IMPACT OF SINGLE AND MULTIPLE-SHIFT SCHOOLING SYSTEMS ON ISLAMIC STUDIES STUDENTS‘ PERFORMANCE INSECONDARY SCHOOLS

(A CASE STUDY OF ADAMAWA STATE, NIGERIA)

By

Author

Presented To

Department of Education

ABSTRACT
This study investigated the impact of single and multiple-shift schooling systems on Islamic Studies students‘ Performance in Secondary Schools in Adamawa State, Nigeria. The study sought out the impact of; single shift system, multiple-shift systems, single and multiple-shift systems on males and female students, and differences of single and multiple-systems on junior secondary school students‘ performance in Islamic Studies. The study adopted Ex-post facto research design; the target population comprised all public junior secondary schools (JSS) III students in Adamawa state, which are 49,899 with a sample size of 381. Participants of the study consisted of male, female from ten different schools in mubi educational zone, a pilot study was conducted at Doubeli GDSS, and Yelwa GDSS, a reliability coefficient of 0.78 at 0.05 level of significance was obtained. Results sheet was used as an instrument for collecting data and the junior secondary school certificate examination (JSSCE) scores from 2010-2014 were used as data. The findings of this study suggest that the Performances of single shift systems‘ students and the multiple-shift systems students‘ performance with p-value .231? 0.05 which is not significant, alsostudents‘ performance in JSSCE from 2010-2014 revealed that, in single shift system students‘ performance were better than the multiple-shift systems students‘ performance with P-value 0. 038 <0.05. Similarly, performance of male students in single and multiple-systems and the female students in single and multiple-systems with p- value 0 .816 ? 0.05which is not significant, therefore the study concluded that multiple-shift schooling systems had a negative impact on students‘ performance in mubi educational zone. In this regard the study recommended that the Adamawa state government /non- government agencies such as; MDGs and World Bank should increase funds to education. As well, teachers‘ strengths and welfare should be encouraged. Adequate, relevant materials and infrastructures should be provided by the Adamawa state government for effective learning.