Strike Actions and Pre-Service NCE Teachers’ Learning Outcomes: Differential Effects of Gender and Schools of Affiliation

TAIWO, Ruth, O. A.


The effect of repeated closures of schools and institutions of learning due to strike actions is debilitating and casts a dark shadow on the educational sector in Nigeria. This paper thus examines the effect of strike actions on the learning outcomes of pre-service teachers in Emmanuel Alayande College of Education, Oyo adopting a mixed method of research with qualitative and quantitative approaches, sample randomly 371 NCE 1, 2, and 3 pre-service teachers that witnessed the saga of incessant industrial actions using two instruments for data collection, Effects of Strike Action on Students Learning Outcomes Questionnaire (ESASLQ, r=0.79) and Effects of Strike Action on Students Learning Outcomes Interview Scale (ESASOI, r=0.72). Data was analysed using frequency counts and percentages, t-test and ANOVA. There was significant pre-service teachers’ perceived effects of strike action on pre-service teachers’ learning outcomes ( =66.12; df= 326; t= 96.63; p<.05).  The pre-service NCE teachers’ perceived effects of strike action was significant on their lecture attendance ( =15.30; df= 326; t= 101.77; p<.05), writing lecture note ( =14.70; df= 326; t= 96.57; p<.05)., preparing for tests and assignment ( =14.60; df= 326; t= 85.31; p<.05), preparation for examinations ( =14.26; df= 326; t= 79.56; p<.05), respect for constituted authority ( =13.98; df= 326; t= 77.92; p<.05) and academic results ( =13.57; df= 326; t=60.14; p<.05). The effect was significantly differentiated by their schools of affiliation (F(5, 285)= 34.36, p<.05).  It was recommended that government should conceive education as social function and fund it appropriately to forestall future catastrophe.

Keywords: Strike action, Pre-Service NCE teachers’ learning outcomes, Gender, Schools of affiliation

DOI: 10.7176/RHSS/10-11-06

Publication date:June 30th 2020

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