ABSTRACT
The investigated Education and Gender as of political participation in Anambra State. Five research questions and six hypotheses guided the study. The instruments used for data collection were questionnaire and focus group interview. The study adopted descriptive survey research design.
The population of the study was 1,775,842 registered voters in Anambra State comprising North with 369,907 males and 246,611 females amounting to 616,518 voters,
Anambra Central with 373,454 males and 248,974 females amounting to 622,428 voters, and Anambra South with 322, 189 males and 214, 737 females amounting to 536,926 voters.
The sample size was 888 selected through proportionate random sampling . Simple random sampling was used to select 485 males and 480 females. Proportionate random sampling was used to select 0.05% of the stratum resulting in 308 for Anambra North, 311 for Anambra Central, and 269 for Anambra South.
Two instruments were used for data collection, namely; focus group discussion guide and a 38-item questionnaire constructed by the researcher. Three experts, one in sociology of Education and two in measurement and evaluation at the University of Nigeria Nsukka, validated the instruments.
The internal consistency of (EGDPPQ) was determined using Cronbach Alpha method. In each of the clusters, the reliability indices obtained were 0.92 for profiles of political participation by gender, 0.82 for educational qualifications of males and females.
0.89 for political post held by males and females in the State, 0.99 for reasons for political participation by males and females in the State and 0.83 for measures that will help to ensure gender equality on political participation.
The overall reliability value for the whole instrument was 0.89. Statistical measures that were used to analyze the data were frequency counts for research questions 1, 2 and 3 and mean for research questions 4 and 5. Multiple Regression analyses were used to test the null hypotheses at 0.05 level of probability.
Results showed that 70% of the males participate more in politics conventionally than females (30%). Educational qualification of males and females do not determine their political posts. 70% of Males hold more political posts than females (30%) and are greater in number than females in political participation.
The reasons for males and females political participations are it creates the urge to contest for one of the political posts during election in the individual (x=3.15), it makes the individual a public figure (x=3.06) and it enhances the income of the individual participants (x=2.92).
Measures that will ensure gender equality in political participation are, public sensitization to be receptive to female’s aspirants (x=3.10),
a violent free environment which will allow females to participate in political campaigns without fear of molestation (x=3.20) and use of thugs in politics should be legislated against in order to ensure females active participation (x=2.96).
Educational qualifications of the respondents are not significant predictors of their (P < 0.05) political posts in the state.
Educational qualifications of the respondents are significant predictors (P < 0.05) of their reasons for political participations in the state and Education attainments of the respondents are significant predictors (P 0.05) of the measures to ensure gender equality in political participations in the state.
TABLE OF CONTENTS
TITLE PAGE I
CERTIFICATION II
APPROVAL PAGE III
DEDICATION IV
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF FIGURES VIII
LIST OF TABLES IX
LIST OF APPENDICES X
ABSTRACT XI
CHAPTER ONE – INTRODUCTION
Background of the Study 1
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 12
Scope of the Study 13
Research Questions 13
Hypotheses 14
CHAPTER TWO – REVIEW OF LITERATURE
Conceptual Framework 16
Concept of Education 16
Concept of Gender 22
Concept of Political Participation 32
Schematic Relationship of Key Variables 36
Theoretical Framework 37
Reconstructionism, George Counts 1932 37
Feminism, Nancy Cott 1910-1930 37
The Enlightenment, Baron De Montesquieu 1689-1755 37
Review of Empirical Studies 38
Education and Gender 38
Gender and Politics 38
Women and Political Participation 40
Gender Disparity in Politics 41
Summary of Literature Review 43
CHAPTER THREE: RESEARCH METHOD
Design of the Study 45
Area of the Study 45
Population of the Study 45
Sample and Sampling Technique 45
Instrument for Data Collection 46
Validation of the Instrument 46
Reliability of the Instrument 47
Method of Data Collection 47
Method of Data Analysis 48
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question One 49
Research Question Two 49
Research Question Three 50
Research Question Four 51
Research Question Five 54
Null Hypothesis One 56
Null Hypothesis Two 56
Null Hypothesis Three 57
Summary of the Findings 58
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Discussion of Findings 60
Conclusions 67
Implications of the Study 68
Recommendations 68
Limitations of the Study 69
Suggestion for Further Study 69
References 70
INTRODUCTION
In any democratic society, education is seen as a catalyst for change and an instrument for political, economic, and technological development. The national policy on education (NPE) stipulates that Nigeria philosophy of education is based on the integration of an individual into a sound and effective citizen (FRN, 2004).
Education therefore is the skillful process of bringing out the innate potentialities in an individual. It develops human endowments and aims at the development of the entire personality of an individual (Isichei & Olufowobi, 2003).
Education equips an individual to participate in the social life of their community and to make their contributions towards the development of their society.
It can be perceived also as one of the main mechanisms for promoting social change and for adjusting the roles of individual to meet the demands of social and economic change (Parsons & Gishown, 2004).
Education is a potent force that brings about change in the attitude, skills, values and interest of individuals. It is these changes that bring about cognitive, psychomotor and affective orientation required for active political participation.
These changes could be learnt formally in the school or informally through the mass media or political parties. These change are very crucial to members of a society for an overall growth and development.
Therefore, education is the most important vehicle of change and an instrument par excellence for effective national development.
Education refers to a major social institution for transmission of knowledge including basic facts, job skills as well as teaching cultural norms and values to young people in the society (Macionis & Gerber, 2005).
REFERENCES
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Agali, S.U. (2001). The level of women participation in politics in Edo State: (Unpublished) M.Ed Project, UNN.
Agba, U.C. (2003). Ethnic politics in Nigeria; Enugu: Fourth Dimension.
Akabogu, M.A. (2001). Career choice and gender Stereotyping, towards gender equality in Nigeria in the 21st century. Enugu: PODIKS Printing.
Akanbi, A.A. (2004). Gender and Islam. Kano: Ganasul Ventures.
Akin-Aina (1999) Development and equality: an overview gender training manual for higher education. Lagos: Almarks publishers Ltd.
StudentsandScholarship Team
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