CHAPTER ONE
Introduction
Background to the Study
The education sub-sector especially secondary schools in Nigeria have witnessed in recent time incessant closures due to strike actions.
The effect of these repeated closures of schools and academic programs on students’ academic performance can better be imagined than described. Secondary school education in Nigeria has thus suffered tremendous setbacks as a result of strike actions. This has always subjected the students to pitiable conditions, disrupting academic programs, giving students’ undeserved extension in their study years, poor students’ concentration on academic programs and poor teacher-student relationships amongst others. Consequently, students’ academic performance has comparatively become so low while various forms of examination malpractice are on the increase. The situation has assumed such an alarming dimension that it transits to tertiary institutions.
In the education sector, strike can be compared to students’ examination malpractice, corruption and other social vices in the society. According to Hornby (2001), strike is a period of time when an organized group of employees (teachers) stops working because of a disagreement over payment or certain conditions. Those that are often involved in these strike actions are described as strikers. Strike is a social ill not different from corruption because it eats into students’ time which makes it difficult for students to be fully and properly ‘baked’ within the designated educational time frame. As a result of students academic performance that are ill-equipped in both character and learning are turned out to the society. The action (strike) usually poses a lot of negative effects on the student’s academic performance. This is because the period that should have been used to teach the students is spent at home all in the name of strike. This makes it impossible to cover the syllabus and at the end of the day the student’s come out of school with lesser knowledge than they ought to have acquired, thereby making it very hard for them to compete with their counterparts that finished from private schools.
Asaolu (2010) opined that effective learning in school occur when the stakeholders adequately perform their roles. This means that effective learning can be hindered when there is conflict among the stakeholders especially when one fails to perform its required responsibility and disrespect others’ rights. Good human relations are important to teachers and students’ well being as well as effective learning (Asuquo, 2010). However, conflict in the school setting as a result of strike action can disrupts academic progress and adversely affects effective learning among the students.
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