IMPACT OF SINGLE AND MULTIPLE SHIFT SCHOOLING SYSTEMS ON ISLAMIC STUDIES STUDENTS‘ PERFORMANCE IN SECONDARY SCHOOLS IN ADAMAWA STATE, NIGERIA
ABSTRACT
This study investigated the impact of single and multiple-shift schooling systems on Islamic Studies students‘ Performance in Secondary Schools in Adamawa State, Nigeria. The study sought out the impact of; single shift system, multiple-shift systems, single and multiple-shift systems on males and female students, and differences of single and multiple-systems on junior secondary school students‘ performance in Islamic Studies. The study adopted Ex-post facto research design; the target population comprised all public junior secondary schools (JSS) III students in Adamawa state, which are 49,899 with a sample size of 381. Participants of the study consisted of male, female from ten different schools in mubi educational zone, a pilot study was conducted at Doubeli GDSS, and Yelwa GDSS, a reliability coefficient of 0.78 at 0.05 level of significance was obtained. Results sheet was used as an instrument for collecting data and the junior secondary school certificate examination (JSSCE) scores from 2010-2014 were used as data. The findings of this study suggest that the Performances of single shift systems‘ students and the multiple-shift systems students‘ performance with p-value .231˃ 0.05 which is not significant, alsostudents‘ performance in JSSCE from 2010-2014 revealed that, in single shift system students‘ performance were better than the multiple-shift systems students‘ performance with P-value 0. 038 <0.05. Similarly, performance of male students in single and multiple-systems and the female students in single and multiple-systems with p- value 0 .816 ˃ 0.05which is not significant, therefore the study concluded that multiple-shift schooling systems had a negative impact on students‘ performance in mubi educational zone. In this regard the study recommended that the Adamawa state government /non- government agencies such as; MDGs and World Bank should increase funds to education. As well, teachers‘ strengths and welfare should be encouraged. Adequate, relevant materials and infrastructures should be provided by the Adamawa state government for effective learning.
| TABLE OF CONTENTS | ||
| Title page | i | |
| Declaration | ii | |
| Certification | iii | |
| Dedication | iv | |
| Acknowledgements | v | |
| Abstract | vi | |
| Table of contents | vii | |
| List of tables | .x | |
| Abbreviations | xii | |
| Operational definition of terms | xiii | |
| CHAPTER ONE: INTRODUCTION | ||
| 1.1 | Background to the study | 1 |
| 1.2 | Statement of the problem | 4 |
| 1.3 | Objectives of the study | 5 |
| 1.4 | Research questions | 5 |
| 1.5 | Hypotheses | 6 |
| 1.6 | Basic assumptions | 6 |
| 1.7 | Significance of the study | 7 |
| 1.8 | Scope of the study | 8 |
| CHAPTER TWO: REVIEW OF RELATED LITERATURE | ||
| 2.1 | Introduction | 9 |
| 2.2 | Conceptual framework | 9 |
| 2.2.1 | Concept of normal single system and multiple- shift schooling 9 | |
| 2.3 | Models for SSS and MSS | 12 |
| 2.4 | Theoretical framework | 16 |
| 2.5SSS, MSS and extra-curricular activities | 17 | ||
| 2.6 Curriculum issues in SSS and MSS | 19 | ||
| 2.7 SSS, MSS time‐ tabling | 20 | ||
| 2.8. | Class size in SSS and MSS and students‘ performance | 21 | |
| 2.9 | SSS, MSS, and social economic factors | 24 | |
| 2.10 | Impact of SSS and MSS on students‘ performance | 26 | |
| 2.11 | Concept of Islamic Education | 28 | |
| 2.13 | Empirical studies | 29 | |
| 2.14 | Summary | 43 | |
| CHAPTER THREE: METHODOLOGY | |||
| 3.1. | Introduction | 45 | |
| 3.2. | Research design | 45 | |
| 3.3. | Population of the study | 45 | |
| 3.4. | Sample and sampling technique | 46 | |
| 3.5. | Instrumentation | 47 | |
| 3.5.1. | Validity of the instrument | 47 | |
| 3.5.2. | Pilot study | 47 | |
| 3.5.3. | Reliability of the instrument | 48 | |
| 3.6. | Procedure for data collection | 49 | |
| 3.7. | Procedure for data analysis | 49 | |
| CHAPTER FOUR: DATA ANALYSIS, RESULTS, AND DISCUSSION | |||
| 4.1. Introduction | 50 | ||
| 4.2. | Response to research questions | 50 | |
| 4.3. | Hypotheses testing | 61 | |
| 4.4. | Summary of major findings | 71 | |
| 4.5. Discussion of findings | 72 | |
| CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS | ||
| 5.1 Introduction | 77 | |
| 5.2 | Summary of the study | 77 |
| 5.3 | Conclusion | 78 |
| 5.4 | Recommendations | 78 |
| 5.5 | Contribution to Knowledge79 | |
| 5.6 | Suggestions for further study | 79 |
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