Stakeholders’ evaluation of educational communication as a predictor of academic performance of secondary school education in Niger State, Nigeria

Abstract

This study investigated evaluation of stakeholders on how educational communication can be used as a tool to enhance academic performances in secondary schools. The aim of the study was to find out how educational communication can be used as a predictor to improve learning outcomes because the stakeholders were no longer comfortable with educational products from secondary schools within the state. Anchoring on Symbolic Interactionism of Mead, Blumer and Berlos S-M-C-R learning theories as theoretical framework, the study used three research questions to guide the investigation. A purposive random selection was used to choose seven hundred and fifty (750) respondents made up of teachers, parents, students and one and fifty community leaders from the selected twenty local government areas. The researchers developed a 45-questionnaire items of Likert scale to ask respondents how educational communication could be used to improve learning outcomes in the secondary schools. Data were analyzed using mean score. The study revealed that the selected schools do not have tools of communication technology to use in teaching students and that teachers’ professional development is ignored as well as the emotional disposition of the students. The study recommended that the schools should acquire the needed digital tools to teach effectively, intensive training and other professional development should be carried out for the teachers and as well, government should establish and implement policies to create a healthy school environment for the students