CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Education is the livewire of every nation. It is the core of every form of development, a means by which citizens are equipped with the necessary knowledge and skills that will be useful in nation building. The World Bank/UNICEF (1996) reported that education in general, and university education in particular, is fundamental to the construction of the knowledge economy and society in all nations. Thus, every nation of the world has accepted education as the springboard of societal development. However, a badly managed, crisis ridden, and disorganized system of education tend to portend negative consequences on the developmental efforts of nations (Famade, 2012). This seems to be the case in Nigeria. There is a general outcry that the standards of education are falling and morals flagging in Nigeria (Arong & Ogbadu, 2010). Numerous factors have been pointed out. Some blame students for this apparent decline in quality of education and moral values (Famade, 2012). Some think that the decline is due to government inaction on education, that the government has not done enough to help the education sector (Arong & Ogbadu, 2010; Belo-Osagie & Olugbamila, 2010; Famade 2012). Others could feel that the teachers are not doing enough and thus are responsible for the woes in which we have found ourselves. Teachers on the other hand blame parents and the children (Arong & Ogbadu, 2010; Famade, 2012). Some authors (e.g., Famade, 2012) fault policy implementation and frequent changes in government especially during the long military rule as the major cause of decline in the education system in Nigeria. However, various intervention strategies have been taken to salvage this situation through formulation and implementation of a number of education policies such the Educational Trust Fund (ETF), Tertiary Education Fund (TETFund) and other strategies to revamp this fallen standard and get students back to classrooms and to be more committed, but not much have been achieved. This may suggest that the problem of the education sector in Nigeria may not be entirely due to structural and/or administrative ineptitude. This is because even when the government takes positive steps to lift the standards of education, the results often achieved may not commensurate with the effort put forth. It is out of this concern that the present researchers felt a justified need to look at the individual student to ascertain whether students are over stretched based on workload or not motivated to benefit from education outcome by not being engaged with their academics. Therefore the present study attempts to examine whether academic burnout and self-efficacy will be related with academic engagement among Nigeria university undergraduates. Not quite long ago, researchers used the term engagement to refer to the quality of effort students expend on educationally purposeful activities that contribute directly to desired outcomes (Hu & Kuh, 2002).

Generally, academic engagement is viewed as multi-dimensional construct that refers to students’ psychological investment of effort toward learning, understanding, or mastering the knowledge, skills, or crafts that academic work is intended to promote (Newmann, Wehlage, & Lamborn, 1992). Engagement can be indicated by both emotional and behavioural factors (Newmann, 1992). Some authors (e.g., Finn & Rock, 1997) suggest that there are three levels of behavioural engagement, with the first involving basic school attendance and completion of schoolwork, the second involving participation in class when requested by school officials, and the third involving active participation. Some other researchers (e.g., Connell, Beale-Spencer, & Aber, 1994) have suggested that factors such as how much students like school, how bored they feel in school, and how strongly they feel that they belong in school are emotional engagement. Later Fredericks et al. (2004) added another dimension to the definition of engagement. They indicated that engagement contains behavioural, emotional, and cognitive components. Emotional engagement includes affect, interest, identification with school, and belonging.

Cognitive engagement is centred on self-regulation, strategic thinking, and psychological investment. In the present study, we adopt Schaufeli, Salanova, González-Romá and Bakker’s (2001) definition of engagement as a positive, fulfilling, work-related state of mind that is characterised by vigour, dedication and absorption. The importance of student engagement in academics has been recognized by educators, as it has been observed that far too many students are bored, unmotivated, and uninvolved, that is, disengaged from academic and social aspects of school life (Appleton, Christenson & Furlong, 2008). Suggestions have been made to the fact that although attendance at school is becoming compulsory in many states of Nigeria, laws may regulate the structure of the educational system, to substantially influence academic and social outcomes. There may be no better time to ensure that students are engaged in their academic than now due to enormous social and economic pressure young people now face. There are many positive outcomes of students’ academic engagement. Student engagement in school activities promotes academic achievement (Skinner, Zimmer-Gembeck, & Connell, 1998), increases graduation rates (Connell, Spencer & Aber, 1994), decreases students’ decisions to drop out of school (Alexander, Entwisle & Horsey, 1997), improves student performance and increases positive expectations about academic abilities (Skinner et al., 1998).

1. STATEMENT OF THE PROBLEM

Understanding what motivates a student to strive for excellence remains a critical issue in education today. Most educators agree that there are numerous factors affecting any given student’s level of academic engagement. It is also argued that burnout and self efficacy are factors that diminish or propel academic engagement. However, results on the relationship between burnout, self-efficacy and academic engagement have been very inconsistent. Some researchers found that these constructs are not significantly related to academic engagement (e.g., Abelson, 1979), while others (e.g., Burton & Powling, 2005) established that significant relationship exist between self-efficacy and academic engagement and between burnout and academic engagement. Besides, most of the studies were conducted in Western countries (e.g., Murdock & Anderman, 2006; Staats, Hupp, Wallace & Gresley, 2009) and thus the full understanding of this relationship runs the risk of being culturally biased. Replicating such study in another continent other than Europe and America, especially in developing countries of Africa will likely clear this bias. The present study therefore aims at exploring the relationship between academic burnout, self-efficacy and academic engagement among Nigerian college students.

1.3 AIM AND OBJECTIVES OF THE STUDY

The study seeks to determine the effect of burnouts on self efficacy and academic engagement senior secondary school students in Nigeria. The objectives of the study are:

1. To determine the relationship between burnouts, self efficacy and academic engagement  of senior secondary school students in Special science secondary school, Makurdi, Benue state
2. To identify the causes of burnouts among senior secondary school students in Special science secondary school, Makurdi, Benue state
3.  To examine the factors affecting senior secondary school students in Special science secondary school, Makurdi, Benue state
4. To recommend ways to improve senior secondary school students in Special science secondary school, Makurdi, Benue state

1.4 RESEARCH QUESTIONS

The following research questions guide the objectives of the study:

1. What is the relationship between burnouts, self efficacy and academic engagement of senior secondary school students in Special science secondary school, Makurdi, Benue state?
2. What are the causes of burnouts among senior secondary school students in Special science secondary school, Makurdi, Benue state?
3.  What are the factors affecting senior secondary school students in Special science secondary school, Makurdi, Benue state?
4. What are the ways to improve senior secondary school students in Special science secondary school, Makurdi, Benue state?

1.5 STATEMENT OF THE PROBLEM

H0: there is no significant relationship between burnouts, self efficacy and academic engagement of senior secondary school students in Special science secondary school, Makurdi, Benue state

H1: there is significant relationship between burnouts, self efficacy and academic engagement of senior secondary school students in Special science secondary school, Makurdi, Benue state

1.6 SIGNIFICANCE OF THE STUDY

The study on the effect of burnouts on self efficacy, academic engagement senior secondary school students in Nigeria will be of immense help to Special science secondary school, Makurdi, Benue state towards the ways to control burnouts. The study findings of the study will also establish a correlation between burnouts and academic engagement of senior secondary school students in Special science secondary school, Makurdi, Benue state. The study will also serve as a source of information to Special science secondary school, Makurdi, Benue state and contribute to the body of the existing literature on the effect of burnouts on academic engagement senior secondary school students in Nigeria.

1.7 SCOPE OF THE STUDY

 The study on the effect of burnouts on self efficacy and academic engagement senior secondary school students in Nigeria will focus on Special science secondary school, Makurdi, Benue state

1.8 LIMITATION OF THE STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

1.9 DEFINITION OF TERMS

BURNOUTS: Burnout is a state of emotional, physical, and mental exhaustion caused by excessive and prolonged stress

ACADEMIC ENGAGEMENT: Academic engagement refers to knowledge-related interactions of academic scientists with external organisations. It includes activities such as collaborative research with industry, contract research, consulting and informal ties