Project – EFFECT OF FUEL SUBSIDY REMOVAL ON TEACHERS AND STUDENTS’ PERFORMANCE TOWARDS AN ACADEMIC ACHIEVEMENT IN FEDERAL UNIVERSITY KASHERE GOMBE STATE

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CHAPTER ONE

INTRODUCTION

• Background to the Study

The removal of fuel subsidies in Nigeria has been a topic of significant debate, with various sectors of the economy feeling the impact, including the education sector. A study by Akinlo (2012) found that the removal of fuel subsidies led to an increase in the cost of living, which indirectly affected teachers’ performance. The increased cost of transportation and basic commodities meant that teachers had less disposable income, leading to stress and decreased motivation. This, in turn, affected their teaching performance and, by extension, students’ academic achievement.

Moreover, the removal of fuel subsidies also had a direct impact on students. According to a study by Oyakhilome (2015), the increased cost of transportation meant that students had to spend more time and money commuting to school. This left them with less time for studying and other academic activities, leading to a decrease in academic performance. Furthermore, the increased cost of living meant that many families could not afford to send their children to school, leading to an increase in school dropout rates.

The impact of fuel subsidy removal on academic achievement is not just limited to teachers and students. According to a study by Adenikinju (2003), the removal of fuel subsidies led to an increase in the cost of running schools. This meant that schools had to cut back on resources, leading to a decrease in the quality of education. This, in turn, affected students’ academic achievement.

However, some studies suggest that the removal of fuel subsidies could have potential benefits for the education sector. According to a study by Iwayemi (2008), the removal of fuel subsidies could lead to an increase in government revenue, which could be invested in the education sector. This could lead to an improvement in the quality of education and, by extension, students’ academic achievement.

Despite these potential benefits, the overall consensus in the literature seems to be that the removal of fuel subsidies has had a negative impact on teachers and students’ performance towards academic achievement in Nigeria. However, more research is needed to fully understand the extent of this impact and to develop strategies to mitigate it.

The removal of fuel subsidies in Nigeria has had a significant impact on the education sector. While there are potential benefits, the increased cost of living and running schools has led to a decrease in teachers’ performance and students’ academic achievement. Further research is needed to fully understand this impact and to develop strategies to mitigate it.

• Statement of the Problem

The problem of fuel subsidy removal in Nigeria has been a contentious issue, with far-reaching implications on various sectors of the economy, including education. The removal of fuel subsidies has led to an increase in fuel prices, which has had a ripple effect on the cost of living, including transportation, food, and other essential services (Iwayemi, 2008). This has particularly affected teachers and students, who are among the most vulnerable groups in society.

Teachers, who are already grappling with low wages, have been further burdened by the increased cost of living. This has led to decreased motivation and job satisfaction, which has a direct impact on their performance and, by extension, the performance of their students (Oyelere, 2010). The increased cost of transportation has also made it difficult for teachers to commute to schools, especially those located in rural areas, leading to increased absenteeism.

Students, on the other hand, have been affected by the increased cost of living in several ways. The increased cost of transportation has made it difficult for students, especially those from low-income families, to commute to schools. This has led to increased absenteeism among students, which has a direct impact on their academic performance (Adeola & Evans, 2019).

Furthermore, the increased cost of living has made it difficult for parents to afford essential educational materials for their children, such as textbooks and uniforms. This has further exacerbated the problem of poor academic performance among students (Adeola & Evans, 2019).

The removal of fuel subsidies has also led to increased social unrest, which has further disrupted the education sector. Protests and strikes by teachers and students have become a common occurrence, leading to frequent school closures and disruptions of the academic calendar (Oyelere, 2010).

The removal of fuel subsidies in Nigeria has had a profound impact on teachers and students, leading to decreased performance and academic achievement. There is a need for comprehensive policies to mitigate the impact of fuel subsidy removal on the education sector.

• Aim and Objectives of the Study

The aim of the study is to examine the effect of fuel subsidy removal on teachers and students’ performance towards an academic achievement in Federal University Kashere Gombe State.

The specific objectives of the study are:

1. To examine the direct impact of fuel subsidy removal on the cost of living for teachers and students in Nigeria.
2. To investigate the correlation between fuel subsidy removal and the accessibility of educational resources.
3. To assess the psychological effects of fuel subsidy removal on teachers and students.
4. To evaluate the coping strategies adopted by teachers and students in response to the fuel subsidy removal.

• Research Questions

The research questions are buttressed below:

1. What is the direct impact of fuel subsidy removal on the cost of living for teachers and students in Nigeria?
2. Is there a correlation between fuel subsidy removal and the accessibility of educational resources in Nigeria?
3. What are the psychological effects of fuel subsidy removal on teachers and students in Nigeria?
4. What coping strategies have been adopted by teachers and students in response to the fuel subsidy removal in Nigeria?

• Research Hypothesis

The hypothetical statement is buttressed below:

Ho:  Fuel subsidy removal has no significant effect on teachers and students’ performance towards an academic achievement

H1:  Fuel subsidy removal has significant effect on teachers and students’ performance towards an academic achievement

• Significance of the Study

The significance of studying the effect of fuel subsidy removal on teachers and students’ performance towards academic achievement cannot be overstated. This research topic is of great importance as it delves into the socio-economic factors that influence the educational sector, particularly in Nigeria. The removal of fuel subsidies can have a profound impact on the cost of living, which in turn, can affect the performance of both teachers and students in the academic setting.

Firstly, the removal of fuel subsidies can lead to an increase in the cost of transportation. This can affect teachers and students who rely on public transportation to get to and from school. The increased cost of transportation can lead to tardiness or absenteeism, which can negatively impact academic performance. Furthermore, the increased cost of living can also lead to stress and anxiety among teachers and students, which can further hinder academic performance.

Secondly, the removal of fuel subsidies can also affect the accessibility of educational resources. With the increase in the cost of fuel, the cost of goods and services also increases. This can lead to an increase in the cost of educational materials such as textbooks, stationery, and other learning resources. The increased cost of these resources can limit their accessibility to teachers and students, thereby affecting the quality of education.

Thirdly, the psychological effects of fuel subsidy removal on teachers and students are also a significant area of study. The financial strain caused by the removal of fuel subsidies can lead to stress, anxiety, and other psychological issues. These issues can affect the mental health of teachers and students, which can in turn, affect their performance in school.

Fourthly, the study also aims to evaluate the coping strategies adopted by teachers and students in response to the fuel subsidy removal. Understanding these coping strategies can provide insights into how teachers and students adapt to socio-economic changes. This can help in the development of policies and interventions to support teachers and students during such changes.

The study of the effect of fuel subsidy removal on teachers and students’ performance towards academic achievement is of great significance. It provides insights into the socio-economic factors that influence academic performance and offers a basis for the development of policies and interventions to support teachers and students in the face of socio-economic changes.

• Scope of the Study

The study examines the effect of fuel subsidy removal on teachers and students’ performance towards an academic achievement in Federal University Kashere Gombe State. The study is restricted to Federal University Kashere Gombe State.

• Operational Definition of Terms

1. Effect: This refers to the result or outcome of a particular action or situation. In this context, it refers to the consequences or implications of the fuel subsidy removal.

2. Fuel Subsidy Removal: This is the act of eliminating government financial contributions towards lowering the price of fuel. In many countries, including Nigeria, the government provides subsidies to make fuel affordable for its citizens. When these subsidies are removed, the cost of fuel increases.
3. Teacher: A teacher is a professional who provides education to students. They play a crucial role in shaping the intellectual and social development of students at all levels of education.
4. Student: A student is an individual who is actively engaged in learning, typically within a school or educational institution. They are the recipients of the knowledge and skills imparted by teachers.
5. Performance: In an educational context, performance refers to how well a student is learning and mastering the material. It can be measured through various means, such as tests, assignments, and participation.
6. Academic Achievement: This refers to the level of proficiency or mastery a student has achieved in their academic work. It is often measured through grades, test scores, and completion of educational milestones. High academic achievement is often associated with a strong understanding of the material and the ability to apply it effectively.

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Project – EFFECT OF FUEL SUBSIDY REMOVAL ON TEACHERS AND STUDENTS’ PERFORMANCE TOWARDS AN ACADEMIC ACHIEVEMENT IN FEDERAL UNIVERSITY KASHERE GOMBE STATE