ABSTRACT
The study examined Aristotle’s
theory of education: its application to secondary schools in NnewiEducation
Zone of Anambra state.The study adopted a descriptive survey design in which
three research questions were posed and three null hypothesestested.The
population of the study consisted of 46,236 (804 teachers and 45, 432 students)
presently in the 48 public secondary schools in Nnewi education zone of Anambra
state. Simple random sampling and stratified random sampling techniques were
used in selecting 1146 (270 teachers and 876 students) for the study. An
instrument titled “Aristotle EducationTheory Appraisal Questionnaire
(AETAQ)”,together withquestionnaire of four point rating scale was developed
and used for data collection. The instrument contained 24 items that dealt with
threeAristotle’s theories of education was validated by three experts from
Faculty of Education, University of Nigeria, Nsukka. The 24 items were
pilot-tested on a sample of 4 teachers and16 students. The data obtained were
computed using Crombach Alpha. This gave an overall score of 0.96. The three
research questions were analyzed using means and Standard Deviation, while t-
test statistics was used to test the three null hypotheses at 0.05 level of
significance. An overview of the overall results showed that teaching and
learning are not made practical,school core curriculum activities do not reflect
moral education and teachersdo not play their role to familiarize students to
the right moral habits. Consideringthe resultsof the study, the researcher
recommends that; government should equip the secondary schools with all the
facilities needed for practical education to flourish; curriculum developers
should by all means make moral education part of the school core curriculum
activities;teachers should understand their role as morality agents. Based on
the findings of the study, limitations of the study were identified and
suggestions for further studies were made.
CHAPTER ONE
INTRODUCTION
Background to the Study
The greatest legacy that any nation can bequeath to
its citizens is sound and worthwhile education. Education indeed is a practical
way of attaining individual potentialities and social fulfillment. It is based
on the abovesupra stated statement that Okafor (2006) defined education as a
process of acculturation through which the individual is helped to attain the
development of his potentialities, and their maximum activation when necessary,
according to right reason and to achieve his perfect self-fulfillment.
Education is a process of developing knowledge
ability in learners in such a way that they use it to improve their society.
Nwagwu (2003) upholds that this process of developing knowledge ability in
learners can only be best achieved through a body of theories which is seen as
ideas, principles and techniques that apply to a subject, especially when seen
as distinct from actual practice. Theory according to Hoy and Miskel (1987) is
a set of interrelated concepts, assumptions and generalizations that
systematically describes and explain regularities in behavior in educational organizations.
It is not for nothing that the use
of theory in education is advocated for. The main reason for educational theory
is the application and interpretation of education that will bring desired
change in the society, to develop a generation of virtuous individuals and thus
contribute to the development of good human being.
In support of the above notion,
Okonkwo (1989) considered educational theory as the theory of purpose, application and interpretation of education and
learning.Educational theory is a means to gain knowledge, inculcate the forms
of proper conduct and acquire technical competency. Similarly, Ozurumba(1999)
viewed educational theory as the means to develop oneself physically, mentally
and socially. The author further stated that educational theory helps for the
preparation and application of sound and worthwhile education. Application
according to Encarta (2009) is the relevance or value that something has,
especially when it is applied to a specific field or area.
The materialization of education activities and its
continued existence should be reliable on the development, growth and usage of
basic principles and theories. This helps to clarify and make sense out of what
seemed to be confusing in the domain of education. In support of the above
statement,Amélie (1998) maintained that most ethical theories particularly
those of Hume (1711-1776), Rousseau (1712-1778) and Kant (1724-1804) were meant
to redirect moral education. Similarly, the practical import of political
theories, such as those of Hobbes (1588-1679), Mill (1806-1873), and Marx
(1818-1883) is not only directed to the structure of institution, but to
education of citizens. Comprehensive metaphysical systems, such as those of
Leibniz (1646-1716), Spinoza (1632-1677) and Hegel (1770-1831) provide modes
for inquiry; and thus implicitly set directions and standards for the education
of the enlightenedwhich is the best investment for the people and society at
large because education is an important aspect of the work of society.
Educational theory raises the countryside issues and promotes knowledge and
understanding of people’s cherished values for the survival of that society.
The survival of any nation or culture therefore
depends to a large extent on the quality and adequacy of the education provided
for her citizens. One of the essential tasks of education is to enable people
to understand themselves through worthwhile education and this worthwhile
education can indeed only be achieved through worthwhile curriculum. According
to Onwuka(1990), curriculum is a total experience with which the schools at any
level deal with educating young people. The curriculum of any school consists
of all the situations that the school may select and consistently organize for
the purpose of bringing about changes in the behaviour of learners as a means
of developing the personality of individuals through all levels of education.
Secondary education is one of the
levels of Nigeria Education system. It is the education children receive after
primary education and before the tertiary stage (Federal Republic of Nigeria
(FRN), 2004). The underline principle here is that secondary schools should be
able to provide the individuals for useful living within the society and higher
education. However, it appears that secondary schools are not living up to
expectation in discharging its obligations. In line with this, Nwanna (2000)
upholds that products of today’s secondary schools can neither usefully live in
the society nor move into higher institution without their parents’ aid or
forgery. The author further remarked that they cannot think for themselves or respect the views and feelings of others and love
no iota of dignity of labour except for things that will give them quick money.
There is leadership problem in the Nigerian
secondary schools system. This informed the reason while Onwuka and Onwuka
(2011) submitted that leadership in the school system does not observe rules.
They went further stating that any leadership that does not believe in the rule
of law should not think of law and order. No wonder Ajayi (2002) stated that
secondary education in Nigeria is riddled with crises of various dimensions and
magnitude all of which combine to suggest that the system is at crossroad. In
line with this,Okeke(1991) posits that the demand and expectations for
education in the past three decades appears to have been unprecedented in the
Nigerian history and secondary education has emerged as the largest local
industry and there is exaggerated of the benefits of education.According to
Coombs (1986), we must ask whether the popular demand for expanded and higher
education is guided by blind, dogmatic faith or by expectations enlightened by
rational analysis, reflection and imagination. The crisis of demand and
expectations has led to schooling being equated to education and possession of
certificate has become identical with education and qualification. According to
Ovwata (2000), education is not a magician to all our personal and national
problems and needs.The researcher further stated that it is only through the
activities of education that the expected change in behaviour could be
achieved.
Activities that go on in secondary schools include
teaching and learning. Teaching, according to Clark (1995), is the interaction
between a teacher and a student under the teacher’s responsibility in order to
bring about the expected change in the student’s behaviour. The teacher is a
key factor in the formation of an ideal human being. According to Atanda and
Lameed (2006) teachers are professionals who impart skills, knowledge,
information, attitude and among others into the learners.Teachers are the
implementers of education policies; they are also stakeholders in education.
The success of any education system depends to a large extent on the quality of
its teachers.Animba (1995) posits that teachers are the most crucial inputs of
any education system.
Learning is the process through which certain
behavioural change is made in the learner.Offorma (2002) defined learning as
the process through which behaviour is initiated, modified and changed.
Teaching and learning are interrelated. Through desirable teaching and
learning, students are equipped with knowledge and skills which they need to
participate effectively as members of the society and contribute towards the
development of shared values and common identity.
The place of values and aspirations in Nigerian
educational system cannot be over-emphasized. This is supported byOdigie (2007:141) who stated that “increased interest in the basic education of the child over the years
has been borne out of the knowledge that an educated healthy child is a foundation for
the vibrant economic future of any nation”. Values and aspirations are concerned with
quality of human life, particularly that area of human behaviour which is a vital
instrument of educational reform. Therefore, there is need to teach children that
which is morally accepted. In line with this, Okeke (1997) argued that education
is not an end rather a process and as a process, it is an instrument used by every
society to preserve, maintain and upgrade its societal values and aspirations,
knowledge and skills so as to guarantee a
continuous social equilibrium.....
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