The influence of informal education on resilience among secondary school students in Ibi Local Government Area, Taraba State
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- NGN 5000
Background of the Study
Resilience—the ability to recover from adversity and adapt positively to challenges—is a critical trait for success in both academic and personal life. In Ibi Local Government Area, Taraba State, informal education is increasingly recognized as an effective means of fostering resilience among secondary school students. Informal educational approaches, including peer mentoring, community service projects, and extracurricular group activities, offer students opportunities to engage in real-life problem solving and develop coping strategies that are not typically addressed within formal curricula (Johnson, 2023). These initiatives help build self-confidence, emotional intelligence, and adaptive skills by encouraging students to navigate complex social situations and overcome obstacles through collaborative efforts (Okafor, 2024). The experiential nature of informal education creates a supportive environment where students learn from both successes and failures, thus enhancing their overall capacity for resilience. In Ibi, local cultural practices and community values further reinforce the development of resilience by emphasizing perseverance, resourcefulness, and mutual support. However, despite anecdotal evidence suggesting that informal education positively impacts resilience, there is limited empirical research that quantifies this relationship among secondary school students in the region. This study seeks to address this gap by systematically investigating how various informal educational practices contribute to the development of resilience. By integrating both qualitative narratives and quantitative assessments, the research aims to identify key factors that enhance resilience and provide recommendations for incorporating informal education into formal resilience-building programs. This comprehensive evaluation will help educators and policymakers design strategies that not only address academic requirements but also prepare students to manage stress and adversity effectively (Adeniyi, 2025).
Statement of the Problem
Despite the recognized importance of resilience for student success, many secondary school students in Ibi Local Government Area continue to face challenges in developing adequate coping mechanisms to deal with academic and personal adversities. Traditional educational settings, which largely focus on academic achievement, often fail to provide the necessary support and practical experiences that foster resilience. Although informal education initiatives—such as peer mentoring, community projects, and extra-curricular activities—offer opportunities for resilience building, their impact on students’ adaptive capacities remains underexplored. Preliminary observations suggest that while some students benefit from these informal practices, others do not experience significant improvements in their resilience levels, possibly due to variations in program implementation and participation rates (Ifeoma, 2024). The lack of standardized measures to assess the impact of informal education on resilience further complicates the ability of educators and policymakers to determine the efficacy of these interventions. Without robust empirical data, the integration of resilience-building strategies into formal curricula remains limited. This study seeks to address these issues by exploring the specific contributions of informal education to the development of resilience among secondary school students in Ibi. By identifying the factors that facilitate or hinder the growth of resilience, the research will provide critical insights into how informal learning can be optimized to support students in overcoming adversity. Ultimately, the findings are expected to inform educational policies and intervention programs that promote a more holistic approach to student development, ensuring that resilience is adequately cultivated alongside academic achievement (Chinedu, 2023).
Objectives of the Study:
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To assess the impact of informal education on the development of resilience among secondary school students.
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To identify key informal educational practices that effectively enhance students' coping mechanisms.
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To recommend strategies for integrating informal resilience-building practices into formal educational programs.
Research Questions:
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How does informal education influence the development of resilience among secondary school students?
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What informal educational practices most effectively enhance resilience?
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What challenges limit the impact of informal education on resilience-building?
Research Hypotheses:
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H1: Informal education significantly enhances resilience among secondary school students.
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H2: Students engaged in informal educational activities display higher adaptive coping skills than those who are not.
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H3: The effectiveness of informal education on resilience is moderated by the quality and consistency of program delivery.
Significance of the Study
This study is significant as it examines the role of informal education in building resilience among secondary school students. The insights gained will assist educators and policymakers in developing comprehensive programs that integrate resilience-building activities into the educational framework. By identifying effective practices and associated challenges, the research offers practical recommendations for enhancing student well-being and academic performance. Ultimately, the study aims to promote holistic educational strategies that prepare students to manage adversity and thrive in dynamic environments.
Scope and Limitations of the Study:
This study is limited to investigating the influence of informal education on resilience among secondary school students in Ibi Local Government Area, Taraba State. It focuses exclusively on locally implemented informal educational practices and does not extend to formal educational interventions or other regions.
Definitions of Terms:
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Resilience: The capacity to recover quickly from difficulties and adapt to challenging circumstances.
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Informal Education: Learning that occurs outside formal school settings through community-based and experiential activities.
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Secondary School Students: Learners typically enrolled in institutions providing education for ages approximately 12 to 18.
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