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RESEARCH ARTICLE
How to cite this article
Kogh, D. A., Adadu, C.A. and Nevkar,
D.A.(2019), Effect of Strike Action on
the Academic Performance of
Vocational and Technical Education
Students in Makurdi, Education Review
Lett., 4 (12), Pp 8.
Received: November 18, 2019
Accepted: November 25, 2019
Published: December 4, 2019
Copyright
© 2019 Kogh et al
Corresponding author
Kogh Donatus Asua
asuakogh@yahool.com
Distributed under
Creative Commons CC-BY 4.0
Effect of Strike Action on the Academic
Performance of Vocational and Technical
Education Students in Makurdi
Kogh Donatus Asua, Adadu Comfort Akwonya and Nevkar Daniel Adzua
Department of Vocational and Technical Education, Benue State University, Makurdi,
Nigeria.
ABSTRACT
This study investigated the effect of strike action on the academic performance on
vocational and technical education undergraduate students of A University, Makurdi. The
study adopted a cross-sectional survey design where 115 students were randomly selected
and data was collected using questionnaire. Data collected was analysed using computerized
software called SPSS. Result from the findings reveals that, strike actions have negative
effect on the academic performance of undergraduates. Also, students’ engagement in
tutorials during strike and self-study during strike will minimize the effect of ASUU strike on
students’ academic performance. Furthermore, there was a significant difference in the
mean achievement of strike on academic performance of vocational and technical education
undergraduate in A University and there was significant difference on the mean achievement
of minimizing effect of ASUU strike on academic performance of vocational and technical
education undergraduate students in A University, Makurdi. The findings were discussed in
relation to other findings. Conclusions were drawn and it was recommended that, measures
should be put on ground by government, Nigerian Union of Teachers (NUT), Academic Staff
Union of Universities (ASUU), Colleges of Education and Polytechnic’s Union to check
incessant industrial action in the educational system in Nigeria. It was also recommended
that, that, university, colleges of education and polytechnic employees should ensure that a
cordial relationship exists between them and their students.
Keywords: Strike Action, Academic Performance, Undergraduate Students, Vocational
and Technical Education.
INTRODUCTION
The education sub-sector especially universities in Nigeria have witnessed in recent times
incessant closure due to strike actions. The effect of these repeated closures of schools and
academic programs on students’ learning effectiveness can better be imagined than described.
University education in Nigeria has thus suffered tremendous setbacks as a result of strike actions.
This has always subjected the students to pitiable conditions, disrupting academic programs,
giving students’ undeserved extension in their study years, poor students’ concentration on
Education Review Letters

academic programs and poor teacher-student relationships amongst others (Edinyang & Ubi,
2013). Consequently, Vocational and Technical Education undergraduate academic performance
has comparatively become so low while various forms of examination malpractice are on the
increase. The situation has assumed such an alarming dimension that it transits to other tertiary
institutions (Edinyang, 2013).
Technical education which is sometimes prefixed with vocational is a planned programme of
course and learning experience that begins with exploration of career options, supports basic
academic and life skills, and enables achievement of high academic standards, leadership,
preparation for industry-defined work, and advanced and continuing education.
Vocational education and training prepares learners for careers that are based on manual or
practical activities, traditionally non-academic and totally related to a specific trade, occupation
or vocation. In other words, it is an education designed to develop occupational skills Ewere,
(2011). Vocational and technical education gives individuals the skills to live, learn and work as a
productive citizen in a global society. The aims and objectives of vocational and technical
education as contained in the National Policy of Education revised in 2004 include: provide trained
manpower in the applied science, technology and business particularly at craft, advanced craft
and technical levels. Provide the technical knowledge and vocational skills necessary for
agricultural commercial and economic development, give training and impart the necessary skills
to individual who shall be self-reliant economically. It therefore, forms a practical segment of
education concerned or targeted at skill acquisition. This form of education can also be seen as a
form of learning designed, tailored and targeted at preparing individuals for gainful employment
as semi-skilled or skilled worker or technicians or sub-professional in recognized occupations in
new and emerging occupations or to prepare individual for enrolment in advanced technical
education programme (Ewere, 2011).
Ajayi (2013) opined that the incessant strikes action by ASUU in Nigeria have disrupted the
academic calendar of Universities and this has affected students’ academic pursuit and
performance, 71.2% of the respondents have experienced ASUU strikes and 51.6% admitted that
ASUU strikes have had negative influence on their academics. Edinyang and Ubi, (2013) further
concluded that the government and other educational stakeholders stand up to their
responsibility and stabilize the education system while stamping out strike actions in the system
for effective human development in the field of social studies.
Similarly, Olukunle (2011) in his assessment asserts that disruption in academic program as
caused by strike gives students undeserved study years extension. In the vein, Isangedighi (2007)
and Iheanacho (2002) agreed that effective learning is achieved when students are emotionally
and psychologically stable. But on the contrary, when disruption in academic program occurs
from strike action, students become emotionally and psychologically unstable especially on the
perception that it will cause them to stay at school longer than expected.
Vocational and technical education has impacted on socio-political productivity and economic
development of most nations and perhaps the one’s involvement in this special profession
becomes imperative. It is therefore worthy of mention that, in as much as this profession has a
significant impact on the lives of those who engage in it and the society at large, the advent of
strike action in the university has created a setback in the upbringing of those who intend to make
a profession. To ascertain the degree of this menace of strike actions, this study seeks to
investigate the effect of strike action on the academic performance of vocational and technical
education students of A University, Makurdi.

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Education Review Letters

MATERIALS AND METHODS

RESEARCH QUESTIONS
The following research questions guides the study.
1. How will strike action affect academic performance of Vocational and Technical
Education undergraduate students in A University, Makurdi?
2. What are the ways of minimizing effect of ASUU strike on students’ academic
performance of vocational and technical education undergraduate students in A
University, Makurdi?
3. What is the government’s solution to incessant strike action on academic performance
of Vocational and Technical Education undergraduate students in A University, Makurdi?
RESEARCH HYPOTHESES
The following null hypotheses were formulated to guide the study and were tested at 0.05 level
of significance.
Ho1: There is no significant difference in the mean achievement of strike on academic
performance of Vocational and Technical Education undergraduate in A
University.
Ho2: There is no significant difference on the mean achievement of minimizing effect
of ASUU strike on academic performance of Vocational and Technical
Education undergraduate students in A University, Makurdi.
Design
The study used survey design. The sample was selected in a way that, the findings are generalized
to the entire population. The design is considered very appropriate for this study because it
specified procedure for studying a large number of items by collecting and analyzing data from
only a few and is concerned with findings, description and interpretation.
Sample and sampling technique
The researcher used all the vocational and technology students in A University Makurdi as his
sample. The vocational and technical students in A University are not many and one could
categorically count their number and as a result of that the use of sampling technique becomes
irrelevant because the vocational and technical students are very few and as such, there was no
need for sampling techniques since all of them was used as sample for the study.
Instrument for data collection
The instrument that was used for this study is questionnaire since the researcher considers it as
the most reliable tool for data collection. This questionnaire was developed and used by Ajayi
(2014) with response scale ranging from Strongly Agree to Strongly Disagree. The Strongly Agree
(SA) was assigned 1, Agree (A) was assigned 2, Undecided (U) was assigned 3,Disagree (D) was
assigned 4 and Strongly Disagree (SD) was assigned 5 respectively.
Data collection and data analysis
The questionnaire was personally administered on the respondents and also collected on a hand
basis. The data obtained through the questionnaire was presented in a tabular form, mean and
standard deviation was used in answering the research questions and Chi-square (X2) was used to
test the hypotheses. The researcher adopted the use of computerized statistics and SPSS was
used for analyzing and presenting the results.

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Education Review Letters

RESULTS AND DISCUSSION

Result from table 1 above shows the various items on the research question one. It shows that, 97
(89%) of the participants agree that, ASUU strike occurred during their study duration, 83 (76.1%)
of the participants disagree with the statement that, strike is beneficial to their academic
endeavours, 91 (83.5%) agree that, ASUU strike contributed negatively to their academic
performance, 96 (88.1%) of the participants agree that, their reading habit is affected negatively
during ASUU strike, 86 (78.8%) of the participants agree that, they feel tough about examination
conducted immediately after ASUU strike, 76 (72.4%) of the participants agree that, their CGPA
reduces when examinations are conducted immediately after strike, 76 (69.7%) agree that, ASUU
makes them loss confidence in academics as being significant to their career and 69 (64.3%) agree
that, they forget about academic activities when they are sent home due to ASUU strike. On a
whole, we can accept in line with the research question that, strike action have negative effect on
the academic performance of undergraduates.
Table 1: Effects of Strike action on academic performance of Vocational and Technical Education
undergraduate students in A University, Makurdi.

S/N Items SA A U D SD Mean SD Decision

1 ASUU strike has occurred during your study 68 29 1 5 6 1.640 1.10 Accepted
duration in the university
2 ASUU strike is beneficial to students academics 8 10 8 30 53 4.01 1.10 Rejected
endeavours
3 ASUU strike has contributed negatively to my 56 35 6 2 10 1.85 1.21 Accepted
academic performance
4 My reading habit is affected negatively during 52 44 4 2 4 1.70 .93 Accepted
ASUU Strike
5 I fell tough About examinations conducted 43 43 13 3 5 1.92 1.03 Accepted
immediately after ASUU strike
6 My CGPA reduces when examination are 36 43 12 11 5 2.12 1.13 Accepted
conducted immediately after Strike
7 ASUU makes me loss confidence in academic 30 46 15 9 9 2.28 1.19 Accepted
as being significance to my career
8 I forget about academic activities when I am 30 39 18 9 12 2.39 1.28 Accepted
sent home due to ASUU strike

Result from table 2 above shows the various items on the research question two. It shows that 78
(71.5%) of the participants agree that Students’ engagement in tutorials during strike enhances
their performance when they resume, 80 (73.4%) of the respondents agrees that, their Self-study
during strike will minimize the effect of ASUU strike on students’ academic performance. Based
on the above result we can accept that, students’ engagement in tutorials during strike and self-
study during strike will minimize the effect of ASUU strike on students’ academic performance.

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Education Review Letters

Table 2:Ways of minimizing effects of ASUU strike on students’ academic performance of Vocational and
Technical Education undergraduate students in A University Makurdi.

S/N Items SA A U D SD Mean SD Decision

1 Students’ engagement in tutorials 35 43 12 6 13 2.26 1.29 Accepted
during strike enhances their
performance when they resume
2 Self-study during strike will 34 46 14 4 11 2.19 1.21 Accepted
minimize the effect of ASUU
strike on students’ academic
performance

Result from table 3 below, the various items on the research question three were shown. The
result shows that, 84 (77.1%) of the respondents agree that, Government is to be Blamed for the
incessant strike action,73 (66.9%) of the respondents agree that, ASUU members are to be
blamed for the incessant strike action,77 (71.6) of the respondents agree that, Delayed
negotiation/ bargaining between ASUU and the government trigger the strike action,90 (82.5%)
of the respondents accepted that, Government’s provision of the request of ASUU will reduce
their incessant strike action,93 (85.4%) of the respondents agree that, Government’s prompt
dialogue with ASUU will minimize strike action. In line with the above results we can conclude
that, the government has solution to incessant strike action on academic performance of
Vocational and Technical Education undergraduate students in A University, Makurdi.

Table 3: The government’s solution to incessant strike action on academic performance of Vocational and
Technical Education undergraduate students in A University, Makurdi.

S/N Item SA A U D SD Mean ST Decision

1 Government is to be Blamed for the 58 26 13 5 7 1.87 1.19
incessant strike action Accepted
2 ASUU members are to be blamed for 48 25 13 16 7 2.17 1.31 Accepted
the incessant strike action.
3 Delayed negotiation/ bargaining 44 34 20 6 5 2.03 1.12 Accepted
between ASUU and the government
trigger the strike action
4 Government’s provision of the 60 30 10 2 5 1.71 1.04 Accepted
request of ASUU will reduce their
incessant strike action
5 Government’s prompt dialogue with 55 38 9 3 4 1.74 .99 Accepted
ASUU will minimize strike action.

Hypothesis 1
There is no significant difference in the mean achievement of strike on academic performance of
Vocational and Technical Education undergraduate in A University.

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Education Review Letters

Table 4: Chi-Square Summary Table Showing the Significant Difference in the Mean Achievement of Strike
on Academic Performance of Vocational and Technical Education Undergraduates.

Variable N Mean SD X2 df p Remarks

Strike 109 10.10 2.47 -93.156 12 .000 Significant

Academic Perf. 104 9.83 3.74 116.346 16

Table 4 shows a significant score. It shows that, there is a significant difference in the mean
achievement of strike on academic performance of vocational and technical education
undergraduates of A University. The hypothesis which states that, ‘there is no significant
difference in the mean achievement of strike on academic performance of vocational and
technical education undergraduate in A University’ is therefore rejected.
Hypothesis II
There is no significant difference on the mean achievement of minimizing effect of ASUU strike
on academic performance of vocational and technical education undergraduate students in A
University, Makurdi
Table 5: Chi-Square Summary Table Showing the Significant Difference on Minimizing Effect of ASUU Strike
on Academic Performance of Vocational and Technical Education Undergraduate.

Variable N Mean SD X2 df p Remarks

Min. Eff. Of Strike 107 9.82 3.37 55.477 14 .000 Significant

Academic Perf. 104 9.83 3.74 116.346 16

Table 5 shows a significant score. It shows that, there is a significant difference on the mean
achievement of minimizing effect of ASUU strike on academic performance of vocational and
technical education undergraduate students of A University, Makurdi. The hypothesis which
states that, ‘there is no significant difference on the mean achievement of minimizing effect of
ASUU strike on academic performance of vocational and technical education undergraduate
students in A University, Makurdi’ is therefore rejected.
This study investigated on the effect of strike action on the academic performance of vocational
and technical education undergraduate students in A University. Three research questions and
two research hypotheses were stated and tested and the three research questions are discussed
in the previous section.
The first hypothesis which states that, there is no significant difference in the mean achievement
of strike on academic performance of Vocational and Technical Education undergraduate in A
University was tested using chi-square. The result indicated that, there is a significant difference
in the mean achievement of strike on academic performance of vocational and technical
education undergraduate students in A University. The mean difference between strike (10.10)
and academic performance (9.83) as well as the chi-square difference between strike (X2 = 93.156)
and academic performance (X2 = 111.346) has a shown a clear difference at the significance level
of 0.05. The assumption level returned 0.000 which is less than the significance value of 0.05 which
makes the result to be significant, thereby rejecting the stated hypothesis.
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Education Review Letters

This research finding is consistent with the works of Ajayi (2013) who examine Academic Staff
Union of Universities (ASUU) strikes and academic performance of students in Ekiti State
University (EKSU) Ado-Ekiti. In his studies, he used multistage sampling technique to select the
faculties and the departments from where six hundred and four (604) respondents were selected.
His findings showed that, incessant strikes action by ASUU in Nigeria have disrupted the
academic calendar of Universities and this has affected students’ academic pursuit and
performance. According to other research findings similar to this study, and in line with the
findings of this research, students are to engage themselves in tutorial classes or self-study during
the strike action to keep them abreast with academics at resumption, their parents or guardians
should ensure that they encourage students’ engagement in academic activities rather than
domestic chores while the strike last (Ajayi, 2013).
In a related study by Edinyang and Ubi, (2013) who investigated the effects of strike action on
secondary school students’ learning effectiveness in Social Studies in some selected secondary
schools in Uyo Local Government Area of Akwa Ibom State as it patterns to their development,
he found out that, strike action in secondary school significantly influence students learning
effectiveness and performance in Social Studies. This study is also consistent with these findings
as both of them looked at the effect of strike action on academic performance of students though
the one of Edinyang and Ubi is more concentrated secondary education, calling on government
and other educational stakeholders stand to up to their responsibility and stabilize the education
system while stamping out strike actions in the system for effective human development in the
field of social studies (Edinyang & Ubi, 2013).
The second hypothesis which states that, there is no significant difference on the mean
achievement of minimizing effect of ASUU strike on academic performance of vocational and
technical education undergraduate students in A University, Makurdi was also tested using chi-
square. The result showed that, the chi-square value of mean effect of minimizing effect of ASUU
strike (X2 = 55.477) is significantly different from the chi-square value of academic performance
(X2 = 116.346) at the significant level of 0.05. The significant assumption value (0.000) which is
less than 0.05 indicates a significant difference in the two variables. This is an indication that,
there is a significant difference in the two variables under consideration and as such, the stated
hypothesis is therefore rejected. This finding is consistent with that of Isangedighi (2007) and
Iheanacho (2002) who opined that, that effective learning is achieved when students are
emotionally and psychologically stable. This is to say that, if the effect of strike is minimized,
students will be more stable and they will come out as better graduates as they will be well
inculcated in the society. Confirming this, Ekpekin (2011) examines many of the same strikes
effects. He provides additional analysis of this sample using a different model that includes school
fixed effects. We can therefore conclude that, minimizing the effect of strike on academic
performance of undergraduate students should be one of the top priorities of both stakeholders
and government as this will enhance effectiveness and efficiency of both teaching and learning in
both universities and other tertiary institutions of learning.
CONCLUSION
The study shows that strike actions has negative effect on the academic performance of
vocational and technical education undergraduate students in A University, Makurdi. This implies
that whenever there is a strike action, the university graduates half-baked graduates. When there
is ASUU strike, students reading habit is also affected negatively. Students usually fell tough
about examinations conducted immediately after ASUU strike. Students CGPA reduces when

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Education Review Letters

examinations are conducted immediately after Strike. Students forget about academic activities
when they are sent home due to ASUU strike as a result of which most of them engaged in social
vises which ordinary if the school is in session they would have not being engaged. Based on the
findings of this study, the following conclusions were drawn:
i. There is a significant effect (negative) of strike action on academic performance of
undergraduate students of Vocational and Technical Education, A University.
ii. Students’ engagement in tutorials during strike and self-study during strike will minimize
the effect of ASUU strike on students’ academic performance.
iii. The government has solution to incessant strike action on academic performance of
Vocational and Technical Education undergraduate students in A University, Makurdi.
iv. There is a significant difference in the mean achievement of strike action on academic
performance of undergraduate students of Vocational and Technical Education, A
University.

REFERENCES

[1]. Ajayi, J. O. (2014). ASUU Strikes and Academic Performance of Students in Ekiti State
University Ado-Ekiti Int. J. Manag. Bus. Res., 4 (1), 19-34,
[2]. Edinyang, S. D. & Ubi, I. E. (2013). Effect of strike action on human development among
social studies secondary school students in Uyo local government area of Akwa Ibom State,
Nigeria. Published by European Centre for Research Training and Development UK (www.ea-
journals.org)
[3]. Ekpekin E. (2011) Student’s perception of Strike Actions on Academic Performance in Nigeria
University: Implications for Best Practices and Counsellin. SMCC Higher Education Research
Journal Volume 3 ( 2449-4402)

[4]. Ewere A. O. (2011) NEITI and good governance in Nigerian Oil industry. Benin City Ambik
Press,
[5]. Iheanacho, R. A. E. (2002). Psychology of learning. Owerri: GOC International Publishers.
[6]. Isangedighi, A. J. (2007).Child psychology, education and development. Calabar: Eti-Nwa
Associate.
[7]. Olakunle, O. (2011) The strike and student learning effectiveness. A paper presentation in
LagosState University.

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