Dissertations / Theses: 'Education in Imo state Nigeria'

1

Okonko, N. E. "Teacher education and educational development in Imo state of Nigeria." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381664.

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Obasi, Victoria Adaobi. "The implementation of continuous assessment in secondary schools in Imo State, Nigeria." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:11512.

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Osuji, Hope Gloria Ngozi. "Local community contributions towards the development of secondary education in Imo State of Nigeria." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847871/.

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This investigation set out to determine the level of Local Community contributions towards the development of secondary education in Imo State. It also set out to find out whether the derived gains with regard to the satisfaction of community needs are commensurate with the input into secondary education by the community. Twelve (12) hypotheses were tested to arrive at the decisions. Ten schools from each Educational Zone were randomly chosen for the investigation, giving a total of fifty (50) schools. The respondents for each school consisted of the principal, two teachers, two parents, two town union or community leaders, two final year students and the Eze (Traditional ruler) of that particular school community. The instrument of questionnaire as well as information from the Ministry of Education formed the basis of data collection. Structured interview questions were also used. It was found that in the establishment of schools, the Voluntary Agencies exceeded the government and the Local Communities. In the case of funding of the secondary schools before the government take-over of schools in 1970, it was found that the three bodies, the community, the government and the Voluntary Agencies contributed equally. The Analysis of Variance technique was used to test the difference. It was also found that there was no significant difference in the community contributions before and after the war; the same applied to that of the government, but in both instances, community contributions surpassed that of the government. In these cases the chi2 test was used to test the differences in contribution. With regard to the relevance of the curriculum to community needs it was found that despite the government's effort to satisfy the different needs and aspirations of the people, theoretical education still prevails, thus providing no solution to the unemployment problem. The Student-t test was used to identify significant differences in the opinions of adults and students with regard to the relevance of the curriculum in the achievement of educational objectives. Significant differences were found in the areas of employment, ability to acquire local culture and crafts, spiritual development, acquisition of high morals, discipline, ability to go for further education and ability to think objectively. Histograms were used to show the differences clearly. In spite of this, parents are still enthusiastic about secondary education in that they still contribute towards the establishment of new schools and are still keen on sending their children to school. It was therefore recommended that:- 1. Government should allow other bodies such as the voluntary agencies, individuals and other interested groups to be involved in the development of secondary education to reduce the costs borne by the community and the government. 2. The government should increase its areas of involvement in secondary education development. 3. The government should see that budgeting and curriculum planning should involve representatives of all interested groups in secondary education. 4. Artisans and people skilled in the local crafts should be incorporated in the School-Community Relations workshops by the government to train the crux of the new breed of teachers. 5. Workshops, seminars and in-service training should be organised by the government for serving teachers at minimal costs to the teachers. 6. The government should ensure that the least qualification for teachers in the secondary schools be the Nigerian Certificate in Education (N. C. E. ). 7. Government should ensure that guidance and counselling services be provided in schools to advise the students about vocational choice. 8. The people should consider alternative avenues of economic investments such as small scale industries, to absorb both secondary school drop-outs and graduates without jobs. 9. Specification of aims and objectives should be shared at four levels of the educational system. General aims by the Federal government, specific aims by the State government, general objectives by the local communities and specific objectives by the school. 10. Measures to improve curriculum design are also suggested. 11. The government should organise a carefully planned, coordinated and long-term investment in both community and educational welfare to avoid spirals of educational deprivation.

4

Aligbe, Ngozi Teresa. "Equal access and quality in early childhood education : a case study of early childhood settings in Imo State, Nigeria." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/Equal-Access-and-Quality-in-Early-Childhood-Education(db3322fd-0bdf-4ba3-b260-20294371abe1).html.

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This thesis examines government policy on Early Childhood Education (ECE) in Nigeria, which was designed to provide equal access to quality learning for all children irrespective of their background. The underlying empirical research is a case study that focused on the issues of access to and quality of provision available to children from birth to 5 years in Early Childhood Education in Owerri, Imo State, Nigeria. The study explores these issues drawing on the views and lived experiences of practitioners, parents and policy makers in a group of preschools in Owerri, the state capital of Imo state. The aim is to understand how stakeholders in the case study settings perceive access to and quality of provision available to children, and also to establish if their experiences and views match or are at variance with government policy claims. Several authors have questioned the universal view of the concept of quality. For instance, the work of Dahlberg et al (2007) and, writing from an African perspective, Nsamenang (2008) have influenced the theoretical stance in this study. Employing an interpretivist approach this study explores the experiences and interpretations of various stakeholders in relation to quality and access in early years education in Owerri. Data was generated through semi-structured interviews with parents and teachers, questionnaires administered on employees of the Ministry of Education Imo state, observation of facilities in settings and analysis of policy documents. Findings revealed significant gaps between government policy and actual practice. Key areas of disconnect between policy and practice were varied experiences for children and families, contradictions and disparities in access to funding of early years education, professional development and conditions of service of early years teachers, and a general dissatisfaction with the state and the quality of provision in early childhood education settings.

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Kanu, Okpete Roseline. "A formative evaluation of innovative curriculum implementation : the case of the junior secondary school teacher education curriculum in Imo State of Nigeria." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019621/.

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Ajuzie, Peter. "Utilization of information and communication technology and educational games in senior secondary schools in Owerri, Imo state Nigeria : Challenges and prospects." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12929.

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Use of information and communication technology in formal education settings is a fundamental issue in management of education across the globe. But in Africa the issues takes a different turn as it regards to how to apply and utilize technology in education. Facility and technology experts have been on debate across board as the literature implies. Thus, understanding the digital native factors behind individuals’ application and utilization is central to the development of ICT in Nigeria and Africa in general. The main goal of this thesis was to explore factors influencing effective utilization of computer and ICT (Computer laboratories) in the secondary school level. However, in the literature the thesis identify issues affecting utilization of computer and ICT facilities in Sub-Sahara Africa (SSA), Nigeria and secondary schools (SS). The thesis proposed the use of educational games to drive the concept of utilization of computer and ICT facilities in the educational sector. In addition to the main goal of the thesis, use of computer and ICT facilities in secondary schools are explored alongside teachers and students interest in educational games. Qualitative interviews and a questionnaire survey were used in conduct of the study. Thematic and descriptive analysis was used to analyze the qualitative and quantitative data respectively. The results indicate that computer and ICT facilities (Computer laboratories) were poorly utilized by teachers and students due to lack of funds, poor infrastructure and technology knowledge. The results also demonstrate that teachers and students have knowledge about educational games and are willing to apply it in teaching and learning. But the issues of application of educational games into the mainstream could be hindered by Government curriculum policy and infrastructural facilities. The study indicates the relevance of applying educational games in secondary schools to reduce the level of digital divide among graduates. This thesis further argues that the inclusion of educational games would encourage teachers and students to effectively utilization of computer and ICT Facilities (Computer laboratory).

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Ajoku-Christopher, Onyenachi Ada. "Factors influencing the lack of dyslexia awareness and its impact on inclusive learning in selected primary schools in Owerri West Local Government Area, Imo state, Nigeria." Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/8956/.

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This regional research was carried out in Owerri the capital of Imo State, one of the 36 states in Nigeria with the aim of investigating and identifying factors that are responsible for the lack of dyslexia awareness in the area. The study focused particularly on selected primary schools in Owerri West Local Government Area. The study is located in the context of contemporary discourse on dyslexia awareness in Owerri West. Primary source evidence and first hand information which were gathered through discussions and interviews with respondents confirms the status of originality on the findings of the research. Research carried out on database where nothing was found on dyslexia awareness in Owerri West is also evidence of originality of this study. The research sheds light on the effects the lack of dyslexia awareness has on teaching and learning in primary schools in Owerri West and in doing so draws attention to issues raised around the marginalisation of individuals with unidentified specific learning difficulties. A triangulation of qualitative data collection methods was employed to explore and understand disability beliefs, experiences, attitudes, behaviour and interactions with regards to the impact these have on inclusive practices. The findings from these studies were then analysed drawing on a range of disability models including the social model of dyslexia, the social, medical and moral models of disability, as well as social construction theory. This enabled the creation of a more explicit understanding of disability issues as it concerns the society investigated. The overall research findings, especially those derived from the interviews, highlight that factors affecting the lack of dyslexia awareness are located in the society’s predominant understanding of disability, the cultural perceptions of disability based on historical practices, incomprehensive disability definition featuring in policy and the lack of awareness of the nature and dimensions of invisible/hidden disabilities like dyslexia in national disability policy. Based on these findings the study concludes that ideologies around disability and inclusion are more geared towards the medical and moral models of disability. Furthermore, it concludes that the lack of an extensive understanding of disability and disability rights, which are very much features of a social model construct of disability, has impacted negatively on inclusive practices and perceived understanding of who is deemed educable. Following this, a number of recommendations were made including the need for robust teacher training programmes which will raise the awareness and understanding of dyslexia and in so doing improve the learning experiences of children with dyslexia.

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Ojukwu, Chizomam Laura. "Effects of Nonadherence to HIV/AIDS Drugs on HIV-Related Comorbidities in Eastern Nigeria." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7321.

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Developing countries like Nigeria continue to have HIV epidemic challenge due to the scarcity of evidence-based information and lack of resources to boost HIV education. The study population, Owerri, is one of the states in Nigeria with a high incidence rate of HIV. The purpose of this phenomenological study was to explore the experiences of people living with HIV/AIDS regarding the effects of nonadherence to HIV/AIDS drugs. The integrated theory of health behavior model provided the framework for the study. I collected, transcribed, and analyzed interview data to identify clusters and themes. Results showed that various factors influenced and (e.g., free drugs, fear, culture, medication side effects, discrimination, relationship/support system, poverty, belief, easy access) contributed to adherence behavior among respondents. People living with HIV/AIDS may be encouraged to adhere to drug treatments because of these research findings. This study contributed to a positive social change in that respondents were excited and open about sharing their fears, challenges, struggles and hope with the anticipation to influence others to be open about their HIV disease.

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Uzoigwe, Felicia N. A. "A study of the formal education of girls and women in Nigeria and the socio-cultural changes arising from the introduction of western-type education, with special reference to the secondary phase of education in Imo State." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:12776.

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The introduction of formal education in Nigeria can be traced back to 1842. It is hard to accept that since then no detailed research has been carried out, in order to monitor the progress of girls and women, because of the fact that Nigeria's social structure is deeply rooted in patriarchalism. Moreover, the History of Education in Nigeria (Fafunwa, 1974), does indicate quite vividly that in the early years, girls and women were denied formal education; and even when they were allowed to go to school, obstacles (including child marriage and domestic chores), were deliberately placed in their way. There is little doubt that in a male dominated society, the role of the female members can at best be subordinate and at worst invisible. This is because in such a society, male dominance is inevitable. This is partly why within the Nigerian educational context, girls' and women's progress in the various stages should be constantly checked and reappraised through educational studies and research. The early stages, (primary and secondary), are crucially important. The secondary sector for example does affect to a large extent what an individual can or cannot do in the future by way of career. The need for progress in the early phases cannot therefore be over emphasised. The revelation, (especially in the History of Education in Nigeria), about the existence of obstacles to female education in the early years of school education should have prompted educational research, which would among other things show whether the barriers are still there and whether they affect all stages of education with equal gravity. Such studies can also reveal various types of obstacles and highlight regional variations within the Nigerian society. For instance, it will be possible to investigate whether: a. there are more female educational barriers among the Christian communities than the Islamic ones. b. whether rural girls and women face additional barriers compared with their counterparts in the urban areas. c. the studies can also show to some extent how Nigerian girls and women are faring in educational terms as opposed to their counterparts in the other developing nations and even in the developed counties - by comparing research findings. This is important because from the roles which girls and women are playing in various parts of the world, an assessment can be made, in order to establish whether or not their Nigerian counterparts are lagging behind, and if that is the case - then the best way of addressing the problem will need to be sought.

10

Nnaka, Allison Chinyere. "Assessment and Treatment of Postpartum Depression among Mothers in Imo-State, Nigeria." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4876.

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Postpartum depression affects many postpartum mothers. When postpartum depression is not timely assessed, identified, and treated, it can lead to problems with mother child bonding and cause family problems, negligence, and infant death. The purpose of this phenomenological study was to understand Imo State women's lived experiences and perception on sufficiency of the assessment and treatment received for their postpartum depression. The conceptual theory for this study was the empowerment theory. In-depth, face-to-face interviews were conducted to examine 10 Imo State postpartum mothers' lived experiences of assessment processes and to understand if their psychological desires were addressed. The interviews were audio recorded and notes were taken; the recordings were transcribed, and the transcripts were imported into NVivo9 for the data to be examined. The inductive coding method was used in data coding. The text was used as the source for coding, and the dominant themes were isolated and a range of themes were defined. The themes that appeared from the participants' responses were tearful and anxiety during and after pregnancy, inadequate assessment, stress, lack of knowledge, coping mechanisms, herbalist, and prayer. The participants stated that feelings of unhappiness and sadness increased after delivery of their babies, which were misinterpreted by family and friends. Participants stated that they sought recovery through prayer and herbs. The findings from this study can be used to promote positive social change by enhancing Imo State women's awareness on postpartum depression and also to support health care providers in designing relevant assessments and providing care for women with postpartum depression.

11

Elliott, Bryan. "Local government in Nigeria: A study of resource allocation in Imo State." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7726.

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This study concentrates on primary education and community projects as analytical tools. It hypothesizes that there is an hierarchy of allocation that mirrors core-periphery relations of regions, and that there is a rural-urban dichotomy in the endowment of specific Local Government Areas (LGAs). The combined evidence of the distribution of teachers and of pupils by sex, and of budgeted amounts for community projects, suggests a three-level division of LGAs. There are low-endowment rural LGAs, having high male-to-female teacher ratios and, to some degree, more male than female pupils. There are high-endowment rural LGAs, with rough parity of teacher and pupil ratios, and varied--but high--levels of project budget. Finally, there are urban LGAs, with high female-to-male teacher ratios, a tendency for female pupils to outnumber male, and very low community project budgets. However, these divisions are based on crude statistics, rank-ordered, and take no account of effects of the larger region (i.e. Eastern Nigeria). The preliminary interpretation, which does support a rural-urban endowment dichotomy, is of limited value because statistics essential to a definitive conclusion are unavailable. (Abstract shortened by UMI.)

12

Akinsanmi, Adeola. "Gender relations and food security of rural families in Imo State, South East Nigeria." Weikersheim Margraf, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2674444&prov=M&dok_var=1&dok_ext=htm.

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Egole-Oziri, Adaeze Ozor. "Effect of HIV/AIDS Awareness Training Program among College Students in Owerri, Imo State of Nigeria." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1299183004.

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14

Laurence, Fortune Ukonou. "Industrial development and issues in the shoemaking industry : case study, small shoe making firms in old Imo State of Nigeria." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501864.

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15

Okoye, M. "Secondary education for girls in Anambra State of Nigeria." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356227.

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16

Lakpah, Michael Uririn. "Administration and practice of adult education in the Lagos State of Nigeria." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:8028.

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The purpose of the study was to highlight the adequacies as well as the inadequacies of the Lagos State Government's provisions for adult education with special reference to functional literacy, continuing and remedial education and vocational training. It was aimed at acquainting the planners and executors of adult education in the State with the magnitude of the assignment apportioned to them at State level in the execution of adult education as contained in the 'national policy on education' section 7, paragraph 52 (a-e) and as suggested by the 'implementation committee for the national policy on education' which are included in the introduction to the study. A brief historical, geo-political, socio-economic and educational background of the area referred to as Lagos State is given in two parts in chapter one. Part one deals with the location, size, population, occupation and administration. Part two deals with the State's education system at the various levels of nursery, primary, secondary, post-secondary and higher education together with the general administration of education in the State. Also in this chapter, the problems facing the 'Administration and Practice of Adult Education’ in the State as observed by the researcher, which prompted this study are also stated. All the problems were individually stated with research questions for the researcher to find answers to, with the use of interview questions with which all those connected with adult education in the State were interviewed. Their responses were analysed for the purpose of identifying the basic causes of the problems. so as to suggest workable solutions to them. Chapter two deals with a review of the literature on adult education: books, journals, magazines, newspapers, committees and conference reports, unpublished theses and dissertations. This chapter amplifies the purpose of the study as the review brings to a clearer light, the aims and objectives of adult education both at national and international levels. Emphasis is laid on mass adult literacy education and its advantages and the evil effects of illiteracy on the individual and national development. Also in the review, the modus operanda of adult education in different countries are highlighted for adult education planners to study and modify to suit their needs. The language factor in adult education is also dealt with. As English language is currently the official language of all businesses and for political administration in Nigeria, it is suggested that in addition to the Yoruba language which is the mother tongue of Lagos State, English language should also be used for adult literacy in Lagos State. Other areas covered in the review include the financing of adult education, methodology of adult education with emphasis on adult learning. The questions, who is the adult and what is adult education are also answered in the review. Extracts quoted from American books which contain Americanisms in the spelling of certain words such as program, favor, behavior etc, are written in their pure original English forms as programme, favour, behaviour etc. This is done for the purpose of uniformity. Chapter three explains the methodology of the study. It deals with the strategy of the interviews, the selection of subjects, selection and training of interviewers, interviewing and recording of interviewees responses. The problems encountered during the process of the interviews are also related in this chapter. The major problems include making contact with interviewees, language, coordinating the activities of interviewers, recording of responses and finance. Chapters four, five, six, seven, eight and nine deal with the analysis and discussions of the findings from the responses of the interviewees in the six categories of respondents. Each of the six chapters deals with one category in detail. Chapter ten is the summary, discussions and recommendations. It deals with a brief summary of the problems, methodology and conclusions from the findings. The limitations of the study and implications of the conclusions from the findings are also stated. Also included in this chapter are recommendations for further research into the problems of adult education provision in the State as this study was only a search-light focussing on the problems and prospects in the ‘Administration and Practice of Adult Education in the Lagos State of Nigeria'.

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Smith, Theodore Rachel Folafunke. "Transformational leadership and student outcomes : evidence from Rivers State, Nigeria." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50904/.

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Despite the widely accepted theories on transformational leadership and its impact on student outcomes, in the West, much less is known about this model in developing countries, including Nigeria. This study explored how learners' outcomes are affected by transformational leadership in Rivers State. The research mapped the prevalent leadership styles to see whether, and to what extent, they illustrated any components of transformational leadership, using Bass’s six transformational leadership (TL) measuring instruments. This exploratory study adopted a mixed-methods approach to investigate this phenomenon, with a multiple case-study design, in five schools from the rural riverine and urban communities of Rivers State, Nigeria. Learners' attainments were examined using a documentary approach while principal and teacher perspectives were obtained via semi-structured interviews. Existing Western theories relating to transformational leadership were confirmed, contradicted, modified, and extended, in this African context. The findings revealed that transformational leadership in Rivers State shares some similarities with Western research and literature but also exhibits certain dissimilarities. The research confirms the growing recognition that leadership theories and models need to be adapted when applied to new, and developing, contexts.

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Nghengwa, Ache Patience [Verfasser], Barbara [Gutachter] Sponholz, Jürgen [Gutachter] Rauh, and Roland [Gutachter] Baumhauer. "Waste Management As a Correlate of Environmental Sustainability in Sub-Saharan Africa: The Example of Imo State, Nigeria / Patience Nghengwa Ache ; Gutachter: Barbara Sponholz, Jürgen Rauh, Roland Baumhauer." Würzburg : Universität Würzburg, 2019. http://d-nb.info/1200856414/34.

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Ndem, Bassey D. "Alternative models of special education: a case of Akwa Ibom state of Nigeria." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3761.

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This study examined the available literature on alternative models of special education services in five selected developed countries (France, Japan, the Netherlands, the United Kingdom, and the United States of America), five developing countries (China, Cyprus, Ghana, South Africa, and Tanzania), and assessed the status of current special education programs in Nigeria as a whole and in Akwa Ibom State, in particular. The study is descriptive and qualitative in nature. Secondary sources of information were used to describe the kinds of special education services provided in these countries. The study showed that each country has its own approaches to providing special education services to its special needs population in elementary through secondary education. Some countries designed their special education services based on homegrown education laws as well as international conventions and declarations, such as the United Nations’ proposals. The researcher also found that factors such as cultural beliefs, insensitivity, and funding are the main obstacles impeding the development of special education services. The study reports the findings that mitigate the establishment of workable special education services in the state; thus, the conclusions and recommendations are offered regarding the present status of stakeholders in education of children with special needs. Based on the international practices and recommendations of the United Nations Conventions, it is recommended that Akwa Ibom State, Nigeria re-examine its current practices of providing special education services to its special needs children in both elementary and secondary schools. Access to quality education, availability of educational resources, trained personnel, and financing are some critical areas the state government of Akwa Ibom must urgently address in order to provide free and appropriate special education services to its elementary and secondary education students.

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Nwosu, Mike Chike. "Youth Entrepreneurship Among University Graduates in Anambra State, Nigeria." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6637.

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Nigerian policy is inconsistent with regard to the promotion of entrepreneurship among young adults in Anambra State that would serve as a guide to becoming self-employed. Most young adults in Anambra State lack information on entrepreneurial characteristics to become self-employed. The issues confronting Anambra State as a result of youth unemployment include increase in crime rate, drug abuse, kidnapping, and suicide rate. Guided by the human capital theory, the purpose of this case study was to explore the entrepreneurship strategies that young adults in Anambra State needed to become self-employed after graduating from universities. Twenty youth entrepreneurs participated in the individual interviews, 5 participated in a focus group, and 5 policymakers participated in another individual interview. Data were coded and analyzed using Yin's 5 step procedure involving compiling, assembling, analysing, dissembling and repeating the entire process three times until the themes emerged. The emerging themes were mentorship, vocational training, and ad-hoc programs. These findings revealed that youth who participated in these programs (mentorship, vocational training and ad-hoc) obtained entrepreneurial strategies and consequently ran more profitable enterprises than those who did not. The implications for positive social change include recommendations to policymakers to expand the mentoring program among young adults and introduce vocational education that could enhance employment rate, thereby improving the standard of living, and create educational programs for university students with the expectation that upon graduation they may be able to develop businesses that may lead to the creation of employment and empower young entrepreneurs towards national growth and development.

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Osa, Justina O. "The relationship between principal instructional leadership behaviors and student achievement in Nigeria: a study of Edo State, Nigeria." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/3265.

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The specific problem this research studied is the relationship between principal instructional leadership behaviors and student achievement in Nigeria. Eight of the often cited principal instructional leadership behaviors were selected for study. They are: set goals; set expectation; provide resources, human/material; manage/coordinate curriculum and instruction; establish school climate; promote staff professional development; and monitor student progress. The purpose of this study was to determine the relationship between the eight selected principal instructional leadership behaviors and student achievement in Nigeria. Using the stratified random sampling technique, a sample of 400 teachers, and 40 principals was selected from 40 secondary schools in Edo State. Two questionnaires were developed to gather data for the study. Data collected were analyzed using descriptive statistics, and pictorial presentation. The descriptive demographic variables gender, age, experience, and education, were used to describe the data gathered. The independent and dependent variables were subjected to inferential statistics using the Pearson product – moment correlation coefficient technique. Eight null hypotheses were tested to determine the statistically significant relationship between the eight independent variables and the dependent variable. The level of significance chosen was .05. The primary findings indicated that there are no statistically significant relationship between any of the eight independent variables and the dependent variable. Therefore, it could be concluded that there are other variables that are related to student achievement in Nigeria, though the eight independent variables could enhance it. Student intrinsic motivation, discriminating synthesis of old and new values, and a return to the Nigerian tradition are variables offered as those that are related to student achievement in Nigeria. Of all these variables, student intrinsic motivation seems to be the recurring variable that is most related to it. Nine main recommendations were made to the Nigerian students, scholars, school system, and society.

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Ilu, Musa D. "The politics of knowledge and the discourse on development policy : the intellectuals and the State in Nigeria, 1984-1993 /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998486.

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Amba, Aruk Etim. "Training needs of agricultural extension workers in the cross river state of Nigeria /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691094572.

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24

Salako, Smith Grace. "Compliance of Caregivers with Polio Vaccine Dosages and Timelines in Lagos State, Nigeria." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285466.

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Caregivers’ compliance with polio vaccine regimens and timely receipt of the recommended 4 doses of polio vaccine are pivotal to eliminating polio. This cross sectional study, conducted in Lagos State, Nigeria, examined polio vaccine compliance and demographic attributes of caregivers’ for statistically significant associations. Using an adapted health belief model theoretical framework, 1,200 participants were recruited from well-baby clinics in 8 local government areas in Lagos State. Participants completed a brief demographic survey providing data on caregivers’ age, gender, residence (rural or urban), and their level of education as well as records from their children’s immunization cards. Data obtained were tested for associations between caregiver’s demographic information and their children’s receipt of polio doses within specified timelines using chi-square and logistic regression analysis. Fisher’s exact analysis were conducted for variables with frequencies less than 5. The only significant association recorded was between the receipt of Polio Dose A and location of caregivers’ residence: Rural dwelling caregivers were less likely to receive the first dose of polio. Results showed Polio Dose D to be the dose most likely received in an untimely manner as well as most likely missed of the 4 doses. Logistic regression analysis did not show any variable to be of greater odds in predicting completion of the 4 doses or compliance with timelines of their receipt. Study’s results may inspire polio program planners to develop interventions that broaden the immunization coverage for rural dwellers to include nontraditional maternity locations. Positive social change will ensue by the improvement caregivers’ compliance with full polio dose receipts with timelines, maximizing immunity.

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Junaid, M. I. "Education and cultural integrity : An ethnographic study of the problems of formal education and pastoral Fulani in Sokoto State, Nigeria." Thesis, University of York, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379133.

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26

Alhassan, Ayanniyi Bako. "The nature and causal factors of truancy in day secondary schools of Kaduna State, Nigeria." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338146.

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27

Ezenne, A. N. "Differences in management and performance of federal and state colleges of education in northern Nigeria." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355297.

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Adamu, A. U. "Science, schooling and manpower production in Nigeria : A study of Kano State science secondary schools, 1977-1987." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384771.

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29

Avenyah, William Amove. "The involvement of the Church in planning and providing alternative education for development in Benue State, Nigeria." Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252703.

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30

Henshaw, Atim. "Breaking the Silence| Postpartum Depression Among Reproductive-aged Women in Akwa Ibom State, Nigeria." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623837.

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Postpartum depression (PPD) is internationally recognized as one of the most prevalent and severe but neglected maternal mental health complications of childbirth. Previous studies have indicated that there is a high burden of disease associated with PPD in both developed and developing countries. However, there remain gaps in the current literature regarding the recognition and management of PPD in remote parts of the developing world. Therefore, the purpose of this study was to understand the perceptions, attitudes, and beliefs of health professionals towards PPD and examine the factors that either facilitated or hindered its recognition and management in a remote setting in Nigeria. The pen-3 cultural model was the conceptual framework used in this study. The study focused specifically on professionals with regard to the recognition and management of PPD in a rural hospital in Nigeria. Ten semi structured qualitative interviews were conducted with doctors and nurses from a rural hospital in Nigeria. Data were analyzed via phenomenological interpretative analysis. Results from the study revealed that health professionals in a remote setting in Nigeria have a working knowledge of PPD and perceived the condition as a serious public health concern, but were faced with numerous barriers from the institutional, organizational, and community level that hindered their ability to recognize and manage PPD in a timely manner. These results make an important contribution to the existing literature and can enhance social change initiatives through the enhancement of awareness of PPD, and the need for improvement of policies on comprehensive maternal mental health in remote parts of Nigeria.

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Maduagwu, Samuel Nwankwo. "Job Satisfaction of Secondary School Principals in the Rivers State of Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331272/.

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This study addresses these questions: (1) What is the relationship between secondary school principals' job satisfaction and their ages, educational level, salary, and years of experience on the job, size of school, and location of school? and (2) What is the relationship between two instruments that measure job satisfaction--The Job Descriptive Index (JDI) and The Job in General (JIG).

32

Salako, Smith Grace Olubunmi. "Compliance of Caregivers with polio vaccine Dosages and Timelines in Lagos State Nigeria." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3918.

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Caregivers' compliance with polio vaccine regimens and timely receipt of the recommended 4 doses of polio vaccine are pivotal to eliminating polio. This cross sectional study, conducted in Lagos State, Nigeria, examined polio vaccine compliance and demographic attributes of caregivers' for statistically significant associations. Using an adapted health belief model theoretical framework, 1,200 participants were recruited from well-baby clinics in 8 local government areas in Lagos State. Participants completed a brief demographic survey providing data on caregivers' age, gender, residence (rural or urban), and their level of education as well as records from their children's immunization cards. Data obtained were tested for associations between caregiver's demographic information and their children's receipt of polio doses within specified timelines using chi-square and logistic regression analysis. Fisher's exact analysis were conducted for variables with frequencies less than 5. The only significant association recorded was between the receipt of Polio Dose A and location of caregivers' residence: Rural dwelling caregivers were less likely to receive the first dose of polio. Results showed Polio Dose D to be the dose most likely received in an untimely manner as well as most likely missed of the 4 doses. Logistic regression analysis did not show any variable to be of greater odds in predicting completion of the 4 doses or compliance with timelines of their receipt. Study's results may inspire polio program planners to develop interventions that broaden the immunization coverage for rural dwellers to include nontraditional maternity locations. Positive social change will ensue by the improvement caregivers' compliance with full polio dose receipts with timelines, maximizing immunity.

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Shinkut, Martins Bulus. "Job satisfaction of full-time business faculty of higher education institutions in Kaduna State, Nigeria /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901279.

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34

Willott, Christopher. "Refashioning neopatrimonialism in an interface bureaucracy : Nigerian higher education." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524060.

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The African state has received numerous analyses in academic literature. The vast majority of these studies focus on the essence of the state rather than how it is experienced and lived by its citizens and therefore sacrifice empirical knowledge of state function in favour of abstract conceptualisation. Much academic literature, especially the neopatrimonial approach dominant in political science, examines African states through the prism of Weberian logic and suggests that, because states do not conform to a rational-legal ideal, they must therefore be deficient. These analyses also frequently downplay the impact of colonial rule and postcolonial state formation and politics on the character of contemporary African states, instead stressing the continuities between pre-colonial and modern patterns of rule. This thesis eschews a normative understanding of the state in favour of an approach grounded in everyday action through analysis of the workings of the Nigerian higher education sector. I argue that this sector is a microcosm of broader state-society relations. The thesis draws on primary data collected through ethnographic methods to analyse how providers and users of a university in south-eastern Nigeria negotiate their passage into, and through, a highly complex and flexible institution. The thesis argues that, among both students and staff, achieving success in Nigerian higher education is dependent on a combination of merit, personal connections and money. The importance of these three elements suggests a system in which norms rooted in bureaucracy (merit), patron-clientism (personal connections) and financial corruption (money) intersect. My empirical research suggests that characterisations of African states as wholly captured by society and functioning as little more than vehicles for particularistic advancement, both central elements of much neopatrimonial state literature, are therefore inaccurate. The thesis also places the Nigerian state in historical context, arguing that, while some patterns of pre-colonial behaviour remain important in contemporary Nigeria, they have been fundamentally altered by colonialism and its aftermath. This thesis offers an important corrective to the rather abstract and normative ideas that underpin the theory of the African neopatrimonial state. It argues that a better understanding of the state requires a stronger focus on the routine and real experiences of service providers and users and their daily interactions.

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Ogunrinu, Thomas B. (Thomas Bode). "A Systematic Analysis and Critical Comparison of the Educational Provision for Students in Nigeria with the Available Educational Opportunity for Handicapped Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332313/.

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The problem of the study was the inadequate education of handicapped students in Nigeria. The primary purpose of the study was to develop a construct based on the United States models and research on special education, and to compare educational provisions for Nigerian students with the available educational opportunity for handicapped students. In order to achieve the stated objectives of the study, two methodological approaches were utilized: (1) Likert scale for opinion questionnaires, and (2) personal interviews. Both of these instruments included demographic information about the participants. The questionnaire was categorized into three areas (differences between educational opportunities for non-handicapped and handicapped students, formal learning opportunities for handicapped Nigerian students, and factors for being attentive or not being attentive to special education). The interview instrument focused on special education constraints, responsibility for special education provision, and improvement in education for the handicapped. Based on the findings of the study, the following conclusions were reached. 1. Handicapped Nigerian students do not have equal educational opportunities, as compared to non-handicapped students. Therefore, equal instructional opportunities should be provided for handicapped and non-handicapped students. 2. The federal and state governments of Nigeria should be financially responsible for special education. Therefore, the administration of special education must be taken over from private organizations. 3. Lack of funds, personnel and specialists, equipment, and adequate facilities hinders education for the handicapped in Nigeria. In order to improve education for the handicapped, therefore, the following provisions should be made: (1) build more schools, (2) train more specialists, (3) make funds available for special education, (4) provide more facilities and equipment, (5) intensify efforts in early detection of handicaps in children, and (6) educate parents on the importance of special education.

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Orungbemi, Oluwole Olumide. "An investigation of some problems of teaching social studies at primary school level in Ondo state, Nigeria." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257935.

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37

Nass, Shafique Sani. "Evaluation of Active and Passive Neonatal Tetanus Surveillance Systems in Katsina State, Nigeria." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2095.

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The incidence and mortality rates of neonatal tetanus (NNT) remain underreported in Nigeria. This cross-sectional study was guided by the Mosley and Chen's model for the elements of child survival in developing countries. The goals of the study were twofold: (a) to compare the NNT prevalence and the mortality rates from the existing surveillance system and active surveillance of health facility records in 7 selected health facilities from 2010 to 2014 in Katsina state, Nigeria and (b) to assess the associations between selected NNT risk factors, number of maternal tetanus toxoid injections, frequency of antenatal visits, place of delivery, and cord care, and neonatal mortality as the outcome variable. Data from 332 NNT records were extracted through retrospective records review and analyzed using a logistic regression model. The prevalence of NNT and mortality rate were 336 cases and 3.4 deaths per 100,000 population, respectively, while the prevalence of NNT and mortality rate reported through the IDSR system were 111 cases and 1.0 death per 100,000 population, respectively. Only neonates whose mothers had 1 dose of tetanus toxoid vaccine were significantly associated with NNT mortality, (p < 0.05), OR = 4.12, 95% CI [1.04, 16.29]. Frequency of antenatal visits, place of delivery, and cord care were all not significant predictors of NNT mortality. Implications for positive social change include gaining knowledge on associations between NNT risk factors and neonatal mortality, and strengthening the NNT surveillance system with the capacity for early detection of potential risk factors to develop specific public health interventions aimed at improving the outcome of neonatal tetanus.

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Akintonde, George Olaleye Odewale. "Attitudes of secondary school students toward vocational and technical education in Lagos State, Nigeria (The 6-3-3-4 system) /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307357157.

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39

Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.

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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.

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Afemikhe, Juliana Ayafegbeh. "Development of a health education programme for self-management of Type 2 diabetes in Edo State, Nigeria." University of the Western Cape, 2016. http://hdl.handle.net/11394/4910.

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Philosophiae Doctor - PhD
Diabetes is a chronic, metabolic disease that requires lifelong medical management, health education and self-management. According to a World Health Organisation report, there is a global increase in the prevalence of diabetes and even more so in the low-and middle-income countries, specifically Nigeria, which has the highest number of people with diabetes in the African region of the World Health Organisation. As a global issue, the positive health outcomes of diabetes are tied to health education and self-management of the disease and using the health resources of nations. However, in the context of limited resources in Nigeria, there is a need for improvement of health education in self-management of Type 2 diabetes. Health education that is provided in some Nigerian health facilities is reported to be unstructured, without patients’ active participation, not tailored to the needs and the interests of the patients and limited collaboration between multi-disciplinary professionals. In this context, the aim of the study was to develop a structured health education programme for self-management of patients with Type 2 diabetes, to facilitate the quality of the lives of these patients .An adapted intervention mapping framework provided a structured process for development of an evidenced based programme. A mixed method approach was followed. In the first phase of the study an exploratory descriptive qualitative research design was followed. A purposive sampling approach was used in selecting (i) participants, who were patients with Type 2 diabetes and (ii) health-care professionals working in two health-care institutions in Benin City, Edo State, Nigeria. In phase 1, Step1 of the research was a situation analysis, which consisted of conducting 30 semi-structured interviews with patients; observation of nurses providing health education; and five focus group discussions with health-care professionals (nurses, dieticians and social workers). Qualitative data analysis was accomplished through using Tesch’s (1990) steps of analysis to identify themes and categories. The situation analysis revealed, firstly, that there was a lack in the knowledge and self-management of Type 2 diabetes among patients. Secondly, that the health-care professionals acknowledged their collective role in health education and were burdened with the patients who were non-adherent to self-management. The result also revealed the necessity to change from a traditional teaching method to a structured educational process that is patient-centred. The second phase of the research was the stage of developing the educational programme through collaboration with the stakeholders (health-care professionals and patients with Type 2 diabetes) using the findings from the data-analysis of the first phase supported with literature. In phase 2, Step 2 was to develop matrices from the data analysis in Phase 1 for the programme. Step 3 added theory-based intervention methods and practical applications to the preliminary program and in Step 4 the programme was described. This was followed in Step 5 by preparing health-care professionals for offering the programme to patients and implementing and evaluating the programme. The evaluation of the programme was by means of a quantitative pilot study in which a pre-post-test in a quasi-experiment was conducted with 28 patients and qualitative interviews after the program and post intervention interviews with the participants. The evaluation showed that the program was effective in meeting its objectives. In Step 6 a plan for the adoption, implementation, sustainability and evaluation of future implementations was developed.

41

Ojomo, Christian Olafimihan. "The Feasibility of Artificial Insemination of Dairy Cattle Managed by Fulani Tribesmen in Kaduna State, Nigeria." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/153.

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This study sought to determine: (a) the essential elements of a viable artificial insemination program for the Fulani Tribesmen in Kaduna State, Nigeria, and (b) to determine if the essential elements of a viable artificial insemination program exist in Kaduna State, Nigeria. This study was conducted from April 15 to May 15, 1985, in the Artificial Insemination (AI) Subcenters of Zaria, Katsina, Kabomo, Kaduna, Ikara, Zonkwa, Kurmin-Biri, and Kauranjuli. The data presented in this study were collected by personal interviews with Fulani Tribesmen. The population of this study was from a partial list of Fulani Tribesmen who have had AI performed on their dairy cattle by the cooperative inseminators in the subcenters. The statistical analysis showed an overview of herdsmen reactions to each question. The use of additional statistical tests to determine the degree of significance was not appropriate because the respondents were not randomly selected. The writer did not know in advance the number of Fulani Tribesmen that constituted the total population of the AI system in the subcenters. Noneconomic analysis of this research study includes five linked essential elements of a viable AI program. These elements are: (1) high performance bulls with quality semen, (2) skilled dependable AI technicians, (3) healthy cows, (4) functional communication and transportation resources, and (5) cooperative and informed farmers. This study concluded that four of the five essential elements for a viable AI program currently do not exist for the Fulani Tribesmen in Kaduna State, Nigeria. As a result of this study, it was determined a viable AI program for the Fulani Tribesmen in Kaduna State, Nigeria, is not feasible under the present situation.

42

Adeyemi, Tunji Olusola. "School and teacher variables associated with performance of students in the senior secondary certificate examinations in Ondo State Nigeria." Thesis, University of Hull, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297384.

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43

Lanade, James Otunola. "An investigation into the involvement, activities and effectiveness of parent teacher associations in secondary schools in Kwara State, Nigeria." Thesis, University of Hull, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336287.

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44

Odekina, Daniel Aromeh. "Social Determinants of Health Inequality and Life Expectancy Among Women of Edo State, Nigeria." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1859.

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Health inequality conflates a huge number of economic, social, and political issues. These issues, together described as social determinants, determine a population's health through influencing health status and life expectancy. The research purpose of this study was to examine how social determinants affected the life expectancy of the women of Edo State, based on secondary data from Nigeria's 2008 demographic and health survey (NDHS). The theories that guided the study were self-efficacy beliefs of the social cognitive theory and physical self-concept of the health belief model. This quantitative cross-sectional study examined the associations between socioeconomic status, nutritional status, literacy/educational attainment, access to household sanitation facilities, and life expectancy. The dependent variables were health status and life expectancy (assessed using parity and age at first delivery). The independent variables were employment, ability to read and write, listening to the radio, type of place of residence, and persons responsible for reproductive health decisions. The analysis was based on data from 950 completed face-to-face interviews in the 2008 NDHS covering 846 households in Edo State selected using a stratified 2-stage cluster sampling design. Regression analyses showed that listening to the radio, persons responsible for decisions on reproductive health issues, employment, and type of place of residence had significant positive effects on parity and age at first delivery. Employment was the best predictor of both dependent variables. Ability to read and write had a negative relationship with the age at first delivery. The social change implications include the attainment of longer lives in Edo State, Nigeria, through effective policies on employment and education.

45

Boorer, D. R. "Secondary teacher education in Sokoto State : an examination of the quality of the training given by a college of education in northern Nigeria." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370142.

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46

Nwufoh-Oladimeji, Victoria I. "Non-formal education in Oyo State of Nigeria with special reference to the evaluation of family planning education in a community-based distribution project." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338972.

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47

Egbue, G. N. "Education policy and practice in contemporary Nigeria, with particular reference to secondary level and its relationship to employment opportunities in Anambra State." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375525.

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48

Hamza, Sumaye Fadimatu. "Quality evaluation of the National Policy on Education and its implementation at the pre-primary level in Plateau State Nigeria." Thesis, Institute of Education (University of London), 2008. http://eprints.ioe.ac.uk/7386/.

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This thesis investigates the extent to which the National Policy on Education (NPE) and its implementation have provided high-quality pre-primary education in Plateau State, Nigeria. The NPE was drawn up by the Central Government of Nigeria, and revised most recently in 2004, and includes a philosophy and objectives designed to meet the aspirations of citizens. In practice, however, a range of national and international factors, including economic and socio-cultural conditions, have so far impeded the development of high-quality early childhood education. The study is situated within global debates on early childhood education, but in a context where there is a paucity of research in this field. The theoretical and analytical framework of this study is underpinned by the "CIPP" evaluation model which examines the NPE in principle and in practice through the use of four aspects: "context", "input", "process" and "product". The policy development itself is analysed using the policy cycle of Ball (1994) and Bowe et al (1992), while data on the policy implementation were collected from teachers, parents, proprietors and children by means of a survey, followed by five school case studies. Analysis of the data shows varying perceptions and provision of quality in the schools. The NPE was found to offer limited access to children because of family poverty and the high fees charged by the proprietors, while the didactic teaching methods in the classrooms failed to offer children active participation or play-based learning. For those children who accessed pre-primary education, the NPE achieved the objective of preparing children for primary school, and that of childcare, while other objectives were less well met. Socio-cultural and economic factors are identified as additional barriers to policy implementation. A Policy Triangle model is proposed as a means of understanding and assuring the quality of pre-primary provision.

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Norman, Vernon E. "The Sociocultural Basis of Epidemiology of Hypertension Among Residents of Ogun State." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/68.

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There is a high prevalence of hypertension in Nigeria. Limited knowledge of hypertension, how to prevent it, its outcomes, rapid urbanization, and the adoption of Western eating habits are implicated. Hypertension is an important issue because chronic disease places economic, social, and disease burdens on society. The purpose of this mixed-methods study was to investigate lifestyle practices, knowledge, and attitudes on risks and prevention of hypertension among residents of Ogun State, Nigeria (N = 79). The conceptual framework for this study focused on how knowledge, attitudes, and practices influence the dietary habits, behaviors, and ultimately blood pressure . The PEN-3 model was also used as the theoretical framework for research. The general linear regression model with sums of squares and Pearson's product correlation were used in quantitative analysis of diet, blood pressures, educational attainment, height, physical exercise, and weight to determine the factors that were predictive of hypertension. The main predictors of hypertension were age (p < 0.03), BMI (p <.024), and educational attainment (p < 0.02). Deductive analysis of qualitative data from focus group discussions revealed mothers are a primary source of health knowledge. Also, Babcock University has made a major impact on community health by providing free health lectures. This study contributes to social change by extending the PEN-3 model with two new domains, support for health behavior, and power to change health behavior. This information can be used to help focus government health outreach programs for improved support of individual and community change.

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Almén, Burman Anna. "Nurses’ experiences of education and compliance in treatment of patients with leprosy : A qualitative Minor Field Study in Kwara State, Nigeria." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-361.

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This study was sponsored by the Swedish International Development Cooperation Agency (SIDA) as a Minor Field Study. Background: The treatment of leprosy patients in endemic countries is free of charge. Despite that, leprosy is still a disease that is spreading and can lead to severe consequences such as disability. With leprosy comes also social stigma, discrimination and poverty which often affect the decision of seeking treatment at an early stage, or even treatment at all until the resulting disability forces the patient to seek help. With this study I wish to increase the knowledge of the importance of compliance and education in health care system with patients with leprosy, and to enlightening how nurses can promote this in their daily work. Problem rationale: Even though the importance of seeking early treatment is known, people tend not to seek treatment because of reasons such as stigma. As a nurse, one has responsibilities to care for the whole patient and to give the right information to handle the situation, but because of factors, such as stigma, it constitutes a challenge for nurses within the care of leprosy. Aim: To investigate nurses’ experiences of educating patients with leprosy, with emphasis on aspects of how to handle compliance problems in the treatment and how to support a patient with leprosy. Method: A qualitative study based on interviews held according to an interview guide with semi-structured questions. Result: The findings in this study emphasize the significance of education in order to gain and maintain compliance of treatment with the patients with leprosy even though nurses had many different ways of supporting by education. The findings were divided in to four main categories with in total eleven subcategories to present the techniques and methods of supporting the patients. Discussion: The importance of supporting the patients with leprosy in different ways by education has showed very clearly in the study. Though, at the same time nurses educate with medical knowledge, the patients are the experts in this case of the lived knowledge and this could be a problem to satisfy both aspects unless they complement each other. To do so, a dialog and a relationship of trust must be present between thepatient and the nurse, and this could be done through giving the patients time to express themselves and ask their questions of concern. When the questions and thoughts have been heard, the nurse can satisfy the patient’s need in a more accurate way and continue to support the patient with education and encouragement.

Dissertations / Theses on the topic 'Education in Imo state Nigeria'

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