The effect of informal education on students’ self-discipline in Kontagora Local Government Area, Niger State
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- NGN 5000
Background of the Study
Self-discipline is a foundational attribute that influences academic performance, personal development, and long-term success. In Kontagora Local Government Area, Niger State, informal education has emerged as a powerful tool in cultivating self-discipline among students. Informal education, delivered through extracurricular activities, community engagement, and peer-led initiatives, provides practical experiences that encourage students to adopt structured habits and responsible behaviors (Abdullahi, 2023). These non-formal learning environments complement formal education by emphasizing real-life applications of self-management, time management, and goal setting. Research has shown that students who engage in informal educational programs are more likely to develop the self-regulatory skills necessary for academic and personal success (Haruna, 2024). In Kontagora, where traditional classroom settings may not always address the broader aspects of character development, informal education offers a holistic approach that integrates cognitive, emotional, and social learning. By participating in community projects, sports, and cultural activities, students learn the value of discipline, perseverance, and accountability. Despite these potential benefits, empirical studies that directly assess the impact of informal education on self-discipline in this region are scarce. This study aims to investigate the extent to which informal educational initiatives contribute to the development of self-discipline among students in Kontagora. By utilizing both quantitative assessments and qualitative interviews, the research seeks to provide a comprehensive understanding of the role of informal education in shaping self-regulatory behaviors. The findings are expected to inform educational strategies that integrate informal learning into formal curricula, thereby enhancing overall student development and preparing them for future challenges (Musa, 2025).
Statement of the Problem
In Kontagora Local Government Area, many students struggle with maintaining self-discipline, which adversely affects their academic performance and personal growth. Although formal education emphasizes the acquisition of knowledge, it often falls short in imparting the practical aspects of self-regulation and time management. Informal education initiatives, such as after-school clubs, community service, and peer mentoring, have been introduced as complementary strategies to address this gap. However, the effectiveness of these initiatives in fostering self-discipline remains under-researched. Preliminary observations indicate that while some students benefit from these informal activities, inconsistent program implementation and limited exposure hinder their overall impact. The absence of robust evaluation mechanisms means that educators and policymakers have insufficient evidence to advocate for the broader adoption of informal education as a means of enhancing self-discipline. Consequently, there is an urgent need to systematically assess how informal educational practices influence self-discipline among students in Kontagora. This study will investigate the relationship between participation in informal educational activities and the development of self-discipline, identify the key factors that contribute to effective self-regulatory behavior, and propose strategies to optimize these initiatives. By addressing these issues, the research aims to fill an important gap in the literature and provide actionable recommendations for improving student outcomes in the region (Suleiman, 2024).
Objectives of the Study:
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To assess the impact of informal education on the development of self-discipline among students.
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To identify key informal educational practices that enhance self-regulatory behaviors.
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To propose strategies for integrating informal education with formal curricula to improve self-discipline in Kontagora.
Research Questions:
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How does informal education influence the development of self-discipline among students?
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What specific informal educational practices contribute most to self-regulatory behavior?
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What challenges limit the effectiveness of informal education in fostering self-discipline?
Research Hypotheses:
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H1: Informal education has a positive impact on the development of self-discipline among students.
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H2: Participation in informal educational activities is associated with improved time management and goal-setting skills.
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H3: The effectiveness of informal education in enhancing self-discipline is moderated by the level of student engagement.
Significance of the Study
This study is significant as it examines how informal education influences self-discipline among students, providing critical insights for educators and policymakers. The findings will help in designing interventions that integrate informal learning with formal education to foster self-regulatory behaviors. By identifying effective practices and existing challenges, the research offers valuable recommendations for enhancing student discipline, thereby contributing to improved academic performance and personal development in Kontagora.
Scope and Limitations of the Study:
This study is limited to examining the effect of informal education on students’ self-discipline in Kontagora Local Government Area, Niger State. It focuses exclusively on locally implemented informal educational practices and does not extend to other regions or educational interventions.
Definitions of Terms:
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Self-Discipline: The ability to control one’s behavior, emotions, and actions in order to achieve personal and academic goals.
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Informal Education: Learning acquired outside the formal educational framework through community-based and experiential activities.
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Students: Individuals enrolled in educational institutions, primarily at the primary, secondary, or tertiary levels.
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