APPRAISING EQUITY INFUSION OF PSYCHO SOCIAL SUPPORT ACTIVITIES (PSS) INTO SCHOOL CURRICULUM IN BORNO STATE, NIGERIA

Abstract

The study appraised equity infusion of psycho social support activities (pss) into school curriculum in Borno state, Nigeria. Schools in Borno state are target of Boko Haram, schools are burnt, closed down, and insecure for effective teaching and learning. Teachers and pupils are traumatized and school curriculum is for peaceful environment. The objectives of this study are to appraise the level of equity infusion of psychosocial support activities into school curriculum in Borno state and to determine gender difference in the infusion of PSS activities into the school curriculum in Borno state, Nigeria. Two research questions were answered and one null hypothesis was tested at .05 level of significance. The study adopted survey research design. The population of the study was all the trained teachers in PSS activities in Borno state, Nigeria. The instrument for the study titled “Appraising Equity Infusion of Psycho Social Support Activities in School Curriculum Questionnaire” (AEIPSSASCQ) was used for data collection. The population for the study was all the 2959 primary school teachers that were trained in PSS infusion in Borno state. A random sample of 300 teachers male and female was selected. Data collected was analysed using rank order for research question one and simple percentage for research question two. While mean and standard deviation were used to test the hypothesis. The results showed that the level of PSS infusion into the school curriculum is average and above average in pupils’ participation in the PSS activities. It was concluded that concluded that level of equity infusion of PSS activities into the school curriculum is average and above average in pupils’ participation in the PSS activities