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Influence of Mining Activities on Enrollment, Achievement and Completion of Upper Basic Social Studies Students in Barkin-Ladi, Plateau State

Rhoda Kirisbus Nanle, Sunday Jacob, Ruth James Umaru

Abstract

The study examined the influence of mining activities on the enrollment, academic achievement, and completion rates of upper basic Social Studies students in Barkin-Ladi Local Government Area, Plateau State. Two research questions and six null hypotheses guided the study. A descriptive survey research design was adopted, and a sample of 400 upper basic students was selected from both rural and urban schools using a stratified random sampling technique. A structured questionnaire titled Mining Activities and Education Questionnaire (MAEQ) was developed, validated, and used for data collection. The reliability coefficient of the instrument, obtained through Cronbach’s alpha, was 0.84, indicating high internal consistency. Data were analyzed using mean and standard deviation to answer the research questions, with a decision benchmark of 3.0 for acceptance, while independent samples t-test was used to test the null hypotheses at 0.05 level of significance. The findings revealed that mining activities have a generally negative influence on enrollment rates, academic achievement, and completion rates of upper basic students, particularly in rural schools and among girls. It was also found that significant differences in enrollment and completion rates between boys and girls, and between rural and urban schools, but no significant gender difference in academic achievement. The study recommended that stricter enforcement of child labour laws, provision of targeted educational incentives, community awareness campaigns, and infrastructural improvements in rural mining communities.

Keywords

InfluenceMining ActivitiesEnrollmentAchievement and Completion

References

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