Education and Gender as Determinants of Political Participation in Anambra State, Nigeria

Description

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Abstract

The study investigated Education and Gender as determinants of political participation in Anambra State. Five research questions and six hypotheses guided the study. The instruments used for data collection were questionnaire and focus group interview. The study adopted descriptive survey research design.

The population of the study was 1,775,842 registered voters in Anambra State comprising Anambra North with 369,907 males and 246,611 females amounting to 616,518 voters, Anambra Central with 373,454 males and 248,974 females amounting to 622,428 voters, and Anambra South with 322, 189 males and 214, 737 females amounting to 536,926 voters.

The sample size was 888 respondents selected through proportionate random sampling technique. Simple random sampling was used to select 485 males and 480 females. Proportionate random sampling was used to select 0.05% of the stratum resulting in 308 for Anambra North, 311 for Anambra Central, and 269 for Anambra South.

Two instruments were used for data collection, namely; focus group discussion guide and a 38-item questionnaire constructed by the researcher. Three experts, one in sociology of Education and two in measurement and evaluation at the University of Nigeria Nsukka, validated the instruments.

The internal consistency of (EGDPPQ) was determined using Cronbach Alpha method. In each of the clusters, the reliability indices obtained were 0.92 for profiles of political participation by gender, 0.82 for educational qualifications of males and females.

Introduction

In any democratic society, education is seen as a catalyst for change and an instrument for political, economic, and technological development. The national policy on education (NPE) stipulates that Nigeria philosophy of education is based on the integration of an individual into a sound and effective citizen (FRN, 2004).

Education therefore is the skillful process of bringing out the innate potentialities in an individual. It develops human endowments and aims at the development of the entire personality of an individual (Isichei & Olufowobi, 2003).

Education equips an individual to participate in the social life of their community and to make their contributions towards the development of their society.

It can be perceived also as one of the main mechanisms for promoting social change and for adjusting the roles of individual to meet the demands of social and economic change (Parsons & Gishown, 2004).

Education is a potent force that brings about change in the attitude, skills, values and interest of individuals. It is these changes that bring about cognitive, psychomotor and affective orientation required for active political participation.

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