Benue State University, Makurdi

TEACHERS’ INDUSTRIAL ACTIONS AND MALE AND FEMALE STUDENTS’ SOCIAL LIFE ON ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN EDUCATION ZONE B AREA OF BENUE STATE

Felicia Ngoundu Garba, PhD, Bam Moses Teryima and Kate Uzoamaka Wilfred-Bonse

Abstract

The study investigated influence of teachers’ industrial actions on male and female students’ social life and academic performance in Social Studies in Education Zone B Area of Benue State. Two research questions guided the study while two null hypotheses were formulated and tested. The study adopted a descriptive survey research design. From the population of 24,500 Upper Basic II students from 128 Universal Basic Education (UBE) schools in the area of study, 350 students were drawn to constitute the sample size of the study using simple random sampling technique. Teachers’ Industrial Action Questionnaire (TIAQ) with a reliability of 0.85 using Cronbach Alpha method was used for data collection. Mean and standard deviation were used to answer the research questions while chi-square and t-test were used to test the hypotheses at 0.05 level of significance. Findings revealed that there is a significant difference in the influence of industrial action of teachers on academic performance of male and female students in Social Studies in favour of male students. The result of the findings further revealed that there is a significant difference between the influence of industrial action of teachers on male and female students’ social lives. Based on the findings, it was recommended among others that industrial actions by teachers should be avoided at all cost by the government or school administrators by creating a forum for dialogue and peaceful negotiation on teachers’ demands in order to reach an agreement. If this is done, it could go a long way in minimizing teachers’ industrial actions thereby enhancing better social lives of students and their academic performance.

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