1) The study investigated the influence of Universal Basic Education (UBE) facilities on the learning environment of junior secondary schools in Epe division of Lagos State, Nigeria.
2) Five hypotheses were tested regarding the impact of UBE facilities on classroom control, teacher-student interaction, student sitting arrangements, cooperative learning, and student stimulation.
3) Results found that UBE facilities had a significant positive influence on all five factors, as the schools with UBE facilities performed significantly better than those without on all measures. This indicates that UBE facilities enhance the learning environment.
Poverty of the mind is regarded as poor self-concept or image, a feeling of inadequacy and lack of will to achieve the object of one’s desires. Students who are poor at the mind tend to lack resolute determination and the will to succeed. They are not motivated, they lack unwavering faith in achieving anything worth-while, they are contented in their misery – “little world” and are wishful thinkers.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
Challenges of Free Primary Education on KCPE Examination Performance in Publi...paperpublications3
Abstract: The Kenya certificate of pimary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Influence of Pupil-teacher Ratio on Performance in Kenya Certificate of Prima...inventionjournals
The purpose of this study was to investigate the influence pupil-teacher ratio on KCPE performance in Kitise Division, Makueni County. The study used descriptive survey design. The target population comprised of 24 head teachers and 172 teachers. The sample for the study was 24 head teachers and 119 teachers. This study used questionnaires to collect data while descriptive statistics were used to analyze data. Findings revealed that high pupil-teacher ratio in the schools affected KCPE performance. Based on the findings of the study it is recommended that the government should employ more teachers to counteract the high number of pupils in schools so that performance can be improved. It is also recommended that the government should build more primary schools to decongest existing ones in Makueni County.
Poverty of the mind is regarded as poor self-concept or image, a feeling of inadequacy and lack of will to achieve the object of one’s desires. Students who are poor at the mind tend to lack resolute determination and the will to succeed. They are not motivated, they lack unwavering faith in achieving anything worth-while, they are contented in their misery – “little world” and are wishful thinkers.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
Challenges of Free Primary Education on KCPE Examination Performance in Publi...paperpublications3
Abstract: The Kenya certificate of pimary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Influence of Pupil-teacher Ratio on Performance in Kenya Certificate of Prima...inventionjournals
The purpose of this study was to investigate the influence pupil-teacher ratio on KCPE performance in Kitise Division, Makueni County. The study used descriptive survey design. The target population comprised of 24 head teachers and 172 teachers. The sample for the study was 24 head teachers and 119 teachers. This study used questionnaires to collect data while descriptive statistics were used to analyze data. Findings revealed that high pupil-teacher ratio in the schools affected KCPE performance. Based on the findings of the study it is recommended that the government should employ more teachers to counteract the high number of pupils in schools so that performance can be improved. It is also recommended that the government should build more primary schools to decongest existing ones in Makueni County.
Implications of Free Primary Education on KCPE Examinations Performance In Pu...paperpublications3
Abstract: The introduction of Free Primary Education in Kenya in 2003 increased enrolment from 5.9 million pupils to 7.6. By 2011, enrolment stood at 9.2 million pupils representing a 63% increase rate in nine years. It increased pupil to teacher ratio and pupil to textbook ratio. The Kenya certificate of primary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Science education is believed to be a vital tool for individual and societal development at large. The persistent low levels of students’ achievement in sciences at the various public examinations in Nigeria have continued to draw the attention of major stakeholders in education. This study examined academic achievement of Senior Secondary School students in biology and gender difference in students’ achievement was examined. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred (200) students, selected using stratified random sampling procedure from the Science secondary schools in Kano state Nigeria. The data collected were the students’ performances in biology achievement tests. The data were analysed using descriptive statistics and independent-sample t-test. Overall results showed that the test internal consistency reliability is low and unsatisfactory; the students performed below average (M=47.02, SD=16.493 (47%). Similarly, gender difference exists in biology performance with another significant difference between performance of urban and rural school students. The study concludes that, biology test used in Kano state qualifying examinations to assess students potential ability in biology is not a reliable measurement tool and that, academic performance of students in biology is unsatisfactory and evidence of differential performance between gender and schools locations. The implication for measurements and evaluation of learning as well as recommendations has been discussed.
Factors Related to Secondary School Students’ Choice of Agriculture Subject i...iosrjce
In Kenya, subjects that students choose have a lot of influence on their careers. The Ministry of
Education (MOE) in Kenya requires that secondary school students register for a minimum of seven and a
maximum of nine subjects when they join form three. These subjects are grouped into various categories
including; Sciences, Languages, Humanities, Technicals and Foreign languages. Agriculture is grouped among
the many Technical subjects, which students only select one, despite its prospects in several careers like
veterinary medicine, zoology, forestry and teaching among others. This situation of subject choice is the same in
Uriri Sub-County where several technical subjects are offered in secondary schools. In the recent past, the
number of students taking Agriculture has recorded an increase. Due to the key importance of Agriculture in the
economy, there is need to maintain this upward trend. This study sought to find out the influence of involvement
in peer group activities and students’ interest on the choice to study Agriculture among secondary school
students in Uriri Sub-County. The study employed ex-post facto research design. The target population in the
study was 262 form three students who had opted for Agriculture. 152 Agriculture students were drawn by
proportionate stratified random sampling. A questionnaire with closed ended items was used to collect data.
Data collection was preceded by a pilot test whose analysis resulted in a reliability coefficient of 0.78 indicating
that the instrument was reliable. Data was analysed using SPSS package version 22 and presented using
frequencies and percentages. Inferential statistics (chi-square) was used test hypotheses at α=0.05. Involvement
in peer group activities was found to be high but did not statistically influence the choice of Agriculture while
students’ interest in Agriculture was high and statistically influenced the decision to study Agriculture.
A Correlational Analysis of Students’ Achievement in WASSCE and NECO (SSCE) M...iosrjce
This study presents the findings of the relationship between students’ achievement in Senior School
Certificate Examination (SSCE) Mathematics conducted by the West African Examination Council (WAEC) and
the National Examination Council (NECO) in four selected secondary schools in Ifedayo Local Government
Area , Osun State, Nigeria.
The analysis showed that there is significant positive relationship between Mathematics in all the selected
schools contrary to the hypothesis that says there is no relationship in West African Senior School Certificate
Examination (WASSCE) and Senior School Certificate Examination (SSCE) NECO Mathematics results in the
schools.
It is therefore recommended that students should develop more interest in sitting for either of the two
examinations since they produce equivalent results.
Effects of Formative Assessment on Mathematics Test Anxiety and Performance o...iosrjce
The study of mathematics is compulsory in secondary schools in Nigeria because ofthe vital role it
plays in the scientific and technological growth and development of the nation. A shortfall in the knowledge of
the students in mathematics means that the goal may not be realized, hence the need to improve instructional
practices for solving the problem of poor performance in the subject.This study investigated the effects of a
formative assessment on mathematics test anxiety and mathematics performance ofsecondary school students in
Jos, Nigeria, using a quasi-experimental design. A simple random sample of 110 Senior Secondary two (SS II)
students was selected for the study from a population of 2,326 SS II students. Amathematics test anxiety scale
and two forms of mathematics achievement test were used for data collection. Data were analyzed using
descriptive and inferential statistical techniques. The findings revealed that formative assessment reduced
anxiety level and improved mathematics performance of the students. It was recommended that secondary
school teachers should be trained and re-trained to update their knowledge in the use of formative assessment
for making the teaching and learning of mathematics more interesting and rewarding
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
Implications of Free Primary Education on KCPE Examinations Performance In Pu...paperpublications3
Abstract: The introduction of Free Primary Education in Kenya in 2003 increased enrolment from 5.9 million pupils to 7.6. By 2011, enrolment stood at 9.2 million pupils representing a 63% increase rate in nine years. It increased pupil to teacher ratio and pupil to textbook ratio. The Kenya certificate of primary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Science education is believed to be a vital tool for individual and societal development at large. The persistent low levels of students’ achievement in sciences at the various public examinations in Nigeria have continued to draw the attention of major stakeholders in education. This study examined academic achievement of Senior Secondary School students in biology and gender difference in students’ achievement was examined. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred (200) students, selected using stratified random sampling procedure from the Science secondary schools in Kano state Nigeria. The data collected were the students’ performances in biology achievement tests. The data were analysed using descriptive statistics and independent-sample t-test. Overall results showed that the test internal consistency reliability is low and unsatisfactory; the students performed below average (M=47.02, SD=16.493 (47%). Similarly, gender difference exists in biology performance with another significant difference between performance of urban and rural school students. The study concludes that, biology test used in Kano state qualifying examinations to assess students potential ability in biology is not a reliable measurement tool and that, academic performance of students in biology is unsatisfactory and evidence of differential performance between gender and schools locations. The implication for measurements and evaluation of learning as well as recommendations has been discussed.
Factors Related to Secondary School Students’ Choice of Agriculture Subject i...iosrjce
In Kenya, subjects that students choose have a lot of influence on their careers. The Ministry of
Education (MOE) in Kenya requires that secondary school students register for a minimum of seven and a
maximum of nine subjects when they join form three. These subjects are grouped into various categories
including; Sciences, Languages, Humanities, Technicals and Foreign languages. Agriculture is grouped among
the many Technical subjects, which students only select one, despite its prospects in several careers like
veterinary medicine, zoology, forestry and teaching among others. This situation of subject choice is the same in
Uriri Sub-County where several technical subjects are offered in secondary schools. In the recent past, the
number of students taking Agriculture has recorded an increase. Due to the key importance of Agriculture in the
economy, there is need to maintain this upward trend. This study sought to find out the influence of involvement
in peer group activities and students’ interest on the choice to study Agriculture among secondary school
students in Uriri Sub-County. The study employed ex-post facto research design. The target population in the
study was 262 form three students who had opted for Agriculture. 152 Agriculture students were drawn by
proportionate stratified random sampling. A questionnaire with closed ended items was used to collect data.
Data collection was preceded by a pilot test whose analysis resulted in a reliability coefficient of 0.78 indicating
that the instrument was reliable. Data was analysed using SPSS package version 22 and presented using
frequencies and percentages. Inferential statistics (chi-square) was used test hypotheses at α=0.05. Involvement
in peer group activities was found to be high but did not statistically influence the choice of Agriculture while
students’ interest in Agriculture was high and statistically influenced the decision to study Agriculture.
A Correlational Analysis of Students’ Achievement in WASSCE and NECO (SSCE) M...iosrjce
This study presents the findings of the relationship between students’ achievement in Senior School
Certificate Examination (SSCE) Mathematics conducted by the West African Examination Council (WAEC) and
the National Examination Council (NECO) in four selected secondary schools in Ifedayo Local Government
Area , Osun State, Nigeria.
The analysis showed that there is significant positive relationship between Mathematics in all the selected
schools contrary to the hypothesis that says there is no relationship in West African Senior School Certificate
Examination (WASSCE) and Senior School Certificate Examination (SSCE) NECO Mathematics results in the
schools.
It is therefore recommended that students should develop more interest in sitting for either of the two
examinations since they produce equivalent results.
Effects of Formative Assessment on Mathematics Test Anxiety and Performance o...iosrjce
The study of mathematics is compulsory in secondary schools in Nigeria because ofthe vital role it
plays in the scientific and technological growth and development of the nation. A shortfall in the knowledge of
the students in mathematics means that the goal may not be realized, hence the need to improve instructional
practices for solving the problem of poor performance in the subject.This study investigated the effects of a
formative assessment on mathematics test anxiety and mathematics performance ofsecondary school students in
Jos, Nigeria, using a quasi-experimental design. A simple random sample of 110 Senior Secondary two (SS II)
students was selected for the study from a population of 2,326 SS II students. Amathematics test anxiety scale
and two forms of mathematics achievement test were used for data collection. Data were analyzed using
descriptive and inferential statistical techniques. The findings revealed that formative assessment reduced
anxiety level and improved mathematics performance of the students. It was recommended that secondary
school teachers should be trained and re-trained to update their knowledge in the use of formative assessment
for making the teaching and learning of mathematics more interesting and rewarding
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
Impact Of Educational Resources on Students' Academic Performance in Economic...AJHSSR Journal
ABSTRACT : The study focused on the impact of Educational resources on students‟ academic performance
in Economics: a study of some Senior Secondary Schools in Lagos State Educational District one. Research
objectives, question and hypotheses were formulated to guide the direction of the study. The study covers 110
senior secondary students and 40 teachers. Convenience sampling technique was used in selecting the sample
size. 110 of the questionnaires were properly filed and returned. The study relied on the 110 properly filed and
returned questionnaires for analysis. The data for the study was collected through research instrument developed
by the researcher to obtain the appropriate data for the study. Data collected were analyzed using both
descriptive and inferential statistics. Descriptive statistics such as frequency distribution and simple percentages
were used to analyze the demographic and socio-economic background of the target respondents and the
research question were analyzed. Pearson product moment correlation analysis and regression analysis were
used to test the stated hypotheses. The research design that was adopted was the descriptive survey design. The
result reveals that educational resources have an impact on students‟ academic performance in Economics. The
finding also reveals that there is a significant effect of the level of qualification and preparation of teachers on
students‟ academic performance in Economics in senior secondary schools. Based on the findings made in this
study, it is therefore recommended that School administrators must constantly review, inspect and monitor
school teaching and learning resources. Constant and consistent monitoring of school resource and ensuring its
availability and proper utilization will make teachers and students take care of the school resources as well as
take learning and academic activity seriously.
The study was intended to examine the utilization as well as the availability of E-learning facilities in the teaching of senior school physics in Ilorin, Nigeria. The study was a survey type and all physics teachers constitute the population. A total of 60 teachers was sampled for the study. Multi-stage sampling technique was adopted in the selection of respondents. Simple random sampling technique was used to select 20 out of 35 secondary schools. Two structured checklists were used to collect data. Percentage and mean were used to answer the research questions while ANOVA was used to test hypotheses at 0.05 level of significance. The finding revealed that printers, photocopying machine, desktop computers, laptop computers, Android phones, electronic typewriters and scanners were available, E-learning facilities were not utilized, there is no significant difference in the utilization of E-learning facilities for teaching physics based on teachers’ qualifications and experience. It was then recommended that physics teachers should be given proper training on how to use as well as maintain E-learning facilities in their various schools in order to equip them with the necessary skills, knowledge and values that will enable them optimize teaching in a fast changing world.
Teachers' Capacity Building And Productivity in Secondary Schools in Ondo Nor...CSCJournals
The stakeholders in the education sector has been persistent in expressing concern about the dwindling quality of secondary education in Nigeria, which seems to be attributed to the perceived inadequacies in teachers’ capacity building and productivity. This study therefore investigated the level of teachers’ capacity building and determined its implication on teachers’ productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive research design of the survey type was adopted. The sample comprised 30 principals and 600 teachers randomly selected from 30 public secondary schools. Data were collected using two research instruments titled Teachers’ Capacity Building Questionnaire (TCBQ) and Teachers’ Productivity Questionnaire (TPQ). Two research questions were raised and one hypothesis was formulated. Research questions were analyzed using frequency count and percentage while the hypothesis was tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Results revealed that there was a significant relationship between capacity building and teachers’ productivity [r-cal=0.606, p<0.05]; It was concluded that in spite of the inadequacies in capacity building, teachers maintained high level of productivity possibly due to their strong commitment to professional duties. However, teachers are still faced with the challenges of excess workloads, large class size and shortage of instructional materials. It is recommended that the State Government should employ adequate number of qualified teachers to ensure manageable workloads and improve classroom management; the State Ministry of Education and other relevant stakeholders in the education sector should provide adequate instructional materials and step up efforts in organizing periodic capacity training workshops and seminars based on the professional needs assessment to update teachers’ knowledge and skills in instructional best practices to improve productivity in secondary schools.
Similar to Influence of universal basic education (ube) facilities on school learning environment in lagos state, nigeria (20)
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Influence of universal basic education (ube) facilities on school learning environment in lagos state, nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Influence of Universal Basic Education (UBE) Facilities on
School Learning Environment in Lagos State, Nigeria
Adeyemi Muyiwa * A, Quadri
Faculty of Education, Olabisi Onabanjo University, P O Box 2002, Ago-Iwoye, Ogun State,
Nigeria, Africa.
*E – mail: adeyemiaristotle@yahoo.com. 234-8059906505
Abstract
This study focused on the influence of Universal Basic Education (UBE) facilities on Junior Secondary
School (JSS) learning environment in Epe division of Lagos State of Nigeria. To acarry out this research
work, five hypotheses were raised and tested and the descriptive design was used to provide information on
the existing situation regarding the variables of concern in the study. Two hundred teacher respondents
were selected using purposive and simple random sampling methods. Data gatheres was analysed using
descriptive statistics and inferential statistics of t-test. Recommendations were provided based on the
findings of the study.
Key Words: Influence, Universal Basic Education, Learning Environment and Academic Achievement.
1. Introduction
The Universal Basic education (UBE) Programme could not have been introduced at a better time than now
that the nation is in urgent need of all round national development. The major objective of the UBE
programme is to provide free, universal and compulsory basic education for every Nigerian child aged 6 -
15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts
must be made to check those factors that are known to have hindered the success of similar programmes in
the past.
The UBE programme is an expression of the strong desire of the government of Nigeria to reinforce
participatory democracy by raising the level of awareness and general education of the entire citizenry.
There have not been records of successful free education programmes in Nigeria. Therefore, for the
successful implementation of the UBE programme, all hands should be on deck.
Adequate fund must be put into the programme, the required level of participation needed from the state
government, local government and other agencies in terms of funding must be clearly specified. The
Universal Basic Education Commission (UBEC) therefore, must device a way of combating these ills;
otherwise the hope of Nigeria implementing UBE as an instrument for national development may remain a
myth.
The most important investment under the educational enterprise is human development. Investing in people
of course means training, and training should be a career-long process. Individual teachers at the school
level will need to be empowered to interpret UBE appropriately. The state and local governments will be
required to progressively improve on the conditions of teaching and learning in primary and secondary
school through teacher quality development programmes. This can be accomplished through training and
retraining of teachers to meet the challenges of the UBE. In order to offer every teacher the opportunity of
meaningful participation in actualizing the ideals and intents of the Universal Basic Education in Nigeria,
in-service training programme therefore should be part of the human development scheme. By investing in
people, developing their talents and potentials for the benefit of all employees and employers, a highly
motivated and productive workforce is created (Obanyan, 2002 & Adeyemi, 2009)
A review of related literature has revealed that attempt in the past to provide free education (i.e. Universal
Primary education, UPE programme) whether at the federal or state levels has never been successful due to
poor planning and implementation which eventually affects the quality of classroom provisions,
30
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
infrastructural facilities teachers’ provisions, instructional materials and the other factors of learning
environments. These views were supported by Nwagwu (2000) and Maduewesi (2005) who saw poor
planning as one of the problems responsible for the unsuccessful implementation of the UPE programmes.
In their own contributions Adamaechi and Romaine (1991) also saw poor planning as one of the problems
responsible for the unsuccessful implementation of the former UPE programme. They remarked that the
planners of the programme were unable to project accurate number of children that would gain from the
scheme and the facilities/manpower required. According to Odo, (2000) the UPE programme also failed
because of inadequate funding and poor monitoring of the programme.
Oyekan (2007) posits that the current UBE scheme in Nigeria can be said to be the product of earlier
educational scheme, programmes and educational decisions. It is the offshoot of previous scheme, which
could be said to have been bedeviled by problems of human, physical and infrastructural facilities, which
the current scheme is expected to offset. These problems have their influence on the learning environment
(Adeyemi, 2005). This is the area of facilities provision which specifically are blocks of classrooms,
furniture and instructional facilities which are chalkboard and bills.
Nwagwu (1976), Obanya (2000) and Adeyemi (2007) reports that to achieve strong educational foundation,
the Nigeria primary education system therefore needs adequate facilities such as blocks of classroom,
furniture, instructional materials, libraries and other school equipment in order to enhance learning
environment. These are expected to be provided for conducive classroom, effective classroom
communication climate, conducive teaching-learning atmosphere, etc.
To this extent therefore, the current study focuses on the influence of Universal Basic Education (UBE)
facilities on school learning environment.
2. Statement of the Problem
Various studies had been conducted on impact evaluation of the effectiveness of the Universal Basic
Educational programme and how efficiently allocated resources had been utilized towards ensuring
qualitative and quantitative functional basic education in Nigeria (Ojele, 1998; Obanya, 2000; UBEC,
2000; 2001; Adeyemi, 2007). However, there are still areas to be investigated in terms of provision of
physical and infrastructural facilities.
In view of this, the current study is designed to review the UBE scheme in order to determine whether or
not the provision of available physical and infrastructural facilities has fostered the required learning
environment desirable in Epe division of Lagos State.
3. Research Hypotheses
1. Provisions of UBE facilities would not significantly influence the level of classroom control in
schools with UBE facilities and schools without these facilities.
2. Provisions of UBE facilities would not significantly influence the level of teacher–students
classroom interaction in schools with UBE facilities and schools without these facilities.
3. Provisions of UBE facilities would not significantly influence the level of students’ sitting
arrangement in schools with UBE facilities and schools without these facilities.
4. Provisions of UBE facilities would not significantly influence the students’ level of co-operative
learning habit in schools with UBE facilities and schools without these facilities.
5. Provisions of UBE facilities would not significantly influence the level of students’ stimulation to
learning in schools with UBE facilities and schools without these facilities.
31
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
4. Research Methods
This research investigated the influence of UBE (Universal Basic Education) on schools’ learning
environment in Epe Division of Lagos State. This chapter therefore presents the methodology employed for
the study; which is research design, population, samples and sampling techniques, research instrument,
validity and reliability of the instrument, procedures for data collection and procedures for data analysis.
4.1 Research Design
The descriptive research design of ex-post facto type was used in carrying out this research work as it
allows for assessment of certain attributes, properties, characteristics in a situation at one or more point in
time. It also permits the researcher to meaningfully describe large number of scores with a small number or
indices.
4.2 Population
The population for this study consists of all male and female Junior Secondary School (JSS) teachers in
Epe Division of Lagos State.
4.3 Sample and Sampling Technique
There are at present six educational districts in Epe Division of Lagos State. These districts are Agbowa,
Eredo, Epe, Ibeju-Lekki, Ejinrin and Riverine. A purposive sampling technique was used to select twenty
(20) secondary schools from all the educational districts and a random sampling technique was used to
select the two hundred (200) teachers from the twenty junior sampled secondary schools in Epe Division of
Lagos State.
4.4 Research Instrument
The main instrument for this research was a structured questionnaire. The questionnaire consisted of three
sections A, B and C. Section A elicited the demographic information of the respondents such as the sex,
age, educational qualification, religion, educational district, and years of working experience. Section B
sought information about availability or otherwise of UBE facilities in Epe Divisional Schools. Section C
however contained Likert model of 4 scale statements where the respondents are to indicate the level of
their agreement or disagreement to the tested hypotheses accordingly.
4.5 Validity of the Instrument
For the face validity, it was ensured that the instrument was made with right formalities and the draft of the
instrument was scrutinized by the project supervisor and other experts in the Department. For content
validity, it was ensured that all the items pertaining to the cost and financing of senior secondary education
based on table of specification.
4.6 Reliability of the Instrument
Reliability is the degree of consistency of an instrument over a period of time. Therefore, the result
obtained through the instrument is expected to be constant, even at different occasions. To ascertain the
reliability of the research instrument a test-retest method was employed with two week interval. The
obtained scores were correlated using Pearson Product Moment Correlation (PPMC) coefficient and a
coefficient of 0.86 was obtained. Thus, the reliability of the instrument was ascertained.
4.7 Method of Data Collection
The questionnaires were administered personally to the respondents. The researcher was on ground to
interpret and guide the respondents. The questionnaires were be collected back immediately after
completion in order to ensure a substantial return of the forms.
4.8 Data Analysis
32
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
The responses of the respondents were coded and scored. Descriptive statistics of percentages and
frequencies were used for the demographic information of the respondents and availability of UBE
facilities. However, an inferential statistics of t-test analysis was used to test the research hypotheses, raised
in the study.
5. Results
The results of the analysis of data collected on the influence of UBE (Universal Basic Education) on
schools’ learning environment in Epe Division of Lagos State are presented below. This section discussed
inferential statistics of t-test analysis on the influence of UBE facilities on classroom control, teachers-
students’ classroom interaction, students’ sitting arrangement, students’ level of co-operative learning
habit, and students’ stimulation to learning.
Analysis of the Research Hypotheses
Ho1: Provisions of UBE facilities would not significantly influence the level of classroom control in
schools with UBE facilities and schools without these facilities.
Table 2: t-test analysis of level of classroom control
Groups N X SD Df t-cal t-tab P Decision
Schools with UBE 135 2.473 0.891
facilities 199 9.25 1.645 0.05 Ho:
Schools without UBE 65 1.597 0.499 Rejected
facilities
t-cal = 9.25, t-tab = 1.645
df = 199, 0.05 level of significance
From the analysis in table 2 above, there is significant mean difference in classroom control between the
schools with UBE facilities (N = 135, X = 2.473, SD = 0.891) and schools without UBE facilities (N =
65, X = 1.597, SD = 0.499). The t-test analysis also revealed that the t-cal value 9.25 is greater than the t-
tab value of 1.645 at 0.05 level of
significance.
Since the calculated value (9.25) is greater than the table value (1.645), the null hypothesis which stated
that “There is no significant difference in the level of classroom control in schools with UBE facilities and
schools without these facilities”, is hereby rejected. Consequently therefore, this means that states
provisions of UBE facilities significantly influences the level of classroom control in schools with UBE
facilities and schools without these facilities.
Ho2: Provisions of UBE facilities would not significantly influence the level of teacher–students
classroom interaction in schools with UBE facilities and schools without these facilities.
Table 3: t-test analysis of the level of teacher-students classroom interactions.
Groups N X SD df t-cal t-tab P Decision
Schools with UBE 135 1.962 0.773
facilities 199 8.02 1.645 0.05 Ho:
Schools without UBE 65 0.678 0.578 Rejected
facilities
t-cal = 8.02, t-tab = 1.645
df = 199, 0.05 level of significance
From the analysis in table 3 above, there is significant mean difference in the level of teachers-students
classroom interactions between the schools with UBE facilities (N = 135, X = 1.962, SD = 0.0.773) and
schools without UBE facilities (N = 65, X = 0.678, SD = 0.578). The t-test analysis also revealed that the
t-cal value 8.02 is greater than the t-tab value of 1.645 at 0.05 level of significance.
Since the calculated value (8.02) is greater than the table value (1.645), the null hypothesis which stated
that “There is no significant difference in the level of teacher–students classroom interaction in schools
with UBE facilities and schools without these facilities”, is hereby rejected. Consequently therefore, this
33
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
means that states “provisions of UBE facilities significantly influences the level of teacher–students
classroom interaction in schools with UBE facilities and schools without these facilities.
Ho3: Provisions of UBE facilities would not significantly influence the level of students’ sitting
arrangement in schools with UBE facilities and schools without these facilities.
Table 4: t-test analysis of students’ sitting arrangement
Groups N X SD df t-cal t-tab P Decision
Schools with UBE 135 1.975 0.814
facilities 199 12.95 1.645 0.05 Ho:
Schools without UBE 65 1.204 0.326 Rejected
facilities
t-cal = 12.95, t-tab = 1.645
df = 199, 0.05 level of significance
From the analysis in table 4 above, there is a significant mean difference in the students’ sitting
arrangement between the schools with UBE facilities (N = 135, X = 1.975, SD = 0.814) and schools
without UBE facilities (N = 65, X = 1.204, SD = 0.326). The t-test analysis also revealed that the t-cal
value 12.95 is greater than the t-tab value of 1.645 at 0.05 level of significance.
Since the calculated value (12.95) is greater than the table value (1.645), the null hypothesis which stated
that “There is no significance difference in students’ sitting arrangement in schools with UBE facilities and
schools without these facilities”, is hereby rejected. Consequently therefore, this means that states
“provisions of UBE facilities would not significantly influence the level of students’ sitting arrangement in
schools with UBE facilities and schools without these facilities.
Ho4: Provisions of UBE facilities would not significantly influence the students’ level of co-operative
learning habit in schools with UBE facilities and schools without these facilities.
Table 5: t-test analysis of students’ level of cooperative learning habit
Groups N X SD df t-cal t-tab P Decision
Schools with UBE 135 2.112 0.743
facilities 199 10.77 1.645 0.05 Ho:
Schools without UBE 6 0.678 0.310 Rejected
facilities 5
t-cal = 10.77, t-tab = 1.645
df = 199, 0.05 level of significance
From the analysis in table 5 above, there is a significant mean difference in the students’ level of
cooperative learning habit between the schools with UBE facilities (N = 135, X = 2.112, SD = 0.743) and
schools without UBE facilities (N = 65, X = 0.678, SD = 0.310). The t-test analysis also revealed that the
t-cal value 10.77 is greater than the t-tab value of 1.645 at 0.05 level of significance.
Since the calculated value (10.77) is greater than the table value (1.645), the null hypothesis which stated
that “There is no significant difference in students’ level of co-operative learning habit in schools with
UBE facilities and schools without these facilities”, is hereby rejected. Consequently therefore, this means
that states provisions of UBE facilities significantly influences the students’ level of co-operative learning
habit in schools with UBE facilities and schools without these facilities.
Ho5: Provisions of UBE facilities would not significantly influence the level of students’ stimulation to
learning in schools with UBE facilities and schools without these facilities.
Table 6: t-test analysis of the level of students’ stimulation to learning.
Groups N X SD df t-cal t-tab P Decision
Schools with UBE 135 1.528 0.912
facilities 199 22.04 1.645 0.05 Ho:
34
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Schools without UBE 65 0.725 0.677 Rejected
facilities
t-cal = 22.04, t-tab = 1.645
df = 199, 0.05 level of significance
From the analysis in table 6 above, there is a significant mean difference in the level of students’
stimulation to learning between the schools with UBE facilities (N = 135, X = 1.528, SD = 0.912) and
schools without UBE facilities (N = 65, X = 0.725, SD = 0.677). The t-test analysis also revealed that the t-
cal value 10.77 is greater than the t-tab value of 1.645 at 0.05 level of significance.
Since the calculated value (22.04) is greater than the table value (1.645), the null hypothesis which stated
that “There is no significant difference in the level of students’ stimulation to learning in schools with UBE
facilities and schools without these facilities”, is hereby rejected. Consequently therefore, this means that
states provisions of UBE facilities significantly influences the level of students’ stimulation to learning in
schools with UBE facilities and schools without these facilities.
6. Discussion of Findings
The study investigated the influence of Universal Basic Education (UBE) facilities on schools’ learning
environment in Epe Division of Lagos State. From the study it is apparent that with UBE, citizens would
have easy access to it and it should be free. UBE is also expected to provide basic education which is
expected to be terminal. Such education (UBE) is not meant for school age children alone, it is also
designed to take care of the educational needs of young people and adults who have not had the opportunity
to receive adequate schooling. Thus the UBE programme will include: nomadic education, education of
migrant fishermen, school drop outs, out of school children and adult education. This programme is
expected to be a continuation of the UPE programme, which was abandoned in 1976.
The analysis of hypothesis one sought to examine the influence of provisions of UBE facilities on the level
of classroom control in schools with UBE facilities and schools without these facilities. The results of the
analysis of hypothesis one showed a significant mean difference in classroom control between the schools
with UBE facilities (N = 135, X = 2.473, SD = 0.891) and schools without UBE facilities (N = 65, X =
1.597, SD = 0.499). The t-test analysis also revealed that the t-cal value 9.25 is greater than the t-tab value
of 1.645 at 0.05 level of significance. This result lent supports for the earlier study by Ogunu (2000) and
Maduewesi (2005) who at different studies showed the impact of resources on classroom control. It thus
shows that availability of learning facilities would foster efficient classroom control in the school setting.
The results of the Analysis of hypothesis two showed a significant mean difference in the level of teachers-
students classroom interactions between the schools with UBE facilities (N = 135, X = 1.962, SD =
0.0.773) and schools without UBE facilities (N = 65, X = 0.678, SD = 0.578). The t-test analysis also
revealed that the t-cal value 8.02 is greater than the t-tab value of 1.645 at 0.05 level of significance. It thus
confirmed that provisions of UBE facilities significantly influenced the level of teacher–students classroom
interaction in schools with UBE facilities than in schools without these facilities. The findings of this study
corroborated the opinion of Obayan (2000) who asserted earlier that availability of learning facilities
increases the mutual interactions between teachers and students. It is expected that when teachers-students
classroom interaction is strengthened, it fosters higher academic achievements among learners.
From the results of the analysis of hypothesis three, it was established that provisions of UBE facilities
significantly influenced the level of students’ sitting arrangement in schools with UBE facilities than those
schools without these facilities. The t-test analysis showed a significant mean difference in the students’
sitting arrangement between the schools with UBE facilities (N = 135, X = 1.975, SD = 0.814)
and schools without UBE facilities (N = 65, X = 1.204, SD = 0.326). The t-cal value 12.95 was also
greater than the t-tab value of 1.645 at 0.05 level of significance. It can be deduced that schools with
facilities had better sitting arrangement than schools without UBE facilities and the study of Enoch &
Okpede (2000) emphasized the influence of sitting arrangement on students’ academic performance. Good
35
7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
sitting arrangement of students ensures ventilation, decorum, hygiene, and academic discipline in the
classroom setting.
Hypothesis four tested the significant influence of provisions of UBE facilities on students’ level of co-
operative learning habit. The t-test analysis revealed a significant mean difference in the students’ level of
cooperative learning habit between the schools with UBE facilities (N = 135, X = 2.112, SD = 0.743) and
schools without UBE facilities (N = 65, X = 0.678, SD = 0.310). The t-test analysis also revealed that the
t-cal value 10.77 is greater than the t-tab value of 1.645 at 0.05 level of significance.
The results of the analysis of hypothesis five also showed a significant mean difference in the level of
students’ stimulation to learning between the schools with UBE facilities (N = 135, X = 1.528, SD = 0.912)
and schools without UBE facilities (N = 65, X = 0.725, SD = 0.677). The t-cal value 10.77 was greater
than the t-tab value of 1.645 at 0.05 level of significance, and this confirmed that provisions of UBE
facilities significantly influenced the level of students’ stimulation to learning in schools with UBE
facilities than in schools without these facilities. This result supported the findings of Ezeocha (1990), Odo
(2000) and Obayan (2000) who in separate studies established that availability of learning facilities
enhances students’ stimulation to learning in schools.
7. Conclusions
The results of this finding corroborated the findings of Oni (1995) who opined that educational facilities –
human, financial, material or physical and educational centers constitute strategic factor in the functioning
of the educational system. Universal Basic Education (UBE) facilities include those that have been
described by Aghenta (2000) as those teaching materials; some real, some graphics, not solely dependent
upon words as a predominant source of meaning for the observer. Such materials according to him include
field and classroom study of real things, objects, demonstrations, dramatization models, workings,
television programme, motion pictures, maps, lantern slides, transparences for the overhead study prints
and other illustrations (opaque projectors) cartoons, posters, globe, graphs and charts.
This study confirmed the findings of Edling and Paulson (2001) which asserted that facilities enable
students to acquire knowledge, skill, attitude, which include graphics, photographic electronics such as
tapes or mechanical means of arresting, processing and reconstituting visual and verbal information. The
purpose of instruction is to enable each students develop their potentials to the fullest, if given the right
type of knowledge, skills and attitudes to function effectively within their complex and dynamic society.
8. Recommendations
While rounding up on this research work, and considering results of the analysis of the
data, the following recommendations are made: -
1. Owing to the influence of the availability of UBE facilities on schools’ learning environment,
more facilities should be provided by the government and Universal Basic Education Board.
2. School administrators and principals should jealousy guard and protect the UBE facilities in the
schools in order to ensure its durability.
3. Teachers and instructors should make proper and effective use of these facilities to enhance
learning among students.
4. Where these facilities are not available, community, parents, NGOs, philanthropists, and alumni
associations should complement government’s efforts in the provisions of these learning
facilities.
5. UBE facilities should be extended to those schools that are yet to have these UBE
facilities, so that the impact of these facilities would go round and thereby enhance overall
educational accomplishments in Nigeria.
9. References
36
8. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Adewole, A. (2003). Universal Basic Education: Aspects of meaning and purpose.
Proceeding of the 15th Annual Congress of the Nigerian Academy of Education.
University of Benin 6th - 9th November
Adeyemi, O. (2006). Entrepreneurial spirit. Nigeria Business Times, Tuesday September
19th Pages 16-22
Anyabolu. C. (2000). Basic Education for Productivity and Enhanced National Economy.
Journal of Vocational and Adult Education. 2. Nnamdi Azikiwe University, (UNIZIK),
Awka, Nigeria.
Awoniyi, O. (1988) An Ideal theory of values, Journal of Values Education, 15(2)
Cox, C. (1996). "Schools in the Developing Countries: Education Forum Vol. 1, (2).
Enoch E. and Okpede, E. (2000). The Meaning, History, Philosophy and Lesson of UBE
Proceedings of the 15th Annual Congress of the Nigerian Academy of Education.
University of Benin 6 - 9th November.
Ezeocha, P. (1990). Education Administration and Planning Nsukka: Optional Computer
Solution Publishers, Nigeria.
Fafunwa, A. (1976). History of Education in Nigeria. London: George Alien and Unwin.
Federal Ministry of Education (2000). Implementation Guidelines for Universal Basic
Education (UBE) Programmes, Abuja FME.
Federal Republic of Nigeria (2004). National Policy on Education. Lagos NERDC Press.
Idowu, O. 2002). The Economics of Education: An Introduction. Ibadan: Shaneson C.I.
Limited
Maduewesi, E. (2005). Universal Basic Education, Issues, Problems and Prospects.
Benin City: Dasylva Influence Enterprises.
Nwagwu, N. (2002). From UPE to UBE: Some Basic Planning Considerations for
Effectiveness. Lead paper presented at a conference organized by the National Institute of
Educational Planning and Administration, Ondo. May 30-31.
Obayan P. (2000). National Press Briefing on the Universal Basic Education (UBE)
Programme Lagos.
Obayan, P. (2000). Education and the Nigerian Society Revised the UBE as a People's
Oriented Programme being the 2000 Prof. J. A. Majasan first Anniversary Memorial
Lecture Ibadan.
Odo, C. (2000): Towards Enhancing the Success of the Universal Basic Education (UBE)
Scheme): The School Administrators' Role. Proceedings of the 15th Annual Congress of
the Nigerian Academy of Education, University of Benin 6 - 9th Nov., 2000
Ogunu, M. (2000), Strategies for Effective Supervision of Instruction in UBE Programme
in Nigeria. Proceedings of the 15th Annual Congress of the Nigeria Academy of
Education, University of Benin.
Ohuche, R. and Ali, A. (1989): Development of Primary School Teacher Education in
Nigeria. Onitsha: Summer Publisher Ltd.
37
9. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Ojele, O. (1998); Quality and Stress in Nigerian education. Nigeria: Zaria :Publishing
Company.
Okoh, E. (2000) An Appraisal of Vocational and Technical Education Programmes at the
Primary School Level in Nigeria. African Journal of Education 5, (2) 27 - 39.
Okoh, S. (2002) High Level Education, Manpower Development and Training. A key to
sustainable Economic growth and Development. Inaugural Lecture Series 63, University
of Benin.
Olaitan, S. (1996) Vocational and Technical Education in Nigeria. (Issues and Analysis).
Onitsha: Noble Graphic.
Oyekan, A. (2007). Educational Resources for Effectiveness. Ibadan: Aromolaran
Publishers.
Salami, L. and Uko-Aviomoh, E. (2000): Using the UBE to Bridge the Gender gap in
Educational Opportunities and Participation. Proceeding of the 15th Annual Conference
of the Nigerian Academy of Education. University of Benin. 6 - 9th Nov., 2000.
Ukeje B. (1995): Teacher Educational for National Development. A key note address
presented at National Conference on Teacher Education, Organized by NCCE Kaduna.
Ukeje, K. (1995). An Investigation into the Relationship Between Teacher Motivation
and Learners’ Motivation. Educational Psychology, 20 (1), 45-57.
UNESCO (1969), Educational Development in Africa, "Costing and Financing" Paris.
Walberg, P., and Thomas, O. (1999). The Oxfam Education Report. Bath, UK: Redwood
Books.
First Author
DR. Muyiwa Adeyemi (ARISTOTLE) is an erudite academic with high capacity for creative thinking and
research endeavors. As a very young scholar, he has been engaged in teaching, research and community
service at the tertiary level of education for well over a decade. He holds a Doctoral and Master Degrees in
Educational Management with specialization in Human Resource Management and Psychology, Bachelor
of Arts Degree in Counseling Psychology, Certificate in Law and a Postgraduate Diploma in Theology. His
experience as a University lecturer has culminated into keen interest in the study of the implementation of
the Universal Basic Education (UBE) in all ramifications of the scheme, including the production of the
book – Universal Basic Education (UBE) - Implications of Facilities Provision on Primary Education in
Nigeria and the first ever Nigerian Education Report with several other nation and international researched
works around the world. Adeyemi currently teaches at the Olabisi Onabanjo University on a full time basis,
Lagos State University and Tai Solarin University of Education as an Associate Lecturer. He’s the
Assistant Coordinator of Leadership Advocacy Concept (LAC), Africa and the Coordinator of Life-Line
Consultancy International. Adeyemi is a consultant on Human Resource Management (HRM).
Second Author
Quadri, A (Mrs) holds a Master Degree in Educational Management from the Olabisi Onabanjo
University in Nigeria. Her interest in studying issues relating to the Universal Basic Education (UBE)
became realizable as a result of the supervision of her Master research work under Dr Muyiwa Adeyemi.
She currently teaches in one of Nigeria’s Secondary schools in Ogun State
38