ABSTRACT
This study focused on the attitudes of student’s towards General Studies Education in the college of Ekiadolor –Benin and the relationship, if any, between attitude and performance using the part-time ECO/SOS students of the College as a case study.
A structural questionnaire administered on a sample of 50 students from which data was obtained on student’s attitude and perception towards General studies courses.
Results from the data analysis reveal that student consider General studies course to be a necessary part of the N.C.E curriculum in the college.
It also show that the attitudinal factors on the part of students and teacher related factors are very important when determine students performance, even through the former appears to be more important.
The students attitudinal factors that are most important are students attitude to learning in general, and to general studies education, in particular students perceptions as to whether a course is important, also, teacher ability to motivate students, trapped the list of teachers related factors.
Country to popular belief, the results also show that Economic /Social Studies Students do not necessarily have preference for Art course – based GSE course over mathematic.
This study urge GSE teachers to positively encourage students especially those in social science (students) the attitude of motivation towards GSE course in the college.
The study recommend teacher to generate interest and dedication to the course that students have wrong attitude towards.
CHAPTER ONE
INTRODUCTION
- BACKGROUND OF THE STUDY.
One of the main features of higher education in Nigeria before 1995 was the over compartmentalization of academic field of study. There were no common university courses to all students both at the instructional level and across the country. Cross – fertilization of knowledge between humanities and science students were not there.
In 1975, the newly created commissions over see the Nigeria universities. Nigeria universities commission (NUC) introduced General Studies Education (NUC) programmed. These programmed were of an two categories which is commonly referred to a General Study and the faculty wide category I e. General Studies, which is the main focus of this study, was made compulsory for all undergraduate students of Nigerian higher institutions.
College of Education, Ekiadolor as it is called today was established in Benin City in 1996 at Iyaro, as an advanced teachers college for the training of NCE teachers. The college was formally opened on 15th may 1980 and renamed college of Education, Benin City. An enabling law knows\ as the College of Education, Benin City law 1981n was enacted from 2nd October 1999. The law was revised in 1988, before the College moved to its permanent site at Ekiadolor about 25 kilometers from Benin City in April 1986.
General Studies Education (GSE) is a compulsory part of the curriculum for all students admitted into the College of Education, Ekiadolor – Benin.
The purpose of this said course is for students to have a broad knowledge need to fit them a going to face after their studies in the College. The course also serve to supplement the specialized knowledge, students acquire in their respective discipline GSE course in college are spread over the three – year NCE programmed. More specifically, the aims of the College of Education, Ekiadolor. General Studies programmed (as it is, many other higher institutions in Nigeria) are:
(1) To develop in all students the skill needed for effective use of English in all communicative situations and for logical reasoning.
(2) To expose students to the cultural feature of their society and to social and moral obligation there of.
(3) To promote health education and encourage actions that will lead to a better health practice.
(4) To give students a good foundation in liberal education by exposing them to some of the foundational questions which philosophers have been concerned with through the ages?
(5) To equip all students with mathematic and computational skill. This has high application not only in scientific and technological skills development, but also in entrepreneur development.
(6) To sharpen the students awareness of the multifarious dimension and significant of science and technology to the modern world.
Specifically, sensitize them to the benefit as well as the danger of science and technology to man and his survival in the universe (N. C Onwueme, 2001).
