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All Journal Indonesian Journal of Elementary Teachers Education Journal of Nonformal Education
Mkpa, Iquo Okon
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DISCIPLINE STYLES AS CORRELATES OF LEARNERS’ SOCIO-EMOTIONAL STABILITY: IMPLICATIONS FOR NON-FORMAL EDUCATION PROVISIONS Yusuf, Murtala Akanbi; Sani, Musa; Mkpa, Iquo Okon
Indonesian Journal of Elementary Teachers Education Vol. 5 No. 1 (2024)
Publisher : The University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijete.v5i1.9259

Abstract

There has been a concern that discipline styles adopted by the teachers may have far reaching effect on the emotions of their learners with its consequences on teaching and learning. This study examined school discipline styles as correlates of learners’ socio-emotional stability in primary schools in Tsafe local government area of Zamfara state Nigeria. Three null hypotheses were formulated to guide the study. Corelational survey research design was used for the study. The population of the study was 50160 pupils and 841 primary school teachers. The sample size was 400 pupils and 200 teachers using stratified sampling techniques under Yaro Yamane’s formula. The instruments used for data collection were Questionnaire tagged School Discipline Style Questionnaire (SDQ) and Socio-emotional Scale (SeS). The instruments were validated by the experts. The reliability of the instruments was ascertained using Chronbarch alpha which yielded coefficient indexes of 0.6051 and 0.6040 respectively. Pearson Product-Moment Correlation Coefficient (PPMCC) statistic was used in testing all the null hypotheses at 0.05 level of significance.  The study revealed that authoritarian and laissez faire styles of discipline are detrimental to socio-emotional stability of pupils in Tasfe LGA, Zamfara state while democratic discipline style promotes socio-emotional stability of pupils in primary schools in Tasfe LGA, Zamfara state. It was recommended that, the school authorities should allocate quality time to both pupils and teachers on discipline as education is more of discipline than academic excellence. And explore the potentials of adult and non-formal education such as workshop, campaign and public talk for the use of democratic style and against authoritarian and laissez faire discipline styles.Keyword: discipline styles; socio-emotional stability; non-formal education
Marital Interference on Academic Activities of Adult and Non-Formal Education Learners: A Study of Women Centres for Continuing Education in North-West, Yusuf, Murtala Akanbi; Mkpa, Iquo Okon
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.3936

Abstract

Despite the centrality of women education in the development of societies, a huge gender gap still exists in education in northern Nigeria, at the detriment of women and girls. The gender disparity in education is induced by a matrix of forces, ranging from poor and negative parental attitude towards the education of the girl child, to stereotyping of girls in the society, leading to high illiteracy among married women and huge school drop-outs. Inspired by the imperative to address the gender concerns, this study investigated the impact of marital responsibilities on the academic activities of married women in Continuing Education Centres in North-west Nigeria. A descriptive survey design was used. A sample size of 306 married women and 152 women without marital status was selected using systematic and stratified sampling techniques. Two instruments (Marital Induced Academic Challenges Questionnaire (MIACQ) and End of Session Examination Scores and were used for data collection. The data collected were analysed using frequency and percentages and t-test. The findings revealed that the inability of married women to relate easily with other learners, inadequate time to do homework without interruption, poor reading skills, and absenteeism in tutorials are some of the academic challenges facing married women as learners. The study concluded that the challenges that emanated from being married women and learners have led to poor academic performance and stress among married women. The maturity displayed by married women learners in coping with the stress of marital and academic responsibilities must be strengthened particularly in the area of development of plan action by the learners themselves. The study recommended that adult and non-formal education programmes such as regular orientation and counseling for both learners and their teachers should be popularized
Co-Authors Sani, Musa Yusuf, Murtala Akanbi