COMMUNITY-INDUCED STRATEGIES: IMPLICATIONS FOR SUSTAINABLE EDUCATIONAL DEVELOPMENT OF SECONDARY SCHOOL STUDENTS FROM DISINTEGRATED FAMILIES IN DELTA STATE, NIGERIA
Abstract
This study investigates the implications of community-induced strategies on the sustainable educational development of secondary school students from disintegrated families in Delta State, Nigeria. The study adopted the descriptive research design. The population of this study comprised the 283 principals, 566 vice principals, 7,471 teachers, and 336,131 students in the 283 public senior secondary schools in Delta State. A sample of 377 respondents (29 principals, 29 vice principals, 87 teachers, and 232 students) was selected using a five-phase multistage sampling technique in 29 public senior secondary schools. A 24-item structured instrument titled “Community-Induced Strategies and Implications for Sustainable Educational Development of Students from Disintegrated Families Questionnaire” (CISISEDSDFQ), with a reliability coefficient of 0.914, was used to collect data. Mean and standard deviation were used to answer the research questions, while Analysis of Variance (ANOVA) was used to test the hypothesis at a 0.05 level of significance. The study revealed among others that category of the respondents (school administrators, teachers and students) significantly influenced the community- induced strategies integrated for sustainable educational development of secondary school students from disintegrated families in Delta State, Nigeria (F2, 351=.000, p˂.05). The study recommended among others that school administrators and community stakeholders should establish structured mentoring programmes and vocational life-skills workshops to provide students from disintegrated families with role models, emotional support, and essential academic skills.
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Published in HEZEKIAH UNIVERSITY JOURNAL OF HUMANITIES & EDUCATION
ISSN: 917-36977
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