 22 23 24 25 26 27 28 29 3O 31 32 Students' Opinions as to Whether They Are Now Satisfied With Their Programs The Extent of Flexibility Allowed the Students In the EPP to Change From Initial Placement . . . . . . Students’ Opinions About the Difficulty of The Subject Matter in Their Programs. . Students' Opinions Concerning the Efficiency Of Teachers in Presenting the Subject Matter To What Extent Do Students Agree With the Appropriateness of the Aptitude Tests in Predicting Their Ability to Learn? The Extent of Counselor/Teacher Advice To Students Before Placement Into the Programs To What Extent Did The Placement Personnel Make Use of Students' Characteristics in Placement? . . . . . . . . . The Frequency of the Students' Meetings With School Staff to Discuss Placement Problems The Extent to Which Students' Meetings With the Staff on Placement Were Beneficial The Demand for Educational Information by. Students . . . . . . . . The Various Criteria Used in Placing Students Into Programs . . . . . . . . . Page 83 84 86 87 90 91 92 94 95 96 97 LIST OF FIGURES Figure Page 1. Schools and Programs Selected for Study... 49 2. The Various Subjects Taught In The Four EPP Programs ......................... 89 3. The Pupil Summary Sheet Used As Data ‘ Inventory For Individual Students ... 93 4. The Basic Guidance Services Listed in Each School ......................... 100 5. The Various Reasons Why Students Dropped Out of School ....................... 104 6. A Proposed Guidance Team Model For The Educational Placement Program ....... 138 viii CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM Introduction This research arose from the need to periodically assess the effectiveness of a newly established system of secondary school guidance programs in Kaduna State, Nigeria in order to determine in the early stages of their development those areas that are assisting in the accomplishment of the program goals and those that are in need of further modification. There is no question about the need for effective school guidance services for Nigerian youth; but because they are relatively new, they must be adapted to the unique needs of the youth they are expected to assist. Thus, this study is only one part of a continuous evaluation being made during the establishment of these pioneer secondary school guidance programs in Kaduna State. There has been considerable improvement in the educa- tional system of Nigeria during the past decade. Universal free primary education was established in September, 1976. To help it succeed many new secondary schools have been opened to absorb the increasing number of primary school leavers. The number of universities in Nigeria rose from six 1 2 in 1974 to twelve in October, 1977. As the student popula- tion has grown, the need for additional assistance for students to help them make valid educational and vocational plans and overcome personal-social problems related to their total development has also increased. Nigerian society is constantly encouraging its educators to design school curriculums which respect the full range of differences in interests, abilities, talents, needs and life goals among students whose backgrounds are becoming increasingly more varied. Even a brief look at this emer- gingsociety reveals that current social, economic, and ' political needs of both individual citizens and society in general are becoming more diverse as the Nigerian economy moves rapidly from one largely agricultural toward one more industrial in nature. As a consequence, school guidance programs are being developed to help individual students reach the highest level of their potential as human beings by enabling secondary schools to do a better job of recog- nizing and providing for a wider range of individual differences. Both the Second National Development Plan (1970) and the Third National Development Plan (1972) published by the Federal Ministry of Information in Lagos reveal a high priority being placed upon manpower development as a key to effective national economic growth. As part of this effort the need to give students more assistance in making wise choices regarding educational programs and career 3 goals is also recognized. At present, these choices by students in many Nigerian states anaoften heavily influenced by purely chance factors or strong parental opinion. In the Second National Development Plan, the federal government of Nigeria stressed the need to help students choose their educational programs in secondary schools by pointing out that available resources for manpower develop- ment are too limited to allow students to select courses only on the basis of whim and caprices.l In the New National Policy on Education recently published by the Federal Ministry of Education, the Nigerian government reiterates the need for guidance and counseling services in every secondary school, and for related training in teacher education programs. Provisions have already been made for the training of special personnel in guidance and counsel- ing.2 In their essay on the need for guidance in Nigeria, Bhatt and Esen joined in the appeal for educational place- ment services when they posed the following questions: Who shall go into technical education or the university? Who might consider medicine rather than law as a profession? 1Second National Development Plan, Lagos, Nigeria: Federal Ministry of Information, 1970, p. 235. 2The New National Policy on Education, Lagos, Nigeria: Federal Ministry of Education, 1973, p. 16. On what criteria?3 Primary school leavers have also become more concerned about which secondary school to enter and what courses to take after their admission. Thus, the increased number of primary and secondary school leavers makes sound educational placement practices more essential than ever before. The concept of guidance is relatively new in Nigeria. It was officially introddced in 1964 when the first seminar on guidance was held in Lagos. However, the government and the general public have yet to become fully convinced that career guidance has an important role to play in secondary schools. This is largely due to the legacy of an earlier British system of education which placed considerable empha- sis upon classroom teaching methods and little on student services and personal-social development. Audrey Newsome, a British author, supports this statement when he says: A few years ago counselling was a word which fell strangely on British ears. If it meant anything at all, it tended to be associated with the marriage Guidance Council. It is only recently that guidance has become an im- portant part of British schools. The Nigerian school curriculum is still somewhat rigid, and the initial bias, introduced implicitly by the British, 3Bhatt, L. J., and Esen, A. J. A., "A Critical Study of Research Needs for Guidance in Nigeria" in Durojaiye, M. O. A. (ed ), Psychological Guidance of the Schoolchild, Ibadan, Nigeria: Evans Brothers Limited, 1972, p. 117. 4Newsome, A., Thorne, B. J., and Wyld, K. L. Student qunselling in Practice, London: University of London Press Ltd., 1973, Preface, p. vi. 5 for certain school subjects is still apparent in most secondary schools. The situation has been aggravated by a certain stigma which is attached to those school subjects conventionally viewed as ”non-academic." For instance, students who enter the science aspect of the curriculum tend to deride students who are placed into the arts and vocational categories. The latter subjects include carpen- try, painting, music, and dress-making. The need for an atmosphere in which students feel comfortable in making educational choices which match their individual differences and preferences is apparent. Most Nigerian secondary students are university- oriented. Even the mediocre students think seriously of furthering their education at the university level. The significance of an effective educational placement program for both individual citizens and the society cannot be over- estimated. The Universal Primary Education (UPE) plan implemented recently brought an increasing number of chil- dren into the nation's schools. The need to provide assistance for them.as they progress through educational programs from one school level to another is greater than ever. Thus, data related to student progress in secondary education are an important kind of information for improvement of both educational placement practice and guidance programs in Nigerian schools. Need for the Study During the past decade there has been an increasing awareness on the part of government officials of the role that guidance services can play in Nigerian secondary schools, particularly in educational placement programs. With the implementation of Universal Primary Education and the consequent rapid increase in the size of the student population, the need for more effective educational services has become apparent to them as well as to teachers and students. ‘With greatly expanded secondary educational opportunities there is a need for more adequate procedures for identifying qualified candidates within the student population. In addition, suitable methods for assessing student progress and the effectiveness of newly develOped educational placement practices are essential. The Education Placement Program in Kaduna State, Nigeria came into being in 1972. It was one of the measures which the government adopted in response to the need to make secondary education more comprehensive and better able to cater more effectively to the unique educational abilities and aptitudes of every child. Pursuant to these goals, the state government intro- duced the EPP whereby all pupils entering secondary schools are given a two-year course of general education designed to broaden a pupil's experience beyond the academic areas into Arts, Crafts, Home Economics and Technical subjects and to assist pupils in selecting their academic programs and 7 schools. At the end of the second year each pupil is placed in a third year program which he or she pursues until the end of the fifth year. ' The third year placement into a suitable program is based on the pupil's performance in the standardized apti- tude tests which are given to all second year pupils in Kaduna State secondary school. The pupil's scores on the aptitude tests are considered along with his or her contin— uous assessment grades and program preference. The options offered at the time of this study are: WASC (West African School Certificate) with an Arts or Science bias WASC with a Technical bias WASC with a Commercial bias Teacher Training for the Grade II certificate To help students make wise decisions regarding their educational programs, placement officials think it is essential that each pupil be helped to understand his or her academic potential in order to make the best use of the first two years. Presently, students who do well in a particular aptitude test are assigned to programs related to that aptitude test and must enter the program to which they are assigned. If the program is not offered in the school where the pupil studied for the first two years, he or she must move to a school that offers the program. Three clusters of aptitude tests are used. They include the Scholastic Aptitude Test, the Commercial Aptitude Test, and the Technical Aptitude Test. In addition to the aptitude test scores, each secondary school is 8 expected to provide supportive guidance services to assist the students in decision-making. Citizens of Nigeria feel they can ill-afford to waste ‘money on human resources due to haphazard selection of courses and programs by secondary school students. This study is thus prompted by the need for an analysis of the effectiveness of the secondary school Educational Placement Program in Kaduna State with a view to identifying both its strengths and those areas in need of further consideration and revision. Special attention will be given to the core of the program, the three special aptitude tests. Since guidance programs are relatively new in Nigerian schools at present, officials responsible for their develOp- ment and implementation are making a continuous effort to assess their effectiveness. Thus, the Educational Placement Program is being carefully inspected and evaluated. Nigerian secondary school students today have great need for effective help with educational and career planning. Thus, it is important that a study of this type be conducted on a periodic basis to ascertain the degree to which this new .program is meeting their needs as well as those of Kaduna State. Statement of the Problem At present, Kaduna State is the only one of 19 states in Nigeria which is implementing the Educational Placement Program on a statewide basis. If successful, this 9 program could serve as a model for other states in Nigeria where there is also an increasing need to help individual students select the secondary program in which they are most likely to be satisfied and to succeed. Thus, the primary purpose of this study was to deter- mine the degree to which certain parts of the Educational Placement Program in Kaduna State are achieving their objectives. If objectives are not being met, what factors are inhibiting the operation of the program? What revisions in this pioneer program are suggested by the data which have been gathered at this time? Specifically, answers were sought to the following questions: 1. To what extent are student scores on the apti- tude tests used in the Educational Placement Program correlated with the achievement level of secondary school students in their selected programs? 2. How does the mean achievement for students with positive attitudes compare with the mean achieve- ment of those with negative attitudes toward their placement? 3. What general opinion do the placed students have of their placement programs? 4. Do students remain in their initial programs to completion? 5. To what extent is teaching and subject matter a problem to students in the EPP? 6. How appropriate do the placed students think the aptitude tests are in predicting their ability to learn? 7. In addition to standardized testing what other guidance services are provided for students to assist them with their placement decisions? 10 8. To what degree do students participate in the decision-making related to their placement in a secondary school? 9. How much educational information is needed by the students? 10. What criteria undergird the placement of stu- dents into programs? 11. What reasons are given by students who dropped out or transferred to another program? Definition of Terms In order to facilitate understanding of this report, words with peculiar meaning to the study are defined below. Guidance Services: formalized educational services design- ed to improve the adjustment of individual students in order to help them attain the highest level of their poten- tial as a student and, in a more general way, as a human being. As defined here guidance services differ from regular instructional services although the former facili- tates the latter. The major guidance services include the inventory service, the information service, the counseling service, placement service, and the follow-up and evaluation service. ,Placement: the organized effort of a school to provide assistance for individual students preparing to take the next step in their personal development whether to further their education or to get a job. Educational placement is that part of the placement service which is concerned primarily with assisting students in selecting courses, 11 academic programs, or appropriate institutions for additional learning. Educational Placement Program (EPP): Educational Placement Program in Kaduna State constitutes four programs, namely, the Regular Secondary program, the Commercial program, the Technical program, and the Teacher Training program. The EPP, which was started in 1972 in Kaduna State, Nigeria is designed to assist students in their choice of educational programs leading to either a West African School Certificate or the Grade II teacher's certificate. Stability in Placement: absence of or minimal changes in course offerings for which students were originally placed in their third year of secondary education. Satisfaction with Present Placement: positive attitude toward the criteria upon which placement is based, course offerings, and appropriateness of present college in which the student is located. School Guidance Personnel: Careers masters/mistresses and guidance teachers in the secondary schools in Kaduna State. lecondary School: post-primary institutions attended by >oys and girls of adolescent age (14 to about 20). These .nclude secondary technical schools. In Nigeria the term college" refers to secondary school. orm- this term refers to a class in the secondary school. 12 Forms 1-5 compare with the U.S.A. grade levels of 8-12. \ Evaluation: an assessment of a program in terms of attain- ment of its objectives or goals. Counselipg: an interview between a student and a counselor for the purpose of assisting the student to understand himself, and through self-understanding, to become aware of the nature of his problems and what course of action he should take to resolve than. Achievement Grades: achievement grades were derived from a grade point average for one school year. The grade point average comprised three end—of-term examination grades and continuous assessment grades obtained for each of the sampled students. Scope, Assumptions, and Limitations of the Study This research was an attempt to evaluate the effective- 1ess of certain aspects of the Educational Placement Program ‘1.“ gsed within Kaduna State since 1972 as a means of helping / students select their secondary programs and schools. The study included only students in Form 5 in each of four types )f programs which constitute the total EPP. These programs rere the regular secondary school, the commercial secondary -chool, the technical secondary school and the teacher .raining program. Special attention was given to the ffectiveness of the standardized tests used to help students elect Specific educational programs. 13 In Kaduna State all pupils entering secondary schools undergo a two-year course of general education, which is designed to broaden their experiences beyond the purely academic areas into the arts and crafts, domestic sciences, and technical subjects. At the end of the second year special aptitude tests are given and the student is even- tually placed in a course and college option in Form 3 (class 3) to study udtil the completion of his secondary education at the end of Form 5. This study was especially concerned with student progress during the last three years of the students' secondary education. The class of 1974 was chosen for examination in this study because it is the most recent to complete the three year training period. Most of the students were still in school, and it was fairly easy to contact them. Students in Form 5 were also thought to be more mature and, thus, better able to accurately evalute what effect the EPP has -had on their own educational progress. The advantages of adding a control group as part of the design of this study to more sharply define the impact of the program.was given careful consideration. A neigh— boring state which has no such educational placement )rogram.could have been used as a control group, but it was thought that dissimilarities between states in terms >f school programs, resources and policies would only :onfound the results. 14 The use of pre-1972 records of dropout rates and changes of major, another alternative, was also judged to add little to the study because of recent improvements in the school curriculum, increases in budget allocations for learning-teaching resources and improvements in teacher qualifications. Quality of instruction is also a factor related to the level of school achievement, and there is reason to believe that the quality of teaching has improved in Kaduna State since members of the class of 1972 were first placed in their courses and schools under the EPP. Thus, considerable care has been taken while drawing conclusions from the data gathered in the study. This study is descriptive by nature and design. As such it was thought sufficient to describe what is occurring in the EPP, students' perception of their educational placement, the predictive efficiency of the standardized aptitude tests being used, and the supportive services utilized in the decision-making. Students who leave school before completing their programs have a very special role to play in a study of this type. They are not always easy to find, but principals of secondary schools in Nigeria are required to keep records of dropouts in order to account to the government for any child who has discontinued his education whether he dropped out voluntarily or was expelled. A random sample of 20 percent of all dropouts from the entering class of 1974 15 whose current addresses were known were interviewed to determine their reasons for leaving school. The question of school resources differential was not viewed as likely to have a significant influenCe on the findings of the study. All post-primary schools in Kaduna State are state-owned and managed,_and the learning— teaching resources are provided in an equitable manner for each school. Summary The purpose of this research was to examine certain aspects of the Educational Placement Program of Kaduna State in Nigeria in order to determine the degree to which it is meeting the goals which were established for it. The . EPP in Kaduna State is in its early stages of development and it was thought that certain elements might still be in need of modification. This study was an attempt to deter— mine whether this is so and, if it is, what form the changes should take. Chapter Two of this report presents a review of related literature on educational program evaluation generally, and analysis of educational placement programs in particular. Chapter Three contains the design of the study and describes the methodology used in population sampling, data collection and analysis. Chapter Four contains a complete analysis of the data. Brief inferences are made from the data present- ed. Chapter Five contains a summary and conclusions of the study, including a list of reconmendations based on the findings. V‘I ~_._, _. CHAPTER II REVIEW OF RELATED LITERATURE The purpose of this research was to evaluate the Educational Placement Program of Kaduna State in Nigeria in order to determine the degree to which it is meeting the goals for which it was established. To assist in the analysis of the findings in this study, a careful review was made of related literature. Such a review permits a better understanding of what has been done concerning the evaluation of educational placement programs. The main areas reviewed are: (1) Program evaluation--need, current research approaches. (2) Standardized testing related to educational placement. (3) Aptitude tests in Nigeria. (4) The use of aptitude tests in the EPP in Kaduna State. (5) Educational Placement Models. Program Evaluation ngd For Evaluation Evaluation of a guidance program is defined by Peters and Shertzer as ”the process by which judgments are 16 17 made as to whether the goals of guidance are being attained."l Evaluation is undertaken so that the decision- maker may be provided with information that can be used to improve the program.if the data prove that it has not been effective in achieving its objectives. The salient questions to answer in the course of evaluation concern the appropriateness of the methods used, the hypothesis postulated, the relevance of materials and instruments used in terms of the needs, backgrounds and capacities cf the students. It is necessary to know the strengths and weaknesses of an educational placement pro- gram so that the desirable changes can be made for the benefit of the students and the country. Commenting on program evaluation as a base for developing new services, Peters and Shertzer feel that in ,addition to providing information on how well the school is doing, program evaluation data provide a foundation to make decisions as to what might be done--better planning, lcoordination and articulation usually resulting from well ‘ o o 2 c 0 o iconceived stud1es. To achieve a systematic evaluation of A “educational placement programs, it is necessary to conduct lPeters, H. J. and Shertzer, B. Guidance: Program ngelopment and Management, 2nd ed. Cqumbus, Ohio: Charles E. Merrill Publishing Co., 1969, p. 513. 21bid., p. 528. 18 a carefully-ordered description of what is occurring in schools at the time of study. It was mentioned in Chapter I that there is a growing demand in Nigeria today for better management of human and material resources in schools. The National Manpower Board pleads the following case. "Problems with which manpower planning must be concerned include the trained personnel in employment where they will make the greatest contribution."3 The Nigerian government shoulders the largest respon- sibility in funding education from the primary to univer- sity level, and because of this huge financial involvement, the government is becoming increasingly insistent that educational programs be tailored to curb wastage in terms of dropout rate and financial drain. Secondly, the Nigerian 'public is becoming skeptical regarding the relevance and cost-effectiveness of educational programs. If the .Nigerian educators truly believe that the schools belong lto the public, then they must be willing to provide a continuous accounting of their stewardship to the taxpayer. Much of the enthusiasm for educational placement services in Nigeria, particularly among those involved in the planning and administration of education, seems to 3Federal Manpower Board, ”Manpower Situation in Nigeria,” Lagos, Nigeria, 1963, p. 19. 19 stem from.mistaken notions of what placement programs are all about. Bhatt and Esen, in discussing the needs for guidance services for Nigeria, stated that the view is quite common that placement services in schools are advice-giving services where students may obtain ready— ‘made answers; or where they are told what courses to select and what jobs they are exactly fitted for, and so on. Perhaps it is necessary to emphasize that guidance services are not necessarily advice-giving, nor do educational placement services include the function of an oracle or a miniature employment exchange. Whatever is the present conception, Napier feels that if students are left to choose educational programs that are not tenable to them, the results will only be frustration and even— tual reallocation of talents into alternative and less 1 appropriate choices, not only in educational program selection but also in occupational choice. Costar sounds his support for program evaluation by stating "those who use and support our educational 4Bhatt, L. J. and Esen, A. J. A. ” A Critical Study of Research Needs for Guidance in Nigeria,” in Durojaiye, M. O. A. (ed.) Psyphological Guidance of‘the Schoolchild: Ibadan, Nigeria: Evans Brothers Ltd., 1972, p. 114. 5Napier, R. W., School Guidance Services: Focus on the Developing Nations. London: Evans Brothers Ltd., 1972, p. 62. 20 Lnstitutions can and should hold educators accountable for )roviding them with the best program possible from the :esources that are available.”6 Costar further describes program evaluation as a means of determining the degree to which a program is meeting the needs of the pupils it serves. Program evaluation process could help not only in interpreting the program achievements thus accounting to :he school public in order to secure more support, but also in focusing in—service training programs for teachers, administrators, and.other pupil personnel workers in varied activities. In this way the team approach which is necessary for the success of a program will be facilitated. Hatch and Stefflre endorse the need for program evaluation when they say "if we hold that the schools truly belong to the public, then we must expect to provide a continuous ccounting of our stewardship. School people cannot reasonably expect taxpayers to pay out money for the purchase of a commodity that they rave no opportunity to appraise."7 The need for program evaluation is supported by lahoney in his Ten Years of Evaluating Guidance services. tudent In ut for Needs Assessment and Evaluation East Lansing, ichigan: College of Education, Mdchigan.State University, 1976, eface, p. ii. 7Hatch, R” Nfl and.Steff1re, B. Administration of Guidance rvices. Englewood Cliffs, New Jersey: Prentice—Hall Inc.,1965, 6Costar, J. WI , Conducting a School Follow-Up Study: -—-—. --I . 21 is words are paraphrased by Peters and Shertzer as follows: Evaluation is a‘means for involving lay partici- pation and acquainting the people of the commus nity with the work of the school in general, and the guidance program in particular. It is a way to accumulate data which may be used ultimately for research purposes. It is a means of identi— fying professional talent and potential leaders who may later be used on committees, programs and similar activities.8 Mortenson and Schmuller suggest four phases of rogram.evaluation, namely, "determination of the changes 11ch have taken place; assessment of the effectiveness 1d/or desirability of such changes; and indication of aw proposals to further enhance the particular area valuated."9 Program evaluation is not a phenomenon peculiar to ivanced nations alone. The need for constant evaluation educational programs, particularly placement programs gs been emphasized by some authors in developing countries % well. Writing from the point of view of a developing I guntry where education continues to be funded by the i itional governments, Napier feels that "if the YOUth fail fill the educational and vocational needs of the country, en the prodigious investment in both education and source development will have been wasted to some 8Peters, H. J. and Shertzer, B. Guidance: Program velopment and Management, 2nd ed. Columbus, Ohio: arles E. Merrill Publishing Co., 1969 p. 529. 9Mortenson, D. G., Schmuller, A. M. Guidance in iéy's Schools. New York: John Wiley & Sons, Inc., 1959, 390. 22 extent.”10 Napier further solicits evaluation for the relevance of educational procedures to the needs and backgrounds of students in View of the fact that most program evaluation models existing in the developing nations now are imported from the Western world. He holds the view that "in attemp- ting to ferret out those aspects of guidance which are most applicable tb the developing countries one must be acutely aware of how these societies differ from those where the ideas and concepts of guidance originate.”ll Guidance programs should be reviewed or assessed to insure that such services within the schools of emerging nations reflect the needs of the individual as well as the needs of the nation. Furthermore, guidance programs must first provide a clear picture of the educational and vocational needs of the nation, how these needs are related in actual educa- tional openings and the present job markets. Very importantly, the trial and error approaches which are very 1nsystematic and costly should be avoided. Evaluative >rocess then becomes a positive force enabling all >ersonnel to work toward better methods, materials and >rocedures in the business of educating children. 0 ' C 'd ce Services: Focus Napier, R. W. School zu1 an . in the Developing Nations. London: Evans Brothers Ltd., P72,.p. 23. llIbid., p. 26. (AA 23 Related Research on Program Evaluation The preceding section indicated the review of literature on the need for program evaluation. The follow- ing section contains the current research on program evaluation and some of the approaches used in program evaluation. Part of the problem in locating related research to the proposed study is explained by the fact that there is ‘little research in the United States dealing with an evaluation of an educational placement program. The use of tests in schools in placing pupils into academic programs has become part of the school system, and apparently nobody any longer regards educational placement as a formal activity worthy of any special evaluation. Guidance programs in general are however, constantly being evaluated in the U.S.A. Lipe, G. P. conducted a case analysis of the Pupil Personnel Programs in three selected school districts. His study concentrated on the professional description of the functions of the pupil personnel workers or specialists, and an assessment of the knowledge of the pupil personnel programs as held by other educators in the districts. 1ZTLipe, G. P, ”Case Analysis of the Pupil Personnel Programs in Three Selected School Districts” (Unpublished Ph.D. dissertation, East Lansing, Michigan State University, 1974), pp. 1 — 3. 24 His research thus has a different slant from the proposed study. What might be regarded as a related study is an assessment of pupil reaction to the guidance program in the Phoenix Union High Schools, which was conducted by Jenson during the 1952 school year. His decision to use the student opinion as a criterion stemmed from his belief that it provides an index of what the students think of the program.13 Jenson used a 20% random sample of 8,000 seventh- through twelfth-grade boys and girls in the seven high schools in Phoenix. The method of evaluation used was that of an attitude evaluation. The district-wide counsel- ing objectives were stated, and the students indicated on a five-point scale the help they had received from the counselor toward meeting their objectives. These objec— tives emphasized students' self-understanding, decision- making, and personal responsibility for actions. Students were also asked where they would seek assistance of parents, teachers, counselors, friends, or deans — for certain problems such as self-knowledge about abilities, interests, personality, school activities, l3Peters, H. J., Shertzer, B. Guidance: Program Development and Management; 2nd ed. Columbus, Ohio: Charles E. Merrill Publishing Co., 1969, pp. 516 - l7. 25 interpersonal relationships, and so on. He found out that students' reaction to the program was very positive, with 81% indicating that they had received positive assistance in self-understanding of their potential. The counselors proved to be most help- ful, followed by parents and teachers. Jenson's research contributed to this study in the respect that in both studies the criterion used is the students' opinion about the program. The success or failure of a program is better judged by the consumers of the program. In both studies the students are the recipients of the program services. The obvious difference however, is that Jenson's research does not concern an educational placement program. Though the concept of ”self-understanding" includes intellectual abilities, interests, personality traits and the like, the study is basically personal-social oriented. Copious literature however, exists on program evaluation in pupil personnel services generally. The following pages will show how the general literature relates to the proposed study. Approaches to program evaluation may vary from one situation or school to another. However, many authorities agree that three conditions undergird an approach to evaluation. These include (1) the statement of objectives of the program. These objectives or purposes should be stated in such a way that they are observable and also V6] the in! EV ob st cl t0 26 verifiable. (2) Criteria should be developed to measure the attainment of program objectives. These criteria include specific activities, methods, and practices pro- vided to realize the objectives. (3) Collection of evidence or assessment to find out whether the stated objectives are achieved in the light of the criteria stated. Kefauver and Hand have offered six categories for classifying evaluative studies, three of which are related to the present study. These include: 1. Analysis or description of existing practices. 2. Relation of practices in a school with a '7 "standard program. 3. Study of students after being exposed to a . l4 guidance program. The present study aims to describe the existing practices constituting the EPP in Kaduna State with a view to relating the existing practice to a model placement program, and then to analyze the students' attitude to the EPP after a 3-year exposure to it. The most common method of program evaluation is the survey method. Hatch and Stefflre describe it as "Survey 14Kefauver, G. N. and Hand, H. C. ”Evaluation of ;uidance Programs” Occupations March 1934 pp. 106 - 114. of op schoo used some crite evide stocl pred‘ J. W cont fica aims of c its Difi IEVZ Gui m 553 Of C01 27 of opinion, a systematic and common practice in some local school system.”15 This method has been most universally used by schools to evaluate guidance services. Peters lists some attributes of a survey method. It "used predetermined criteria or standards for a guidance program, collects evidence of the guidance services being offered, and takes stock of how these existing services compare with the predetermined standards.”l6 : Commenting on what to evaluate and when to evaluate, J. W. Costar indicates that evaluation is best when it is a continuous process. The basis of evaluation must be speci- fically described in measurable terms and in the proclaimed aims and objectives of the foundation of the study.17 Program evaluation has thus been described as a means of determining the effectiveness of the program in terms of its attainment of the goals for which it was established. Different approaches and methods of evaluation have been reviewed. At present there are few guidance programs to 15Hatch, R. N. and Stefflre, B. Administration of Guidance Services. Englewood Cliffs, New Jersey: Prentice- Hall Inc., 1965, p. 286. l6Peters, H. J. and Shertzer, B. Guidance: Program Development and Management. 2nd ed. Columbus, Ohio: Charles E. Merrill Publishing Co., 1969, p. 531. l7Costar, J. W. ”A Discussion Paper for Evaluation of Pupil Personnel Programs. ” East Lansing, Michigan: College of Education, Michigan State University, 1972, p. 2. be e that of a rele If!) list "Sta ment of b qu scor refe The 28 be evaluated in Africa. But the few rudimentary programs that exist need to be evaluated because the ultimate success of an educational program lies in its effectiveness and relevance to the needs of the pupils. Standardized Tests Related to Educational Placement Mehrens and Lehmann define standardized tests by listing the following attributes of a standardized test:- "Standardized tests are commercially prepared by measure- ment experts. They provide methods of obtaining samples of behavior under uniform procedures as regards the set of questions and methods of administration, timing and scoring procedures. Standardized tests are usually norm- l8 referenced." Standardized tests may be classified in several ways. The classification used by Mehrens and Lehmann involves: l. Aptitude tests (general, multiple, and special) 2. Achievement tests 3. Interest, personality and attitude inventories.19 It must be made clear that the standardized instrument 18Mehrens, W. A. Lehmann, I. J., Standardized Tests in Education 2nd ed. New York: Holt, Rinehart and Winston, l975, p. 3. lgIbid., p. 5. us: da‘ qu- to te 29 used in this study is only the Aptitude tests, and that data involving interests and attitudes come from the questionnaire used by the author. Scores on students' present achievements, educational interests, and attitude toward the EPP have been utilized, but no standardized tests were used in collecting these data. Tests are important tools of guidance services particularly for counseling students with educational and vocational problems. The use of standardized tests in counseling is supported by the rationale that no child comes to school devoid of education, conversely children bring into the educational scene quite a variety of competencies, aptitudes, and interests which they have acquired through systematic learning or informally. Stressing the importance of tests in educational and vocational counseling Peters and Shertzer comment that ”there is little disagreement that the main task of the school counselor is in the educational—vocational guidance field. The major factors involved - pupil's intellectual level and aptitudes — are important determinants in both educational and vocational choices. Choices in this area can only be made wisely by the acquisition and understanding of data about the individual's aptitudes, interests, me te ma pr Ni 30 . . 20 goals, and motivatlons." The demand for standardized tests in developing nations continues to mount higher and the need to use these tests as screening devices for educational placement and manpower development cries for fulfillment. The biggest problem surrounding the use of standardized tests in Nigeria is the lack of trained personnel to devise indi- genous tests. Most of the tests being used as screening devices in the developing nations were developed and used in the United States where cultural and environmental con- ditions may not be the same as those in the developing nations. Napier a Ghanaian author states that "the government is placing great importance upon the use of mass testing to help in its manpower allocation."21 He quotes the Shanaian Manpower Commission as saying ”When validity of :hese tests as a way of determining intrinsic capability has >een established it is proposed to apply them uniformly :hroughout the country in selecting young people."22 OPeters, H. J. and Shertzer, B. Guidance: Program [EyeIOpment and Management 2nd ed. Columbus, Ohio: Iharles E. Merrill Publishing Co., 1969, p. 232. 2lNapier, R. W. School Guidance Services: Focus [p_Developing Nations. London: Evans Brothers Limitéd, .972, p. 89. 22 Ibid , p. 89. Na' ad: to th W in in re of 31 Napier discloses that the problem of trained manpower to administer tests is of greatest significance. According to him there were not more than five or six individuals in the entire nation (Ghana) who could effectively use the type of information the government was seeking. Placed in the hands of unskilled and misdirected individuals the implementation of such a national scheme of testing could result in a sthte of chaos and confusion within the ranks of education.23 The primary rationale for the development of a nation- wide testing program in most developing nations is thus for manpower utilization or testing for educational selec- tion and placement. The use of testing for educational alacement in Nigeria at a time when many primary school Leavers will seek admission into all types of secondary schools cannot be overemphasized. Like Ghana, Nigeria had committed itself to a new .ndustrial order and its problems if anything were more Levere. As late as 1958 only 10% of 44 million people in [igeria were in skilled occupations. At the same time iesheuvel pointed to the fact that though 650,000 pupils eceived some education, less than 13,000 ever reached ‘ A 23Ibid., p. 89. th la me Af En ti‘ an na En. in su' cl- on St‘ [Jr on ti. Cd 32 the first-year of secondary school.24 The problem was largely due to lack of a test program for manpower develop- ment. For several years testing in Nigeria and other West African countries was prejudiced by several factors. The English language and arithmetic tests were used in selec- ting the students into science, arts, clerical, mechanical, and other fields. This selection criteria no doubt elimi- nated good students who did not have a good command of English language to read and understand the texts and instructions to which they would be exposed during their subsequent training. Early selection programs in Nigeria related very closely to the British model of basing the screening process on English and Arithmetic alone. Olayinka conducted a study on "job aspirations of the youth and the educational provision in Lagos."25 He used English and Mathematics only as his measure of students aptitudes and general poten- tial. Students' potential or educational provision for career choice cannot be adequately assessed by the use of 24Biesheuvel, S. ”The Detection and Fostering of Ability Among Underdeveloped Peoples” 1n Yearbook of Education, London: Evans Brothers L1m1ted, 1962, p. 337 - 52. 25Olayinka, M. S. ”Job Aspirations of the Youth and Educational Provision in Lagos." West African Journal Of Education Vol. 17, No. l 1973. February. pp. 41 - 49 lbadan, Nigeria: Institute of Education, Univer31ty of Ibadan, 1973. 33 English and Mathematics alone, though the two subjects are important for intellectual assessment. Durojaiye conducted a similar type of research on School Education and Occupational choice at the Interna- tional Secondary School, -Ibadan in Nigeria. His sample of 196 students comprised Nigerians, Americans, British, Israelis, and Japanese. Different cultures were involved, and the basis of academic assessment was the aggregate of their terminal examinations, nothing was done about interests, preferences, or aptitudes.26 The environmental differences and the differential in quality of instruction from one school to another especially in developing nations where the level of development is unevenly distributed are very decisive. These differences are reflected in students' performance. Schwarz, an American test specialist noted this difference and commented that ”their performance on an achievement test may be less a function of their own abilities than of the particular school districts in which they happen to I) live.”‘7 6 ' ' " d ° d Occupa- DurOJaiye, M. O. A. School, E ucatlon an - :ional Choice.” West African Journal of Education. Vol. {IV, No. 1 February 1970 pp. 60 - 69. Ibadan, Nigeria: Institute of Education, University of Ibadan, 1970. 7Schwarz, P. 0. ”Aptitude Tests for Use in the >eveloning Nations.” Pittsburgh: American Inst1tute of .esearch Report, 1961, p. 6. de kn] as sk th in tC de CC I_Jf'\ 34 Aptitude Tests in Nigeria An aptitude test is generally regarded as a test designed to measure an individual's capacity to acquire knowledge or skill. Many authors regard an aptitude test as a measure of students potential ability to learn the skills required for certain occupations. Napier stresses the fact that "if use is made of aptitude tests in counsel- ing students, it will help them at a relatively early age to know whether or not they have special talents to be developed."28 When aptitude and interest scores are combined a better picture of an individual will emerge, his future success in an educational placement program and consequently his happiness in work will be predicted more objectively. Commenting on the purpose of aptitude tests, . Aleyideino states that "with the aptitude test the main 7 purpose is to predict future behavior rather than to des- cribe present behavior which is the function of an achievement test."29 The aptitude tests being analyzed in this study were 28Napier, R. W., School Guidance Services: Focus on the Developing Nations. London: Evans Brothers Limited, 1972, p. 187. 29Aleyideino, S. C. ed. ”Guiding Secondary School Leavers to Towards Making Career Decision." Zaria, Nigeria: Institute of Education, A.B.U. Zaria p. 56. des whi C01 TEE th. of re of as 35 designed by Test Development and Research Office (TEDRO) which is a department of the West African Examinations Council (WAEC), the major examining body in West Africa. TEDRO was established in 1963 and was formerly known as the Nigerian Aptitude Testing Unit. In the initial phase of developing a Nigerian battery of aptitude tests, the American Institute of Research (AIR) representative, Dr. Schwarz, selected items from hundreds of tests already used in the United States, and with these as a base proceeded to formulate screening instruments for Nigeria. Some of these tests included the Preliminary Scholastic Aptitude Tests (PSAT). It had been expected that the major difficulty with the tests would be cultural differences between the United States and Nigeria. But on the contrary the major pro- blem proved to be test instructions which were not getting across to the examinees easily. Eventually a special set of principles for African testing evolved. These prin— ciples stress the need to teach every phase of the testing procedure to the examinees, the use of oral instruction backed up by visual aids, and the use of proctors to assist during the group testing periods.3O 3OKaduna State Ministry of Education. "The Background Notes on the Use of Aptitude Tests”. Ministry of Education Publications, Kaduna, Nigeria, 1973. Government File No. NCE/GSSZ/G/86 Vol. 11 December 1973. ti ex Ho ma St 36 The tests were given to several parts of West Africa, and many parts of Nigeria in order to amass enough data for standardization. These aptitude tests have been used by a number of large concerns such as the Shell Oil Com- pany and the Nigerian Railway Corporation for staff selec- tion purposes. The admission into schools of Nursing for example, those at Ahmadu Bello University Teaching Hospitals, Kaduna, Kano, and Zaria depends on the perfor- mance by candidates in the aptitude tests. TEDRO allows state governments to borrow the aptitude tests and use for placement purposes. The next section will focus on the use of aptitude tests by Kaduna State government. The Use of Aptitude Tests in EPP by Kaduna State Hatch, Dressel and Costar define a placement service *as "responsible for assisting all students in taking their lnext step whether it be to a job or to a school for advan- ”31 sced training... The basis of the EPP in Kaduna State is H ”a process of collecting and integrating all the available [information including the use of Aptitude tests from TEDRO. J This program is state-wide, quite akin to the state-wide programs which were initiated in Iowa in 1929 when the 3J'Hatch, R. N., Dressel, P. L., Costar, J. W. Guidance Services in the Secondary School. Library of Congress 1963, p. l34. Stat Test ti01 Nig gui to beg sci na1 de: 30' be ei 37 , State University of Iowa started an Every Pupil Achievement Testing Program.3 The first formalized effort to establish an educa- tional placement program on a state-wide basis in Northern Nigeria came into being in 1972. The immediate need for guidance in the secondary school stemmed from the new plan to restructure post-primary education whose implementation began in 1972. The thinking behind this comprehensive scheme declares that it should respond to the needs of the nation (economic, social, cultural, and political) consi- dered by the government to be most important. The philo- sophy underlying this comprehensive scheme was the fundamental belief in the intrinsic worth of every human being; and in the furtherance of this belief it must cater effectively to the educational abilities and aptitudes of every child. The State government reiterates the belief in the »equality of opportunity for every child to develOp his or her natural gift. This statement is in line with the basis for guidance in countries where such services have lmore fully developed. Generally, there is a growing : 32Peters, J. H. and Shertzer, B. Guidance: Program {Development and Management. 2nd ed. Columbus, Ohio: Charles E. Merrill Publishing Co., 1969, p. 346. 8W3]: tial giv¢ des are sub pla wi] pr< 38 awareness of individual differences in personality, poten- tial achievements, needs, interests, values and goals. To this end all pupils entering secondary schools are given a two-year course of general education which is designed to broaden a pupil's experience beyond the academic areas into Arts and Crafts, Home Economics and Technical subjects. At the end of the second year each pupil is placed in the most appropriate 3rd-Year Course, which he will pursue till the end of the 5th Year. The options proposed at present are - WASC (West African School Certificate) with an Arts or Science bias WASC with a Technical bias WASC with a Commercial bias WASC with a Home Economics bias Technical-Vocational Training for Intermediate City and Guilds Teacher Training for the Grade II certificate In practice however, the Home Economics and Technical- Vocational Training options are not being offered. For a ise decision to be taken at the end of the 2nd year, the lacement officials think it is essential that each pupil Ls known and helped to make the most of Opportunities hffered in the first two years. Although there are twenty-one tests which have been developed by TEDRO, Kaduna State makes use of only eleve the i (M (1: No 39 eleven of these tests.33 The aptitude tests used include the following:-‘ (1) (2) (3) (4) (5) (6) (7.). C8) C9) :10) ll) VAL RDL MEM— CHK FIG COD NAM RTH TAB MAN The - Verbal analogies. A verbal reasoning test used topredict success in school or a job requiring formal smxfies. - Reading Comprehension. A test of ability to read and understand written material, used to predict academic potential. - Memory. A test of ability to learn and remem- ber materials organized in a meaningful way. - Mechanical Information. An interest and aptitude test for technical occupations. — Checking. A.test of speed.and accuracy in.perceptual cfiscdmfinathxi - Figures. A test of flexibility in responding to changing perceptual cues, used in determining aptitude fbr skilled trades. — Coding. A test of speed and accuracy in en- coding data used for the clerical occupations. - Names. A test of speed and accuracy in check- ing written material. Used for clerical jobs and others requiring attention to details: - Arithmetic. A test of speed and accuracy in obtaining data presented in a tabular form. Used for selection into clerical occupations. - Tables. A test of speed and accuracy in obtain- ing data presented in a tabular form. Used for selection into clerical occupations. - Manual Dexterity. A test of speed and coordinae tion in arm and hand movements. Used to predict success in skilled trades. testing is done in January and early February, 33Kaduna State Ministry of Education.. ”The Background otes on the Use of.Aptitude Test,” Kaduna State, Ministry of Education ublications, Kaduna, Nigeria, 1973. that of ge it dc this the 1 for the pro‘ dev st'c‘ mat of co qr pe 4O :hat is after the pupil has completed four out of six terms >f general education. Probably TEDRO would prefer to see .t done nearer the end of the junior secondary segment, but :his is not possible if the state government is to receive he results in time for the schools to use them. Education Placement Models In opder to propose an educational placement model or adaptation by Kaduna State, it is necessary to review, he existing research efforts on placement models. It is robably unwise to try to transplant a placement model from different nation with different cultural environment, evelopmental needs, or an advanced nation in a different tage of technology. Elements of programs from advanced ations which are appropriate to the needs and aspirations f developing nations will however, be adapted. This is a crucial time in the history of guidance and ounseling in Nigeria and perhaps elsewhere, too. The uestion has come up to what kinds of placement models pupil ersonnel staff should use in response to the growing needs or students' educational placement. It is essential to devise placement models that are pplicable to the cultural, economic and developmental eeds of the Nigerian children. Napier, a Ghanaian suggests h In: "T‘IQ 41 a few models which will be discussed here.34 The first placement model could be called a class— room-centered model. In this particular placement model, services are conceived as being centered almost totally in the classroom with only an occasional need for calling in a specialist or using his services. In this particular situation the teacher serves as the hub of all placement activities. This model is akin to what Hatch, Dressel, and Costar describe as a "decentralized plan in which the various departments and individual staff members all are responsible for the placement of students in all types of situations.” The specialist is hardly used. A second model of placement service is based on the :raditional structure of the British grammar school. There are several levels of organizations with the [eadmaster being the top figurehead--a source of wisdom and taker of ultimate decisions. He has little personal contact ’ith students since he is engrossed in the politics of unning an institution, depending on support from both ublic and private funds. Many of the day-to-day concerns f running the school such as curriculum duties and isciplines are delegated to the Assistant Headmaster. 4Napier, R. W. School Guidance Services: Focus. 1 the Developing Nations. London: Evans Brothers Limited. 572 pp. 140 - 142. The the pl: me1 se' Th in of Gt 42 The senior Housemaster controls the non—academic phase of the school while teachers are called upon to take care of placement and other guidance matters. One of the senior members of staff whether a teacher or a Housemaster is selected and given guidance to direct placement activities. A third model is built around the Guidance Committee. The most important aspect of guidance could result from initial talks with a special Guidance Committee or members of this committee whose composition should include the Guidance chairman who should be a qualified specialist in guidance, the individual student form master, and two directors of the Arts and Science Divisions. It is assumed that the students can meet any member of this committee to discuss their educational and vocational goals and how to realize them. Third form students could elect their own academic programs. This model is somewhat similar to what Hatch, Dressel and Costar describe as a centralized plan in which all placement activities are handled through a specialist. The guidance specialist coordinates the EPP activities. The fourth model lies in the use of tests and inventory scores and results. The EPP in Kaduna State is a good example of this approach. The principal or some— one delegated by him can begin a program of finding out the familiar educational and career plans of his students through a survey questionnaire. Interest scores, aptitude scores, and personal data could be kept in the cumulative fol edu tie at vs SC re de 43 folder. The various activities of the counselor include educational counseling, conducting effective study activi- ties, keeping a cumulative folder with progress reports at suitable intervals throughout-the year, and maintaining a file of personal-social data about the children. Very useful information has been reviewed concerning various patterns of guidance model for both small and large schools from Peters and Shertzer. It is hoped that the review of the above models will help the researcher in deciding which model or a combination of them will be appropriate for the assessed needs of Nigeria. Summary The review of literature indicates that the major purpose of evaluation is to check on the effectiveness of the program. Evaluation enables us to determine the extent to which a program meets the objectives for which it was set up. Program evaluation has most commonly taken the form of survey research designed to describe systematically the present situation as a basis for structuring improvements. The most related form of evaluation to the intended study has been found to be the procedure whereby the existing practices of a program are described and related to a "standard" model. Since most of the models reviewed are practiced in the U.S.A. where the needs and available resources differ from Nigeria, a very careful selection 4- ~w'—H‘ -— he at SC K2 44 has been made of the elements of the models which are suit- able for the assessed needs of the students and secondary schools in Kaduna State. Such elements will be included in the research recommendations to the secondary schools in Kaduna State of Nigeria. The review has supported the use of standardized tests in a placement program to assist the pupils in their educational plans. Tests must however be used along with other sources of information and data about pupils to asSist them to understand their potential. The Educational Placement Program in Kaduna State was started in 1972. It is essential to assess its effec- tiveness and suggest some improvements if the findings prove that improvements are needed. The next chapter will be concerned with the methodology of the study. A discussion of the design and instrumentation will be included. 0 ass tic mee Ina: wh Ed wi S< rn CHAPTER III DESIGN OF THE STUDY Briefly stated, the purpose of this study was to assess the degree to which certain parts‘of the Educa- tional Placement Program in Kaduna State, Nigeria are meeting the objectives for which they were established- The main aspect of the study was to determine the extent to which students scores on the aptitude tests used in the Educational Placement Program for secondary Sohools are correlated with the achievement levels attained by students in those schools. Related questions which were also examined in- clude the extent to which students were satisfied with the educational programs in which they were placed and the extent of guidance support services which the secondary schools in Kaduna State provide to assist students in their educational programs. OVERALL DESIGN OF THE STUDY In order to attain the above purpose the following steps were taken. First of all, the specific population from which inferences would be made was selected. Second, the method of sampling the respondents was chosen. Third, a data-collection instrument was developed which made it 45 p0. EP'. in de EX ti th ex St fc 46 possible to gather pertinent information concerning the EPP. Fourth, data were analyzed, hypotheses tested and inferences made within the limitations of a descriptive design. The balance of this chapter is devoted to further explanation of the above steps. The Research Design This was mainly a descriptive study aimed at collec- ting and analyzing information about selected aspects of the EPP in order to promote better understanding and execution of the program by its administrators and supporters. Specifically, answers were sought to the following questions: 1. To what extent are student scores on the aptitude tests used in the Educational Placement Program correlated with the achievement level of secondary school students in their selected programs? 2. How does the mean achievement for students with positive attitudes compare with the mean achievement of those with negative attitudes toward their placement? 3. What general opinions do the placed students have of their placement program? 4. Do students remain in their initial program to completion? 5. To what extent is teaching and subject matter a problem to students in the EPP? 6. How appropriate do the placed students think the aptitude tests are in predicting their ability to learn? 7. In addition to standardized testing, what other guidance services are provided for students to assist them with their place- ment decisions? so Th tY 47 8. To what degree do students participate in the decision- -making related to their placement in a secondary school? 9. How much educational information is needed by the students? 10. What criteria undergird the placement of students into programs? 11. What reasons are given by students who dropped out or transferred to another program? Selection of the Study Population and Sample Kaduna State, situated in Northern Nigeria, was the source of the secondary school students for this study. The specific schools selected for analysis came from four types of secondary schools which constitute the EPP. These are: 1. The regular secondary school which prepares students for the West African School Certificate (WASC) with an Arts or Science bias. This program is designed for college-bound (university-bound) students. 2. The secondary technical program which prepares students for the WASC in the technical fields. 3. The commercial secondary program which prepares students for the WASC with a bias in commercial subjects. 4. The teacher training program which prepares elementary school teachers for the Grade II certificate. For a school to be selected it had to be a full secondary school with Forms 1 through 5. It must also lave employed the state—wide educational placement pro- ;ram with a guidance staff, including a careers master/ tistress or guidance teacher. 48 The State Ministry of Education wrote letters to introduce the researcher to the principal and staff of each of the sample schools and requested their maximum cooperation. The Ministry of Education also furnished a list of all the post-primary schools with an EPP in order to facilitate a random selection of participating schools from.the total population. Using a method of random selection, four regular secondary schools were chosen from a total of eight regu- lar secondary schools that qualified for selection. One commercial school and one technical school was picked from each of the two types of vocational secondary schools. Careful consideration was given to the advantage of random selection as a method of bias control, but it was impossi- ble to select the vocational schools entirely at random because there was only one school of each type for the technical and commercial programs in Kaduna State. Four teacher training schools qualified for selection, and two were randomly selected for study. I Figure 1 below shows the name of the school, desig- i nation, and type of program option for each of the schools for study. 49 . . Type of Name of School DeSignation Program Barewa Government College, Zaria B.C.Z. Regular secondary school Government College, Kaduna G.C.K. " " Kufena College K.C. ” ” Soba Girls Secondary School S.G.S.S. " " Zaria Commercial College Z.C.C. Commer- cial Soba Technical Secondary School S.T.S.S. Technical Basawa Teacher Training B.T.T. Teacher Training Women's Teachers' College, Zaria W.T.C.Z. ” " Figure l Schools and Programs Selected for Study Sample of Respondents A sample of respondents was obtained for students, EPP officials, principals and staff involved in placement activities in each of the selected schools. The student respondents were selected from the Form 5 class of the 1976/77 school year. In addition, twenty percent of all students who dropped out of the selected schools at any of the five class levels whose addresses were known were also contacted. The Form 5 class was chosen in all programs for analysis because it has been a part of EPP for more than two years. Most of the students were still in school, and they were thought to be easy to contact. They were 50 also judged to be more mature and better able to accurately evaluate what effect the EPP had on their own educational progress. A table of random numbers was used to randomly select 100 students out of 120 in Form 5 at each school. This resulted in the selection of 800 students out of a possible total of 960 (83.3%). The table below shows the distribution of the total number of students in each class and the number of respondents chosen from eachgmogamt Table 1 Student Sample From Form.5 Showing the Number of Respondents from Each Program School No. of Students Enrolled No. of Respondents Total Enrollment Boys Girls Boys Girls B.C.Z. 120 ' 120 --- 100 --- G.C.K. 120 120 --- 100 --— K.C. 120 120 --- 100 .--- S.G.S.S. 120 -—— 120 -—e 100 Z.C.C. 120 91 29 80 20 S.T.S.S. 120 120 --- 100 --- B.T.T. 120 120 --- 100 --- W.T.C.A. 120 --— 120 --- 100 Total 8 960 691 269 580 220 Total 800 51 The research questionnaire was administered to students with the assistance of the classroom teachers. Special effort was made to hold the questionnaire admini- stration procedures constant so that experimenter bias would not confound the responses. A total of 100.dropouts were interviewed. Their selection was randomly made, and they were contacted with the assistance of their former school principals and school friends. In Nigeria the secondary school princi- pal is required to keep records of students who drOp out of school or fail their examination so that he can account to the government or parents ifneed be,. Many of the dropouts were hired by firms located in Kaduna town so locating them.was made easier than first expected. Information about the EPP organization, objectives and placement procedures was collected from two education officers in charge of the guidance department in the Kaduna State Ministry of Education. Both completed the questionnaire designed for EPP officials and furnished invaluable additional information for which there was no provision on the structured questionnaire. The EPP officials also made available sample c0pies of the "Pupil Summary Sheet,‘ an inventory instrument which the Ministry of Education designed to assist schools in collecting data about student home background, aptitudes, interests, achievements and other personality variables. 52 Provisions were made to protect the identity of students participating in the study. As for school personnel, the principal or vice principal in each of the selected schools was interviewed about program changes made by placed students and by dropouts. Other school personnel interviewed in connec- tion with program changes and dropout rates included the guidance teacher or careers master/mistress from those schools which were selected. Thus, eight school princi- pals and eight guidance teachers or careers masters/ mistresses were included in the sample of the EPP personnel. Instruments and Data Collection Two questionnaires were developed to collect the information needed. One questionnaire was for students (Appendix A), and the other was for EPP officials (Appendix B). I Student Questionnaire The questionnaire for students (Appendix A) contained two sections, a section for recording their aptitude test scores and their current grades in the EPP. The second section of the student questionnaire was largely an opinionnaire designed to find students' attitudes toward the EPP. Aptitude test scores were collected from the State Ministry of Education which administers standardized tests to all students. Grades students earned from the 53 EPP were collected from the principals of the students' schools. For the placement achievement grades, a grade point average for one year (comprising three end-of—term examina- tion grades and continuous assessment grades) was obtained for each of the sampled students. These achievement grades were derived from the students' performance in the programs in which they were placed on the basis of aptitude test scores. Scores from the aptitude tests developed and stan- dardized by TEDRO (Test Development Research Office) were expressed in "Stanine Units." Stanines are standard scores with a mean of five and a standard deviation of two. In stanine units the best possible score is nine, while the poorest score is one. Eleven different kinds of sub-tests composed the aptitude tests used by the Kaduna State Ministry of Education. These tests were grouped into three clusters by TEDRO as shown in Table 2 below. 54 32122. The TEDRO Aptitude Test Clusters Showing The Number of Different Tests in Each Cluster 7C Aptitude Tests Involved No. of Tests Scholastic Verbal Analogy, Reading 4 Memory, Arithmetic 8 Commercial Tables, Coding, Naming, 5 Verbal Analogy, Arith- metic Technical Verbal Analogy, Mechanical, 5 Checking, Arithmetic, Figuring, Manual Dexterity * Note that the total number of differenttxmts is 11, because Verbal Analogy and Arithmetic tests are repeated in all the three aptitude clusters. The final score for each aptitude test is obtained by adding all the scores of the tests constituting a particular aptitude battery and computing the arithmetic mean. Table 3 shows the standard scores used by TEDRO in interpreting the Aptitude tests. 55 Table 3 The System of Standard Scores Used In Analysis and Interpretation of EPP Aptitude Tests SCmfllfifllC TBJEUCAL (JITERCLM; 8 8 T5 E E WMLPEC<1KKKHIFBSPMM V7 E E .5. E Above 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 Aver- 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 age 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 Aver- 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 age 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Below 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Aver- 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 age 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Staff Questionnaire The second questionnaire was designed for the offi- cials responsible for administering the aptitude tests and for coordinating the guidance and counseling activities in Kaduna State. This questionnaire was designed to collect information related to guidance and counseling supportive activities related to use of the aptitude tests. Such things as the selection criteria and the extent to which guidance activities assisted the students in selecting a program were included. The consistency between students' ; responses and those of the officials was later examined in personal interviews. 56 The responses obtained from the students' question- naire as well as those of the placement officials were analyzed further in personal interviews because it was felt that written responses to questions might not include all information important to the study. Written questions are sometimes too narrow, suggestive, or restrictive, clouding the written responses of the participants. Testable Hypotheses The research questions posed earlier in this chapter were translated into two main statistical hypotheses in order to make the description of each area more precise. Question 1. To what extent are student scores on aptitude tests used in the Educational Placement Program correlated with the achievement level of secondary school students in their selected programs? Statistical Hypothesis 1: There is no correlation between aptitude tests scores and the achievement grades in the EPP as measured by the Spearman rank-order correlation coefficient. Question 2. How does the mean achievement for students with positive attitudes compare with the mean achievement of those with negative attitudes toward their placement? 57 Statistical Hypothesis II: The mean achievement of the \ two groups of students-~the satisfied and the dissatisfied-- is identical. In addition to the two hypotheses above, the following questions were asked and results were expressed in percentages. Question 3. Question 4. Question 5. Question 6. Question 7. Question 8. What general Opinions do the placed students have of their placement programs? Do students remain in their programs to completion? To what extent is teaching and subject matter a problem to students in the EPP? How appropriate do the placed students think the aptitude tests are in predicting their ability to learn? In addition to standardized testing, what other guidance services are provided for students to assist them with their placement decisions? To what degree do students participate in the decision-making related to their placement in a secondary school? 58 Question 9. How much educational information is needed by the students? Opestion 10. What criteria undergird the placement of students into programs? Question 11. What reasons are given by students who dropped out or transferred to another program? Method of Analysis In order to test Hypothesis I related to the degree of correlation betweeen the aptitude test scores and grades in the EPP, the Spearman rank-order correlation test was used. The appropriateness of this statistical method is supported by Borg and Gall when they state that ”the rank difference correlation is used to correlate two variables under the special condition that the data for 1 Both both these variables are available in rank.form.” the aptitude test scores and the achievement scores were ranked and then correlated. In order to test Hypothesis II, the Mann-Whitney U test for equality of means was used. This statistical model is supported by Hays when he states that ”the lBorg, W. R. and Call, M. D. Educational Research, An Introduction. New York: David McKay Company, Inc., 1976, p. 327. 59 Mann-Whitney Ufkmt m a good and relatively powerful alter- native to the usual 't' test for equality of means.”2 Non-parametric statistics were used instead of parametric statistics because the data for the two hypo- theses were ranked. Both statistical hypotheses were two— tailed Null Hypotheses. The .05 alpha level was selected for rejecting the Null Hypothesis. The .01 and .05 alpha levels are accepted as stringent enough for most educational researches. For this study it was decided that the .05 alpha level would be sufficient to focus attention on those areas in greatest need of further examination. To ansWer questions 3 through 11 the summary data technique was used to describe and summarize data. Students' opinions, attitudes toward placement, reasons for dropping out of school, preferences, and frequency of program changes were all expressed in percentages and inferences made from the magnitude for each item.. The ‘research findings were generalized only to Kaduna State secondary schools though the results may have implications for similar programs in states with the same educational problems. 2Hays, W. L. Statistics for the Social Sciences, 2nd edition. New York: Holt, Rinehart and Winston, Inc., 1972, p. 778. 60 To summarize and transform the raw data, the Statistical Package for the Social Sciences (SPSS) deve- 1oped at Northwestern University was used. Data were run on the CDC 6500 computer at Michigan State University. Summary The study design is basically descriptive. Informa- tion describing the existing EPP was obtained through the use of two questionnaires, one for students who are the consumers of the EPP services and the other for the administrators of the EPP. The four program options covered by the EPP include the technical, the commercial, the teacher training, and the regular secondary school program. To test the hypotheses,non-parametric statistics (the Spearman rank- order correlation coefficient and the Mann-Whitney U Test) were employed. Percentages were used to describe certain data in order to answer the nine related research questions which could not be stated in hypothetical terms. The next chapter includes a detailed analysis of data and summary of the findings. CHAPTER IV PRESENTATION AND ANALYSIS OF THE DATA Presentation of the Data Analysis of the data found in this chapter starts with the analysis of the two Null Hypotheses, the first being a hypothesis related to the degree of correlation between aptitude test scores and achievement grades and the Second related to the difference between the achievement levels of satisfied students and dissatisfied students. Results of the analysis of these two hypotheses provide answers to the first two questions posed in this study. To answer questions 3 through 11, the responses obtained from the students, the EPP officials, the princi- pals of the participating schools and other school personnel are reported in tables using percentages for ease of reading and interpretation. Information in these tables includes students' opinions regarding the EPP, the extent of student participation in decision-making about their placement, availability of supporting guidance services for students, and the reasons given by the drop- outs as responsible for their dropping out of school. 61 62 Non-parametric statistics were used instead of para- metric statistics in analyzing the two statistical hypo— theses because the data were ordinal or ranked. Both statistical hypotheses are two-tailed Null Hypotheses. For this study it was decided that the .05 alpha level would focus attention on those areas in greatest need of further examination. Analysis of Correlation Between Aptitude Test Scores and Achievement Grades Hypotheses l is stated in the Null form as follows: There is no correlation between aptitude tests scores and achievement grades in the EPP as measured by the Spearman rank- order correlation coefficient. In order to analyze the above hypothesis, the Spearman rank-order correlation test of significance for non-parametric data was used. To present the overall picture of the whole EPP, collapsed correlations for all the four programs involved in the EPP are first shown in Table 4 below. Data are then presented program by program showing intra-program correlations. 63 Aptitude Tests For Combined Schools Table 4 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Students' Aptitude Test Scores and Achievement Grades for All Schools N = 800. Correlation Level at Which Aptitude Test Coeffieicient Significant l. Scholastic Aptitude .0983 .003 2. Technical Aptitude -.0143 .344 3. Commercial Aptitude —.0313 .093 Table 4 shows a very low correlation between aptitude test scores and achievement grades (G.P.A.). For the combined schools therefore, the null hypothesis is supported for each aptitude test. The .003 level for the Scholastic Aptitude is statistically significant, but looking at the correlation coefficient, one can see a very weak association (.0983). The significance level in this case, probably shows how "trivial associations may well show up as significant results when the sample size is very large".1 The reader! should thus exercise caution When drawing conclusions on the basis of statistical significance as regards the lHays, W. L. Statistics for the Social Sciences, 2nd edition New York: Holt, Rinehart and Winston, Inc., 1972, p. 424. 64 Scholastic Aptitude Test score for the combined schools. Tables 5 through 12 provide aptitude test data, program by program. All the data contained in these tables help to answer the question regarding the correlation between aptitude test scores and the achievement grades. Kaduna Government College (R.S.P.) Table 5 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades N = 100 Correlation Level at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude -.0918 .182 2. Technical Aptitude .0843 .203 3. Commercial Aptitude —.0395 .349 Symbol: R.S.P. = Regular Secondary School Program. Barewa Government College, Zaria (R.S.P.) Table 6 Spearman Rank—Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades Correlation Level at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude -.2371 .009 2. Technical Aptitude .1255 .107 ,3. Commercial Aptitude .0145 .444 65 Kufena College (R.S.P.) Table 7 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades N = 100 Correlation LeveI’at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude -.1214 .115 2. Technical Aptitude .0210 .418 3. Commercial Aptitude .0014 .495 Soba Girls' Secondary School (R.S.P.) Table 8 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades N = 100 Correlation Level at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude .3383 .001 2. Technical Aptitude .3207 .001 3. Commercial Aptitude .1659 .050 The data above indicate a better correlation between the aptitude test scores and the achievement grades for the girls' secondary program compared to the rest of the programs. The correlations on all three areas are statis— tically significant at the .05 level or beyond. 66 Commercial College Zaria (C.P.) \ Table 9 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades N = 100 Correlation Level at Which Aptitude Test Coefficient . . Significant l. Scholastic Aptitude -.1164 .125 2. Technical Aptitude -.lO7l .145 3. Commercial Aptitude .0966 .170 Symbol: C.P. = Commercial Program. Basawa Teacher Training (T.T.) Table 10 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades N = 100 Correlation Level at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude .0787 .219 2. Technical Aptitude .1093 .140 3. Commercial Aptitude - 0773 .223 Symbol: T. T. = Teacher Training Program. 67 Soba Technical Secondary School (T.P.) Table 11 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades N = 100 Correlation Level at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude .1215 .115 J 2. Technical Aptitude —.0698 .246 3. Commercial Aptitude - 0385 .352 Symbol: T. P. = Technical Program. Table 12 Spearman Rank-Order Correlation Coefficients Showing The Relationship Between Aptitude Test Scores And Achievement Grades For Women's Teachers' College, Zaria -- (T.T.) N = 100 Correlation Level at Which Aptitude Test Coefficient Significant l. Scholastic Aptitude .0974 .168 2. Technical Aptitude -.0101 .461 3. Commercial Aptitude - 0335 . .371 Looking at both the entire EPP and the individual programs the data have failed to reject Null Hypothesis 1. The only school where Null Hypothesis 1 was rejected was at the Soba Girl's Secondary School. In this case the corre— lations on all three aptitude tests were statistically 68 significant at the .05 level or beyond. The Difference Between the Achievement Levels Of Satisfied Students and Dissatisfied Students Hypothesis II is stated in the Null form as follows: The mean achievement of the two groups of students--the satisfied and the dissatis- fied-- is identical. In order to find out whether or not satisfaction in the placement program was related to achievement in the program, the Mann-Whitney U test for equality of group means was used as a more powerful and appropriate alternative to the 't' test. First, the evidence for the entire EPP is presented for the whole sample by combining the four schools which constitute the EPP. Data, then, anapresented program by program for a clearer picture of individual program differences. Tables 13 and 14 below present the results which provide the answer to question number 2 of this study. Combined Schools Table 13 The Mann-Whitney 'U' Test for Equality of Means Comparing the Mean Achievement Grade Between The Satisfied and Dissatisfied Students N = 800 Categories of’ No. of Group Mean Z Signifflmnt Satisfaction Students Achievement U Value Value Ifwel]? Satisfied 341 458.1 58604.1 6.08 p <§001 Dissatisfied 459 357.7 69 The above test gives a significant result at the p. (3001 level. The Null hypothesis of no difference in the Mean achievement between the two groups is therefore rejected. Those students who indicated satisfaction in their placement achieved significantly higher than those who indicated dissatisfaction. 70 - wfifiafi . mas om pmflmflmmmfim assumes coco: w 4mm. o~m¢.a o.Hmm m.mm on wmammausm.1.................. 111111 a .3 cm wmammflmmma HmanQoH Bow .4 Ho. mmo¢.~ o.¢Hm m.¢o om smammaummi................... 111111 . s.o¢ ms smHMmasmmmaa Amesv Newman .o mo wwma.m m.mon m.oo .mm pmHMmflumm 111111111 33 % Bahamas 2888 .m wmo. ummo.a m.mmm m.oo ma poHMmHumm H . 1111111 . O . 9V N. N. Umflwmflummmmfifl . So. Smw.m minmm 0.3 mm wmawmflmm Emma 3H5 Bow a w . ms mm BE mflummma . . . . mam . . saw mama H m Hmm w.~m so swammaomm Ammmv was m . m .3 as pmflmfimm m3 . moo mama N m saw a.om ow smHMmasmm Ammmv mzmpmm N . . H.0q qs pmHMmHummmHQ 80 E: m m E A? om ‘ Bamflmm ammo «5681 H Ampam> mvcwm>mq msam> N m:am>.: unmam>mfino<_ mucwpsum coeuommmwumm amuwoum Ho Hoonom unwowmw Hm cmmz mo .62. .wo mmwuowmumu pmamfimm $858 m can now $5me powmmwummmflo mam wmwwmfimm ofi. £853 £55 quEp>pEo< cam: mfi waHmQSD 3me mo 5383.— .How “Eon. D 354% Law: ma. 3 3an OOH .1. z 71 From the data presented in Table 14 it can be seen that there is a significant difference in the mean achieve- ment between the satisfied students and those dissatisfied in their placement for Kaduna, Barewa, Soba Girl's secondary school, Basawa, and Soba Technical school. The null hypothesis of no difference has therefore been reject— ed at the .001 and .05 levels. The relationship between achievement and satisfaction has been shown. It should, however, be interpreted cautiously because in a non-experi- mental study like this one, it is difficult to control and attribute the cause to a particular factor. Achievement may not necessarily cause satisfaction, though satisfaction may lead to high achievement. The difference in the mean achievement between the two groups for Kufena, Commercial, and the WOmen's Teacher Training is not significant. The null hypothesis of no difference has, therefore, been supported for those three schools. For these schools it cannot be concluded on the basis of the data that satis- faction and achievement are positively related. Perhaps satisfaction could be linked with interest and career goals which a program may fulfill. But for most of the schools sampled however, satisfaction and high achievement seemed to be positively related. 1 72 Students' Opinions of Their Placement In order to answer the question "What opinions do the placed students have of their placement programs?" it was necessary to collect data concerning the state of satis-‘ faction and dissatisfaction of students with the educational programs in which they were placed. The data presented in tables 15 through 22 indicate students' opinions about what their preferences would have been if they had been given a chance to choose their programs. Thus, from these tables it can be inferred whether or not the students have a positive or negative opinions about their placement. The absolute number of students and the proportion in each of the four programs have been tabulated starting with a combined picture and then presenting a program by program picture. 1 73 Combined Schools' gamble 15 Students' Opinions Regarding Choice of Programs if They Had Been Given a Choice N = 800 Qxfice cate- Types of Programs 333' (LP. RAiP. TILP. TLP. No. of No. of No. of No. of Students Percent Students Percent Students Percent Students Percent First 109 13.6 404 50.5 199 24.9 87 10.9 Second 331 41.4 164 20.5 144 18.0 159 19.9 Third 263 32.9 145 18.1 148 18.5 241 30.1 Net Chosen 97 12 87 10.9 309 38.6 313 39.1 Tbtals 800 100% 800 100% 800 100% 800 100% lThe data in the above table show that 50.5% of the students indicated they would have made the Regular Secon- dary school program their first choice. This is an impora tant revelation because there is a strong bias in favor of the regular secondary school program in Nigeria as the best option to prepare the college-bound for the subsequent entry into University. Those who are considered above average academically are usually selected for this program, and because of its status among the parents and.the students, it be- comes the most popular and the most coveted. 'Even the students Who are average or below academically at least have wishful thinking about this program” 74 The Technical program commands the least number of students while the Commercial and Teacher Training programs come second and third, respectively, as far as being the first choice is concerned. The vocational-oriented programs are often regarded as dead—end programs, suitable only for those who are average or below academically and should learn a skill or trade which will help them to earn a living even if they drop out of school on the grounds of academic failure. The totals of the "Not chosen" category indicate that the programs most avoided in the order of avoidance are the Technical Program, the Teacher Training Program, the Commercial program, and the Regular secondary program. Again, a further proof that the RSP is the most favored by the students. Another fact revealed by the ”Not chosen" category is that some students so placed in a program did not even list their program as a possible choice if they had been given a choice. The above facts add up as a dissillusion- ment with the placement by many students. I Barewa.College The Distribution of Students' Program Preference 75 Table 16 Within the Regular Secondary School Program N = 100 Gmfiee cate- Program Preferences SQEL C.P. R.S.P. T.T.P. T.P. ‘ No. of No. of No. ofd No. of Students Percent Students Percent Students Percent Students Percent First 19 19.0 59 59.0 10 10.0 12 12.0 Second. 35 35.0 13 13.0 19 19.0 31 31.0 Third 29 29.0 11 11.0 24 24.0 37 37.0 Not Chosen 17 17.0 17 17.0 46 46.0 20 20.0 Totals 100 100% 100 100% 100 100% 100 100% The above data indicate that though the students are presently placed in the Regular Secondary school program 19% of them wished they had been given a chance to make Commercial program their first choice. Also 10% and 12% of the students indicated Teacher Training and Technical Programs respectively as their first choice. The data reveal that 17% of students currently placed in the R.S.P. did not even consider it a possible choice if they had been given a choice. These data therefore show that there is conflict between the official's placement criteria and the students' interests. 76 Commercial Program Table 17 Students' Opinions Regarding Program Preferences Within The Commercial Program N= 100 Gxfiee cate- Program Preferences EQIY (LP. ELS P. TJIJK TIP. No. of No. of No. of No. of Students Percent Students Percent Students Percent Students Percent First 7 7.0 65 65.0 9 9.0 6 6.0 Second. 37 37.0 14 14.0 17 17.0 25 25.0 Third 39 39.0 14 14.0 15 15.0 49 49.0 th Chosen 17 17.0 7 7.0 59 59.0 20 20.0 Totals 100 100% 100 100% 100 100% 100 100% The above data indicate that 65% of students placed in the Commercial Program made the Regular Secondary School Program their first choice and wished they had been placed in it. It can be seen that 17% of the students placed in the Commercial program did not even indicate it as a third choice for them. tified with Teacher Training Program where 59% of the The highest percent of rejection is iden- students placed in the Commercial Program did not choose it even as a third choice. enter the college-bound program option recurs . The students' apparent ambition to It is very probable that students do not understand who they are in terms of their abilities, interests and career goals, 77 hence an overwhelming ambition to enter the Regular Secon- dary School Program. The need for educational and career counseling becomes obvious and essential. Technical Program Table 18 Students' Opinions Regarding Program Preferences Within the Technical Program N = 100 Choice cate- Program Preferences BQrZ [ C.P. LT R.S.P. LT T.T.P. T.P. No. of, o. of o. of No. of Students Percent Students Percent Students Percent Students Percent First 14 14.0 54 54.0 11 11.0 21 21.0 ‘ Second 38 38.0 9 9.0 21 21.0 35 35.0 Third 33 33.0 16 16.0 29 29.0 21 21.0 ‘ Plat Chosen 15 15.0 21 21.0 39 39.0 23 23.0 Totals 100 100% 100 100% 100 100% 100 100% These data show that 54% of the students placed in the Technical Program preferred the Regular Secondary Program as their first choice if their opinions had been sought. Here again, the Teacher Training Program receives the highest percentage of rejection (39%) as compared to other program options; 14% of the students from the Technical Program made Commercial Program their first 78 choice, while 11% made Teacher Training their first choice. It is interesting to find that 15% of the students placed in the Technical program did not even make it their third choice. This fact indicates how students can be assigned to a program in which they are completely uninterested. Women's Teachers' College, Zaria Table 19 Students' Opinions Regarding Program Preferences Within the Teacher Training Program, Zaria N = 100 Qxfiee cate— Program Preferences spry CJP. RHSJR 'TJLP. 1 ‘11P. No. of o. of No. of [Nd of Students Percent Students Percent Students Percent Students ercent First 11 11.0 20 20.0 69 69.0 0 0.0 Second 50 50.0 20 20.0 15 15.0 15 15.0 Third 26 26.0 46 46.0 11 11.0 17 17.0 Net Chosen 13 13.0 14 14.0 5 5.0 68 68.0 Totals. 100 100% 100 1 100% \100 \ 100% 1100 \100% The data in the table reveal some interesting facts. The first is that 69% of the female students placed in the Teacher Training Program made the Teacher Training Program their first choice, contrary to the evidence collec- ted so far. This evidence supports the fact that in Nigeria, teaching as a profession is stereotyped as a 79 conventional profession appropriate for women. Some of the reasons women students interviewed gave why they liked teaching were such things as: the early closing time for schools each day in the week, the school vacation periods would give them time to attend to family chores and to part time work, and a teaching position would allow ample time for rest. Thus they regarded teaching as a position they could combine with household responsibilities. The second glaring fact is that none of the women students chose the Technical PrOgram as their first choice. In fact 68% of the women students did not even make it a third choice. This fact again shows the feminine bias against certain occupations which are branded as masculine in nature and unsuited to women in Nigeria. It is, however, doubtful to conclude that women by nature have no potential in Technical activities, and there is no evidence to support the fact that women should not be encouraged to enter the Technical Programs if they so wish. In spite of a high percentage of women in the Teacher Training Program, 13% of the students did not even indicate it as a third choice. It is worthWhile to consider the interest of the 13% of students who might not turn up to be productive teachers because they feel they do not belong to teaching. Basawa Teacher Training 80 Table 20 Students' Opinions Regarding Program Preferences Within the Teacher Training Program, Basawa N = 100 mince cate- Program Preferences 8907 (1P. leP. TILP. TLP. . 6f‘ cm of No.of* ki.ofI SmkatsfenxmtEknmamslkmcen:Smxmnmsmntmm:SuxanSPemmmt First 7 7.0 57 57.0 31 31.0 7 7.0 Second. ._37 37.0 17 17.0 28 28.0 16 16.0 Third 39 39.0 14 14.0 23 23.0 23 23.0 Not Chosen 17 17.0 11 11.0 18 18.0 54 L54.0 Totals 100 100% 100 100% 100 100% i100 [100% From the data it can be seen that57% of the students placed in the Teacher Training Program indicated the Regular Secondary Program as their first choice given the option. Only 31% of the placed students regard their choice as appropriate. It can also be seen that 18% of the placed students did not even indicate the Teacher Training Pro- gram as their third choice. The strong inclination toward the Regular Secondary School Program continues to feature prominently in each of the programs except the Women Teacher Training students who feel they have to live with the conventional choice expected of them by the society as 'teachers'. In order to evaluate the extent of satis- faction or dissatisfaction with the placement among the 81 students, a question was asked as to whether or not the- students would be more interested in their academic ‘ programs if they were placed in a different program. Data were analyzed program by program to give the intra—program picture. Combined Schools Table 21 Students' Opinions as to Whether They Would Be More Interested if Placed in Another Program Aggrecmnt Categoryp Educational Placement Programs C(P. RNSJK 'IJLP. TLP. No. of 0. or 1%. of 1 N6. of Students Percent Students Percent Students Percent 1Students 1Percent Stnxmr 1y 80 80.0 44 44.0 70 70.0 79 79.0 Agree Agree 0 0.0 0 0.0 0 0.0 0 0.0 - Dis- Agree 17 17.0 39 39.0 28 28.0 21 21.0 Smxmg- 137 Dis- 3 3.0 17 17.0 2 2.0 0 0.0 Agree Totals 100 100% 1 100 \ 100% \ 100 YE 1’0 \100 \ 100% For analysis of questions 5 through 8 (Tables 21 through 27) data were utilized only from.one school from each type of educational placement programs constituting the EPP. This procedure was adopted because the Technical 82 and Commercial programs were each represented by one school in the total sample, whereas the Regular Secondary School and the Teacher Training programs were each represented by more than one school. To analyze data from one school in some categories of the EPP and more than one school from other categories would bias the results. Using the hat-draw method, one school was randomly selected from the Regular Secondary School and one from Teacher Training Programs. Data analysis for this section thus included only 4 schools or programs with 400 students. The data from the table indicate that 80% of the students placed in the Commercial Program said they would be more interested in their academic program if they were placed in a different program. Seventy percent of the Teacher Training Program express a similar agreement that they would be more interested in their studies if placed in a different program. It can, however, be seen that only 44% of the students placed in the Regular Secondary School Program agreed they would be more interested elsewhere. The later evidence confirms the fact that most students aspire to enter the Regular Secondary Program, and most of those who have been placed there will normally want to stay there regardless of their interest due to the prestige and status of the program. It must be stated that 44% dissa- tisfaction is high enough to cause some concern on the part of the placement officials. Looking at all the four EPP programs combined, 68.3% of the students agreed that they would be more interested in their academic programs if they were placed in a different program. Camflnaidemls ihbhaZZ Skamts'Cmdnflxm astolimthmrThmyAme New Satisfied With.Their Programs Happiness Categopy The Educational Placement Programs van; Happy Happy Un- Happy Veqr Un- Happy Totals C.P. R.S.P. T.T.P. T.P. No. of’ o. of—’ No. of N51 of Students Percent Students Percent Students Percent Students Percent 2 2;0 8 8.0 4 1L0 3 110 17 17.0 47 47.0 23 23.0 17 17.0 36 36.0 22 22.0 32 32.0 41 41.0 45 45.0 23 23.0 41 41.0 39 39.0 100 100% 100 100% 100 100% 100 l100% The above data show that 81% of the students placed in the Commercial Program are now not satisfied with their progr Program and 8 am. OI lo not happy with their placement. Seventy—three percent of the Teacher Training of the Technical Training Program are also As for the students in the Regular Secondary School Program, 45% indicated their unhappiness with the Program. The summary evidence for all the programs in the EPP is that 69% of the students were not happy with their placement at the time of the 84 study. Students' Changes from the Initial Placement Programs In order to answer the question related to the place- ment flexibility, it was essential to collect data on the change patterns of the program choices. Table 23 below presents the evidence on placement flexibility. Table 23 The Extent of Flexibility Allowed the Students hathelfl?‘U:ChapmaEnmxlmujalIflammmmt annam Flexibility Category The Educational Placement Programs C.P. R.S.P. T.T.P. , 1 T.P. Nb. of N6. 6f' 0. of I No. of‘ Students Percent Students Percent Students Percent Students Percent Change Front Ini- tial Pro- gram Reques- ted ' ' Yes 20 20.0 22 22.0 20 20.0 13 13.0 No 80 80.0 78 78.0 80 80.0 87 87.0 (Range Gamma ed Yes C) 0.0 0 0.0 0 0.0 0 0.0 No 100 100% 100 100% 1100 1 100% 1100 100% 85 The above data present the evidence about the rigid- ity of the placement programs. Though students requested for change it was denied. The reason for the denial was that it was the policy of the government not to allow the students to switch over programs since their placement was partly determined by the targetted manpower needs of the state. It would be self-defeating to allow the students to switch programs and thereby cripple the manpower efforts particularly for the Technical and Teacher Training options. Is Teaching and Subject Matter A Problem To Students in the EPP? Tables 24 and 25 provide evidence as to whether or not teaching was regarded by the placed students as a problem. Table 24 gives evidence about the difficulty of the subject matter while Table 25 specifies about the presentation of the subject-matter by teachers in respective programs. 86 Table 24 Students' Opinions About the Difficulty Of The Subject Matter in Their Programs Category of Understanding The Educational Placement Programs C.P. RHS.P. T.T.P. 1N T.P. No. of lb. of No. of o. of Students Percent Students Percent Students Percent StudentsPercent I have .. diffi— 81 81.0 44 44.0 74 74.0 80 80.0 culty I have no 19 19.0 56 56.0 26 26.0 20 20.0 diffi culty Totals 100 100% 100 100% 100 10 A 100 100% The highest relative percentage of difficulty in understanding instruction was evidenced from the Commercial and Technical Programs, with 81% and 80% respectively: The Teacher Training Program followed with 74%. Looking at all the four programs together, 69.8% of the students placed had difficulty in understanding instructions. 87 Combined Schools Table 25 Students' Opinions Concerning the Efficiency Of Teachers in Presenting the Subject Matter Category of Satisfaction The Educational Placement Programs CLP. RuSJl TJTJK TIP. No. of lb. of No. of No. of’ Students Percent Students Percent Students Percent Students Percent th Satis- fied 40 40.0 ‘ 19 19.0 18 18.0 61 61.0 Wifll Teach: ing Satis- fied 'with 60 60.0 81 81.0 82 82.0 39 39.0 Teach- ins Totals 100 100% 100 100% 100 100% 100 100% The highest'evidence provided by the table shows that! teaching is not an important contributory factor to the students' difficulty in understanding instructions. Apart from the Technical program which indicated a 61% dissatis- faction, the rest of the programs indicated a relatively high percentage of satisfaction with teaching. The problem must be either a lack of interest in the program, the diffi- culty of the subject matter, or some other factor which is outside the scope of this study to investigate. This evidence further supports the assumption made earlier about teaChing as a possible confounding variable. The assumption.was that if teachers 88 were well qualified in their teaching subjects, and if there was additional evidence from the students about the teaching efficiency, then teaching will not invalidate the findings. Program 1. Commercial 89 Subjects Bookkeeping, Commerce, Shorthand, Typing, Commercial Arithmetic, Accounts, Office Practice and Secretarial Practice, English 2. Technical Metalwork, Woodwork, Mechanics, Technical drawing, Art, Maths, English, Painting, Welding/ Blacksmithing, Electricity 3. Teacher Training English, History, Geography, Maths, Arithmetic, General Sciences, Domestic Science (for women), A Nigerian Language, Teaching Practice, Education, Physical Health Education, Religious Know- ledge, Needlework (for women), Crafts (for boys) 4. Regular Secondary School English Grammar and Literature, History, Geography, Mathematics, Physics, Chemistry, Biology, Religious Knowledge, Physical Education, a Nigerian Language, French, Woodwork,Amt,lighthtal— work, Home Economics (for girls) Fimme 2 The various Subjects Taught In The Four EPP Programs: 90 Students' Opinions About the Appropriateness Of‘ Aptitude Tests in Predicting Their Learning Capability Combined Schools Table 26 To What Extent Do Students Agree With the Appropriateness Of the Aptitude Tests in Predicting Their Ability to Learn? Agream t CaflfiprV Educational Placement Programs C.P. RHS.P. TZT.P. T.P. No. of’ No. of No. of Nb. of Students Percent Students Percent Students PercentBtudents Percent Strong 1y Dis- 50 50.0 15 15.0 41 41.0 43 43.0 agree Dis- agree 32 32.0 29 29.0 32 32.0 37 37.0 Agree 17 17.0 55 55.0 23 23.0 15 15.0 Strong 137 Agree 1 1.0 '1 1.0 4 4.0 5 4.0 Tbtals 100 100% 100 100% 100 100% 100 100% The highest percentage of disagreement comes from the Commercial Program with 82% (Strongly Disagree + Disagree). The Teacher Training and Technical programs also show a relatively high percentage of disagreement (73% and 80%, respectively). The Regular Secondary School Program shows a relatively high percentage of agreement with the predic- tive validity of Aptitude tests for their placement 91 (56%, Agree + Strongly Agree). The Extent to Which Supportinnguidance Services Are Provided for Students in Addition to Standardized Testing Combined Schools Extent Iiuie or no amdce Yes Some Addce No Much Advice No Need— Advice Yes Did Net need advice Table 27 The Extent of Counselor/Teacher Advice To Students Before Placement Into the Programs of Advice C.P. The Educational Placement Program R.S.P. 1 T.T.P. T.P. No. of Students Percent No. of Students ho. of Percent Students PercentStudents No. of Percent 100 100 100 100 100% 100% 100"o 100% 100 100 100 100 100% 100% 10 % 100% 100 100 100 100 100% 10 % 100% 100% 100 100 100 100 100% 100% 100% 100% 92 The above evidence shows that students did not feel they got advice before placement. The need for educa- tional counseling or advice was, however, 100%. Student Partigipation In Placement Decisionrthing Tables 28 through 30 indicate the extent of student participation in placement decisionemaking. Cbmbflmxiscnmfls Tahh328 Tb What Extent Did The Placement Personnel Make USe Of Students' Characteristics in Placement? N==8OO Response Category Number of students Percent Interests were requested Yes 800 100 Interests were not requested 'Yes - ‘ Interests were used Yes - - Interests were not used Yes 800 100 Both the students and the placement officials agreed that before the placement exercise, the students were given the "Pupil Summary Sheet” on which to express their interests (see Figure 3). But the data presented in the above table bear no evidence that the "Pupil Summary Sheet" was actually used or had an effect on placement. Some of the students met their teachers during the year in connection Pusan! immuzicn [13:1 POSTAL ADDRESS (Homo) Guidanca 91¢me ~—--—- - Mc—o—o ’ CED PUPTL'S NAME ',_ _..,._ _ .. . ."‘ 93 Figure 3. lhe Pupil Summary Sheet Used As Data Inventory for Individual Students. mama Middlo 'Pupil’a “mummy ' --—- m. Malhamalica Integrated Scianca Languages: Hausa 3 OKPTITUOES BATTERY RESULTS: mmmanou FORM I FORM 2 N c E E . ' RESULTS 1 3 1 2 3 2 RESULTS To“, English Arilh Engflah ...~.. Social Studios " ‘-°--——----- 0. Apt. V. Apt. ‘ Scholastic Tochnicai Commwcial Enoch an! Arable An , ‘99 —|——- ———_. - InduSL-ial Ans Wood work Av. ‘____ ..._.__ 'VAL Moral work 4 PREFERRED OPTIONS Tech. Drawing Pupil'a ‘lat _ .__..._..._.._.. 20:! Home: Economics " __ Rafigicus Knowledgo “WW! 5. EXPRESSED INTERESTS: a) Schooc and Home activitiu Caveat b) (Pupil) , (Family) KADUNA STATE GUIDANCE PROGRAMME 6 TEACHER‘S OBSERVATlONS: a) Manifest Interests b) Astiwdas or Sack! Abilities 1:: Course Institution 7 OTHER INFORMATION. takon into account when making ncommandationu . , Ago Yaava 1— - - - ‘ _._- --- 8 RECOMMENDED COURSES: 9 FINAL PLACEMENT EXPAT EXPROG 94 with subject matter problems, but the students interests pertaining to placement were seldom discussed. When the Placement Officials were interviewed, "students' interests" was not reported to have influenced the placement, though the interests had been surveyed. The major problem regar— ding the use of students' interests was described as the lack of qualified staff to use the interests information, and the lack of time to counsel the students about their interests. Table 29 The Frequency of the Students' Meetings With School Staff to Discuss Placement Problems N = 800 Staff Frequency Category Number of students Percent Title Never in a Year 539 67.4 --- Once a Year 177 22.1 Teacher Twice a Year 84 10.5 Teacher Three or more times a year —-- -——- --- Totals 800 100% The data presented in the table above indicate that 67.4% of the placed students never met any school official to discuss their placement plans or problems. Only 22.1% of the students met their teachers once a year to discuss issues pertaining to their academic difficulties, 95 and 10.5% met the teacher twice a year to talk about their problems. Thus a total of 261 students met with the teacher in a year. Table 30 The Extent to Which Students' Meetings With the Staff on Placement Were Beneficial N = 261 Response Category Number of students Percent Not Beneficial 208 79.7 Somewhat Beneficial 53 20.3 Very Beneficial _-— Total 261 100 Of the 261 students who met with the teachers to discuss their placement problems, 79.7% of the students described their meeting as not beneficial, and 20.3% des- cribed theirs as somewhat beneficial. No students described his or her meeting with the staff as very beneficial. In order to describe the potential need for educa— tional information, students were asked to tell how much more educational information they needed compared with what they already knew to assist them in their placement programs for future careers. 96 How Much Educational Information Is Needed Byp Students at Present and in the Future? Combined Schools Table 31 The Demand for Educational Information by Students N = 800 Information Need Category Number of Students Percent None --— --- Just a little -—- --_ Much Information I 300 37.5 Very Much Infor mation 500 62.5 Total 800 100% The evidence provided in the table shows a 100% need for educational information which will enable the students in planning their further educational and career pursuits. The need for educational information cannot be over emphasized. As regards the knowledge of the scores on the Aptitude tests all the 800 students denied knowing anything about their scores. When the placement officials and the school staff were interviewed they all agreed that the reporting of the Aptitude results to the students was originally to be done with the profile or Pupil Summary Sheet; but it was felt that students would attach undue precision and 97 importance to the stanine figures. Thus students had no knowledge of their test scores for placement. The placement officials in the Ministry of Education reported that the State Ministry of Education in their briefrequired little more than a method of channeling a mass of students into course options without a plan to introduce other services which are likely to improve the students' educational experience. This procedure was not condoned by the placement officials, but they reported that little more than the mass channeling could be afforded because of the qualified manpower constraint. The Placement Officials and the school staff responsible for placement completed the questionnaire regarding the placement criteria. The responses obtained were computed as follows: The Placement Criteria Table 32 The Various Criteria Used in Placing Students Into Programs Criteria Number of Students Percent Ability 10 100 SEX‘ 10 100 Government Control 10 100 Age of Student 10 100 Number of Openings in a Program 10 100 Success in N.C.E.E. 10 100 98 The placement criteria reported include the students' academic ability as determined by the scores in the Aptitude tests, the student sex as some programs were re- garded as unsuitable for the women students. The place- ment officials reported that the Kaduna State Government had some projected manpower targets which had to be met. This meant that students' placement was controlled by the demand areas like teaching, where there was a huge demand to train teachers for the grandiose Universal Primary Education launched by September 1976. Concerning the age of students the placement officials reported that the children who were too young to make a decision at the time of placement were decided for by the placement officials. This could be a further source of disillusionment with the program by many students at a later date when they became mature enough to make their decisions. The average age of the sampled students at the time of placement (1974) was 13 years. Sometimes there were more qualified students than a particular program could accommodate. According to the placement officials the surplus students would be assigned to the Teacher Training Program whose facilities were deliberately expanded to accommodate more students in order to meet the teacher demand for the new Universal Primary Education scheme. Evidence was also collected from the placement 99 officials at the State Ministry of Education Kaduna, that occasionally the ability criterion for placement is vio- lated by the Government control criterion for the manpower needs and parental pressure to get their children into the Regular Secondary School Program as the college-bound students. Another area of high demand as viewed by the govern- ment is the Technical area. Thus the relatively high percentage of students' dissatisfaction with their place- ment in the Teacher Training and Technical programs.can partly be accounted for by the fact that some students were "conscripted" into those options against their interest, just to try and meet the manpower needs. The Basic Guidance Services were listed for each placement teacher in each school. But very few of the guidance activities were in actual fact, carried out at the time of this study. Figure 4 shows the activities listed in each of the schools sampled. 10. 11. 100 Schools Schools not Activities Implementing Implementing Reception and orientation of new students 2 6 Medical examination of the new students by the Health Department 8 - . Maintenance of individual student's cumulatiVe record and file - 8 Diagnosis of individual academic and social needs - 8 . Assisting each pupil to understand the course op- tions at the end of 2nd year in order to make appropriate program choice - 8 Provision of appropriate Remedial facilities (Remedial English) - 8 Helping students to make appropriate course com- binations in their options - 8 Providing information about employment opportunities open to students after the 5th3mmr - 8 Helping the students to assess themselves in order to make realistic decisions after the 5th year 2 6 Giving assistance with appli— cation for jobs or further education 1 7 Counseling students in groups and individually - 8 Figure 4 The Basic Guidance Services Listed in Each School 101 The activities listed above serve as the objectives of the EPP, and each school was expected to carry out these activities as a step toward realizing the EPP objec- tives. Though these guidance activities were listed, very few of them were reported to have been executed by the school officials in charge of placement and counseling services in their respective schools. All the eight school officers in charge of place— ment and guidance activities were also full-time teachers. If any placement activity was undertaken, it was added as an adjunct to the main teaching responsibilities. As regards the professional qualification (HE the placement officers in the schools, six of the eight officers sampled were holders of the Nigerian Certificate in Education (N.C.E.), an equivalent of a diploma certi- ficate in teaching. None of them were trained in pupil personnel services. The appointment of the N.C.E. graduates as guidance officers was regarded by the Ministry Placement officials as inadequate. The major reasons given for inadequacy were that all the N.C.E. teachers want to go to university for a degree course, and their departure disturbs the continuity of the program. Besides their aspiration to leave for the university degree, they are not trained for guidance work. 102 The Guidance Teacher The placement officials at the Ministry of Education headquarters reported a recent creation of the position of a Guidance Teacher as a key person responsible for placement activities in each school. This was because the past experience had shown that the N.C.E. teachers appointed to be in charge of guidance work (as had been noted before) very often leftdto enter a university the next year and left the school without anyone who knew what had to be done. The most important criterion proposed by the Government for a Guidance Teacher was that he should be a graduate because he would then not be so likely to be looking for a university degree. His qualification as a graduate would also afford him some useful seniority and status in the school to be able to command some modi- cum of respect and cooperation among his colleagues and the principal of the school. At present, the professional training available in Nigeria for Guidance services is only at the Master's degree level; where only 2-3 students have graduated each year since Ahmadu Bello University started this program in 1973. Since very few of the guidance teachers met the above criterion, most would do nothing other than follow the detailed instructions provided by the Ministry of Education; and keep up-to-date with circulars from.the Education Officer in charge of Guidance. 103 The Ministry decided that the guidance teacher should be given one period per week for each class he had to work with. These periods were to be allocated as ”Guidance Periods" and counted as part of the teacher's load and not taken out of his allowance of free periods. At the time of this study this proposal had not been implemented, and the reluctance by the school principals to release teachers for guidance work was clearly expressed by the 10 school principals interviewed. There was no provision on the school time—table for guidance periods. The Dropouts and Their Reasons For Dropping Out of School A random sample was taken of 100 students who had been placed in the four different programs but withdrew before graduation from the 5th year. Both the dropouts and the principals of their former schools were inter— viewed for the various reasons responsible for the students' attrition. Figure 5, below, shows the various reasons given by the drop-outs as governing their withdrawal from school. 104 Reasons . Number of students Percent 1. Feeling of alienation, lack of friendship 10 10 2. No career plan, no purpose for learning 18 18 3. Failure in school subjects 38 38 4. Lack of interest in school work 22 22 5. Was refused change of program 13 13 6. Got married, no longer allowed to stay in school 5 5 7. Absconded due to pregnancy 3 3 8. Was often punished for mis- conduct 6 6 9. Needed to work and support parents 8 8 * Some students gave more than one reason Figure 5 The Various Reasons Why Students Dropped Out of School The evidence presented in the above figure seems to be consistent with the previously presented data. A lack of personalized contact between the teacher and student seemed to give some students a feeling of aliena- tion which led to their withdrawal from the impersonal environment of the school. A lack of educational and career counseling could probably have been responsible for a feeling of purposelessness in learning. A lack of interest in school and academic failure could 105 stem from inappropriate selection of students for various placement programs. The policy of the government not to permit the change of program influenced the withdrawal of 13% of the drop-outs interviewed. The need for a coun- selor to deal with the personal-social issues like sexual and behavior maladjustment as indicated by the secret withdrawal on the ground of pregnancy and mis- conduct became clear. When interviewed for possible counter claims the principals of the former schools gave quite a similar range of reasons which they felt led to the students' with- drawal from school. The principals listed the characteris- tics of the students who withdrew from their schools as follows: 1. Preferred work to schooling 2. Very low mental ability 3. A chronic disciplinary case 4. Uninterested in academic work 5. Very often requested a change of program 6. Secretly withdrew for presumably marital reasons It can thus be seen from the above evidence that there is consistency between the reasons given, both by the dropouts and their former principals regarding students' attrition from the placement programs. The need to revise the placement criteria, to improve the student— teacher relationship, and to provide adequate supporting 106 services in addition to the test results becomes essential. Summary of Significant Findings: Analysis of the data shows the following significant findings for the eleven major questions included in this study. Question 1: To what extent are student scores on the aptitude tests used in the Educational Placement Program correlated with the achievement level of secondary school students in their selected programs? In general, a weak relationship was found between the scores on the aptitude tests used in the Educational Placement Program and the achievement grades earned by secondary school students. No significant correlation was found between the mean achievement grade for the combined grades of all students in all programs and either of the three types of aptitude tests. When analyzed separately, there was a significant correlation between the mean achievement grade for all young women enrolled in the Soba Girls' Secondary School and each of the three aptitude tests at the .05 level or beyond. Tables 4 through 12 include the 107 data related to this question. Question 2: How does the mean achievement for students with positive attitudes compare with the mean achievement of those with negative atti- tudes toward their placement? Generally, the mean achievement grade of those students with positive attitudes ‘ toward their educational programs was higher than that for students with negative attitudes toward their placement. The Mann-Whitney 'U' test of equality of group means revealed significant difference at the .001 level when programs were combined. The data for indivi- dual programs did show that there were no significant difference at the .05 level or beyond between the mean achievement grades of students with positive attitudes and the mean achievement grades of those with negative attitudes in three of the eight programs, the Kufena Regular Secondary School program, the Zaria Commercial program, and the Women's Teacher Training program, Zaria (see Tables 13 and 14). Question 3: Question 4: 108 What general opinions do the placed students have of their placement programs? Most students were not completely satisfied with their placement. The combined data indicated that 50.5% of the students wished they had been placed in the Regular Secondary School program (see Table 15). Some of the placed students did not even list their present program among the three possible choices. The least popular choices were the vocational-oriented programs, namely, the Commercial and Technical programs. When one looks at individual programs one finds . that 65% of the students placed in the Commercial program, and 54% of the students placed in the technical program wished they had been placed in the regular secondary school program (see Tables 17 and 18). Do students remain in their initial program to completion? After three years, most students were still in the programs in which they were initially placed because program change was not allowed. Many students had requested a change, but were denied.‘ The only placed students who were not in their.origina1 programs at Question 5: Question 6: 109 the time of this study were those who dropped out since their initial placement in 1974. To what extent is teaching and subject matter a problem to students in the EPP? Teaching was not considered an inhibiting factor to success in their program by most of the sampled students. This was less true in the technical program. There was, however, evidence that students in all types of programs had difficulty understanding the subject mat- ter. Tables 24 and 25 provide the data for this question. How appropriate do the placed students think the aptitude tests are in predicting their ability to learn? Most students disagreed with the proposition that the aptitude tests used in the EPP accurately predicted their ability to learn. The highest percentage of disagreement with the appropriateness of the aptitude test came from the Commercial program where 82% of the respondents disagreed. The Teacher Train- ing and Technical programs also showed a relatively high percentage of disagreement, 73% and 80% respectively. The Regular 110 Secondary School Program, however, showed a relatively high percentage of agreement with 56% of the students supporting the use of the aptitude tests. Table 26 provides data for this question. Question 7: In addition to standardized testing, what other gUidance services are provided for students to assist them with their placement decisions? Hardly any supportive guidance services were provided for students, in addition to aptitude test results, to assist students in making placement decisions. The "Pupil Summary Sheet" which was provided by the State Ministry of Education for every school to be used as a Data Inventory for individual counseling was seldom used at the time of this study (see Figure 3). Only 22.1% of the students in the combined programs indicated that they met their teachers at least once a year to discuss issues pertaining to their academic difficulties. Even this meeting was not regarded as bene- ficial by 79.7% of the students (see Tables 29 and 30). 111 Question 8: To what degree do studentsgparticipate in the decision-makipg related to their place- ment in a secondary school? Students did not participate in decision- making as regarding the choice of options for ,them. Both the students and the placement officials agfeed that before placement, the students were given the Pupil Summary Sheet on which to express their interests. However, the data concerning individual students from the summary sheets were seldom given ade- quate consideration in making the final place- ment decision (see Table 28). Question 9: How much educational information is needed by the students? There was a great demand expressed by the students from the secondary mjmmls included in this study for more educational infor- mation and counseling. The data show that 100% of the students expressed a strong need for educational information which will assist them in planning their educational and career pursuits (Table 31). Question 10: Question 11: 112 What criteria undeggird the placement of students into programs? The placement criteria reported by the placement officials included the students' academic ability, sex, government control, age of student and number of openings in the program (Table 32). The placement officials reported that Kaduna State Government had some projected manpower targets which it was trying to meet. This meant that the Government partly controlled students' placement. In the case of students who were regarded as too young to make decisions, the placement was made by government officiakm What reasons are given by students who dropped out or transferred to other programs? The reasons given by the dropouts include a feeling of alienation from teachers, lack of career plans, failure in school subjects, lack of interest in school work and refusal on the part of the principal.to allow a change in program. The main reason given was failure in school subjects (see Figure 5). Other reasons given less often included personal-social and adjustment problems. 113 Since program change or transfer were not allowed, there were no data about student transfers. Related Findings a) The data also revealed that moat secondary students in Kaduna State are college-oriented. The Ragular Secondary school program for the college-bound was preferred by most students as compared to the vocational oriented programs. b) Neither the students nor their parents were well informed of the educational placement criteria for place- ment in the EPP. c) There was a lot of pressure from parents to get their children into the most prestigious program—~the Regular Secondary school program. d) Students in the vocational programs expressed more dissatisfaction with their placement than those in the Regular Secondary Program. CHAPTER V SUMMARY AND CONCLUSIONS Summary This analysis of selected aspects of educational place— ment in the secondary schools of Kaduna State, Nigeria was prompted by the need to evaluate the present status of the pioneer Educational Placement Program (EPP). The placement of students into four different educational programs by this means was first implemented by the Ministry of Education, Kaduna State in 1972. The basis for the EPP is the thought that because individual children differ in their personali- ties, abilities, achievement rates and interests, every child should be tracked into the educational program which will help develop his or her talents to the fullest extent possible. To this end all pupils entering secondary schools in Kaduna State are first given a two-year course of general education designed to prepare them for placement in an appropriate option in the third year. At the end of the second year all pupils take a battery of statewide aptitude tests, the results of which form the most important criterion used to determine the type of educational program in which the student is 114 115 placed. Other placement criteria included sex, age, vacancies in the program, and national manpower needs. Three clusters of standardized aptitude tests are used to track the students into four programs namely, the Commer- cial, the Technical, the Teacher Training, and the Regular Secondary programs. The primary purpose of this study was to determine the degree to which certain parts of the Educational Placement Program (EPP) in Kaduna State are achieving their objectives. If the objectives are not being met, what factors are inhibiting the operation of the program? What revisions in this pioneer program are suggested by the data which have been gathered at this time? Specifically, answers were sought to the following questions: 1. To what extent are student scores on the apti- tude tests used in the Educational Placement Program correlated with the achievement levels of secondary school students in their selected programs? 2. How does the mean achievement for students with positive attitudes compare with the mean achieve- ment of those with negative attitudes toward their placement? 3. What general opinions do the placed students have of their placement programs? 4. Do students remain.in their initial programs to completion? 5. To what extent is teaching and subject matter a problem to students in the EPP? 6. How appropriate do the placed students think the aptitude tests are in predicting their ability to learn? 116 7. In addition to standardized testing, what other guidance services are provided for students to assist them with their placement decisions? 8. To what degree do students participate in the decision—making related to their placement in a secondary school? 9. How much educational information is needed by the students? 10. What criteria undergird the placement of students into programs? J 11. What reasons are given by students who dropped out or transferred to another program? The sample population for the study included students from eight post-primary institutions in Kaduna State which had been affected by the EPP from 1972 up to the present time. The sample included a cross section of urban, suburban and rural schools as well as a mixture of sexes. A total of 800 Form 5 students currently placed in the four options were randomly selected for inclusion in the study. A random sample of 20 percent of all dropouts from the entering class of 1972 whose current addresses were known were also interviewed to determine their rea— sons for leaving school. The students' scores on the aptitude tests were corre- lated with their present achievement levels to find out how useful the aptitude tests were as a placement criterion. Students, school staff in charge of placement activities, and Ministry officials responsible for placement also provided information regarding the Educational Placement Program. In addition, existing supportive guidance m ' w: 117 services used to facilitate the effectiveness of the EPP were described. Summary of Significant Findings Analysis of the data shows the following significant findings for the eleven major questions included in this study. Question 1: To what extent are student scores on the aptitude tests in the Educational Placement Program correlated with the achievement level of secondary school students in their selected programs? In general , a weak relationship was found between the scores on the aptitude tests used in the Educational Placement Program and the achievement grades earned by secondary school students. No significant correlation was found between the mean achievement grade for the combined grades of all students in all programs and either of the three types of aptitude tests. When analyzed separately, there was a significant correlation between the mean achievement grade for all young women enrolled in the Soba Girls' Secondary School and each of the three aptitude tests at the .05 level or beyond. Tables 4 through 12 include the data related to this question. Question 2: Question 3: 118 How does the mean achievement for students with positive attitudes compare with the ‘mean achievement of those with negative attitudes toward their placement? Generally, the mean achievement grade of those students with positive attitudes toward their educational programs was higher than that for students with negative attitudes toward their placement. The Mann-Whitney 'U' test of equality of group means revealed signi- ficant difference at the .001 level when programs were combined. The data for indivi— dual programs did show that there were no significant difference at the .05 level or beyond between the mean achievement grades of students with positive attitudes and the mean achievement grades of those with negative attitudes, in three of the eight programs, the Kufena Regular Secondary School program, the Zaria Commercial program, and the Women's Teacher Training program, Zaria (see Tables 13 and 14). What general opinions do the placed students have of their placement programs? Most students were not completely satisfied with their placement. The combined data Question 4: 119 indicated that 50.5% of the students wished they had been placed in the Regular Secondary School program (see Table 15). Some of the placed students did not even list their present program among the three possible choices. The least popular choices were the vocational oriented programs, namely, the Commercial and Technical programs. When one looks at individual programs one finds that 65% of the students placed in the Commercial program, and 54% of the students placed in the tech- nical program wished they had been placed in the Regular Secondary School program (see Tables 17 and 18). Do students remain in their initial program to completion? After three years, most students were still in the programs in which they were initially placed because program change was not allowed. Many students had requested a change, but were denied. The only placed students who were not in their original programs at the time of this study were those who dropped out since their initial placement in 1974, Question 5: Question 6: 120 To what extent is teaching and subject matter a problem to students in the EPP? Teaching was not considered an inhibiting factor to success in their program by most of the sampled students. This was less true in the technical program. There was, however, evidence that students in all types of programs had difficulty understanding the subject matter. Tables 24 and 25 provide the data for this question. How appropriate do the placed students think the aptitude tests are in predicting their ability to learn? Most students disagreed with the proposition that the aptitude tests used in the EPP accurately predicted their ability to learn. The highest percentage of disagreement with the appropriateness of the aptitude tests came from the Commercial program where 82% of the respondents disagreed. The Teacher Training and Technical programs also showed a rela- tively high percentage of disagreement, 73% and 80% respectively. The Regular Secondary School Program, however, showed a relatively high percentage of agreement with 56% of the students supporting the use of the aptitude Question 7: 121 tests. Table 26 provides data for this question. In addition to standardized testing, what Question 8: other guidance services are provided for students to assist them with their placement decision? Hardly any supportive guidance services were provided for students, in addition to aptitude test results, to assist students in making placement decision. The "Pupil Summary Sheet" which was provided by the State Ministry of Education for every school to be used as a Data Inventory for indivi- dual counseling was seldom used at the time of this study (see Figure 3). Only 22.1% _ of the students in the combined programs indicated that they met their teachers at least once a year to discuss issues pertaining to their academic difficulties. Even this meeting was not regarded as beneficial by 79.7% of the students (see Tables 29 and 30). To what degree do students participate in the decision-making related to their placement in a secondary school? Students did not participate in decision- making regarding the choice of options Question 9: Question 10: 122 for them. Both the students and the place- ment officials agreed that before placement, the students were given the Pupil Summary Sheet on which to express their interests. However, the data concerning individual students from the summary sheets were seldom given consideration in making the final placement decision (see Table 28). How much educational information is needed by the students? There was a great demand expressed by the students from the secondary schools included in this study for more educational infor- mation and counseling. The data show that 100% of the students expressed a strong - need for educational information which will assist them in planning their educational and career pursuits (Table 31). What criteriaundergird the placement of students into programs? The placement criteria reported by the placement officials included the students' academic ability, sex, government control, age of student and number of openings in the program (Table 32). The placement 123 officials reported that Kaduna State Government had some projected manpower targets which it was trying to meet. This meant that the Government partly controlled students' place- ment. In the case of students who were regarded as too young to make decision, the placement was made by government officials. Eggstflmlll: 'What reasons are given by students who dropped out or transferred to othergprograms? The reasons given by the drOpouts include a feeling of alienation from teachers, lack of career plans, failure in school subjects, lack of interest in school work and refusal on the part of the principal to allow a change in program. The main reason given was failure in school subjects (see Figure 5). Other reasons given less often included personal- social and adjustment problems. Since program change or transfer were not allowed, there were no data about student transfers. Related Findings a) The data also revealed that most secondary students in Kaduna State are college oriented. The Regular Secondary school program for the college-bound was pre- ferred by most students as compared to the vocational aIIIIIIIIIIIIIIIll---::______________ 124 oriented programs. b) Neither the students nor their parents were well informed of the educational placement criteria for place— ment in the EPP. c) There was a lot of pressure from parents to get their children into the most prestigious program--the Regular Secondary school program. d) Students in the vocational programs expressed more dissatisfaction with their placement than those in the Regular Secondary Program. Conclusions in Response to Research Questions Number 1: There is need for more data on the aptitude tests being used as an educational placement criterion by Kaduna State. When the scores on each aptitude test were correlated with the achievement grades in the corresponding programs within the EPP. the results generally indicated a very weak association. In developing a Nigerian battery of aptitude tests, the AIR (American Institute of Research) representative selected items from hundreds of tests normed on students in the United States. These tests are being adapted to Nigerian conditions, but some of the items may still be culturally unfair to Nigerian children. There is need for J; Number 2: 125 more standardization on the Nigerian conditions. Students' satisfaction in their educational placement ppogpams is positively related to a high level of achievement in the programs. The group of students with positive attitudes achieved significantly higher than those with negative attitudes toward their educational placement programs. Caution was exercised, however, in interpreting the results since this was not an experimental research design which would permit greater confidence in the interpretation of cause-and-effect relation- ships. Satisfaction may lead to high achieve- ment; high achievement may also lead to satisfaction. Generally, most students indica— ted that understanding the subject matter was their major problem. Students were neither allowed to switch their programs once placed nor to change their subjects, and most of the dropouts regarded failure in their subjects as their main reason for leaving the school. Thus, low achievement may stem from either negative attitudes toward school work, diffi- culty with school subjects or a combination of these factors. Number 3: 126 Supportive guidance services for students in Number 4: addition to aptitude testing are inadequate. The suggested basic supportive guidance activi— ties given to each secondary school by the State Ministry of Education are not being implemented adequately. Students seldom meet with the guidance teacher for educational counseling purposes. Most of the rudimentary guidance activities in schools are being conducted by untrained guidance personnel. The establishment of the position of a guidance counselor in each school has not been implemen— ted by any of the schools sampled for this study. Students participate very little in the educational placement decisions affecting them. Most students were dissatisfied in their educational placement programs. Most students disagreed with the appropriateness of the aptitude tests in predicting their ability to learn. Many students wished they had been placed in a program different from the one they were in at the time of this study. The degree of unhappiness was related to the type of program in which the students were placed. For instance, students who were placed Number 5: 127 in the vocational programs-~Commercial, Tech- nical, and in the Teacher Training were the most unhappy with their placement. Students who were placed in the Regular Secondary School Program expressed more satisfaction with their educational placement. There were deviations from the placement criteria established for the Educational Placement Program. Some parents exerted pressure to get their children into the college—bound Regular Secon‘ dary School Program. In order to meet the manpower targets for development in different areas, EPP officials often channeled students into the critical demand fields. For instance, students who qualified, but could not be accommo— dated in appropriate programs due to fewer vacancies than the number of qualified students, were channeled into the Teacher Training option where facilities were expanded deliberate- ly to absorb large numbers of students. This measure was taken by the government to produce enough primary school teachers for the newly established Universal Primary Education scheme. Number 6: 128 There is a career bias for women students in_ \ Kaduna State secondary schools. Career stereotyping was reflected in educational placement of the women students. All women students were excluded from selection into the Technical program. For instance, some girls at the Soba Girls' Secondary School obtained higher scores on the Technical Aptitude Test than many of the boys who were selected for the technical programs. Teaching on the other hand was regarded as suitable for women students and an acquiescence with their role was shown by the women students at the Women Teachers' College, Zaria. These women students often expressed the feeling that teaching allows time for them to combine family and career roles conveniently. When asked what their program choice would be none of the women students at the Women Teachers' College, Zaria, chose the Technical program as their first choice. The same was true of the girls at the Soba Girls' Secondary school as well as the girls at Zaria Commercial College. 129 Number 7: The provision of educational vocational infor- mation for students should be given a high priority among the various guidance services provided in the EPP. Their responses indicated that 100% of the students in the study wanted more educational and vocational information. At the time of 4 this study there was not adequate educational information to guide students in choosing their programs. Educational information sources such as catalogs showing program content, skills needed, the job market for the various education programs and opportunities for further education within respective programs were seldom in evidence. Recommendations and Discussion The thoughts in this section are drawn partly from the researcher's professional experience, his readings on educational placement models in the U.S.A., and partly from the data collected, both formally and informally, while conducting this study. From these various sources of information, the writer will attempt here to formulate reasonable suggestions for additional consideration as to how the EPP in Kaduna State might be further improved. These suggestions are directed primarily at the needs of the secondary school students in Nigeria. 130 1. Local norms should be developed on the tests used in the EPP since such norms will be best for local prediction. The original items of the aptitude tests being used within Kaduna State comprised several items normed on student populations in the U.S.A. These aptitude tests are being adapted to the Nigerian conditions, but some items may still be culturally unfair to Nigerian students. Test administrators should make sure that stu- dents clearly understand the language in which the aptitude tests are written. The low predictive validity of the aptitude test scores could possibly stem from the students' lack of understanding the English language, particularly the test instructions. There should be adequate time for students to consult with their teachers, counselors, parents, and careers masters for placement advice after the aptitude tests have been administered. The aptitude tests could be given one whole year in advance of the actual placement allow— ing time for counseling interviews between students, and their advisors before educational decisions are actually solidified. 131 4. Students should be made aware of national needs regarding manpower development so that they can be more realistic in their educational and vocational choices with benefit to both the individual and the nation. The basic guidance philosophy, wherever it'is being implemented, stresses freedom of choice by students in so far as that is realistic and possible. The concept of freedom of choice is sound, but for a developing nation hard hit by manpower shortage in certain key areas of economic development, freedom of individual choice is not always ideal. Preparation for an occupation in which there is little chance for employment may not be wise. Individual students need to make their educa- tional placement choices bearing in mind the implications their choices have for themselves as well as for their nation. In Nigeria, education is funded by the government from the primary level up to university in most parts of the country. Thus, the government expects that students, in general, will select those educational and occupational areas which the nation has the greatest need to fill. 132 5. A cumulative record file system should be introduced in each secondary school in Kaduna State so as to amass adequate information about the unique characteristics of individual students such as their abilities, vocational interests, special talents, family background, and health, Information from the cumulative file will help teachers, placement officials, counselors, and students not only in making placement decisions but also in guidingand counseling the students for more effective learning. 6. It is strongly recommended that the Kaduna State Government make specific provisions in the EPP for a trained guidance person to be assigned 'to each school so that he or she can help inter- pret the test scores correctly to both students and to parents. If students have accurate know- ledge of their performance in the aptitude tests, it will help them be more realistic in their choice of an educational program. 7. Each school should create at least two class periods of counseling time each week for each form level free of conflicting duties for both staff and students. In this way every farm would have at least two free periods of forty minutes duration each to meet with guidance personnel for counseling. In addition to the 133 two periods, special counseling services should be provided for the 2nd year and 5th year students. The 2nd year students need more assistance just before their placement in the 3rd year, and the 5th year students need more counseling as they prepare to take the next step either on to a career or further education after graduation. The criteria laid down for Educational Placement Program should be followed as closely as possible. This means that parents should be made more aware of the dangers involved in pushing their children into the so-called glamorized programs. The Parent-teacher meetings should be arranged, say two or three times a year, during which the principal (or his representative) explains the placement criteria to parents andlmflps them to understand their roles in the successful execution of the EPP. Parents should be represented on the panel or committee responsi- ble for the final placement. The female students should be given more oppor- tunities to experiment and exploit their poten— tial in so-called masculine careers. Under a new policy of the government which is now in effect, women studenms are excluded from taking the Technical Aptitude Test. This 10. 11. 134 does not allow women an adequate opportunity to even consider possibilities in the area of technical training. More comprehensive secondary schools should be built in Kaduna State. In these schools, the curriculum should cover a wide range of subjects including both the subjects normally offered in a regular secondary school and those found in the technical and commercial programs. This type of school removes the stigma attached to the exclusively technical or commercial schools which are derided by some students and parents as programs of less prestige and importance. The introduction of Guidance Team. concept in each school is quite essential. It is gene- rally known that the demand for guidance services in secondary schools cannot be satisfied by one person alone. A Guidance Team concept is a procedure whereby guidance services are rendered to students by a team of school personnel comprised of teachers, counselors and other staff members with the trained counselor as the facilitator of the team's effort. Teachers who are interested in special duties, and who get along well with students, form a group to assist the students 12. 13. 135 in varying capacities. The trained counselor provides in-service training for fellow teachers and assists them in developing skills with which they can, in turn, assist the students to form effective study habits, understand themselves better, and make career plans. Evaluation of the EPP should be continuous with a complete reassessment at least once every two years. This will not only enable the schools in Kaduna State to improve their implementation of the EPP but, at the same time, insure that a high quality program will be maintained once it is achieved: Because of the present shortage of trained guidance personnel available in Kaduna State, the number of counselors graduated each year should begreatly increased. Consideration should be given to the establishment of counselor training programs at the B.A. level. Guidance courses should also be introduced in all the teacher training programs. Data in this study have indicated that in many secondary schools in Kaduna State placement responsibilities are assigned to the N.C.E.. graduates (graduates from the Advanced Teachers' College) in lieu of a trained 14. 136 counselor. N.C.E. graduates with some training in guidance and counseling will be in a better position to make an effective contribution whether as classroom teachers or when they are functioning in a temporary capacity as counselors. A Proposed Educational Placement Model-~A new teacher-counselor educational placement model is needed for the secondary schools in Kaduna State. Evidence indicates that school princi- pals in Kaduna State are often reluctant to release one of their present teachers for educational placement services. Thus, at this early stage, it might be wiser for the placement counselor to also have some class teaching responsibilities. Furthermore, teacher-counselors would be in a better position to meet with a larger number of students on a more regular basis, to be more accessible to them, and to build close personal relation- ships with a larger proportion of the student body. Thus, students will be less suspicious of the teacher-counselor's motives when it comes to collecting personal data and more willing to seek career planning assistance on'a voluntary basis. The following teacher- counselor model places at the head of the Educational Placement Program the 137 principal of the school who is ultimately responsible for all programs in his school. He is the main liaison between the placement program and the Ministry of Education which makes funds available for the placement program. The Guidance Committee and Guidance Teams are formed to help with the planning and to share decision-making related to placement program activities. Students should also be an _integral part of decision-making in placement programs. 138 Advisory Committee Principal or Vice Princi pal: chairperson, one . . representative from the Princ1pal Kaduna State departments of Health, Social Welfare, 1 Public Service Commission, Church/Mosque, local in- dustries , parent repre- sentative, Head of stu— dent body in the school, . A Government placement official; Heads of subject departments . r l I I I I Student Guidance Committee Teacher counselor: chairperson, one stu- Teacher-Counselor dent representing each form. One, representative from the women students. Hall Masters/ Special Interest The rest of school Mistresses Team Staff dormitory counseling, Special interest gelping 33‘1- teachers with ents to eve- assigned duties _ the SChOOl nurse .lop personal e.g. , data process- - Cooks, custodians relationships, ing, student regis- and security rgfigrral if th tration and orien- persons. ieacfiiofm- 8 WP“ Wm selor, for new students. Figure 6 A Proposed Guidance Team Model For The Educational Placement Program Line Responsibility ----- Student responsibility (advisory) 15. 139 Further research is needed. An assumption under- girding this research and similar studies is that increasing complexity produces greater need for alterations and innovations. It may be that changes in the Nigerian educational system will eventually call for a different arrangement of guidance services from those recommended in this study. Because guidance programs are still in their infancy in Kaduna State, it is certain that additional research will be needed as educational placement services become more widely established. Thus, continuous assessment of all aspects of the Educational Placement Program should be made an integral part of the management system. APPENDICES APPENDIX A The Questionnaire for Students APPENDIX A The Questionnaire for Students Name of School Student's Code Present Class or Form Sex Age _— ‘— Office use only Scholastic Aptitude Scores Technical Aptitude Scores _____ Commercial Aptitude Scores Placement Achievement (G.P .A.) Please, answer the following questions as frankly and as honestly as you can. Your answers will be very useful, and nobody will associate your name with any answer you give. 1. (a) If you were given a choice, which of the following school placement programs would you choose? Write: 1. by your first choice . by your second choice 3. by your third choice 4. by your fourth choice Commercial program Regular Secondary program __~ Teacher Training __ Technical program 140 (b) 141 Check (*v ) the appropriate space after each statement using the following key: SA if you strongly agree with the statement. A = if you agree with the statement but not strongly. D = if you disagree with the statement. SD if you strongly disagree with the statement. F- 142' SA A , D SD I would be more interested in my academic program if I were in a different placement program. I feel the aptitude tests cor- rectly predicted my capability to learn. I do not regret my coming into this program. I feel this program is suited to my interest. p_ I felt happy with the program when I first came into it. I now feel happy with my placement. . I feel my present placement will prepare me for a job. I personally feel I have no problem understanding the teaching in my program. I feel my teachers do a good job of teaching. 143 (a) Have you changed from the ro r ' ' were first placed? p g am In Wthh you YES '"““I Nol““ ___.. __J. (b) If so, how many times have you changed your program? circle one of these (1 2 3 or more times) (c) Did you request the change? YES f““1 NO (d) Was your request denied? YES Ll uh— NO Ll .___I If so, give reasons: Check (V/) the item with which you agree. (a) Before my placement in the present program, I had little or no advice some advice much advice from a school official (counselor, teacher, careers master/mistress, principal) concerning my placement. (b) did not need any more advice needed more advice from a school official about my placement. (c) Before my placement, the school requested me to tell what my interests and career plans were. YES [::] NO [:1 144 (d) . (1) How often did you meet with a school official es.g., teacher, counselor, careers master/mistress in a year? Never Once a year Twice a year Three or more times a year (ii) How beneficial was the meeting? Circle the appro- priate number on the scale below not Very beneficial 1 2 3 4 5 beneficial (e) "(i) Currently how much more educational information do you need compared to what you already know assist you in your program and future career? None Just a little Much information Very much information (ii) Did you know your score on aptitude test? YES ——— NO ——— (iii) If you knew, who helped you to obtain this infor— mation? APPENDIX B Questionnaire For Placement Officials APPENDIX B Questionnaire For Placement Officials 1. What are your official criteria for the placement of students into the 4 programs after their second year of secondary education? Ability Sex Government control Combination Others Did students have any of the following services before placement? YES NO Academic counseling I | Career counseling The above services had: Little effect Some effect Much effect on Where the students were placed. What forms of information were made available to students to help them in placement? Interest Inventories —— —-—— ‘ YES NO Education and Career ,___ Information I l _— YES NO Other (please be specific) I.— 145 146 5. The above services had Little effect on placement Some effect on placement Much effect on placement 6. What was the counseling time compared to student ratio? One hour daily to students One hour weekly to students Other (please be specific). 7. If there are more qualified students than a program can accommodate, what happens to the surplus students? Please use and attach extra paper if the space provided is too small. APPENDIX C Letter of Permission to Conduct Study MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION - DEPARTMENT OF COUNSELING. EAST LANSING - MICHIGAN - 48824 PERSONNEL SERVICES AND EDUCATIONAL PSYCHOLOGY P.O. Box 1432 East Lansing, MI 48823 USA January 31, 1977 The Permanent Secretary, Ministry of Education Kaduna State P.M.B. 2017 Kaduna, Nigeria Dear Sir: RESEARCH ON EDUCATIONAL PLACEMENT I would like to ask your permission to conduct a study on the Educational Placement Programme presently established for the secondary school students by the Kaduna State Ministry of Education. I am a Nigerian graduate student currently working on a doctoral degree in Education at Michigan State University, in the U.S.A. The purpose of this research, which I intend to conduct in July-August, 1977, is to determine the effectiveness of the placement programme in meeting the goals for which it was established. Please, let me know how you react to my proposal. Thank you. Yours sincerely, Daniel I. Denga 147 APPENDIX D Letter of Endorsement of Study Telzfllmu: 42222 PBX Commxom: 43247 Emmet SECJ 062;42139;42222/189 Cm INsncron: 062; 42/166; 42222/85 hfimm:smEDUCATE Mr. Daniel Denga, P.O. Box 1432, East Lansing - U. s. A. Ref. Nn {gr-r lfl--_—- /fijr_fi/f'4 , , n . MINISTRY OF EDUCATION, KADUNASTATE PRIVATE MAIL BAG No. 2017, KADUNA—NIGERIA , 19.2. .- FI \‘IV II! 9" §Twrw CV BLT “Trim"? Pm“ B.A.-11m: ;_'—.‘ In ._.a..~-- ‘ ' ‘- 1 5 T:H|':.v-\/ '14 4— T am directed to rare: to your letter o. C-Ate.1, --s. . . .. . . ,., . Ln a» L VA ”977 and to say tn t this Ministry is milling Le ,-anL Jat -5 -. - ‘ ' ~ ‘ 4- , . »~ ~ n my: :1‘fl-‘ar' \,(~, the permission to conduct the researcn on tn- -ewj-e. ,-tr -H- .- ° ‘ "i“n to ‘ncw the method ' ” ' n he “Inistrv wovvd _-”e to A e. L.-. .. ~‘cntion. Icwever tn- n_u_ --, .-a- . -- ' a ' 4r: ‘Lk‘l ~ ,’\I’“L-:"\l_ ”Cu would use in concuc:ino tne :e-seercn - is 1. qu---ion 1 v d _H v I ‘4: ¢ ' V ' L. . : ,9 na::es or o" Inter/law. " : : L‘r‘) .~- "‘""\r'\3"V‘.‘.C " .. ,‘~... nL \FI‘ l-fi -*"'.I3r’_ 5:3”;3: C- v _ x1 ...... ,,,______g. 4 e71 t“: fLflmEJ- ‘/ C. e, --A _ ' I .. . r-w. :'nn1; {—5 ~11,:....:... 5‘2 g, .11 .H,-L:ga= L» gnuvle us r:que-- -c ..... a -— :—« . * V’A- - -‘ -x“-~J_.a._.A~ ' ' ' ‘tio -~' n; r::u;::. a:s;s:ance ens/o: cc-oner--~-n y I , - 19%.,” l ” ”pg: (D. .1. acne.) " ~- J- '_ AJ-ztv-‘r for: terminent aecr_---,, I .-- . . : T‘a.,~-_—,L.:_—I,.« =-1n‘““‘:‘.-’ C- ‘J'I—~v\~—‘\-AVL_.'|I' -_ -h---u, ._:..‘,/....:.e'e.., 148 B IBLIOGRAPHY BIBLIOGRAPHY Books Anastasi, A. Psychological Testing. 3rd ed. London: Macmillan Company; Collier-Macmillan Limited, 1968. Arbuckle, D. S. Pupil Personnel Services in American Schools. Boston: Allyn and Bacon, Inc., 1962. Bhatt, L. J. and Esen, A. J. A. ”A Critical Study of Research Needs for Guidance in Nigeria” in Durojaiye, M. O. A. ed. Psychological Guidance of the Schoolchild. Ibadan, Nigeria: Evans Brothers Limite , 7 . Borg, W. R. and Gall, M. D. Educational Research: An Introduction. 2nd ed. New York: David McKay Company, Inc., 1971. Calia, V. F. and Wall, B. D., eds. Pupil Personnel Administration. Columbus, 0510: Charles C. Thomas, 8. Pu is ers, Dahlem, G. C.,. Effective Pupil Personnel Services. New York: Center fOr Applied Research in Education, Inc., 1972. Guilford, J. P., Psychometric Methods. 2nd ed. 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