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Statistical analysis on the causes of the falling standard of education (a case study of auchi polytechnic, auchi)

 

Table Of Contents

<p> </p><p>Title page &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i</p><p>Certification &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</p><p>Dedication &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp;iii</p><p>Acknowledgement &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;iv</p><p>Table of content &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; v</p><p>Abstract &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp;– &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; vi</p><p><strong>

Chapter ONE

: Introduction</strong></p><p>1.1 &nbsp; &nbsp; background of the study – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; 1</p><p>1.2 &nbsp; &nbsp; statement of the problem – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; 3</p><p>1.3 &nbsp; &nbsp; purpose of the study – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; 3</p><p>1.4 research hypothesis – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; 3</p><p>1.5 &nbsp; &nbsp; significance of the study – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p>1.6 &nbsp; &nbsp; scope of the study – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p>1.7 &nbsp; &nbsp; limitation of the study &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; 5</p><p><strong>

Chapter TWO

</strong></p><p>2.0 &nbsp; &nbsp; Literature review- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp;– – – 6</p><p>2.1 &nbsp; &nbsp; Definition of education- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; &nbsp;– &nbsp; &nbsp;6</p><p>2.2 &nbsp; Concept of education policy- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; 7</p><p>2.3 &nbsp; &nbsp; Importance of education- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp;– &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – 7</p><p>2.4 &nbsp; &nbsp; Causes of the fall in standard of education- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; &nbsp; 8</p><p>2.5 &nbsp; &nbsp; Effects of the fall in standard of education- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp;– &nbsp; – &nbsp; – &nbsp; &nbsp; 8</p><p><strong>

Chapter THREE

: Research Methodology</strong></p><p>3.0 &nbsp; &nbsp; Introduction- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; 10</p><p>3.1 &nbsp; &nbsp; Population of study- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp;10</p><p>3.2 &nbsp; &nbsp; Sample and sampling techniques- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – &nbsp; – – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; 10</p><p>3.2 &nbsp; &nbsp; Method of data collection- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 11</p><p>3.2.1 Face to face interviews- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – – – – 11</p><p>3.2.2 Telephone interviews- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; 11</p><p>3.2.3 Questionnaire- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp;– &nbsp; 12</p><p><strong>3</strong>.2.4 Documentation- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp;12</p><p>3.3 &nbsp; Method of data presentation- &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp;– &nbsp; – &nbsp; – &nbsp; 12</p><p>3.3.1 Graphical methods- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; 13</p><p>3.4 &nbsp; Method of data analysis- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; 15</p><p><strong>

Chapter FOUR

</strong></p><p>4.0 Data analysis- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; 20</p><p>4.1 Definition of data- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp;– &nbsp; 20</p><ul><li>test of hypothesis- – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp;– &nbsp; – &nbsp; – &nbsp; &nbsp; – – &nbsp; &nbsp; – &nbsp; 21</li><li>conclusion- – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; &nbsp;24</li></ul><p><strong>

Chapter FIVE

</strong></p><ul><li>Summary of findings- – – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – – &nbsp; – &nbsp; 27<ul><li>Conclusion- – – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp;27</li></ul></li></ul><p>5.3 Recommendation- &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; 29</p><p>Reference – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; – &nbsp; – &nbsp; – &nbsp; &nbsp; 29</p><p>&nbsp;</p> <br><p></p>

Project Abstract

Abstract
The falling standard of education is a significant concern in many academic institutions, including Auchi Polytechnic in Auchi. This study aims to conduct a statistical analysis to identify the causes of the declining educational standards in the institution. The research will use both quantitative and qualitative approaches to gather data and analyze the factors contributing to this issue. The research will focus on various aspects such as curriculum quality, teaching methods, student-teacher ratio, infrastructure, and administrative factors. Through surveys, interviews, and document analysis, the study will collect data from students, teachers, and administrators to understand their perspectives on the challenges affecting the quality of education at Auchi Polytechnic. Statistical analysis will be conducted on the gathered data to determine the most significant factors leading to the falling standard of education in the institution. Descriptive statistics, correlation analysis, and regression analysis will be used to explore the relationships between different variables and their impact on academic performance. The findings of this research will provide valuable insights into the root causes of the declining educational standards at Auchi Polytechnic. By identifying these factors, the study aims to offer recommendations to address the challenges and improve the quality of education in the institution. The results will be beneficial for policymakers, educators, and stakeholders to implement effective strategies for enhancing the educational environment at Auchi Polytechnic. Overall, this study will contribute to the existing literature on educational quality assessment and provide practical solutions to combat the falling standard of education at Auchi Polytechnic. The research findings can also be used as a reference for other academic institutions facing similar challenges in maintaining high educational standards. By addressing the identified factors, Auchi Polytechnic can work towards ensuring a conducive learning environment that promotes academic excellence and student success.

Project Overview

INTRODUCTION

The term education is quite exclusive and very difficult to put down to a simple definition, experience has shown that there are so many definitions as there are many educational philosophers, the same person could define education in number of ways and in most cases, a personal position on the subject changes from time. In this case, one may ask what are the factors responsible for the fall in standard of education in Auchi Polytechnic. To answer the above question, many start by looking into definitions of education or what education really means. The words EDUCATE simply means to nourish, to bring up, to improve knowledge and develop skills over a period of time at a school.

Hence education is therefore established to assist her members to understand the heritage of the past and participate productively in the future. It is leading out of unborn power and the potentials of the individual in the society and acquisition of skills, attitude and competence necessary for self realization and for coping with life problem. Education is more than the systematic training received in schools, for it is the sum of total means of activities on health. It is a process that started from cradle to grave.

Auchi polytechnic is located on a stench undulation and along western edge of Auchi town. The polytechnic emerged in 1973 under the name Midwestern state of Nigeria polytechnic and was an off shot of the former or past Midwestern technical college establishment in 1974 as the gift of British government edit no-12 of 1973 converted the technical college of western polytechnic with effect from April 1973. This took off as a multi-campus in Benin City. The first board of governor of the polytechnic was in-augural in January 1974.

The name of the institution was changed to Auchi polytechnic in 1974 and it was moved back to Auchi a year later. After a careful study of the problem in the institution based on unexpanded campus, Auchi new board of governors were constituted in January 1976, the new board consulted all existing courses the polytechnic needed and strengthened the academic both in quality, number, improved and expanded the campus. The federal government in 1993 took over the polytechnic.

The necessary instruction for effective ownership of the institution by the federal government was put in place between August and November 1993. 1st of January 1994, the federal government assumed full proprietary right cause both the ND and HND level have to be introduced and duly accredited by the national board for technical education (NBTE).

 

1.2   STATEMENT OF THE PROBLEM

The cause of the falling standard of education is a burning issue in the educational sector. It is in recognition of this problem that this research work is been undertaking in order to find out how far the authority in charge have gone in the regard and also to highlight some possible area of deficiency.

1.3   PURPOSE OF THE STUDY

The purpose of this study is to examine the statistical analysis on the cause of the falling standard of education in Auchi polytechnic, the specific objectives is to:

  1. To know if the educational standard of the past is better than the present educational standard.
  2. To know the factors that will aid the improvement of the present standard education.
  • To know the immense importance to the authority in charge of the result, for suggestions and recommendation that will assist the authority in developing effective system of education.

1.4   RESEARCH HYPOTHESIS

The hypothesis of the research is divided into two parts known as:

  1. THE NULL HYPOTHESIS (Ho): The null hypothesis states that there is no significant relationship between the present standard of education.
  2. ALTERNATIVE HYPOTHESIS (H1): The alternative hypothesis states that there is a significant relationship between the present standard of education and the past standard of education.

1.5   SIGNIFICANCE OF THE STUDY

In this study, efforts are made to discuss on the fall in standard of education and this will help the authority in charge to know why the standard of education is falling and it will also make or bring suggestions on how to bring back the lost standard. The study will also be useful to other researcher who will base their findings on this work as secondary source of data collection and for further work to be done in the same area.

1.6   SCOPE OF THE STUDY

In the course of study, the researcher will strictly work to the authority in charge. Therefore, the researcher will possibly be seen to represent all standard on necessary facilities needed in our institution. Nevertheless, it is the various aspects of facilities; however the researcher deems it more efficient, directive and useful to the fall in standard of education.

 

1.7   LIMITATION OF THE STUDY

The successful completion of the research work has not been without some constraint among which will be discussed in chapter three.   


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