JOURNAL OF 3

EDUCATION ANDAPPLIED

PSYCHOLOGY

ISSB: 20067461 Vol. 6. No. 1 September, 2013

JOURNAL OFEDUCAT 0

APPLIEDPSYCHOLOGY

ISSB: 20067461 Vo16. No. 1 September, 2013

Journal of ducation and AppliedPsychology

11

Journal of Education and Applied PsychologyA publication of the Department of Education and COUllS lling

Psychology. lbrahim Badarnasi Babangida Univer it)', P.M.B 11, Lapai.iger State, igeria.'ub cription

Journal of Education and Applied Psychology is published once in a yearby the Department Education and Counselling Psychology. lbrahirnBadamasi Babangida University, (JBBU), Lapai. Niger State. Nigeria.

Editorial BoardProfes 01' Ibrahim .A. koloVice Chancellor !BB Unix ersiry lapai.Niger State, Nigeria

Edito-in-Chi r

Order for specific volumes or issues should.be sent to:-~. ' ~- r». G.B. Ewcnivi. Editor

Department of Education and Counselling Ps;- chology.IBB University, Lapai, J .iger State. .igeria

The EditorJournal of Education and Applied Psychology,Department of Education and Counselling Psychology,lbrahirn Badamasi Babangida University,P,M,B 11, Lapai, Niger State, Nigeriae-Mail: iouleapsy@vahoo.com

S.A.E. Apara, Ph.D MemberDepartment of Education and Counselling Psycho log) .IBB University, Lapai, Niger State, Nigeria

Professor Bulama Kagu MemberDepartment of EducationUniversity of Maiduguir, Maiduguri, Nigeria

©Depal1ment of Education and Counselling PsychologyA iI rights reserved Professor Abdulganiyu Ayodele Salawu

Department of EducationUthmanu Dan Fodiyo Unix ersity, Sokoto igena.

Dr. LG. Lsman MemberDepartment of Education and Counselling Psychology.IBB University Lapai, Niger State. Nigeria.

Member

Copy right of this journal rests with the publisher Department ofEducation and Counselling Psychology, lbrahim BadarnasiBabangida University, Lapal. 0 article in this publication may beproduced in pal1 or full or tored in a any form or any meanswithout the consent ( ""IL,

Dr. John Jiva MemberDepartment of Education and Counselling PsychologyIBB Unix ersity, Lapai,. iger Stare, ligeria

ISSN:20067461

Visit our website to access the online version in all instancesthrough the internet. It is free:www.ecpibbu,com

Dr. R. A. Adedokun MemberDepartment of Education and Counselling Psychology,lBI3 University, Lapai, iger State, Nigeria

Dr, (MI's) R.O. Bukoye Business ManagerDepartment of Education and Counselling Psychology,IBB University, Lapai, Niger State, Nigeria

lrank arew

Julius O.Akinboye

Ada L. Sinacore

J. Y. Maisamari

Editorial AdvisorsJournal of Education and Applied Psychology is publi hed annually b~ theDepartment of Education and Counselling Psychology. IBB Univ rsity, Lapai.

iger State. igeria. The journal publishes research and theoretical ArticlesPapers. The Editorial Board invites interested scholars and researchers to submitmanus ripts for publication in the following fields.

Professor of Counselling PsychologyDepartment of Education and CounsellingPsychology, Ibrahim Badamasi BabangidaUniversity, Lapai . ducatiou

-ducati nal P ycholog;ducauonal Adrnin '11 nrung

Curriculum and InstructionEducational Foundat ionsMeasurern nt and I-valuauonPhysical and Health l-ducationVocational Educati nSpecial education

Applied PsychologyCounselling PsychologyChild PsychologyClinical Psychologyr l!\ elopmental Psycho log:Social Psycholcgv,>port Ps~chol g)Psychiatry

Professor of Counsel ling Psychology,Department of Guidance and CounselingUniversity oflbadan, Nigeria

As ociate Professor of Counsel Iing PsychologyDepartment ofEducat ion and Counsell ingPsychology. Mcgill University, Moatreal.H3A I Y2, Canada

GuidelinesArticles should be typed double-spaced: should n t e cecd 15 page of A4 paper infont size 12 including abstract and references; and should he written in Engl ish.Abstract should not exceed 150 words.A 11articles submitted for publication h uld ad pt A PA. tyle of citationand referencingManuscripts should contain two title page one omitting author's name and otheridentifying information, to facilitate blind assessmentThe cover page should bear the title of the ani le, author's name, his 'her academicaffiliation and status/titleArticles are received all year roundContributors will be contacted after assessmentTwo complimentary copies of issue of the journal 111 V\ hich the author'sarticle appears will be forwarded postage-free to' th author(s)immediately after publicationA non-refundable assessment fee ofN2000 in cash or deposited payablean any branch ofUBA plc, into this account: journal of education andapplied psychology 0 1960500000414. The teller photo opies should besent with three hard copies of the paper to.

Professor of Counselling Psychology Departmentof Counselling and Educational Psychology.University of Abuja, FCT, Nigeria

Kenneth Hamwaka, Ph.D Executive Director Guidance, Counsellingand Youth Development Centre for Africa. P. 0Box 30058, Lilongwe3- Malawi

The EditorJournal of Education and Applied Psychology.Department of Education and Counselling Psychology.Ibrahim Badamasi Babangida University.P,M.B 11 Lapai, Niger State, Nigeriae-rnait: jouleapsy@yahoo.com or gcorgeeweri@yahoo. eo. ukYou can visit our website: www.ecpibbu.corn

•IV

iii

l':(!iloriall'hc Journal of Education and Applied Psychology is devoted to advancingknowledge and understanding in education and applied psychology. Thejournal receives and publishes papers, reporting original research effortscontributing to the growth of knowledge. discussion of fundamentalpractica I factors or problems, critical synthesis of research issues, currentIhcoret ical and psychology perspectives on various areas an Education anr'psychology. The Journal of Education and Applied Psychology is,therefore. a forum for exchange of current ideas, theories. philosophies arxiperspectives among scholars in education and psychology, all over theworld.

The articles in the present volume, contributed by scholars from varioussub-disciplines of education and psychology, are inspiring, challenging.and above all, relevant to current discussions in the 21" century research.The Journal of Education and Applied Psychology i 'th.:reior(recommended 1-01'all scholars, students, libraries, in titutes. oruani «uionsand all v, ho care to learn new things, -

Our appreciation goes to the (' ntributor« \\ hn 11;1\'(' lepl I'lilll \ irh Ih

journal, Editorial Board and editorial advisory mcrnb 'rs for their l I'/()!ts ill

keeping the flag flying. Special thanks to the rnanag<.:111 1.:11t of' IHIUniversity. Lapai, especially the vice chancellor who has C( ntinucd todemonstrate his love for quality research and sustained regular publicat inllofthis journal.

EDITOR

Ie

v

ContentsI. Philosophical !·f. ecions JP l!if '\!~lli']n.!;uc:\'e!{)pnl~jll3!

Goals Enun .areo in !'-. !gena 's Pohc Document I'll

Education Ut raili,;, '~'.,';k;115ai.; cl

2. Assessment of Two P-yciwlogiull ':::'onst;'ucts on TwoGroups of Adolescents

Dr. Rash id '" Adedokun

3. Perceived R0k f Lt III Teaching a;.(: Le:li'Jl;i1~ ofCounselling Psychology b) Terti.n- institutionAcad mic Staff in : 'ig-=riJ.

, musan. Ayotunde Oladeu IPh. D)1v1r Olagunju ·1 I-.. 0

::0

.1. Reasons for J irop our ot Scnool 111Kano and ZarntaraStares as Perc nved b: Serondarv School students.lmplication I\! L\)I,1.1,JlilJ~

vlika 1.I':llnJ.I I i,,'III'1L'ild. Pi .L,

~. Influence of Social Support on the Po;."h010g)Adjustment or Academic ~"LI'L .c', ,,<.1< liiSli,u;hJi',

In Cross Rivers STale.Tor-An) iin. S .:., n..o. Obi lvlicnael.

-19

6. Democracy and ;~ationai u:c\eil)pnltlit .n Nigeria.

Issues for Counselling lnterv entiou__ Abubakar Bala, Junaidu Magaji, Zay yanu Samba

6-1

7, Effect of Classssroorn interaction System (Cl S) onTeaching and Learning Gecgraph in MubiMetropolitan Senior Second.irv Schools. Adarnawa. tare. 'igcria

Ali, 1I f\bdlli~v1"ie.:J and Sc' aha. L. l-,

8. Causes, r orrn ~dlj LI1.:cL ( I ) .. !... t _PI rilL mTertian' Insututious 111t3orlll, ~t.tl~. >dgC:ild

___ Ngohi. Bukar LImaI'. i\dJ!111. Naorni Nuhu (Ph.D)and Barr. Audu rshaku Abubalar

9. The Concept of Education and the Problem ofPerformative Interpretation.

Osiyemi E. S. (PhD)108

'.'1

16.

17.

18.

10. Under tandrng Parenting Challenges in Nigeria andthe Need for Professional Counselling Intervention__ John Jiya. (Ph.D)

19. Atitude of C ievi I Servants towards the provision ofRehabilitation centres for Beggais in Kwara State.

Bolu-sreve Foloke Nike (Ph.D) andAdeleke Soliu Adedapo

11. The Role of Adult Education in an EmergingKnowledge Economy and the Transformation Agendain Nigeria__ Olajide Muili Folaranmi, (Ph. D)

20. Sport competition and HIVIAIDS Scare during camping:Implication for Health education counsellIng

Salomi Matthew Olufunsho (Ph. D)

248

i 2. Teacher's Perception of Instructional Supervision ofSocial Science Subjects and the Effects on Teaching inSecondary Schools in Cross River State Nigeria.__ Or. Mbia Stephen Mbia and Mr. Robert S. Atang

135

147

Socio-Psychological Factors as correlates ofac~demi~performance among secondary school students 111 sakiwest local Government of Oyo State.

Awovemi A. E. (Ph.D) and Aderogba J. A.-- ,

259

13. Higher Education and the Productivity and Salary ofEmployees in Kaduna Metropolis__ Ahmad Bello Dogarawa

156

171

183

199

211

222

!II

14. The Influence of Family Instability on AcademicPerformance of undergraduates: mplicaiions forCounselling

Dr. F. A. Yusuf

VIIIVII

IS. Some Socio-Dernographic factor Differences in RiskySexual behaviour of School-going Adolescents in threeNigerian States

Yomi Akindele-Oscar, (Ph.D)

lncidences and effects of Street hawking on SchoolChildren in Kano metropolis: Counselling eeds

J. G. Usman (Ph.D)

Sex Education Counselling as Panacea for ReconstructingDeviant sex behaviour among adolescents

G. B. Eweniyi Ph.D and I. G. Usman Ph.D

An Assessment of Chemistry Teachers' ideas aboutscientific model

H. A Oyekhirorne and C. N. Omoifo (Prof.)

NATIONAL DEVELOPMENTAL GOALSENUNCIATED I IGERIA'S POLICY DOCUMENT

ON EDUCATIO

---------IByl---------

OR PATRICK O. AKINSANYAEducational Foundations Department

TA CE.Ogun tate. Nigeria

AbstractSeries ofnat ional developmental plans have produced some goals whichact as corner stones 10 operation in education, politics. econoniv and allotherfacets of. igerian life. The e goals are listed in 1999 Constitution andthe last edition of the Sotianol Policv on Education. In these documents. itwas slated that Nigeria wishes 10 become afree and democratic societv: ajust and egalitarian societv; a greal and dvnamic economv; a land of brightand full opportunities for <Illcitizens: .1 united. strnng and self-reliantnation. This paper examines these goals with the intent of discoveringwhether they are worthy of pursuit and whether they are in line with theadopted social ideology in Nigeria. It was shown that t.ie enunciated goalsare in consonance with the adopted ideolos•..tywhich is building a democracyand nurturing egalitarianism, and th It these goals are lofty. Although thisideology is presently not ptt! into practice in Nigeria. the researchersuggested that the combination oj ideological designs with implementationfrom both leaders and followers will ensure that Nigeria truly becomes freeand democratic, just and egalitarian, great and dynamic. full oj brightopportunitie , united. strong and self-reliant.

Key words: ational policj on education. National goals. Dex eloprnentalplans, Democracy and Egalitariani 111.

Philosophical Reflections

IlIfmdlldiulI

III N.lliOlldll'Olll) on [ du, ..ation (2004). 011it first page, li .ted someIlil!ionn I loa I~ \\ h ich :11\. ' peeled t be the corner stone for the syst m ofcducruio» ill igeua. I'hese goal were endorsed as the ultimate foundation101 the polic~. 'file uoal are equally reflected in 1999 Constitution of theI' .dcru] Rcpubli of Nigeria, on page LL IS.where it was stated thatNi ucrin's overall id ology is the bu iIding of:

a free and dern cratic soci tyju t and egalitarian society

a great and dynarn ic economya land of bright and full opportunities for all citizensa united, strong and self-rei iant nation

The above listed goals were set up to cover the economic, ocial,political and other facets of life. They emerged from series of attemptsmade to put the country on a good stead. History records some developmentplans which spanned between 1962-1968: the second was between 19 0-1974; third was 1976-1980, and fourth, 1981-1985. These plans producedthe same general goals meant to establish Nigeria firmly.

These goals. however, beg for some reflections. There i a great andc.gent need for critical ruminations over these goal so a to di 0\ erwhether they are worthy of our pursuit in the first instance. and whetherthey are ill tandem with our peculiarities. idiosyncra ie and socialideology as a people.

derived 111coml 'Uflm S, OUllIlU 1\' 'CIIII..' UJ U ~~ •..... - .. -_ .. _. - .

but not uniform in practice. It has a structure that seeks to create more Justsocieties based on the consent of the people, with respect t~ tl~efundamental and inalienable rights of human persons, and engaging Inequitable distribution of collective wealth and social scrx ices. I t is a systemwhich practices accountability of leadership and ~ran.sparency, honest~'~freedom, equality and equal opportunity, p.art.lclp::Itlon,. fre,c,.and . Iai:elections, et cetera. Accord ing to .Iacques M anta 111.dcrnoci nc? IIIIp.l,es. afundamental agreement between m inds and \\ ill on the. ba~ IS of. iJfe 111common - this democracy is aware of itself and of its pnllclp~;S: It 1:'lI.stbear within itselfa common human greed: the greed of freedom (Marita inin koku 2002: 182).

So, to construct igeria as a free and democrati.c society is lofty.However, the policy makers might need to specif:~ the k~nd of democracywe want and the principles backing up such choice of Ideology, so as toeliminate confusion or 111isunderstanding. Aside participative democracy,Akinpelu enunciated six other forms of democracy which are: ancestralathenian democracy, parliamentary democracy, peoples' democr~cy .(ormobocracy in the words of Aristotle), guided democracy, scientificdemocrac~ and capitalist democracy (Akinpelu 2005: ..+2). Vithparticipative democracy, the following principles are not debatable;

Democracy preserves and enhances individual freedomDemocracy implies faith in human intelligenceDemocracy grants the right to peaceful dissentDemocracy requires a party systemDemocracy involves the separation of powersDemocracy is widely representative .Democracy is not an end itself but a means to the attainment of

human end.Democracy guarantees certain inalienable rightsAll humans are to be regarded equal in some respects.

Building a free and democratic societyBuilding a free and democratic society, as a national goal, is a direct

reflection of our social ideology wh ich is to Iive in "un ity and harmony aone indivisible, indissoluble, democratic and sovereign nation founded onthe principles of freedom, equality and justice" (FRN in PE 2004: I).

lthough s me scholars hav opined that democracy is alien to Nigerian(lL 11.:1H':S, il i an opinion which cannot be concretely substantiated.

Ikllllll:1 acy ha~ become the best form of governance especially in thervccut tin s, nlld as Dcwey would put it, "it is the best form of conjoined,I (I 1,IIHlIl (I k\\l) 1<)16:60). This is so because it is fundamentallyI(lOll'd III 11"dOlll, equality.justice and fair play. It is closely related withIll'ldtllll, II~ till'll' cun never he democracy without freedom (Arnaclc00 I) ) I h'lIloCllI Y IS a dl!C~lllrali/cd netw rk of ocial organization

The principles in other forms of dem~cra~y migl~t be differentfrom the above. So, it becomes imperative for N igena to delineate the typeof democracy she wishes to imbibe so as to make the achievements of theprinciples easy and workable.

Philosophical Reflections3

Building:, Jus and Egart:nian Society

1 hi' goal ': als ) ~illlply tautologous with our social id 0100- T:pJ'(,)(llIc<':a cl Jl)()cmIIC and cgnlil:lri(l11 _ocierv iustice is hishl d das 0

1 -t t I . .' . - v net' e as no1I1.Jl

ll,S ,IUC "" could be said to be democratic or egalita;ia~, In ajust and

c 'a itannn : crctv there exists eq I .. ~, f f" ' , ' . : '. ua opportun mes: same treatment: just.ln~ au C nSlclcratlon to all citizens; no favoured groups or "sacred c~ws":~ Sf~~lld~ b~ noted,. however, that equal opportun ities does not mean equali~

a 'il,~1 le , It ~lll1ply means equal a ess to social amenities which willh Ip bring the different capacities of man, which when utilized wo Ideveruually place ev rybody in different classes. If, for instance y~u pl:ceten l,nen, on the same coaching classes. same reading condition-, and samem tlva.tlons, and even bring them out from the same background tl'Ire going t I diff ' le mend

L 0 exce I erently after a period of examination and tl 'egr e of excellence would ill turn place then different ierr-entuall , 1 on I erent pedestals\ en ua Y. lI1equallty could emerze but it would b . I ' '

they have bee . di '" ' e convenient y said that. " eL:I,lpi e rsposed to equal opportunities and equal access 10 social

am nit res. Ak inpelu u.nd~rstands th is position perfectly when he pointed outthat the quest for egal rrarianism is not a quest for the removal of all j' j'

liffcr ntiction ] . E ' arms 01II '. ~ ~ I"n 111:'OCI. t), \ en in Solzh nitsyn's COI11I11LlIist prison c 111'~,CI~I a.w.: -recognized s~cia,l gap between Ivan Denisovish and hi ~eam'

lender, Tiurin. Rather, egalltananisl11 translated into concrete and port' Iprogramme amounts I I ' , L I I a, ,_ _ ' , , ~ a proposa to abandon eX/stlllg inequalities nor to111(;1asc them: 01 tributive equity, for him, must therefore be an im oortanrCOII~.rstone of allY social reform programme geared towards ezalita ~ .( kinpelu 2005:147-143) 0 ~. 0 nanismf' II ' -, motoso and A ladejana Sum it up in the) OWlIlg W I'd ;•. ,ICl ilL' I\: IUltkd, a equal does not mean total equality _

III all respect. B ut at the same time, onehould be trented as ifequal ill certain

I L' ~ IH et'; ~1IC ha' c due a t ion a I"PPClllllllilics, equality tn rarlicipateIII pollll! ,d 1'11(1",,\()III), equalityh 'lflll' 111' lot\\' 'I" 111 le,dlAd that ,;tuuu 11(11111(/1 allflll'L'I, pl'()pk have

Ilu 11dl'PIII/L'd of l11vlI L:qll:t1 righl~ ill'lid III 01 III "'V IvSPll'h llus should

hl IV 1'Ilul ('\ '/I 1IIII1IgIIone r<;:di/<':s'''''''101111111111111111111,''\pl'll\d !",lllilll·;:-III::-:"-----------,---

"

that nature itself is not a dernoc:However, nature has endowed e..person with certain u n iq .characteristics. We are not the same ..character, neither are we the same inintelligence nor are we equallyphysically built (Omoteso &A ladejana 2003: 4-5).

It thus becomes apparent that the ideology which places one'sdestiny in one's hand, rather than that which makes the rich gets richer,while the poor becomes poorer, is what Nigeria aspires to imbibe. Thisagain, is lofty, and as Akinpelu in reference to Mende noted, there is no otherbetter alternative than the adoption of the egalitarian model of developmentif we really want to "quicken our present plodding rate of development to acanter and then a gallop" (Akinpelu 2005: 114) ,

II

II

A great and dynamic economyA society aspiring to be democratic and egalitarian must be capable

of evolving a buoyant and vibrant economy. It is when the economy is goodthat people's natural propensity towards negativiiies (like being unjust, se lf-centered, greedy, cheating and denying others of their rights) could beminimized. This connotes that when the economy is bad, the man becomeshungry, and a hungry man becomes angry, and an angry man is a mad man,and a mad man is prone to evils. It thus appears that all other sectors ofdevelopment rest on the economic potentials and viability of a nation, Thisis why Uduigwomen and Ozumba state, without mincing words, that "anynation that wishes to catch up with the advanced industrial nations mustmake conscious and frantic efforts not on ly to have a strong econom ic base,but also to have a diversified economy" (Uduigwornen &Ozul11ba 2004:4),To say then, that a vibrant economy is sine quo non for the survival of ademocratic and egalitarian society is to hit the nail on the head. What thenbecomes the foie of education in fostering 0 dynamic economy needed forthe survival of the society?,Amaele' de cription of good economy and itsrelation hip with education of mnnp wer i highly in tructive and suitablen are pon e to our qu tion.For him,

Phllosophlca] Rcfle lion

t.

Ii

II

•

A great and dynamiceconomy to a nation refers to acountry whose economic resourcesare diversified, a country whoseeconomy is channeled and directedto meet the current demands - bothlocal and international. It refers to acountry that has developed man andmaterial power to tap, as well asdistribute and manage her naturalresources. It calls for effective andefficient production and distributionof highly trained manpower in allareas of human endeavours. Suchsociety relies more on localtechnology (Amaele 2005: 127).

It takes well-educated persons to bring about an conomv that isgreat and dynamic. Such persons are however not considered educated f rthe fact that they have been schooled. They are rather educated ba ed ontheir predisposition to vocations. It is the corn bination of intellectual skillwith vocational skills that, thus, help individuals to better their lot and thatof the society in which they live. The point been made here is that to have aociety that is democratic and egalitarian, the economy of that society mu t

be buoya~t ~nd dynamic; and the persons in that society must be duly~ducated .(111 intellect and in vocations) to herald such an economy. In theseinterrelations, the policy on education must be in line.

land full of bright opportunities for all citizensBuilding a nation where there are ample opportunities for

cv 'I -bod is solely dependent on the last discussed objective - 'great anddvnnnuc "OIlOI11Y'. When the economy is bright, everybody becomest'ld run hi cd, cl r rel innt, scl I-supportive, and itthus becomes easy 10 bu iId,I floIllOl1 ,,,hi -h i Irce, [ust, d .mocratic and egalitarian. This is also a loftyd' IlIfllll 'fll tI '11111

1111111111111 I 1111111111111 I ppll '11 P,~holl)gy 6

A united, strong and seif-reliant nationShortly after independence, precisely 1967-1970, igeria faced a

war of secession which almost divided the country into 'Biafra' and 'the rest'But fortunately, this civil war was quenched by the federal militarygovernment with a common song: "no victor, no vanquished; we are allbrothers and sisters". Efforts were thereafter made to unite all the warringfactions into one entity. Different cholars came up with the proposal thatthe main ideology for Nigeria should be national unity. They suggested four

major areas;a. economic programme for national unityb political programme for national unityc. social programme for national unityd educational programme for national unity (Fafunwa in

Adaralegbe 1972).Aside unity, there was the need to evolve the spirit of self-reliance

in the Nigerian mindset. With the realization that even after independence,most ligerian minds were more dependent rather than being free from the:shackles of 'colonization',this objective was proposed a" J :"i::J;..lbilitati;,,,,,panacea. Fafunwa says that even after five years of Nigeria's indep.e~dence,the education system of the country was not colonial, but more British thanBritish themselves; that is to say, the Nigerian school children were beingeducated to meet the needs of a foreign cu Iture and were therefore better fitfor export than for life in their own country. Briggs, in his opening address atthe Curriculum Conference in 1969, raised a dissatisfaction with the

situation when he said that;

I!

t

I

So there was thus the need to re-orientate the mind of the igeriancitizen to re-align himself with his original identity and local setting. Thetask of re-inv nting or re-making a new Nigeria, different from thecolonized-nation, steered Nigerians in the face. To come out of the mess,something had to be done, hence, the need for the above objective. One C:l11

confidently say that the goal is equally lofty. l lowever, our unity has beenoverstretched as if to mean there is no diversity. This overbearance hasresulted in' emergence of uniform/centralized poli~ies .in educa~ion, .ineconomy, in politics, etc. The centralization of policy 111 ed~c~t~on. to!instance has created situations where individual cultural peculiarIties such,

Philosophical Reflections 7

that w;;;;;d ~ii~~~'~"b~'io~:wlI~aIY pU~IlI~ns. I ne POInt oeing made here isunity, we should not sacrifi:e ec~~e lI~l.ted: and in the bid to foster deeperLet there be unity in our diver/tyur Idvde:sltle~I~we rea"~ want to be united.

I ,an iversity m our unity.

ConclusionIt is obvious, from the fore oin h .

goal enunciated in the fourth ed·t·g gf'ht at all the national developmental. I Ion 0 t e NPE and th 1999 C '.

are m con onance with Nigeria's . I'd I e onsnrutionSOCta I eo ogy of b 'Id' dand nurturing cgalilariani m and tl t I UI mg a emocracy. . ,la t iese goals are lofty Alth h .not oblivi u f the fact that N' . . i: . oug one IS. Igena IS Jar away fro this Id .practice, a Amaclc ha n ted that. m IS I eology m,

Ra.ther. than a free and democratic society,NI 1t,;1 IU has become a country wh. . ereCIII/. IlS are in chain. We have men andwomen who arc enslaved b C'1' .. y JewIHI\I e tcd military men and theirciviliacollabol(l[ol s 11 err rt t' n• 11 0 restoredemo 10 in th cc untrv have failed bvthe above cut uorv INiu fl' n B id -• • er J <. eSI es,~here I. n 'Itherju:[ic' nor egalitarianismIn the countr . Unit is far-fer hed andelf~reliance i. yet u dream. W arc till

relYIn~ ~ for 'i '11 • .onomi , politicaland scientific p lici s, ur cc n my i inshamble (Ama 'le 2005: 127).

References

Adara!eg~e: A. (ed). 1972. A phttosopt, fo: igerian education Ibadan:emernann Educational Book ig. Ltd. '.

AkinpeJu, J A ?005 E . . .H

. d . - .. ssays Inphilosophy and education. Ibadan: Sterlior en Publishers. . rng-

Amaele S 2005 U cl di'a . ,n erstan tng the philosophy of education Ibadan:ounty Press Ltd .

JOllrnul of Education & Applied Psychology

Briggs, W.O. Opening address at the Nigeria national curriculumconference organ ized by 1 igeria Educational Research Counci I inA. Adaralegbe (ed). (1972). A philosophy for Nigerian education.Ibadan: Heinemann Educational Books Nig. Ltd.

Dewey, J. 1916.Democracy and education. Macrn illan.

Federal Government of igeria. 1962-1968. First National DevelopmentPlan. Lagos: Federal Ministry of Economic Development.

Federal Government of igeria.1970 - 1974. Second NationalDevelopment Plan. Lagos: FederalMinistry of Information.

Federal Government of Nigeria. 1976- 1980. Third National DevelopmentPlan. Lagos: Federal Ministry ofInformation.

Federal Government ofN igeria.1981 - 1985. Fourth National DevelopmentPlan. Lagos: Federal Ministry ofInformation.

Federal Republic of Nigeria. 2004. National policy on education. 4th ed.Lagos: NERDC

Federal Republic of igeria. 2011. 1999 Constitution of FRN withamendments 2011.

Jacques Maritain in O.C.F. Nkoku. 2002. Philosophy in politics: Law anddemocracy. Owerri: Claretian Institute of Philosophy.

Omoteso, B. A, &Aladejana, A. 1. 2003. "Politics and democracy in the, igerian philosophy of education" in Journal 0/1 AfricanPhilosophy. Issue 2.

Uduigwornen, A. F. &Ozumba, G. O. :!004."Philosophy and igeria'snational policy on education" in The African SYIllj7osiulIl. \',,!

(2).

Philosophical Retlection 9

Contentsl. Philosophical reflections on the National Developmental Goals Enunciated in Nigena's Policy-Document on

Education __ Dr Patnck 0 Akinsanya

Assessment of Two Psychological Constructs on Two Groups of AdolescentsDr Rashid A Adedokun

Perceived Role of let in Teaching and Learning of Counselling Psychology by Tertiary InstitutionAcademic Staff in Nigeria.__ Amusan, Ayotunde Oladeji (Ph.D), and Mr. Otagunju M. K. O.

Reasons for Drop our of School in Kano and Zarnfara States as Perceived by Secondary School studentsImplication for Counselling.__ Alika ljeoma Heurietta. Ph 0

Influence of Social Support on the Psychology Adjustment of Academic Staff in Tertiary Institutionin Cross Rivers State.__ Tor-Anyiin, S A PhD, Obi Michael

Democracy and National Development in Nigeria Issues for Counselling lntervenuon__ Abubakar Bala, lunaidu Magaji. Zayyanu Sambo

Effect of Class ss room Interaction System (CIS) on Teaching and Learning Geography in MubiMetropolitan Senior Secondary Schools, Adarnawa State, Nigeria__ Aliyu AbdulMajeed and Sababa. L. K.

Causes, Fonns and Effects of Students' Conflicts in Tertiary Instiruuons in Bomo State, Nigeria__ Ngohi, Bukar Urnar, Adamu Na'orni Nuhu (Ph.D) and Barr Audu Ishaku Ahubakar

The Concept of Education and the Problem of Per fort native Interpretation__ Osiyemi E S (Ph D)

10 Understanding Parenting Challenges in Nigeria and the Need for Professional Counselling Intervention__ John Jiya, (Ph.D)

11 The Role of Aduh Education 111 an Emerging Knowledge Economy and the Transfonnation Agenda inNigeria__ Olajidc Muili Folaranmi, (Ph D)

12 Teacher's Perception of Instructional Supervision of Social Science Subjects and the Effects on Teaching inSecondary Schools in Cross River State Nigeria__ Dr Mbia Stephen Mbta and Mr Roben S. Atang

13 l ligher Education and the Productivity and Salary of Employees In Kaduna Metropolis__ Ahmad Bello Dogarawa

14 The Influence of Family Instability on Academic Performance of undergraduates Implications for Counselling__ Dr. FA. Yusuf

15 Some Socio-Demographic factors Differences in Risky Sexual behaviour of School-going Adolesuntsin three Nigerian States__ Yomi Akindele-Oscar, (ph D)

16. Incidences and effects of Street hawking on School Children 10 Kano metropolis (ounseIh ! 'cem__ I. G Usman (Ph.D)

17. Sex Education Counselling as Panacea for Reconstrucbng Dtvunl sex beI:a.a\l1OU'"__ G. B. Eweniyi Ph D and [ G Vsnun Pb D

18. An Assessment of Chemistry Teache.rs' ideas about scienufie model__ H. A Oyekhirorne and C. N Omoifo (p<of)

19. Aritude of Cievi I Servants towards the provision of Reba.bihutJon centres for B~an In )(WMI. Swe__ Bolu-steve Foloke Nike (ph D) and Adeleke SoIiu Adedapo

20. Sport competition and HlV/AIDS Scare during camping. Implicauoo for Health education counselling__ Salomi Matthew Olufunsho (Ph.D)

21. Socio-Psychological Factors as correlates of academic performance among secondary school students in sakiwest local Government of Oya State.

__ Awoyemi A. E. (Ph.D) and Aderogba J. A.

® Department of Education and Counseling PsychologyCl Ibratum 8adamasl Babangida University.~ PMB 11. Lap.i, NlgerState, N:gena.. 'e-mait louleapsy~h.yoo.com