The impact of informal education on academic performance among secondary school students in Kaduna North Local Government Area, Kaduna State
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Background of the study
In recent years, informal education has emerged as a significant complement to formal classroom instruction, especially among secondary school students in Kaduna North Local Government Area. Informal education—defined as learning that occurs outside the traditional school setting—encompasses community-based initiatives, peer mentoring, extracurricular activities, and culturally rooted learning experiences. These non-institutional learning environments provide students with practical skills, critical thinking abilities, and real-life problem-solving experiences that are often not covered by the formal curriculum. As educational stakeholders increasingly acknowledge the dynamic nature of learning, the integration of informal education into academic routines has sparked widespread debate regarding its effectiveness in enhancing academic performance (Adeyemi, 2023).
This study is premised on the notion that informal educational experiences can positively influence academic outcomes by promoting adaptive learning techniques and stimulating intellectual curiosity. In Kaduna North, where educational resources and infrastructural support may sometimes be limited, informal education serves as a bridge that connects theoretical knowledge with practical application. Community centers, local libraries, and cultural associations offer diverse learning opportunities that nurture cognitive development and reinforce academic concepts taught in schools. Researchers have noted that students exposed to such multifaceted learning environments tend to exhibit higher levels of engagement and improved performance in core subjects (Bello, 2024). Furthermore, the role of family and community in facilitating informal learning is critical; parental involvement and communal support often lead to better retention of knowledge and enhanced self-esteem among learners (Okoro, 2025).
The evolving educational landscape in Kaduna North calls for a comprehensive examination of how these informal learning methods contribute to academic success. By delving into the interplay between formal and informal education, this study seeks to identify the strengths and challenges associated with integrating non-traditional learning approaches into the academic sphere. It will also explore how factors such as socioeconomic background, cultural values, and institutional policies shape the overall impact of informal education on students' academic performance. The outcomes of this research are expected to provide invaluable insights for educators, policymakers, and community leaders seeking to leverage informal educational strategies to foster academic excellence and lifelong learning.
Statement of the problem
Despite growing recognition of the benefits of informal education, there remains a significant gap in understanding its precise impact on academic performance among secondary school students in Kaduna North. The challenges are multifold: the informal nature of such educational practices often results in inconsistencies in quality and accessibility. Many students in the area face obstacles such as limited exposure to structured informal learning opportunities and inadequate community support, which may hinder the potential benefits of these initiatives (Sani, 2023). Furthermore, the relationship between informal education and formal academic outcomes is not clearly defined. While some educators advocate for its integration as a tool to bolster academic achievement, others are skeptical about its efficacy, citing concerns over a lack of standardized assessment methods (Garba, 2024).
The inconsistency in the implementation of informal education programs has led to disparities in academic performance, with some students benefiting significantly while others remain disadvantaged. This research problem is compounded by socioeconomic factors and cultural norms that influence both the availability and quality of informal educational resources. In addition, there is limited empirical data on how these informal practices specifically contribute to improved academic skills such as critical thinking, creativity, and problem-solving. These issues create a pressing need to systematically examine the challenges and opportunities presented by informal education within the context of Kaduna North’s secondary schools (Abdullahi, 2025).
Moreover, educators and policymakers lack a unified framework for integrating informal learning methods with the formal curriculum. This study, therefore, aims to address these gaps by investigating the extent to which informal education influences academic performance, identifying potential areas for intervention, and proposing strategies for effective integration.
Objectives of the study
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To assess the influence of informal education on the academic performance of secondary school students.
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To identify key factors that mediate the effectiveness of informal educational initiatives.
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To propose strategies for integrating informal education with the formal curriculum.
Research questions
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How does informal education affect the academic performance of secondary school students in Kaduna North?
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What factors influence the success of informal educational initiatives in this area?
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How can informal education be effectively integrated with formal school programs?
Research Hypotheses
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H₁: There is a positive relationship between participation in informal education programs and academic performance.
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H₂: Socioeconomic status moderates the impact of informal education on academic outcomes.
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H₃: Integration of informal education with formal instruction enhances student engagement and performance.
Significance of the study
This study is significant as it provides critical insights into how informal education can supplement formal teaching to enhance academic performance among secondary school students. The findings will benefit educators, policymakers, and community stakeholders by identifying best practices and potential challenges in integrating informal learning into the educational framework. By understanding these dynamics, stakeholders can develop targeted interventions that promote holistic education and bridge the gap between classroom instruction and real-world learning experiences (Ibrahim, 2023).
Scope and limitations of the study
This study is limited to exploring the impact of informal education on academic performance among secondary school students in Kaduna North Local Government Area, Kaduna State. It does not extend to other regions or educational levels.
Definitions of terms
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Informal Education: Learning that occurs outside the formal school curriculum through community-based, cultural, and extracurricular activities.
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Academic Performance: The measurable output of students’ learning, often assessed through grades and test scores.
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Secondary School Students: Learners enrolled in education programs following primary education, typically aged between 12 and 18.
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