Differences in American Nd Nigerian Cultures

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A ten-item questionnaire containing various descriptions of school-related characteristic which have been found to adversely affect pupils academic performance was administered on 809 teachers and 1012 students of secondary schools from ten randomly selected states in Nigeria. The respondents ranked the characteristics in terms of their degree of effect on pupil academic performance. The result showed that lack of resource materials for teaching, instructional strategies, teacher shortages and teachers’ attitude to work were rated more highly than other characteristics. The result further showed that while the teachers considered lack of resource materials for teaching as having the greatest degree of effect on pupils academic performance, the students on the other hand considered poor instructional strategies as having the greatest degree of effect on pupil academic performance.

INTRODUCTION AND BACKGROUND LITERATURE
On attaining Independence status as a nation in 1960 what seemed a major concern to most Nigerian leaders then was how education would be accessible to all citizens of the newly created nation. Education was seen as the necessary instrument immediately and essentially for the consolidation of the independence, for securing the new nation against neocolonianism and for making workable the newly established self government in a multi-ethnic society. Mass education, at least to the level of literacy, was also seen by the Nigerian leaders to be necessary to create a proper foundation for a democratic government (cf.Best, 1984) . The desire to use education for nation building was (and is still) very compelling and so much was the faith in education that the schools of the nation were not only meant for political socialization but also for other social functions and for economic…...

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