Abstract
The effect of repeated closures of schools and institutions of learning due to strike actions is debilitating and casts a dark shadow on the educational sector in Nigeria. This paper thus examines the effect of strike actions on the learning outcomes of pre-service teachers in Emmanuel Alayande College of Education, Oyo adopting a mixed method of research with qualitative and quantitative approaches, sample randomly 371 NCE 1, 2, and 3 pre-service teachers that witnessed the saga of incessant industrial actions using two instruments for data collection, Effects of Strike Action on Students Learning Outcomes Questionnaire ( ESASLQ, r=0.79 ) and Effects of Strike Action on Students Learning Outcomes Interview Scale ( ESASOI, r=0.72 ). Data was analysed using frequency counts and percentages, t-test and ANOVA. There was significant pre-service teachers’ perceived effects of strike action on pre-service teachers’ learning outcomes ( =66.12; df= 326; t= 96.63; p<.05). The pre-service NCE teachers’ perceived effects of strike action was significant on their lecture attendance ( =15.30; df= 326; t= 101.77; p<.05), writing lecture note ( =14.70; df= 326; t= 96.57; p<.05)., preparing for tests and assignment ( =14.60; df= 326; t= 85.31; p<.05), preparation for examinations ( =14.26; df= 326; t= 79.56; p<.05), respect for constituted authority ( =13.98; df= 326; t= 77.92; p<.05) and academic results ( =13.57; df= 326; t=60.14; p<.05). The effect was significantly differentiated by their schools of affiliation (F (5, 285) = 34.36, p<.05). It was recommended that government should conceive education as social function and fund it appropriately to forestall future catastrophe. Keywords: Strike action, Pre-Service NCE teachers’ learning outcomes, Gender, Schools of affiliation DOI: 10.7176/RHSS/10-11-06 Publication date: June 30th 2020
Highlights
There are certain vital factors that contribute to the process of successfully developing proficiency in learning among other possible influences, these factors include: age, aptitude, motivation and attitude, personality, cognitive style, hemisphere specialization, learning strategies, teaching and learning contexts, and inputs and interaction (Miller 2016; Larsen-Freeman & Long 1991)
The internal factors referred to above, are those factors which are inherent to the student, or which the language student brings into the learning situation; while the external factors are those factors that characterize the environment and learning situation of the students
It is posited in this paper that while the incessant disruption of classroom and instructional learning through industrial actions such as strikes may tend more towards the extrinsic, there is sufficient evidence to show that extrinsic negativities owing to industrial protests, lockdowns and strikes within the Nigerian educational system have far reaching effects on other forms of internal or intrinsic factors for the learner, one of which is the motivation of the student in the learning process
Summary
There are certain vital factors that contribute to the process of successfully developing proficiency in learning among other possible influences, these factors include: age, aptitude, motivation and attitude, personality, cognitive style, hemisphere specialization, learning strategies, teaching and learning contexts, and inputs and interaction (Miller 2016; Larsen-Freeman & Long 1991). What are the effects of strike action on pre-service teachers’ lecture attendance, writing lecture note, preparing for tests and assignment, preparation for examinations, respect for constituted authority and academic results?. Ho2: There is no significant effects of strike action on pre-service teachers’ lecture attendance, writing lecture note, preparing for tests and assignment, preparation for examinations, respect for constituted authority and academic results. The second instrument is Effects of Strike Action on Students Learning Outcomes Interview Scale (ESASOI) with 18 items on the effects of strike actions on the pre-service teachers’ lecture attendance, writing lecture note, preparing for tests and assignment, preparation for examinations, respect for constituted authority and academic results. Method of Data Analysis The socio-demographic attributes of the respondents were presented in tables of frequency counts and percentages, thematic analysis was adopted to answer the research questions while parametric statistics of t-test and Analysis of Variance (ANOVA) was adopted to determine the effects of strike action on students learning outcomes
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