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

Abstract

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