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IMPACT OF SINGLE AND MULTIPLE SHIFT SCHOOLING SYSTEMS ON ISLAMIC STUDIES STUDENTS‘ PERFORMANCE INSECONDARY SCHOOLS IN ADAMAWA STATE, NIGERIA

EDUCATION RESEARCH PROJECT TOPICS AND MATERIALS

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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