This study intends to investigate the use of adult education as an agent for social change in Nigeria using Lagos State as a case study. While the overall aim of the research is to empirically find out whether adult education has had significant impact on Lagos State, it will also discuss the importance of adult education as well as the challenges facing adult education in Nigeria. The research distinguishes between adult education for working adults and Adult Education as a course of study in the University. This study is centered on adult education for working adults. Using Lagos State as a case study, the research adopts descriptive research survey with focus on adult students offering various courses at Lagos State University. Questionnaire was developed to cover the research questions and hypotheses. A total of 40 respondents are to be used for the study. Chi Square statistical tool will be used for data analysis. Summary and conclusions are to be drawn from the research literature, research findings and data analysis. Recommendations on linking adult education to national development will be made in the final chapter.
RESEARCH OVERVIEW:
Complete Project: 65
Pages Literature Review: 2005 Upward
Data Analysis: Chi Square Statistical Tool
Research Population:
40 Adult Education Students Research
Location: Lagos State University, Lagos, Nigeria
Questionnaire: 20 Items x 40
Respondents References: APA Style, 6th Edition (2010).
Research on the correlation between study habit and students academic achievement has for long received attention from scholars and educational agencies. For instance, the national Assessment of Educational Progress (NAEP) in 1994 conducted a study to find out the relationship between study habits and academic performance of the students. Findings of the study revealed a positive correlation between study habit and academic achievement. Similarly, Onwuegbuzie (2019) conducted a series of studied to find out the relationship between academic success and study habit and reported positive relationship between the two variables.
However, studies of school achievement indicate that most students are under achievers (Okegbile, 2017). A major reason for students’ under-developed potentialities may be in their lack of learning strategies. Emily and Betty (2018) posit that it is not an infrequent occurrence that students, who spend inordinate amounts of time memorizing study materials, are still barely getting by. To them, the student’s personal, emotional, and social development may suffer from the pressures created by the use of relatively inefficient learning strategies.
Study habits are learning tendencies that enable students to work privately. Azikiwe (2017) describes the study habit as “the adopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject”. According to her, “good study habits are good assets to learners because they (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure”.
Good (2018) define the term study habits as: The student’s way of study whether systematic, efficient or inefficient etc”. Going by this definition it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure.
In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. Ozmert (2005) emphasized the importance of environmental influence as a major factor in the development of students studying habit. In the same vein, Adetunji and Oladeji (2007) submit that the environment of most children is not conducive for studying; it is in the light of this that made some parents to prefer their children to go to boarding school for proper discipline and to inculcate better reading habit.
According to Hussain (2016) secondary school students in public schools often come from economically poor and average income families. These families face various problems causing emotional disturbance among their children. They have poor academic performance. This singular factor has caused serious damage to the achievement status to secondary school students.
Achievement is generally a pedagogical terminology used while determining learners’ success in formal education and which is measured through reports examinations, researches, and ratings with numerous factors of variables exerting influence. Essentially, the National Policy on education (Federal Republic of Nigeria, 2004) has identified school achievement contents according to school subjects which are classified as core or elective subjects.
Although studies abound on the causative and predictive nature of factors of study habit on students academic achievement, all factors of the variables tend to focus on poor study habit while the effect is yet to be fully accessed on the nations educational development.
This chapter reviews literature on the effect of study habit on students’ academic performance. The literature is presented under sub-headings derived from the study’s research questions. Gaps to be filled by the present study are highlighted.
This chapter deals with the methodology and the research instrument to be used in getting data for the study. This study uses descriptive survey type. The target population consist of some selected secondary schools in Ijebu Ode Local Government area of Ogun State as case study. Relevant statistical tool in the SPSS will be used for data analysis.
In this chapter, the researcher will analyse the data collected for the research work and interpret it according to the research hypotheses formulated in chapter one.
Summary and conclusions are to be drawn from the research literature, research findings and data analysis. Recommendations will be made in the final chapter.
ABSTRACT
This study investigated the influence of peer group on adolescent’s academic performance. Descriptive research methodology was used. Random sampling technique was also adopted to select about one hundred and fifty in-school adolescents from four secondary schools in two Local Governments Areas of Ogun State. Questionnaire was developed to collect data. The data collected was analyzed using the using t-test and Pearson. The findings of this study revealed that peer group could either positively or negatively influence the academic performance of in-school adolescents. This research recommends that parents and teachers should provide adequate guidance to adolescents to help them understand how the friends they keep can either positively or negatively influence their academic performance in school. 
