Public Senior Secondary Schools Research Articles

Teachers' Performance in Indonesian Secondary Schools: Does Motivation Matter?

A teacher's professional is greatly influenced by internal and external factors. Internal factors are influenced by the motivation that comes from within the teacher's own soul. This study aims to investigate the effect of teacher motivation on the teacher’s performance, especially public senior secondary schools (Sekolah Menengah Atas Negeri, or SMA Negeri) in Banda Aceh, Indonesia. This survey was conducted using a quantitative approach with a sample of 254 teachers. Questionnaires were used to collect data, and the data analysis technique employed was Structural Equation Modelling (SEM). The findings of this study indicate that teacher motivation has a significant effect on improving teacher performance in educational institutions.

Principal's Supervisory Strategies for Teacher's Job Performances in Public Senior Secondary Schools in Abia State

Principal's Supervisory Strategies for Teacher's Job Performances in Public Senior Secondary Schools in Abia State

Effectiveness of Parents’ Workshop on Home-School Partnership and Students’ Mathematics Performance. The Case of a Public Secondary school in Botswana

It is undisputable that an effective home-school partnership has an impact on their children’s learning and subsequent academic performance. However, the extent of parental involvement is found to be lacking due to various reasons according to the literature. This paper reports on the effectiveness of utilizing workshops as an intervention strategy to facilitate a home-school partnership that could enhance student mathematics performance in a public senior secondary school in Botswana. Parents from one, purposively selected public senior secondary school, participated in this study. The study used a pragmatist paradigm to draw on a mixed-methods approach and employ a quasi-experimental research design with experimental and control groups. Questionnaires for parents and their children, parents’ interviews, and tests in mathematics were the main data collection instruments for this study and were used as pre and post-interventions. The parents’ workshops intervention was implemented for a period of three weeks on the experimental group. Parents were provided with knowledge and skills through presentations on parental involvement. The results demonstrated that the parents’ workshops intervention improved home-school partnership. The results showed that the intervention had a large positive impact on Home-school communication with an effect size difference of 2.260 between pre-test and post-test mean scores for the parents in the experimental group. Consequently, children’s mathematics performance positively changed after the intervention. The difference between pre-test and post-test within the control group showed a small effect size (0.308) while a large and practical effect size (2.215) was found between pre-test and post-test within the experimental students.

Dr. Practicability of Blooms Mastery Learning Approach in Public Secondary Schools in Lagos Metropolis

The applicability of theories at times are occasioned by societal norms as it is a known fact that theorist are influenced by their immediate society. Hence, situation where most classes are overcrowded, one would begin to wonder if theory like Blooms mastery learning could be applicable Hence, this study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.84. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed that mastery leaning is not practicable in public senior secondary as perceived by teachers. The study also finds significant difference between teachers with post-graduate qualification and teachers with first degree, but no significant difference was found based on teachers experience. The study recommends that teachers should change their orientation and make efforts to apply mastery learning as it has recorded positive results when used. 
 Keywords: Blooms mastery Learning, Perception, Practicability

Achievement Motivation and Students’ Achievement in Secondary Biology: Is the Relationship Mediated by Cognitive Style?

Scientific and technological skills are needed for survival and economic prosperity in the 21st century. However, students persistently perform poorly in science subjects at the senior secondary school level. Thus, this study determined the mediating influence of cognitive style on the relationship between academic motivation and students’ academic achievement in senior School Biology in Remo North Local Government Area of Ogun State. The descriptive survey research design was adopted to conduct the research. The sample consisted of 180 students randomly selected from ten public senior secondary schools out of the 13 public schools present in the local government area. Data were collected using three instruments: Cognitive Style Questionnaire (r=0.71); Academic Motivation Scale (r=0.72); and Students’ Achievement Test in Biology (r=0.82). The data collected were analysed using regression and t-test statistics at 0.05 level of significance. The findings revealed that cognitive styles significantly mediated the relationship between academic motivation and students’ academic achievement in Biology. It was also found that there was no significant difference in the mean achievement scores of field-dependent and field-independent learners. The study concluded that cognitive style is a potent factor in the learning of Biology in senior secondary school. Although students can be motivated to learn, aligning instructional activities with their cognitive style by biology teachers is more important than motivation. Therefore, school counsellors should always help to classify students into their cognitive styles at the beginning of the session to enable teachers to tailor instructional activities to meet their learning needs.

Managing Resource Wastages as Predictors of Effective Secondary School Administration in Anambra State, Nigeria

This study examined managing resource wastages as predictors of effective secondary school administration in Anambra State, Nigeria. The study was guided by three objectives and a corresponding research questions and null hypotheses. The study adopted a correlation survey research design. The population of the study comprised of all the 762 Principals and Vice Principals in 254 public senior secondary schools in Anambra State. A simple random sampling technique was used to select a sample 385 respondents representing 50% of the entire population of this study. The research instruments titled: Managing Resources Wastages Scale (MRWS) and Effective Secondary School Administration Scale (ESSAS) were used for this study. The face and content validities of the instrument were established by the researcher. Cronbach Alpha statistics was used to test for the reliability of the instruments which the coefficients of Managing Resources Wastages Scale and Effective Secondary School Administration Scale are 0.84 and 0.88. The reliability coefficients for the subscales of Financial Resource Wastages, Human Resource Wastages and Infrastructural Resource Wastages are 0.82, 0.81 and 0.87 respectively. The findings of the study revealed that that that the strategies for managing financial resource wastages and human resource wastages to a high extent predict effective secondary school administration in Anambra State. However, strategies for managing infrastructural resource wastages to a low extent effective secondary school administration in Anambra State. Based on the findings, it was recommended among others that chool administrators should strengthen their effort in managing financial resource and keep record track of their expenditure to avoid linkages and wastages in the system for effective secondary school administration.

Effects of Experiential and Problem-Solving Strategies On Academic Performance of Biology Students in Senior Secondary Schools in Nigeria

The study investigated the effects of experiential learning and problem-solving strategies on academic performance of Biology students at senior level in some senior secondary schools located in south-west Nigeria. The study examined the difference in the academic performance of Biology students taught with experiential learning and problem solving strategies and their counterparts taught with conventional method. The research design for the study was a quasi-experimental research of the pre-test, post-test control group. The population consisted of Biology students in all public senior secondary schools in south-west Nigeria. The sample consisted 240 SS2 Biology students which was selected through multistage sampling procedure. Two groups were randomly selected to experimental groups and control group. The students in the experimental groups were exposed to experiential learning and problem solving strategies, while the control group were taught with conventional teaching method. Biology Performance Test was used to generate data for the study after the treatment. The instrument was validated by experts in Science Education and Tests, Measurement and Evaluation. Their suggestions were taken into consideration for necessary correction. The reliability was ensured by using test re-test method and coefficient of 0.82 was obtained. The hypotheses were analysed using mean, standard deviation, t-test, Analysis of Covariance (ANCOVA) and multiple classifications Analysis (MCA). The finding showed that there was low performance in experiential learning, problem solving and control groups before the treatment. After exposure of experimental group to experiential learning, problem solving strategies, their performance was high compare to their counterparts in control group. It was recommended that Biology teachers should upgrade their knowledge on experiential learning and problem solving strategies through seminar or workshop, students should be encouraged to use their experience to solve problems in any given concept to enhance their performance.

Assessment of Availability, Teachers’ Proficiency and Challenges of ICT Integration in Teaching Secondary School Mathematics and Science in Bauchi State, Nigeria

The study assesses status of integration of Information and Communication Technologies (ICT) in teaching mathematics and science at Public Senior Secondary School in Bauchi Central Educational zone of Bauchi State, Nigeria. The study was aimed to; find out types of available ICT facilities for teaching mathematics and science; establish teacher’s proficiency level of integration of ICT in teaching and learning of Mathematics and Science, and establish challenges faced in the integration of ICT facilities for teaching mathematics and science, Descriptive research design was used for the study. Non Proportional and Purposeful sampling were used for choosing fifty (50) teachers who formed the sample of the study. The sample size was taken from a target population of 250 (20%) mathematics and science teachers. Two instruments were used for data collection. Included were structured and open ended questionnaires and interviews. Data were analyzed using descriptive statistics. Findings revealed high percentage of teacher’s response on the availability of ICT facilities in the study schools, included were white board (74.5 %), laptops (68.6%), printers (56.9%), computer device (50.9%), smart board (50.1 %) and projectors (49.0%). Half (51.0%) of teachers reported internet service and scanning machine not functional. Few teachers (15.7%) reported computers and printers (11.7 %) not functional. Majority (44%) of mathematics and science teachers have a fair knowledge of using ICT facilities to present lesson. Result revealed teachers lack of workshop/seminar on ICT integration (88.2%), students’ ratio to ICT facilities (computers) (86.3%) and lack of time for teachers (58.6%) using ICT during lesson were major challenges. The implication of the study is that effective ICT integration can only be actualized if new initiatives are taken. Thus the study recommended that Mathematics and science teachers should be engaged on professional development training with emphasis on ICT integration in the classroom situation. Stake holders in education sectors and school administrators most ensure effective functions of available ICT facilities in secondary schools.

Principals’ Quality Control Techniques and Teachers’ Task Performance in Public Senior Secondary Schools in Rivers State, Nigeria

The study investigated principals' quality control techniques and teacher's task performance in public senior secondary schools in Rivers State. The design adopted for the study was correlational design. Three research questions and three corresponding hypotheses guided the study. The population of the study comprised 9,011 principals and teachers in the 268 public senior secondary schools in Rivers State. A sample of 528 principals and teachers were randomly selected for the study using simple random sampling technique. The instruments used for data collection was titled ‘Principals Quality Control Techniques Questionnaire' (PQCTQ) and ‘Teachers Task Performance Questionnaire' (TTPQ). The face and content validities of the instruments were ensured. The reliability of the instruments was determined using Cronbach Alpha statistics yielding reliability co-efficient of 0.81 and 0.79 respectively. Responses to the research questions were analyzed with Pearson Product Moment Correlation, while the hypotheses were tested with independent sample t-test statistics. The findings of the study showed that principals' quality control techniques of strategic planning, employee involvement and peer review significantly relate to teachers' task performance in public senior secondary schools in Rivers State. Based on the findings of the study, it was recommended among others that principals should ensure that the plans they make for the teachers should include training and developing the teachers and not outright replacements.

Assessment of Why Class-Size Reduction (CSR) Does Not Work in Public Schools in Nigeria: A Survey of Public Secondary School Administrators in Rivers State, Nigeria

The study, Assessment of Why Class-Size Reduction (CSR) Does Not Work in Public Schools in Nigeria: A Survey of Public Secondary School Administrators in Rivers State. The purpose of this study is to assess why class size reduction does not work in public schools with the school administrators. One research question was raised and three hypotheses were formulated for the study. The study adopted the survey research design. The population was made up 268 public senior secondary schools administrators from which a sample size of 152 administrators was determined by Taro Yamane formula and out of which 144 questionnaires was retrieved. The instrument for data collection was a questionnaire titled ‘Class-Size Reduction Questionnaire (CSRQ)'. The analysis of data was done using mean and simple ranking to answer the only research question while the independent sample t-test and one-way ANOVA was used to test the hypotheses. From the analysis, the research question revealed why Class-Size Reduction (CSR) does not work in public secondary schools as enormously expensive, not properly investigated, the cost of increasing classrooms, more funds spent on added teachers, nonchalant aspect of the government and increase in the number of administrators. The hypotheses testing revealed that, all the three hypotheses indicated no significant mean difference of Why Class-Size Reduction (CSR) Does Not Work in Public Schools. The study concluded that class sizes reduction in public schools will not be feasible; especially because of the nonchalant aspect of the government. The recommendation was that, the government should take the issues of class size reduction serious and as well put it into practice.

Ethnic Identity, Self-esteem, and Academic Performance of Nigerian In-school Adolescents

The development of ethnic identification plays an integral role in the formation of the self among in-school adolescents, especially in Nigeria, which is largely a multicultural and multi-ethnic nation. Thus, the present study investigated the extent to which ethnic identity and self-esteem could predict academic performance among Nigerian in-school adolescents. Methods: A total of 735 Nigerian in-school adolescents in public and private senior secondary schools in Ilorin, Kwara State, Nigeria participated in the study. The independent variables (ethnic identity and self-esteem) were assessed using the Multi-Ethnic Identity Measure (MEIM) and the Rosenberg Self-esteem Scale (RSE) respectively. The data was subjected to frequency counts, percentage analysis, correlation analysis, and multiple regression. Results: The results of this study showed that a majority of the respondents were identified as having a high level of ethnic identity and self-esteem. Furthermore, ethnic identity and self-esteem were significant predictors of academic performance. Recommendations: Hence, it was recommended that the development of the self-identity and group-identity of Nigerian in-school adolescents should be facilitated through various psychosocial interventions.

Effect of Concept Mapping Teaching Approach on Students’ Academic Performance in Chemistry in Senior Secondary Schools

This study investigated the effect of the concept mapping teaching approach on students’ performance in Chemistry in senior secondary schools regarding a periodic table concept. W analyzed 11,094 chemistry students from eleven public senior secondary schools in Katsina. Two schools and 128 Senior Secondary chemistry students formed the sample for the study. Three research questions with hypotheses were raised and formulated respectively to guide the study. The study was a non-equivalent pre-test and post-test control group involving one experimental group and one control group. The chemistry Performance Test was used for data collection. The study revealed that there is no significant difference in the mean performance scores of students taught a periodic table concept using concept mapping and those taught the same concept before the treatment. There is a significant difference in the performance of the students taught a periodic table concept using concept mapping and those taught the same concept using a conventional teaching method after the treatment. Also, there is no significant difference in the mean performance score that exists between male and female chemistry students.

SCHOOL CULTURE, PRACTICES AND STRUCTURE AS PREDICTORS OF PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EDO STATE, NIGERIA

<p>Quality in education can be seen as fitness for purpose and one indicator of this is the quality of the learning environment within the school system. At play in this environment are factors of school culture, practice and structure and one measure of the quality of schools is students’ performance. The relationship between each of these factors and performance has been variously investigated but their combined predictive ability of performance does not seem to have been examined in the literature. This is the focus of the study. The survey design was utilized in the study. The population consists of all the 1700 teachers in Edo State, Nigeria who teach in the three hundred and nine public senior secondary schools. Out of the schools, 62 schools representing 20% of the schools were selected. From the schools selected, five teachers each of whom teach English Language, Mathematics, Economics, Biology and Christian Religious Studies were selected to provide the information. On the whole, 285 teachers returned usable questionnaires. The draft questionnaire adapted from those constructed earlier by Gruenert and Valentine (1998) was composed of four sections, namely personal information of the teachers, School structure, school practices and school culture. The questionnaire was given to five experts knowledgeable in assessment, educational management and experienced senior secondary school principals. These experts were expected to examine the items on the questionnaire to ensure that they were adequate in content, comprehension and readability. Based on their comments, the items were modified and the resulting instrument was administered to 30 teachers outside the sample used in the study for purposes of determining the reliability using Cronbach alpha. The reliability coefficients that emerged were .78, .83 and .75 for school culture, school structure and school practice respectively. Cooperation of Principals of the schools selected for the study was solicited for the administration of the questionnaire and making available records of WASSCE results for their schools for the year 2018. The performance of the school was calculated by finding a weighted mean for the grades obtained by the students who sat for the WASSCE in each of the subjects and cumulated across the school subjects for each school. Multiple regression was used in the analysis at 5% level of significance. School culture was related to performance while school practice and structure were not. In addition, the three factors were useful in jointly predicting performance in schools. It was therefore recommended that schools should examine these factors properly if they intend to shore up their performance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0948/a.php" alt="Hit counter" /></p>

Sample Size Determination in Test-Retest and Cronbach Alpha Reliability Estimates

The estimation of reliability in any research is a very important thing. For us to achieve the goal of the research, we are usually faced with the issue of when the measurements are repeated, are we sure we will get the same result? Reliability is the extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials. If a measure is perfectly reliable, there is no error in measurement, that is, everything we observe is the true score. However, it is the amount/degree of error that indicates how reliable, a measurement is. The issue of sample size determination has been a major problem for researchers and psychometricians in reliability studies. Existing approaches to determining sample size for psychometric studies have been varied and are not straightforward. This has made the psychometric literature contain a wide range of articles that propose a variety of sample sizes. This paper investigated sample sizes in test-retest and Cronbach alpha reliability estimates. The study was specifically concerned with identifying and analyzing differences in test-retest and Cronbach alpha reliability estimate of an instrument using various sample sizes of 20,30,40,50,100,150,200,300, and 400. Four hundred and eight (408) senior secondary school students from thirty-eight (38) public senior secondary schools in Benin metropolis part took in the study. The Open Hemisphere Brain Dominance Scale, by Eric Jorgenson was used for data collection. Data were analyzed using Pearson Product Moment Correlation Coefficient (r) and Cronbach alpha. The findings revealed that the sample sizes of 20 and 30 were not reliable, but the reliability of the instrument became stronger when the sample size was at least 100. The interval estimate (Fisher's confidence interval) gave a better reliability estimate than the point estimate for all samples. Based on the findings, it was, therefore, recommended that for a high-reliability estimate, at least one hundred (100) subjects should be used. Observed or field-tested values should always be used in the estimation of the reliability of any measuring instrument, and reliability should not be reported as a point estimate, but as an interval.

Internet Use and Cybercrime Exposure of Public Secondary School Students in a Nigerian State Capital

The internet is one of the most indispensable tools in the present Information Age. It has positively transformed the way the world operates; however, it has also provided a means by which cybercrimes are perpetuated. As people use the internet, they also become more susceptible to internet risk. A number of previous studies have reported adolescents' susceptibility and coping skills within and outside Nigeria. There is, however, a dearth of information on cybercrime vulnerability and exposure among adolescents in Osun State, Nigeria. This present study adapts the routine activity theory to investigate the cybercrime exposure of secondary school students in Osogbo, the capital of Osun State, Nigeria. This study adopted a survey research method. The study revealed considerable levels of cybercrime exposure among public senior secondary school students in Osogbo. It was recommended amongst others that the students should be enlightened on positive use of the internet in order to militate against harm by cybercrime perpetrators.

Management of E-Learning Technologies in Era of Emergency in Secondary Schools in Rivers State

The study investigated management of e-learning technologies in era of emergency in secondary schools in Rivers State. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The study adopted descriptive design. The population of the study comprised all the 276 public senior secondary schools in Rivers State. A sample of 206 principals was drawn using simple random sampling technique. The instrument for data collection was titled ‘Management of E-Learning Technologies in Era of Emergency in Secondary Schools in Rivers State Questionnaire’ (METEESSRSQ). The instrument was validated by an expert in Educational Management and two other experts in Measurement and Evaluation for internal consistency. Cronbach Alpha method was used to establish reliability index of the instrument at 0.82. Data collected was collated and analyzed using mean and standard deviation. The findings of the study showed that principals responded positively that the use of smartphone and radio can be applied in the management of secondary schools in the era of emergency. Furthermore, the study showed that no significant difference exists between the mean scores of male and female respondents on the ways the use of smartphones can be applied in the management of secondary schools in the era of emergency. It was concluded that e-learning technologies can be used in the management of secondary schools in the era of emergency in Rivers State. Recommendations were made included that government and Ministry of Education should train educators on the digital skills as part of preparing principals and teachers on how to conduct educational activities through e-learning technologies during emergency.

Application of E-Learning Technologies in the Management of Secondary Schools in the Era of Emergency in Rivers State

The study investigated application of e-learning technologies in the management of secondary schools in the era of emergency in Rivers State. Two research questions and two hypotheses tested at 0.05 level of significance guided the study. The study adopted descriptive design. The population of the study comprised all the 276 public senior secondary schools in Rivers State. A sample of 206 principals was drawn using simple random sampling technique. The instrument for data collection was titled ‘Application of E-Learning Technologies in the Management of Secondary Schools in the Era of Emergency Questionnaire (AETMSSEEQ). The instrument was validated by an expert in Educational Management and two other experts in Measurement and Evaluation for internal consistency. Cronbach Alpha method was used to establish reliability index of the instrument at 0.82. Data collected was collated and analyzed using mean and standard deviation. The findings of the study showed that principals responded positively that the use of laptop and television can be applied in the management of secondary schools in the era of emergency. Furthermore, the study showed that a significant difference exists between the mean scores of male and female respondents on the ways the use of television can be applied in the management of secondary schools in the era of emergency. It was concluded that e-learning technologies can be used in the management of secondary schools in the era of emergency in Rivers State. Recommendations were made included that government should make adequate funds for provision of e-learning technologies (such as, Wi-Fi, laptops, smartphones, tablets, etc.) and other logistical support that would strengthen seamless application of e-learning technologies in the management of in public secondary schools in the state.

Influence of Teachers’ Orientation on Instructional Delivery in Public Senior Secondary Schools in Rivers State

The study investigated the influence of teachers’ orientation on instructional delivery in senior secondary schools in Rivers State. Three objectives, three research questions and three hypotheses guided the study respectively. The research design adopted in this study was a descriptive survey design. The population of the study was 2017 consisted of 36 principals and 1981 teachers and principals drawn from the 36 public senior secondary schools in Port Harcourt Metropolis, Rives State. The sample size was 813 which consisted of 36 principals and 777 teachers. The multistage sampling technique was used for this study. A self-designed structured twenty items questionnaire titled: Teachers’ Orientation on Instructional Delivery questionnaire (TOIDQ) was used for the study. The instrument was validated using face and content validation by the expert judgement of two experts in Educational Foundations and Measurement and Evaluation. The Cronbach Alpha method was used for the reliability of the instrument which yielded a reliability index of 0.89. 813 copies of questionnaire were administered and also retrieved. The study adopted mean and standard deviation to answer the research questions while z-test statistics was used to test the null hypotheses at 0.05 level of significance. Findings of the study among others revealed that; to a high extent teachers’ orientation on classroom management, teaching method, continuous assessment and instructional materials influence instructional delivery in public senior secondary schools in Rivers State. Based on the findings of the study, it was concluded that teachers orientation enhance instructional delivery in classroom management, teaching methods, continuous assessment strategies and proper utilization of instructional materials. It was therefore recommended among others that; Government should organize workshop on classroom management, continuous assessment and in-service training for teachers to enhance instructional delivery in public senior secondary schools in Port Harcourt.

Performance Evaluation Techniques Correlates of Teachers’ Effective Productivity In Public Senior Secondary Schools In Rivers West Senatorial District of Rivers State

Performance Evaluation Techniques Correlates of Teachers’ Effective Productivity In Public Senior Secondary Schools In Rivers West Senatorial District of Rivers State

Sources of Insecurity and Educational Continuity of Senior Secondary School Students in Public Schools in Oyo-South Senatorial District of Oyo-State

This study investigated the sources of insecurity and possible educational continuity of Senior Secondary School Students in public schools in Oyo-South Senatorial District in Oyo State. Three (3) research questions and three (3) hypotheses were formulated to guide the study. The study adopted expost- facto research design. The study consisted of 105,649 students drawn from one hundred and ninety five (195) Senior Secondary school students in public schools in Oyo–South Senatorial District in Oyo State. Stratified random sampling technique through Taro Yamane formula was used to select the sample size of 398 students from One Hundred and Ninety – Five (195) schools that participated for the study. Self –structured questionnaire designed by the researchers tilted “Sources of Insecurity and Educational Continuity of Public Senior Secondary School Students Questionnaire (SIECPSSSSQ)” was used for the study. “SIECPSSSSQ” was validated and Cronbach Alpha was used to establish the reliability indices of 0.81, 0.83, 0.92, 0.78, 0.85, and 0.71 respectively. Mean and standard deviation as well as rank order were used to answer the research questions; while Z-test was used to test the hypotheses at 0.05 level of significance. The findings of the study among others revealed that legislation for provision of grazing reserve for Fulani- Herdsmen settlement, marginalization of Yoruba ethnic group in project execution, giving preferential treatment to Northerners on sensitive political appointments that is against federal character principle and the available security agencies have fallen below standard to protect lives and properties. It was concluded that inability of the government to carry out its constitutional responsibility led to wanton destruction of lives and properties thereby hindering educational continuity in the area. It was recommended among others that Government and Non-Governmental Organizations should provide scholarship award, entrepreneurial education that will promote skills development among youths, and withdrawal of sensitive political appointments to a particular region that is based on federal character principle to reduce regional uprising.