African novels

YUSUF MAITAMA SULE UNIVERSITY, KANO
FACULTY OF ART AND SOCIAL SCIENCES
DEPARTMENT OF LANGUAGES
COURSE:
AFRICAN NOVELS
COURSE CODE:
ASSIGNMENT
QUESTION:
NAME: SADIQ SHUAIBU AHMED
UG/16/ENE/004
INTRODUCTION

Africa has produced a number of female authors who were, and still are, able to assert themselves as writers, both on a national and international scale. However, information on the lives and works of these authors are scant. At the same time, Africa is not a monolith and so some have critiqued any idea of "African feminism." There exist differences regionally, ethnically, politically, and in religion, which all work to impact how women conceptualize what feminism and freedom looks like for them. While African women from, for example, Egypt, Kenya, South Africa and Senegal will have some commonalities, there will be variations in the way they understand gender and gender struggles. Therefore, these varying cultures alter the way these African women experience the world. Thus, one cannot simply merge all woman under an unrealistic expectation of sisterhood, but instead to recognize and respect the differences that exist as a result of these diversities. There is a commonality to the struggles women face across the world since the common factor is male privilege.

Having said that, Zaynab Alkali's first novel, The Stillborn, is one of the examples of novels that can stand against the saying “feminist literature in Africa is nothing but a piece of propaganda” the novel concerned with gender inequality in The Stillborn which entails textual analysis. It highlights the recognition of women and the forms of discrimination, oppression and acts of injustice meted out to women in the Northern part of Nigeria.

The Stillborn sharply criticizes the sexism of traditional Nigerian society and the lack of roots in the new, city-based culture, while at the same time it praises the strength and determination of these three women who choose different paths into unhappiness and must find their own ways out.

I argue and refute the saying that feminist literature is nothing but a piece of propaganda and i use still born as a reference to my refutation with the following reasons which where stated in this novel and are found to be true and has happens not only in Nigeria but in the whole of Africa.

First let looks at the way she reflects her belief that it is essential that women throughout Nigeria even Africa be allowed and encouraged to fulfil their potential, if they are to make an effective contribution to the growth of our nation. In Zaynab’s novel, the character Li, is an example of a young maiden growing up in a Northern rural society, she has a dream to escape from the village to a life of luxury in the city. Li is unhappy and uncomfortable with life in the village. The life which her elder sister and so many other young girls have grown to accept. She shows her resentment in the (p. 3), words to her elder sister Awa.

Awa and other young girls who have not had the opportunity to school outside the local community have accepted the life as proper. Li on the other hand, has been exposed to life outside her village because she has lived a gay and free life in the primary boarding school. So when she came home for holiday, she complained that life in her father’s compound is worse than prison.

When you look at this statement we can recall and agree that this is the one of the major challenges that women faced in Africa whereby they cannot be allowed to go to school and acquire knowledge as their male counterparts because they are regarded as less benefit to the family rather they are considered as just house wives and can only stay at home to take care of the family.

Zaynab illustrates this in her novel, The Stillborn, when Li went out to a dance at night and broke the fence. When her father discovered, he was furious and wanted to beat whoever was responsible for the breakage. After much interrogation, before Li could own up, Sule her elder brother covered for her. He told his father that he was responsible. His father did not beat him, not just because of his age but what he stood for; ‘a male child’

Secondly, Some of the African girls without husband have no social status, besides that they will face mockery and be ridiculed by their neighbours. Life for them has meaning only when they attach themselves to men. Even when they have dreams, they do not work towards realizing their dreams, but wait for a man to help them. Whereby the man does not come, they wait and hope forever. Therefore, they have no identity of their own.

In Zaynab’s novel, The Stillborn, we see this happening in the life of Li and her best friend, Faku. Faku was very happy to tell Li that a man from the city is interested in her. Despite her love for the city, she knows that she can never get there except a man marries her and takes her there. Besides, only in that way will her parents allow her to leave the village. So for as long as she wants to live in the city, she has to marry Garba even if she knows that she does not love him. Besides, the Hausa or Northern maidens in Nigeria are not brought up to see love as relevant to marriage. Rather, they get married so that people do not ridicule them and their families. We noticed this in Faku’s words during the discussion of polygamy between Awa, Garba and Habu (p. 16). We also noticed that Garba was older than Faku; he is in his 30s while she is only a teenager. This is a normal situation in the afican society also in Northern society in particular.

When you take look at the above statement you can agree that this situation happens not only in Nigeria but also happens in other part of africa and it is the real thing that do happens to women and they have no objection towards it but to accept it and comply with it even if they don’t like it but for their own dignity and social status. This is also another reasons to refute the saying that “feminist literature is nothing but a piece of propaganda”

Thirdly, in Buchi’s novel The Second Class Citizen, Buchi tells us about another practice that was common with the Ibo people is treatment of a woman as if she were a property. When a man died, his brother inherits his wife along with the property. Buchi illustrates this in her novel, The Second Class Citizen. We were told that when her father died, her mother was inherited by her father’s brother. With these reasons we can also agree that the beauty of literature is used to imagine the world in which we live and to represent the image of woman correctly, and these stated that this kind of discrimination women faced in Africa also shows that female literature writers do use to state the fact is really happens in Africa and which cannot be regarded far from propaganda but as a real fact.

I also learn that in Ibo society when making decision, the women were not involved, even when the decisions were about them. This also is revealed in the novel, when Ada told Francis of her dream; that they should go to London. Francis and his parents discussed it without asking her consent. They decided that Francis should leave while she remains and continue to work to support the family.

This is another reasons that I can stand with and stand against the saying feminist literature in Africa is nothing but a piece of propaganda. Where by females are not considered to as useful in society or family and can never be regard when seeking advice or giving contribution.

CONCLUSION

Conclusively, this work shows that there are reasons that can be enough to refute the saying feminist literature in Africa is nothing but a piece of propaganda and we believe that those writers use to look at the real image of how life is going on especially to women in Africa also stresses the vehement animosity at the gender discrimination that is often found in the culture of African people. It is realized that, the female child should be educated so that she can be empowered. Also, women can live effective and fulfilling lives when they are empowered especially in African setting in order to be recognized. Zaynab Alkali’s The Stillborn also elaborate the inner development about women who manage to assert themselves despite the oppressive structures of Northern Nigeria and African society, brought recognition to the writer far beyond the borders of her region.


REFERENCES
Aiheva, P. (1998). Practical Approach to Literary Criticism, Nigeria: Publisher Ltd,
Alkali, Z. (1984). The Stillborn, Nigeria: Longman Nigeria Limited,
Bostock, E. (1973). Talking About Women, London: Wayland Publishers,
Emecheta, B. (1984). The Second Class Citizen, Great Britain: William Collins Sons & Co. Ltd., Glasgow,
Friedan, B. (1963). The Feminine Mystique, Great Britain, Victor Gollancz Limited,
Obbo, C. (1982). African Women, Hutchison & Co. Publishers Limited, 1980

The application of visual instructional material for teaching

THE APPLICATION OF VISUAL INSTRUCTIONAL MATERIALS FOR TEACHING SOCIAL STUDIES IN PRIMARY SCHOOLS


Being a Project submitted to Department of Social Studies,
School of Art and Social Science,
Federal College of Education,
Kano.

AUTHORS:


S/No.
Name
Course Combination
Student Reg. No.

1
RUKAYYAH KABIR
ENG/SOS
0516

2
JAMILA LAWAL SAULAWA
ENG/SOS
0890

3
FARIDA ABUBAKAR
ENG/SOS
0546

4
AISHA ABDULLAHI ALIYU
ENG/SOS
0524

5
MAKAMA MUSA SULAIMAN
ENG/SOS
0575

6
INYASS BASHIR SHUAIBU
ENG/SOS
0881







DECEMBER, 2015

 APPROVAL PAGE


This is to certify that this Project has been supervised and approved as having certified the requirement for the award of the Nigeria Certificate in Education (NCE) by the Department of Social Studies, School of Art and Social Science, Federal College of Education, Kano.








1
Name:
Mr. Haruna Ojogbare





( Project Supervisor )

( Signature/Date )














2
Name:






( Head of Department )

( Signature/Date )













3
Name:






( External Supervisor )

( Signature/Date )


DEDICATION
This Project is dedicated to our Parents and all lovers of knowledge who apply them for the good of humanity.
ACKNOWLEDGEMENT
First and foremost, we thank Allah the Almighty for giving us the strength, health and opportunity to put this piece of work together.
Our immeasurable thanks goes to our dear Parents for giving us the starting point in our academic pursuit, as well as our colleagues and friends who contributed in one way or the other towards the making of this Project successful.
Our sincere appreciation goes to our hardworking Supervisor Mr. Haruna Ojogbare of Social Studies Department for his thorough supervision and guidance upon conducting this research.
We also wish to extend our gratitude to a large number of personalities and academics of Federal College of Education Kano who played a great role on our academic pursuit, specifically all lecturers in the School of Art and Social Science.
Finally, we acknowledge the effort of all the Authors whose works are cited in the literature review of this wonderful Project.



ASBTRACT
The purpose of the research work is to give a comprehensive explanation of the important roles played by the application of visual instructional materials and to also enlighten the primary schools Teachers on how to select the materials that are appropriate for a particular lesson.
Visual instructional materials encompass all the visible materials which Teachers can apply in order to complement theoretical and verbal efforts for easy and effective understanding of the lessons. The visual materials play fundamental roles in teaching and learning process.
Questionnaires were administered to a total of 30 (thirty) respondents that were randomly selected among primary school pupils and their teachers; and it has been widely agreed that pupils who have the advantage of being taught with visual instructional materials learn more effectively and efficiently than those who are only provided with verbal instructions.
Educational researchers in their recent findings came to conclusion that application of visual materials for teaching primary schools paves ways for proper and better understanding. In this research work recommendation were also suggested and conclusion made.


Table of Contents

APPROVAL PAGE 2
DEDICATION 3
ACKNOWLEDGEMENT 4
ASBTRACT 5

CHAPTER ONE
1.0 INTRODUCTION 8
1.1 PURPOSE OF THE RESEARCH WORK 12
1.2 SIGNIFICANCE OF THE RESEARCH WORK 12

CHAPTER TWO
2.0 LITERATURE REVIEW 14
2.1 TYPES OF VISUAL INSTRUCTIONAL MATERIALS 16
2.2 THE GENERAL IMPORTANCE OF APLLICATION OF VISUAL MATERIALS IN TEACHING SOCIAL STUDIES 16
2.3 SOURCES OF INSTRUCTIONAL MATERIALS 21

CHAPTER THREE
3.0 RESEARCH METHODOLOGY 22
3.1 POPULATION OF THE STUDY 22
3.2 SAMPLE OF THE STUDY 23
3.3 RESEARCH INSTRUMENTS 23
3.4 ADMINISTRATION OF RESEARCH INSTRUMENTS 23
3.5 METHOD OF DATA COLLECTION 24
3.6 SUMMARY 24


CHAPTER FOUR
4.0 DATA ANALYSIS INTRODUCTION 25
4.1 DATA ANALYSIS 25
4.3 AWARENESS AND USAGE OF VISUAL INSTRUCTIONAL MATERIAL 26

4.4 AFFORDABILITY OF VISUAL INSTRUCTIONAL MATERIALS 28
4.5 STILL PROJECTED VISUAL MATERIALS 28

CHAPTER FIVE
5.0 SUMMARY 32
5.1 CONCLUTION 32
5.3 RECOMMENDATIONS 33
5.4 REFERENCES 35




CHAPTER ONE
1.0 INTRODUCTION
The concept of visual instructional materials means different things to different people. Some people view it as an object that can be listened to (Audio), while some view it as those materials we watch and listen to at the same time, such as Television, Cinema, and DVD Player (Audio Visual).
Visual instructional materials are ‘aids teaching and learning’ as defined by Coppen E.C. 1974. These are  wide range of materials providing realistic images for enriching the curricular content and consequently enhancing the educational process, these may include simple things living, and non living in the immediate environment like Stone, Leaves, pieces of wood, Papers, and metal scraps etc, the chalkboard printed materials like charts, maps, diagrams, photographs, models and real thing to sophisticated things.
Hence visual instructional materials encompassed the use of blackboard, charts, graphs, maps and globes, bulletin boards, exhibits models, museums, pictures and photographs. Student learnt better what they experience, and much learning takes place through listening and reading, but learning is likely to be more meaningful and lasting if it is with experiences.  Sometimes, these experiences can be direct other times indirect as in projected images such as photographs, slides and films.
This chapter therefore, highlights the main types of visual instructional materials which are manmade objects or materials.
According to Jenicins J. (1981), visual materials for learning are classified into projected and non projected materials. The projected materials are those materials that require the use of projector and electricity or any sources of power (e.g. batteries) slide Projectors and Power Point Projectors. The non projected materials do not require the use of projector for their viewing by projection; it means magnifying the image of steel picture, through a strong light that is reflected on a surface in most cases a transferring film.
Projected instructional materials are visual in which still or motion image are projected on to a screen. Visual materials encompass all the physical materials that instructor might use to implement instruction and to facilitate primary school pupils achievement of instructional objectives. Visual materials help to concretize the learning process, it offers primary school pupils and their teachers a good opportunity to relate theoretical knowledge to practical experience in the class when is been displayed to them. Psychologist came out with findings that learning capacity of a child can be as a result of some variables. In most schools teachers still use the traditional method of instruction i.e. talking to a group of pupils in the classroom. By talking, many are taught the same thing in the same way. But the teacher forgets that the pupils he teaches differ from each other in their interest, the way they learn and the rate at which they learn. Educationist appreciates the importance of pupils differences in learning. These differences were neglected by most teachers in recent years emphasis has been on the capacity of pupils to easily assimilate without practical experience. By presenting visual instructional material learning is made easier.
It has been widely accepted that pupils in primary school who have advantages of been taught with well selected and wisely utilize instructional materials learn efficiently or faster than those with verbal instructions. The main reason for this is because well chosen visual instructional materials tend to present concept in such a manner as to create interest and motivation. Learners benefit more from instruction when they become involved through their own interest and desire, and it is a well known fact that motivation and desire for learning are important element in meaningful instructions, visual instructional materials provide a suitable environment from which the learners assimilate learning. Learning is generally affected by techniques applied in disseminating knowledge to the learners; other instructional materials make subject matters clearer to students who come from different backgrounds with varying abilities.
Thus, they foster (i.e. instructional materials) effective learning not only for the child who reads and write but also for the child who is not verbally gifted. They also allow slow and average learners to absorb lessons. Visual instructional materials provide an opportunity for the learners to do things they could not even attempt in real life, such as taking a visit to one of the heavenly bodies, travelling to Sahara desert or visit some communities to know the type of settlement pattern. This indicates that some visual materials are particularly well suited to the transmission of sensory replication of objects, person, events, and scene as they would appear in real life to an observer. In order to reduce the number of failure among the primary schools pupils, it is wise to apply the use of visual instructional materials in the classroom situation where effective learning can be achieved in primary schools.
This is why there is need to provide teachers with necessary skills and knowledge of instructional materials, mostly the visual ones which can provide equal knowledge to pupils of various capacity of learning which teachers neglected in the application. Visual instructional material can impact knowledge to a large class of pupils. Mostly if they are supplemented with demonstration which some teachers cannot offer and eventually affects the pupils understanding of the lesson properly. Educational researchers in their recent findings came to conclusions that application of visual materials for teaching in primary school has paved way for proper and better understanding which makes learning permanents to some extent.


1.1 PURPOSE OF THE RESEARCH WORK
The main purpose of this research is to assist the teachers as well as pupils for proper understanding and the significance of applying visual instructional materials in the teaching of social studies in primary schools. It is also to give a comprehensive explanation of the important roles played by the application of visual instructional materials, equally to enlighten primary schools teachers on how to select the visual materials that is appropriate for a particular lesson and the ways to modifies some of these materials for better understanding.
1.2 SIGNIFICANCE OF THE RESEARCH WORK
Perhaps it has been widely agreed that students  who have the advantage of been taught with well selected and wisely utilize visual instructional materials learn more effective than those who are only provided with verbal instructions, application of visual instructional materials provide a suitable environment from which the learners can do their own learning. Hence learning is said to be generally affected by the environment in which it takes place, because the environments affects not only what the learners are able to see but also what they see tends to be what they believe. Visual instructional materials when properly apply could make subject matter clearer to pupils in social studies class with different background and abilities.
Application of visual materials could make certain subjects like social subjects more colorful and highly motivating to allowing the pupils to see with their naked eyes practically what they have being taught in the actual lesson. Application of visual instructional materials also allows pupils to observe phenomena or event that might be dangerous to see directly such as urban rioting, armed robbery etc. but pupils can see those social events through print posters, news papers, and photographs.
Application of visual instructional materials helps to provide meaningful sources of information which allows pupils to having recorded physical experiences and viewing problems as it happens. Students needs to be prepared for physical experiences, they need to be given directions, facts, about the situation and vivid descriptions of the application sources other than textbooks.

CHAPTER TWO
2.0 LITERATURE REVIEW
Visual materials have been among the resources for teaching and learning in educational programmes, for some years back. According to the encyclopedia Americana, the development of visual materials started as early as 1500, by 1826 Joseph Nicephone Nieple produced the first photograph. This act of photography was protected by 19th century. This Encyclopedia Americana further explained that in 1889 Thomas A. Edison invented the Phonograph which is the present day motion mechanism. In 1920 and 1930s visual materials came into application which includes the use of Blackboard, Charts, Graphs, Globes, Bulletin Board, Field trips, Silent pictures and Photographs.
Scholar and Wittich (1967) believe that the era of visual instructional materials movement actually started around 1930s with advent and use of the film which was said to have brought great improvement in teaching and learning. According to Edgar (1967) stressed that interest has been developed by many teachers in the application as a means of teaching that provide more information to many pupils in less time at less cost. Reiser and Gagne (1983) noted that; since materials differ in their abilities to present the various events of instruction, the selection of materials is likely to have a substantial influence on effectiveness of instructions.
Aminu (1985) observed that instructional materials are visible items designed to improve teaching and facilitate learning and understanding and make abstract concept concrete. Dubey (1980) view that “written or spoken word” is very important in learning but it has to be complimented with application of instructional materials in order to enhance teaching of socials studies in primary schools, because pupils learn better what they see and able to touch.
Kinder (1979) said that “variety of teaching materials has to be applied in proper balance in other to produce better learning result”. He also stressed that the most important thing to know about visual instructional teaching materials is that it enables the learners to comprehend better when they are intelligently applied and they can also confuse when the visual materials are wrongly used.
Craig (1981) viewed visual instructional materials as those materials that provide content for example; printed materials of all kind, Charts, Graphs, Resource in the community agencies, Industries, Plants, and historical paints of interest and so on. Orub (1980) stated that generally the appropriate application of visual materials and devices in teaching of social studies mostly in elementary level helps pupils to understand what is being taught to them. Moreover, the application of visual instructional materials makes lesson very interesting and motivates pupils to learn better.
2.1 TYPES OF VISUAL INSTRUCTIONAL MATERIALS
There are various types of visual materials in existence which can be used by the teachers. Its left for the teachers to make choice among unlimited materials available for him to present his lesson and no matter what types the teacher wishes to use, he has to make sure he chooses the right materials that are appropriate for the lessons. The visual materials according to Abdullahi (1998) are two types - it is either still projected visuals and or motion projected visuals. The still projected visuals include opaque projector, overhead projector with transparency, filmstrips projector with filmstrip and slide projector with slide. While the motion projected Visuals include the 8mm film used in 8mm loops. Projectors and 8mm film projectors and 16mm film used in 16mm film projectors with filmstrip and slide projectors with slides.
The film for motion pictures are either silent or with sound. Others are Books, Posters, Newspapers, Charts, Diagram red objects, etc.
2.2 THE GENERAL IMPORTANCE OF APLLICATION OF VISUAL MATERIALS IN TEACHING SOCIAL STUDIES
In the past, teachers did not appreciate the important of visual materials in teaching. Thus, teaching was in those days associated to talking, but the recent development as a result of a psychological research teachers came to realize pupils learn faster when taught with visual materials.
Visual materials attend to the needs of all categories of learners (i.e. fast average and slow learners).
Applications of visual materials simplify the study of social studies in our primary schools.
Visual instructional materials are purposely applied to teach social studied in primary schools in order to stimulate the interest of the learners.
The applications of visual materials assist the pupils in primary schools to have real life situation, which verbal explanation cannot provide.
In most cases, the application of visual materials allows pupils to make use of, not only the auditory sense(organs) but also the sight organs
Applications of visual materials encourages the  excursion to places of interest or what is popularly known as field work which is part of visual instructions that allows pupils with first hand information about a particular lesson.
There are different ways in which the teacher could apply the visual materials in teaching social studies in primary schools.

The visual resources are applied mainly for introducing a lesson, supporting a lesson, drill and practice demonstration and summarizing a lesson.
Introduction of lesson
It is always a guide for the teachers in primary schools mostly the socials studies ones to clarify his objectives and raise important question at the beginning of a lesson. This requires activities to motivate pupils interest and curiosity in the work ahead. Visual materials could serve this purpose because their usage as introduction to a lesson will affect the whole climate of instruction and result in positive changes in pupils interest learning efficiency, retention of learning and generally visual materials offer a natural path to learning and creative expression when used at the beginning of a lesson.

Supporting a lesson
Properly selected and wisely utilized visual materials can influence and promote learning; the most common applied materials in the instructional situation are supplement to the instructor. Some pupils become bored with teaching, whereas the need variety and innovation where this is lacking pupils may lose interest in a social studies class. One of the most effective ways to heighten the motivation of pupils in social studies class is to provide them with appropriate experiences that are fresh, delightful and varied.
Drill and practice
Drills and practice is another way of applying visual instructional materials which is based on solid understanding of a certain concept in studying social subjects i.e. social studies by constant repetition.  Repeated practice can help in mastering many topics so teachers can apply some of the visual materials that are appropriate to a particular topic in social studies lesson.


Demonstration
With the help of application of demonstration in teaching, pupil learn by watching as well as listening. Demonstration can be applied by teachers in every part of the curriculum mostly at elementary level. Because it has a special attraction for pupils, it creates feeling of anticipation and pupils welcome the change routines lesson and give their full attention to what the teacher is doing. Some well prepared materials can present information better than the live demonstration. Here, the teachers should make sure any visual material that is applied to demonstration is related to the objectives of the lesson.
             

Summarizing
This entails summarizing a topic that has just been discussed in the class or a series of topics that have been discussed previously. This will be provided as a major presentation to the whole class, teachers may sometimes wish to bring in new resources in helping student appreciate how they have changed with respect to the original objectives of the lesson.

2.3 SOURCES OF INSTRUCTIONAL MATERIALS
From findings it has shown that instructional materials may be sourced from schools via immediate environment.
The collection of item from the immediate locality of the school.
The production process by teachers or learners.
Distribution from school by government and non-governmental organizations (N.G.O.S)
The donation from several sources
The distribution of production in tertiary institutions
The educational resources center (E.R.C.S).   

CHAPTER THREE
3.0 RESEARCH METHODOLOGY
The research methodology and research procedure are the main points that this Chapter tends to deal with. As it was earlier stated, this research work is based on the application of visual instructional materials for teaching social studies in primary schools. The methods that were used in carrying out this great research work are clearly shown in this Chapter. It also explained the following components:
Population of the study
Sample of the study
Research instruments
Administration of the research
Method of data analysis
Summary
3.1 POPULATION OF THE STUDY
In this research work, three (3) primary schools were randomly selected. The Schools selected are:
Kundila Special Primary School
New Salsa International School
Mayor International School
They respectively have 350 students, 250 students and 210 students. Therefore, the total population of study is 760 students.
3.2 SAMPLE OF THE STUDY
The sample adopted in this study is simple random sampling, in which 3 primary schools were randomly selected for the study. The Primary Schools once again are: 1) Kundila Special Primary School (350 Students); 2) New Salsa International School (250 Students); and 3) Mayor International School (210 Students). A total of 30 respondents were selected from these Schools in which 10 respondents were selected from each School.
3.3 RESEARCH INSTRUMENTS
The instrument used in conducting this research is Questionnaire, in which a total of 30 Questionnaire were administered and collated and analyzed. The questionnaire contains 10 questions that look at various aspects of the research questions.
3.4 ADMINISTRATION OF RESEARCH INSTRUMENTS
The type of questionnaire used in this research is close ended, which allows respondents to make a choice of possible answers. The questionnaire is of two sections. Section A deals with personal data, and the other Section B comprises of questions on visual instruments. In all, there are 10 questions which will be administered by the researches in the respondents that answered the questions by themselves.
3.5 METHOD OF DATA COLLECTION
The method used in Data Analysis includes:
Tables
Bar Chart
Simple Percentage figures
3.6 SUMMARY
In a nutshell, simple random sample is the method of sampling adopted in this research. Questionnaires are used as instruction for this research, while Bar Chart, Tables and simple percentage are used as method of data analysis for the research in question i.e. The Application of Visual Instructional Materials for Teaching Social Studies in Primary Schools.

CHAPTER FOUR
4.0 DATA ANALYSIS INTRODUCTION
This Chapter discus the analysis of the questionnaire and also the interpretation of the questions that are presented in this Chapter as related from the previous Chapters. The close ended structure types of questions are presented the way they have been answered by the respondents and the results are scored in Tables.
4.1 DATA ANALYSIS
In the collection of Data for this research, 30 questionnaires were administered to both students and teachers in primary schools. However, all the questionnaires were duly completed and returned. Therefore, the data is presented in categories on Table 4.1 below.
TABLE  4.1



Gender
%

Female
16
53.33

Male
14
46.67

Total:
30
100



Respondents
%

Students
16
53.33

Teachers
14
46.67

Total:
30
100




School
%

Private
14
46.67

Government
16
53.33

Total:
30
100



Age
%

4-6 yrs
12
40.00

25 + yrs
18
60.00

Total:
30
100








The above Table shows that 30 questionnaires were distributed which represent 100% of the questionnaires and all the 30 copies of the questionnaires were returned, which shows that the response rate is very high.
Total number of the Male respondents is 14 and Female respondents are 16. Out of the 30 respondents 16 are Students while 14 are Teachers and that represents 53.33% and 46.66% respectively. In the same Venn, out of 30 respondents, 16 are in government while 14 are in private school and that represents 53.33% and 46.66% respectively. Also, out of the 30 respondents 12 are between the ages of 4 – 10 years while 18 respondents are 25 years and above.
4.3 AWARENESS AND USAGE OF VISUAL INSTRUCTIONAL MATERIAL
Table 4.2 (below) presents the responses received about the awareness of visual instructional materials based on YES or NO question from 30 questionnaires administered. It also presents which of the two categories of visual instructional materials have been used by the respondents.
TABLE  4.2



Visual Instructional Material Awareness
%

YES
29
96.67

NO
1
3.33

Total:
30
100



Usage of Visual Instructional Materials
%

YES
18
60

NO
12
40

Total:
30
100




According to the result gathered from 30 respondents shown in Table 4.2, 29 out of 30 respondents are aware of visual instructional materials and that represents 96.67% of the respondents, while 1 respondent knows nothing about visual instructional materials and that represent 3.33% of the respondents.
With regards to the usage of visual instructional materials 18 out of 30 respondents have used motion projected visual materials, which represents 60% of the respondents. Similarly, 12 respondents have not used still projected visual, which represents 40%. This shows that motion projected visuals are dominantly being used in primary schools, which may be attributed to their affordability.

4.4 AFFORDABILITY OF VISUAL INSTRUCTIONAL MATERIALS

TABLE  4.3


Respondents
%

Motion Projected Materials
18
60

Still Projected Materials
12
40

Total:
30
100









Table 4.3 (above), shows that 18 out of 30 respondents found motion projected visuals more affordable and that represents 60% of the respondents, while 12 out of 30 respondents found motion projected visuals more affordable, thus representing 40% of the respondents. This shows that motion projected visuals such as Books, Charts, etc are found to be dominantly affordable than still projected visuals.
4.5 STILL PROJECTED VISUAL MATERIALS
The still projected visuals are classified into two (2) types: 1) Film Strip Projectors, and 2) Opaque Projectors. Some of the questionnaire respondents have not used any of the Still Projected Visuals, and the analysis of the 30 respondents shows the following results in Table 4.4.
TABLE  4.4

Projector Attributes
Respondents
%

Film Strip
12
40.00

Opaque
10
33.33

None of the above
8
26.67

Total:
30
100








The above simple percentage shows that 40.00% of the respondents uses Film Strip Projectors, 33.33% of the respondents uses the Opaque Projectors, while 26.67% has not been using the still projected visuals.


4.6 MOTION PROJECTED VISUAL MATERIALS
(Simple Percentage Representation)
TABLE  4.5

Projector Attributes
Respondents
%

Books
21
70.00

Charts
8
26.67

None of the above
1
3.33

Total:
30
100










From the above simple percentage representation, it shows that 70.00% of the respondents prepare to use Books as their instructional materials, while 26.67% of the respondents uses Charts. Therefore, it shows that Books is frequently use among primary schools students and their teachers. Also, 3.33% of the respondents uses none of the above materials.
From the data collected and analyzed, we come to the conclusions that application of visual materials for teaching primary schools paves ways for proper and better understanding.

CHAPTER FIVE
5.0 SUMMARY
This section summarized the main points discussed in the other Chapters. Kindly recalled that Chapter one of the research is the introduction, which discussed the background of the study/objectives of the study/ significance of the study; while Chapter two of the study dealt with the literature review of the study/types of visual instructional materials/general importance of application of visual materials in teaching social studies and sources of instructional materials. Also, Chapter three of the research discussed the methodologies that were used in carrying out the research such as data collection, sample size, method of analyzing the study, etc. Finally, Chapter four discussed the analysis and presentation of data.
5.1 CONCLUTION
A total of thirty (30) questionnaires were administered to both students and teachers in Primary Schools. All the questionnaires were duly completed and returned. Result gathered from the 30 respondent presents 53.33% are Students and 46.66% are Teachers. Also, 99% of the respondents are aware of visual instructional materials. With regards to usage of visual instructional materials 60% of the respondents have used motion projected visuals, while 40% have used the still projected visuals. This shows that motion projected visuals are dominantly been used in Primary Schools. Similarly, 60% of the respondents found motion projected visuals more affordable than still projected visuals.
Through these findings, we therefore come to the conclusion that Application of visual instructional materials paves way for proper and better understanding of teaching and learning.
 5.3 RECOMMENDATIONS
The vital role played by the application of visual instructional materials in teaching social studies cannot be overemphasized. However, visual materials provide the teachers with enabling environment to impact his learning experience to his pupils through graphic and pictorial materials.
Teachers face great challenges each day in making information available to their pupils as they look forward to meeting their learning objectives. The application of instructional materials therefore assist the teachers to overcome physical constraints of presenting subject to his/her pupils in a less than no time, in other to facilitate the effective teaching of primary school pupils. Due to these observations by the researchers the following recommendations are made to improve the situation:
Both the state ministry of education and local government council, education authorities should make a joint effort to establish visual instructional training institute, that will educate some personals acquire skills in the application of visual materials, in order to recruit them for training those teachers who have little or no experience on how to apply visual materials in their lesson.
Vocational training centers have to established either by state, local authorities and private individuals where almost all the visual materials can be found and trained teachers on their application.
Government at all levels should provide enough funds to every primary school to enable them buy enough materials mostly the visual ones for them to apply during their lesson.
The nature and types of instructional materials to be applied by teachers during their lessons has to be the one that adequately go along with a particular lesson in order to avoid any embarrassment in the teaching plan and which may eventually guide a failure in the attainment of set objectives.
Policy makers are also advised to introduce the application of instructional materials in the primary schools.
Finally due to the challenging world of ours there is need for material designers to initiate more materials and improve on the existing ones in other to meet up with the changing demand of our time.



5.4 REFERENCES
Scholar and Wittch (1968): Instructional Materials.
Coppen, E. (1974): Aids to teaching and learning. Oxford Pergumoro Press.
J. Wales, N. (1981): The place of teaching aids in Nigerian Education. “West African Journal of Education”. Vol. vi; No.1
Harrison, K.M. (1974): “Visual aid centre in Africa”. Journal of teachers education.
Jenkins J. (1981): Materials for learning. Great Britain; Thomas Litho Ltd.
The Encyclopedia American International Edition (1997): USA International Head Quarters.
Abdullahi, M. (1997): An Introduction to Media and Method. Kano Gidan Dabino Publishers.
Brow J.W. el al (1967): An Instructional Media and Method. 3rd Edition New York, Mc Graw-Hill Book Company.

Tears in my eyes

 I AM WRITING THIS WITH TEAR IN MY EYES

Ladies! Ladies!! Ladies!!!. How many time did I call you? 😢😢. Most of you are walking dead already used for money ritual by the ritualist because of your greed. Have heard a girl advicing another girl dating a guy who is rich to collect all what she can collect from the guy so that if the guy leaves, she won't loose totally. What a stupid thoughts and advice? Ladies don't longer advise themselves on how to keep a good character and attitude that will make guy to be scared of using them for money ritual.


Guys will never attempt using a good girl who is God fearing for money ritual. Even if he try to,  it won't just click or work out. Those guys who are poor and hustling to make earns means are been abuse, disrespected by a gold digger girl who in turn push the guy to seek money in all means.  He have no choice but to use that same girl for money and in turn dispose her to pick a new girl who will enjoy the money and the car he bought with the gold digger girl destiny. I am not justifying the barbaric attitude of the young guys of nowadays. most of the reasons why those guys are seeking money so bad is because of you ladies.

Your demands are too high and your impatient to build your man is very high. You have zero endurance with real guys who love you sincerely just because he has no money at hand. Legit Hustling is very hard. I go broke sometimes trying to build my farm. I go on days of hunger striker. I sometimes want to give up on the real hustling considering some disgrace I faced in the hand of female folks. However, I honestly see hope in ladies around me. The thought of having big money to show that money is not everything always run through my mind. I want to have the money and let the gold digger see that I can buy them and still dispose them and I will in turn spend it on those God fearing girls.

The rate at which you girls are being used is alarming and it really making me sad😢😢😢.  Because the innocent guys who knows nothing are the one suffering nowadays because once you have been used by a guy, he will look for unreasonable excuse to dump you. You may not even know he already used you. You will be eating and be drinking fine.  You will still wear your fake make up and look beautiful outside but you are nothing but a Wi-Fi/bluetooth trying to connect/transfer the destiny of the new innocent guys that make out with you to the guy who already use you.

 Guys, run away from high maintenance lady or over demanding girls who see you broke but still take and take out of that your brokenness with force and bad representation of you before the world. Run away from girls who can't feed themselves and who has no job nor did she come from a rich home but yet living an expensive life of no limits, she will end up ruining your life and make you run into a serious debt if you don't take caution now.


 Appreciate that girl who stood by you everyday without demanding a dime from you and yet help you achieve all your goals with fasting and prayer. Appreciate that girl who never for a day tells you that you are irresponsible  because you are broke. Please protect her very well from ritualist. Pray for her always because she is a good girl who love you for who you are. That's a girl who respects you so much because you have nothing. Please respect and treat her right when you have everything. Let go of any inconsistent girl in your life. They may bring problem that isn't there before just because they are going and coming back into your life due to lack of satisfaction and greed. You never know who they've met and what they've use them for.

*😢😢😢 this is a pain in my heart*

I pray God protect all the good girls of the world.  I pray to God to guide and protect you from the ritualist. May you always be protected wherever you are.

Social fallouts of colonialism

*SOCIAL FALLOUTS OF COLONIALISIM*

Colonialism is _fait accompli_ but it's despicable outcomes are still manifested in the victims. Many analysts are of the view that colonialism has remained  the only force that pull back many African countries on their path of development. Colonialism did nothing to African countries and all other ex-colonies except material exploitation, mental enslavement, psychological conquest and social deprivation; Africans ware exploited of their natural resources, their mentality was totally modified and remolded to act like the stupid europeans, and all their social heritage, values and customs ware stripped from them.

Guy,  do not tell me that europeans have constructed some infrastructural facilities such as railway from Lagos to Kano and from Port Harcourt to Borno, or some stupid roads –those are all made to facilitate the transportation of raw materials explored from the said area. The schools built during the colonial era is not meant to produce educated Nigerians that will care for Nigerians, but some educated elite that will help the advancement of colonialism and capitalist interest, be serving as agent of communication between the local people and the colonial satans,  and who are to facilitate the smooth process of neocolonialist  agenda after the obviously _'flag' independence._

Socially, Africans ware deprived immensly. It is known fact that Whitemen do wear tie because the weather is very cold ( zero or minus degree), but it will be astonishing how somebody from Borno or Sokoto whose weather is reading 20 oh so degree celcius, even though sweating, but still waering that stupid nectie.

African society was, before colonialism, known for it is communalist arrangement and brotherhood feelings. But, such phenomenon was no longer in sight since the inception of colonialism along with its friends: capitalism and individualism.

Besides, colonialsm have led to so many languages to a jeoperdy and a condition similar to extinction. It is common now to see an Igbo lady of 25 years who can neither respond nor great in her native language.

Gentlemen, Europeans are the number one enemy of Africans, and they are ones who stood in our way of progress. All the vices or immoralities that is being committed by our politicians have it roots in colonialism. Whiteman is not your friend for ever.

Nowadays, I don't need to remind you of how we are remotely controlled. Our politicians  campaigns for our votes not because they have significant impacts on the outcome, but because it is cultural (for democracy). But the most important tool in our politics is *the endorsement of the White Men*. I don't need to elaborate here.
There is actually no time for me to discuss the evils and reprehensible implications of Colonialists practices on us, but it suffice one to have the glance of what I mean by looking at how the lands of Africans was snatched and given to the White Men: Southern Rhodesia, Northern Rhodesia and South Africa are case to look in to.





🖊_*Al-muhtasib*_🇳🇬

Nigerian police force recruitment 2018/2019

The Nigeria Police Force (NPF) has warned the masses
to be wary of people seeking for money or pretending

to be agents in charge of the force recruitment.
The police released a list of requirements and
approved method of applying to the force on its
official Facebook page on Thursday, November

29.
If you want to apply for Nigeria Police
recruitment, there are five steps you must take in
submitting your recruitment form. Below,
Legit.ng lists the necessary five steps for you:
Step 1. You must have a functional email address
and mobile phone number before you begin your
application.
Step 2. Visit www.policerecruitment.ng
Step 3. Fill and submit the online form. (Review
the information before final submission).
Step 4. Ensure that you print out the information
that is sent automatically to your email, and do
not forget to copy and save your Registration
number for future correspondences. The number
is case sensitive please.

READ ALSO: 2019: SDP receives another defected
federal lawmaker from APC
Step 5. You would be required to present a
hardcopy of email message sent to you if you are
shortlisted and contacted for the next stage of
the recruitment process.
Below is the requirements you have to meet
before applying for the NPF's 2018 recruitment
exercise:
1. Nationality: Be a Nigerian citizen by birth and
possess National Identification Number (NIN)
2. Age: Must not be less than 18 years of age or
more than 25 years of age.
3. Education: Must have an O’ Level certificate at
least five credits passes in Mathematics and
English Language in not more than two sittings
in WASSCE/GCE/NECO/NABTEB.
4. Character: Must be of good character and must
not have been convicted of any criminal offence.
5. Height: Must not be less than 1.67 metres in
height for men and 1.64 metres for women.
6. Chest Measurement: Must not have less than
86cm (34 inches) expanded chest measurement
(for men only).
7. Physical Features: Must not have any one of the
following abnormalities or deformities:

The Nigeria Police Force (NPF) has warned the masses
to be wary of people seeking for money or pretending
to be agents in charge of the force recruitment.
The police released a list of requirements and
approved method of applying to the force on its
official Facebook page on Thursday, November
29.
If you want to apply for Nigeria Police
recruitment, there are five steps you must take in
submitting your recruitment form. Below,
Legit.ng lists the necessary five steps for you:
Step 1. You must have a functional email address
and mobile phone number before you begin your
application.
Step 2. Visit www.policerecruitment.ng
Step 3. Fill and submit the online form. (Review
the information before final submission).
Step 4. Ensure that you print out the information
that is sent automatically to your email, and do
number for future correspondences. The number
is case sensitive please.
READ ALSO: 2019: SDP receives another defected
federal lawmaker from APC
Step 5. You would be required to present a
hardcopy of email message sent to you if you are
shortlisted and contacted for the next stage of
the recruitment process.
Below is the requirements you have to meet
before applying for the NPF's 2018 recruitment
exercise:
1. Nationality: Be a Nigerian citizen by birth and
possess National Identification Number (NIN)
2. Age: Must not be less than 18 years of age or
more than 25 years of age.
3. Education: Must have an O’ Level certificate at
least five credits passes in Mathematics and
English Language in not more than two sittings
in WASSCE/GCE/NECO/NABTEB.
4. Character: Must be of good character and must
not have been convicted of any criminal offence.
5. Height: Must not be less than 1.67 metres in
height for men and 1.64 metres for women.
6. Chest Measurement: Must not have less than
86cm (34 inches) expanded chest measurement
(for men only).
7. Physical Features: Must not have any one of the
following abnormalities or deformities:

BUK school fees 2018/2019

BUK school fees schedule for 2018/2019 academic session has been released. These are Bayero University Kano school fees for undergraduate students of the University. If you are looking for BUK postgraduate school fees schedule, then click on the link.

All new and returning students of  Bayero University, Kano (BUK) as well as their sponsors should take note. Below, you will find the amount payable as school fees by Nigerian and Non-Nigerian undergraduate students of the institution for the 2018/2019 academic session.

The 2018/2019 BUK School Fees Schedule for Undergraduate Students
ALL FEES ARE NOT REFUNDABLE AFTER PAYMENT.

S/N Programme Fresh
(Level 100 UTME) Fresh
(Level 200 DE) Returning Tuition
(For Non-Nigerians)
1 B. (Ed) Science & Technical Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
2 B.A. (Ed) ₦34,300 ₦35,300 ₦31,300 ₦150,000
3 B.A. (Ed) Adult Education and Community Services ₦34,300 ₦35,300 ₦31,300 ₦150,000
4 B.A. (Ed) Arabic ₦34,300 ₦35,300 ₦31,300 ₦150,000
5 B.A. (Ed) Economics ₦34,300 ₦35,300 ₦31,300 ₦150,000
6 B.A. (Ed) Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
7 B.A. (Ed) English ₦34,300 ₦35,300 ₦31,300 ₦150,000
8 B.A. (Ed) French ₦34,300 ₦35,300 ₦31,300 ₦150,000
9 B.A. (Ed) Geography ₦34,300 ₦35,300 ₦31,300 ₦150,000
10 B.A. (Ed) Hausa ₦34,300 ₦35,300 ₦31,300 ₦150,000
11 B.A. (Ed) History ₦34,300 ₦35,300 ₦31,300 ₦150,000
12 B.A. (Ed) Islamic Studies ₦34,300 ₦35,300 ₦31,300 ₦150,000
13 B.A. (Ed) Special Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
14 B.A. Arabic ₦29,300 ₦30,300 ₦26,300 ₦100,000
15 B.A. Arts Combined ₦29,300 ₦30,300 ₦26,300 ₦100,000
16 B.A. English ₦29,300 ₦30,300 ₦26,300 ₦100,000
17 B.A. French ₦29,300 ₦30,300 ₦26,300 ₦100,000
18 B.A. Hausa ₦29,300 ₦30,300 ₦26,300 ₦100,000
19 B.A. History ₦29,300 ₦30,300 ₦26,300 ₦100,000
20 B.A. Islamic Studies ₦29,300 ₦30,300 ₦26,300 ₦100,000
21 B.A. Linguistics ₦29,300 ₦30,300 ₦26,300 ₦100,000
22 B.A. Theatre and Performing Arts ₦34,300 ₦35,300 ₦31,300 ₦200,000
23 B. Agric Economics and Extension ₦34,300 ₦35,300 ₦31,300 ₦200,000
24 B. Agriculture ₦34,300 ₦35,300 ₦31,300 ₦200,000
25 B. Dentistry/Dental Surgery ₦40,300 ₦41,300 ₦37,300 ₦300,000
26 B.Eng. Agricultural Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
27 B.Eng. Chemical Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
28 B.Eng. Civil Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
29 B.Eng. Communications Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
30 B.Eng. Computer Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
31 B.Eng. Electrical Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
32 B.Eng. Irrigation Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
33 B.Eng. Mechanical Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
34 B.Eng. Mechatronic Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
35 B.Eng. Mechatronics ₦34,300 ₦35,300 ₦31,300 ₦200,000
36 B.Eng. Petroleum Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
37 B.Eng. Telecommunication Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
38 B. Fisheries ₦34,300 ₦35,300 ₦31,300 ₦200,000
39 B. Fisheries and Aquaculture ₦34,300 ₦35,300 ₦31,300 ₦200,000
40 B. Food Science and Technology ₦34,300 ₦35,300 ₦31,300 ₦200,000
41 B. Forestry and Wildlife Management ₦34,300 ₦35,300 ₦31,300 ₦200,000
42 B. Medical Laboratory Science ₦39,300 ₦40,300 ₦36,300 ₦300,000
43 B. Nursing ₦39,300 ₦40,300 ₦36,300 ₦300,000
44 B. Physiotherapy ₦41,300 ₦42,300 ₦38,300 ₦300,000
45 B. Radiography ₦39,300 ₦40,300 ₦36,300 ₦300,000
46 B.Sc. (Ed) ₦34,300 ₦35,300 ₦31,300 ₦150,000
47 B.Sc. (Ed) Adult Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
48 B.Sc. (Ed) Agriculture ₦34,300 ₦35,300 ₦31,300 ₦150,000
49 B.Sc. (Ed) Applied Biology ₦34,300 ₦35,300 ₦31,300 ₦150,000
50 B.Sc. (Ed) Biology ₦34,300 ₦35,300 ₦31,300 ₦150,000
51 B.Sc. (Ed) Chemistry ₦34,300 ₦35,300 ₦31,300 ₦150,000
52 B.Sc. (Ed) Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
53 B.Sc. (Ed) Geography ₦34,300 ₦35,300 ₦31,300 ₦150,000
54 B.Sc. (Ed) Health Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
55 B.Sc. (Ed) Mathematics ₦34,300 ₦35,300 ₦31,300 ₦150,000
56 B.Sc. (Ed) Physical Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
57 B.Sc. (Ed) Physical and Health Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
58 B.Sc. (Ed) Physics ₦34,300 ₦35,300 ₦31,300 ₦150,000
59 B.Sc. (Ed) Science ₦34,300 ₦35,300 ₦31,300 ₦150,000
60 B.Sc. Accounting ₦29,300 ₦30,300 ₦26,300 ₦100,000
61 B.Sc. Agricultural Extension (SAFE Programme) ₦34,300 ₦35,300 ₦31,300 ₦200,000
62 B.Sc. Anatomy ₦35,300 ₦36,300 ₦32,300 ₦300,000
63 B.Sc. Applied Biology ₦34,300 ₦35,300 ₦31,300 ₦200,000
64 B.Sc. Architecture ₦39,300 ₦40,300 ₦35,300 ₦200,000
65 B.Sc. Banking and Finance ₦31,300 ₦32,300 ₦28,300 ₦100,000
66 B.Sc. Biochemistry ₦35,300 ₦36,300 ₦32,300 ₦300,000
67 B.Sc. Biology ₦34,300 ₦35,300 ₦31,300 ₦200,000
68 B.Sc. Botany ₦34,300 ₦35,300 ₦31,300 ₦200,000
69 B.Sc. Business Administration ₦29,300 ₦30,300 ₦26,300 ₦100,000
70 B.Sc. Chemistry ₦34,300 ₦35,300 ₦31,300 ₦200,000
71 B.Sc. Computer Science ₦34,300 ₦35,300 ₦31,300 ₦200,000
72 B.Sc. Computer Science/Economics ₦34,300 ₦35,300 ₦31,300 ₦200,000
73 B.Sc. Criminology ₦29,300 ₦30,300 ₦26,300 ₦100,000
74 B.Sc. Cyber Security ₦34,300 ₦35,300 ₦31,300 ₦200,000
75 B.Sc. Economics ₦29,300 ₦30,300 ₦26,300 ₦100,000
76 B.Sc. Electronics with Physics ₦34,300 ₦35,300 ₦31,300 ₦200,000
77 B.Sc. Entrepreneur ₦29,300 ₦30,300 ₦26,300 ₦100,000
78 B.Sc. Environmental Management ₦34,300 ₦35,300 ₦31,300 ₦200,000
79 B.Sc. Estate Management ₦34,300 ₦35,300 ₦31,300 ₦200,000
80 B.Sc. Geography ₦34,300 ₦35,300 ₦31,300 ₦200,000
81 B.Sc. Geography (Science) ₦34,300 ₦35,300 ₦31,300 ₦200,000
82 B.Sc. Geology ₦39,300 ₦40,300 ₦35,300 ₦200,000
83 B.Sc. Human Physiology ₦35,300 ₦36,300 ₦32,300 ₦300,000
84 B.Sc. Industrial Chemistry ₦34,300 ₦35,300 ₦31,300 ₦200,000
85 B.Sc. Information Technology ₦34,300 ₦35,300 ₦31,300 ₦200,000
86 B.Sc. Information and Media Studies ₦34,300 ₦35,300 ₦31,300 ₦200,000
87 B.Sc. International Relations ₦29,300 ₦30,300 ₦26,300 ₦100,000
88 B.Sc. Library and Information Science ₦34,300 ₦35,300 ₦31,300 ₦150,000
89 B.Sc. Mass Communication ₦34,300 ₦35,300 ₦31,300 ₦200,000
90 B.Sc. Mathematics ₦34,300 ₦35,300 ₦31,300 ₦200,000
91 B.Sc. Microbiology ₦34,300 ₦35,300 ₦31,300 ₦200,000
92 B.Sc. Nutrition and Dietetics ₦35,300 ₦36,300 ₦32,300 ₦300,000
93 B.Sc. Physics ₦34,300 ₦35,300 ₦31,300 ₦200,000
94 B.Sc. Physics with Electronics ₦34,300 ₦35,300 ₦31,300 ₦200,000
95 B.Sc. Political Science ₦29,300 ₦30,300 ₦26,300 ₦100,000
96 B.Sc. Public Administration ₦29,300 ₦30,300 ₦26,300 ₦100,000
97 B.Sc. Quantity Surveying ₦34,300 ₦35,300 ₦31,300 ₦200,000
98 B.Sc. Sociology ₦29,300 ₦30,300 ₦26,300 ₦100,000
99 B.Sc. Software Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
100 B.Sc. Statistics ₦34,300 ₦35,300 ₦31,300 ₦200,000
101 B.Sc. Zoology ₦34,300 ₦35,300 ₦31,300 ₦200,000
102 B. Technology Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
103 B. Urban and Regional Planning ₦39,300 ₦40,300 ₦35,300 ₦200,000
104 Optometry ₦39,300 ₦40,300 ₦36,300 ₦300,000
105 Pharmacy ₦35,300 ₦36,300 ₦32,300 ₦300,000
106 LL.B. ₦29,300 ₦30,300 ₦26,300 ₦150,000
107 LL.B. Common and Islamic Law ₦29,300 ₦30,300 ₦26,300 ₦150,000
108 MBBS ₦40,300 ₦41,300 ₦37,300 ₦300,000BUK school fees schedule for 2018/2019 academic session has been released. These are Bayero University Kano school fees for undergraduate students of the University. If you are looking for BUK postgraduate school fees schedule, then click on the link.

All new and returning students of  Bayero University, Kano (BUK) as well as their sponsors should take note. Below, you will find the amount payable as school fees by Nigerian and Non-Nigerian undergraduate students of the institution for the 2018/2019 academic session.

The 2018/2019 BUK School Fees Schedule for Undergraduate Students
ALL FEES ARE NOT REFUNDABLE AFTER PAYMENT.

S/N Programme Fresh
(Level 100 UTME) Fresh
(Level 200 DE) Returning Tuition
(For Non-Nigerians)
1 B. (Ed) Science & Technical Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
2 B.A. (Ed) ₦34,300 ₦35,300 ₦31,300 ₦150,000
3 B.A. (Ed) Adult Education and Community Services ₦34,300 ₦35,300 ₦31,300 ₦150,000
4 B.A. (Ed) Arabic ₦34,300 ₦35,300 ₦31,300 ₦150,000
5 B.A. (Ed) Economics ₦34,300 ₦35,300 ₦31,300 ₦150,000
6 B.A. (Ed) Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
7 B.A. (Ed) English ₦34,300 ₦35,300 ₦31,300 ₦150,000
8 B.A. (Ed) French ₦34,300 ₦35,300 ₦31,300 ₦150,000
9 B.A. (Ed) Geography ₦34,300 ₦35,300 ₦31,300 ₦150,000
10 B.A. (Ed) Hausa ₦34,300 ₦35,300 ₦31,300 ₦150,000
11 B.A. (Ed) History ₦34,300 ₦35,300 ₦31,300 ₦150,000
12 B.A. (Ed) Islamic Studies ₦34,300 ₦35,300 ₦31,300 ₦150,000
13 B.A. (Ed) Special Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
14 B.A. Arabic ₦29,300 ₦30,300 ₦26,300 ₦100,000
15 B.A. Arts Combined ₦29,300 ₦30,300 ₦26,300 ₦100,000
16 B.A. English ₦29,300 ₦30,300 ₦26,300 ₦100,000
17 B.A. French ₦29,300 ₦30,300 ₦26,300 ₦100,000
18 B.A. Hausa ₦29,300 ₦30,300 ₦26,300 ₦100,000
19 B.A. History ₦29,300 ₦30,300 ₦26,300 ₦100,000
20 B.A. Islamic Studies ₦29,300 ₦30,300 ₦26,300 ₦100,000
21 B.A. Linguistics ₦29,300 ₦30,300 ₦26,300 ₦100,000
22 B.A. Theatre and Performing Arts ₦34,300 ₦35,300 ₦31,300 ₦200,000
23 B. Agric Economics and Extension ₦34,300 ₦35,300 ₦31,300 ₦200,000
24 B. Agriculture ₦34,300 ₦35,300 ₦31,300 ₦200,000
25 B. Dentistry/Dental Surgery ₦40,300 ₦41,300 ₦37,300 ₦300,000
26 B.Eng. Agricultural Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
27 B.Eng. Chemical Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
28 B.Eng. Civil Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
29 B.Eng. Communications Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
30 B.Eng. Computer Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
31 B.Eng. Electrical Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
32 B.Eng. Irrigation Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
33 B.Eng. Mechanical Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
34 B.Eng. Mechatronic Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
35 B.Eng. Mechatronics ₦34,300 ₦35,300 ₦31,300 ₦200,000
36 B.Eng. Petroleum Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
37 B.Eng. Telecommunication Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
38 B. Fisheries ₦34,300 ₦35,300 ₦31,300 ₦200,000
39 B. Fisheries and Aquaculture ₦34,300 ₦35,300 ₦31,300 ₦200,000
40 B. Food Science and Technology ₦34,300 ₦35,300 ₦31,300 ₦200,000
41 B. Forestry and Wildlife Management ₦34,300 ₦35,300 ₦31,300 ₦200,000
42 B. Medical Laboratory Science ₦39,300 ₦40,300 ₦36,300 ₦300,000
43 B. Nursing ₦39,300 ₦40,300 ₦36,300 ₦300,000
44 B. Physiotherapy ₦41,300 ₦42,300 ₦38,300 ₦300,000
45 B. Radiography ₦39,300 ₦40,300 ₦36,300 ₦300,000
46 B.Sc. (Ed) ₦34,300 ₦35,300 ₦31,300 ₦150,000
47 B.Sc. (Ed) Adult Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
48 B.Sc. (Ed) Agriculture ₦34,300 ₦35,300 ₦31,300 ₦150,000
49 B.Sc. (Ed) Applied Biology ₦34,300 ₦35,300 ₦31,300 ₦150,000
50 B.Sc. (Ed) Biology ₦34,300 ₦35,300 ₦31,300 ₦150,000
51 B.Sc. (Ed) Chemistry ₦34,300 ₦35,300 ₦31,300 ₦150,000
52 B.Sc. (Ed) Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
53 B.Sc. (Ed) Geography ₦34,300 ₦35,300 ₦31,300 ₦150,000
54 B.Sc. (Ed) Health Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
55 B.Sc. (Ed) Mathematics ₦34,300 ₦35,300 ₦31,300 ₦150,000
56 B.Sc. (Ed) Physical Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
57 B.Sc. (Ed) Physical and Health Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
58 B.Sc. (Ed) Physics ₦34,300 ₦35,300 ₦31,300 ₦150,000
59 B.Sc. (Ed) Science ₦34,300 ₦35,300 ₦31,300 ₦150,000
60 B.Sc. Accounting ₦29,300 ₦30,300 ₦26,300 ₦100,000
61 B.Sc. Agricultural Extension (SAFE Programme) ₦34,300 ₦35,300 ₦31,300 ₦200,000
62 B.Sc. Anatomy ₦35,300 ₦36,300 ₦32,300 ₦300,000
63 B.Sc. Applied Biology ₦34,300 ₦35,300 ₦31,300 ₦200,000
64 B.Sc. Architecture ₦39,300 ₦40,300 ₦35,300 ₦200,000
65 B.Sc. Banking and Finance ₦31,300 ₦32,300 ₦28,300 ₦100,000
66 B.Sc. Biochemistry ₦35,300 ₦36,300 ₦32,300 ₦300,000
67 B.Sc. Biology ₦34,300 ₦35,300 ₦31,300 ₦200,000
68 B.Sc. Botany ₦34,300 ₦35,300 ₦31,300 ₦200,000
69 B.Sc. Business Administration ₦29,300 ₦30,300 ₦26,300 ₦100,000
70 B.Sc. Chemistry ₦34,300 ₦35,300 ₦31,300 ₦200,000
71 B.Sc. Computer Science ₦34,300 ₦35,300 ₦31,300 ₦200,000
72 B.Sc. Computer Science/Economics ₦34,300 ₦35,300 ₦31,300 ₦200,000
73 B.Sc. Criminology ₦29,300 ₦30,300 ₦26,300 ₦100,000
74 B.Sc. Cyber Security ₦34,300 ₦35,300 ₦31,300 ₦200,000
75 B.Sc. Economics ₦29,300 ₦30,300 ₦26,300 ₦100,000
76 B.Sc. Electronics with Physics ₦34,300 ₦35,300 ₦31,300 ₦200,000
77 B.Sc. Entrepreneur ₦29,300 ₦30,300 ₦26,300 ₦100,000
78 B.Sc. Environmental Management ₦34,300 ₦35,300 ₦31,300 ₦200,000
79 B.Sc. Estate Management ₦34,300 ₦35,300 ₦31,300 ₦200,000
80 B.Sc. Geography ₦34,300 ₦35,300 ₦31,300 ₦200,000
81 B.Sc. Geography (Science) ₦34,300 ₦35,300 ₦31,300 ₦200,000
82 B.Sc. Geology ₦39,300 ₦40,300 ₦35,300 ₦200,000
83 B.Sc. Human Physiology ₦35,300 ₦36,300 ₦32,300 ₦300,000
84 B.Sc. Industrial Chemistry ₦34,300 ₦35,300 ₦31,300 ₦200,000
85 B.Sc. Information Technology ₦34,300 ₦35,300 ₦31,300 ₦200,000
86 B.Sc. Information and Media Studies ₦34,300 ₦35,300 ₦31,300 ₦200,000
87 B.Sc. International Relations ₦29,300 ₦30,300 ₦26,300 ₦100,000
88 B.Sc. Library and Information Science ₦34,300 ₦35,300 ₦31,300 ₦150,000
89 B.Sc. Mass Communication ₦34,300 ₦35,300 ₦31,300 ₦200,000
90 B.Sc. Mathematics ₦34,300 ₦35,300 ₦31,300 ₦200,000
91 B.Sc. Microbiology ₦34,300 ₦35,300 ₦31,300 ₦200,000
92 B.Sc. Nutrition and Dietetics ₦35,300 ₦36,300 ₦32,300 ₦300,000
93 B.Sc. Physics ₦34,300 ₦35,300 ₦31,300 ₦200,000
94 B.Sc. Physics with Electronics ₦34,300 ₦35,300 ₦31,300 ₦200,000
95 B.Sc. Political Science ₦29,300 ₦30,300 ₦26,300 ₦100,000
96 B.Sc. Public Administration ₦29,300 ₦30,300 ₦26,300 ₦100,000
97 B.Sc. Quantity Surveying ₦34,300 ₦35,300 ₦31,300 ₦200,000
98 B.Sc. Sociology ₦29,300 ₦30,300 ₦26,300 ₦100,000
99 B.Sc. Software Engineering ₦34,300 ₦35,300 ₦31,300 ₦200,000
100 B.Sc. Statistics ₦34,300 ₦35,300 ₦31,300 ₦200,000
101 B.Sc. Zoology ₦34,300 ₦35,300 ₦31,300 ₦200,000
102 B. Technology Education ₦34,300 ₦35,300 ₦31,300 ₦150,000
103 B. Urban and Regional Planning ₦39,300 ₦40,300 ₦35,300 ₦200,000
104 Optometry ₦39,300 ₦40,300 ₦36,300 ₦300,000
105 Pharmacy ₦35,300 ₦36,300 ₦32,300 ₦300,000
106 LL.B. ₦29,300 ₦30,300 ₦26,300 ₦150,000
107 LL.B. Common and Islamic Law ₦29,300 ₦30,300 ₦26,300 ₦150,000
108 MBBS ₦40,300 ₦41,300 ₦37,300 ₦300,000
  Thanks.