ASSESSMENT OF EXTENT OF ADHERENCE TO … · assessment of extent of adherence to quality assurance practices in public ... assurance practices in public secondary schools in ... various

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MMUO, MARIA C.

PG/Ph.D/03/34375

ASSESSMENT OF EXTENT OF ADHERENCE TO

QUALITY ASSURANCE PRACTICES IN PUBLIC

SECONDARY SCHOOLS IN NORTH-CENTRAL STATES,

NIGERIA

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

FACULTY OF EDUCATION

Godwin Valentine

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

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ASSESSMENT OF EXTENT OF ADHERENCE TO QUALITY

ASSURANCE PRACTICES IN PUBLIC SECONDARY SCHOOLS IN

NORTH-CENTRAL STATES, NIGERIA

BY

MMUO, MARIA C.

PG/Ph.D/03/34375

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

FACULTY OF EDUCATION,

UNIVERSITY OF NIGERIA, NSUKKA

OCTOBER, 2015

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TITLE PAGE

ASSESSMENT OF EXTENT OF ADHERENCE TO QUALITY

ASSURANCE PRACTICES IN PUBLIC SECONDARY SCHOOLS IN

NORTH-CENTRAL STATES, NIGERIA

BY

MMUO, MARIA C.

PG/Ph.D/03/34375

A THESIS PRESENTED TO THE DEPARTMENT OF EDUCATONAL

FOUDATIONS, FACULTY OF EDUCATION, UNIVERSTY OF NIGERIA,

NSUKKA IN FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D) IN

EDUCATIONAL ADMINISTRATION AND PLANNING

SUPERVISOR: PROF. N. O. OGBONNAYA

OCTOBER, 2015

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APPROVAL PAGE

This Thesis has been approved for the Department of Educational Foundations, Faculty

of Education, University of Nigeria, Nsukka.

BY

___________________________ ________________________

PROF. N. O. O OGBONNAYA

SUPERVISOR INTERNAL EXAMINER

____________________________ ________________________

PROF. C. J. A. ONWUKA

EXTERNAL EXAMINER HEAD OF DEPARTMENT

________________________

PROF.U C.UMOH

DEAN, FACULTY OF EDUCATION

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CERTIFICATION

Mmuo, Maria Chinwe, a postgraduate student in the Department of Educational

Foundations, with Registration Number PG/Ph.D/03/34375, has satisfactorily completed the

requirements for the award of the degree of Doctor of Philosophy in Educational Administration

and Planning. The work embodied in this thesis is original and has not been submitted in part or

full for any other Diploma or Degree of this or any other university.

__________________________ __________________________

MMUO, MARIA CHINWE PROF. N. O. OGBONNAYA

CANDIDATE SUPERVISOR

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DEDICATION

This Thesis is dedicated to her lovely unique family for their prayers, patience, support and

encouragement during the period of this study.

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ACKNOWLEDGEMENTS

The researcher most gratefully wishes to acknowledge the Almighty God for inspiration,

protection, provision and health given to her that made this work possible. Her gratitude also

goes to her supervisor, Prof Nelson O. Ogbonnaya who painstakingly read through her work,

encouraged, advised, cooperated and most importantly rendered to her, constructive criticisms at

various stages of this project. Her prefund thanks goes to Dr. F.M. Onu, Prof C. J. A. Onwuka,

Dr. J. C. Omeje for their advice and shaping of this work.

The researcher is also highly indebted to Dr. S.C. Ugwuoke, Ass. Prof. M. A. Obidua,

Ass. Prof. Aggie Oboegbulem, Dr. V. N. Nwachukwu Prof P.N. Onwuasoanya and Dr. (Mrs) J.

I. Anyanwu for their constructive criticisms and contributions throughout the period of this work.

She remains grateful to the family of late Prof. A.N. Ali who highly encouraged her at the start-

off of this Ph.D programme and to all staff of the Department of Educational Foundations for

their love, care and concern, especially Prof. J.O. Chukwu.

Moreover, the researcher wishes to express her unreserved gratitude to her beloved

husband, Sir M.T.C. Mmuo and her lovely unique children: Emeka, Obinna, Okechukwu,

Ifunanya and Chijioke for their support and care as well as her beautiful grand-children, the

triplets (Adaeze, Adaora and Adanma) whose birth motivated her to continue the programme in

spite of time lag. Also, to her son-in-law-Ezenna and her daughters in-laws: Kayce and Ugoma.

May God bless you all (Amen).

Mention must be made of families, in-laws and friends: Hon. Ifeanyi Okoyeogidi, Mrs

Julie Okoye, Lady Cecilia N. Ugonabor, Engr. & Dr. Mrs. Vin. Okolekwe, Dr. Mrs. Hulda Odo,

The Umeojis, the Okolies and the Ezeanis for their financial and moral support. Thank you in a

million.

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She owns special thanks to Dr. Ukpai, Eke Ndukwe and Mr. T.O. Akobi whose advise

led to the success of the dissertation and to Ajaokuta Steel Company Management, particularly

the Sole Administrator, Alh. J.O. Isah who granted her the opportunity to run this programme.

God bless you all.

Finally, her unalloyed gratitude goes to all lovers of education, those who in one way or

the other have contributed immensely to the success of this work. To God be the glory, Amen.

Mmuo, Maria C.

University of Nigeria, Nsukka

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TABLE OF CONTENTS

COVER PAGE i

TITLE PAGE ii

APPROVAL PAGE iii

CERTIFICATION iv

DEDICATION v

ACKNOWLEDGEMENTS vi

TABLE OF CONTENTS viii

LIST OF TABLES xi

LIST OF FIGURES xii

ABSTRACT xiii

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the Problem 11

Purpose of the Study 12

Significance of the Study 13

Scope of the Study 15

Research Questions 15

Hypotheses 16

CHAPTER TWO: REVIEW OF LITERATURE 18

Conceptual Framework: 19

Concept of Assessment 21

Concept of Quality 21

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Concept of Quality Assurance 23

Concept of Secondary Schools 38

Schematic Representation of the Conceptual Framework of the Study 40

Theoretical Framework 41

Discrepancy Evaluation Model by Provus (1971) 42

Goal-Based Evaluation Model by Tyler (1950) 42

Countenance Evaluation Model by Stake (1967) 43

Review of Empirical Studies 44

Studies on Provision of Infrastructural Facilities 44

Studies on Provision of Relevant Curriculum 46

Studies on Effective Teaching and Learning (Teaching Methodologies Adopted) 48

Studies on Effective School Management 51

Studies on Provision of Learners’ Welfare Needs 53

Studies on Maintenance of School–Community Relationship 55

Summary of Literature Review 57

CHAPTER THREE: RESEARCH METHOD 59

Design of the Study 59

Area of the Study 59

Population of the Study 60

Sample and Sampling Techniques 61

Instrument for Data Collection 61

Validation of the Instrument 62

Reliability of the Instrument 63

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Method of Data Collection 63

Method of Data Analysis 64

CHAPTER FOUR: RESULTS 65

Summary of Major Findings of the Study 88

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATIONS,

RECOMMENDATIONS, AND SUMMARY OF THE STUDY 91

Discussion of the Findings 91

Conclusions 99

Implications of the Findings 100

Recommendations 101

Limitations of the Study 102

Suggestions for Further Research 102

Summary of the Study 102

REFERENCES 105

APPENDICES 110

A: Questionnaire 113

B : Benchmark for Quality Assurance Practice in Secondary Schools in Nigeria 117

C: Population Distribution of Respondents 132

D: A Map of Nigeria showing the North Central States 148

E: Distribution of Teachers in Public Secondary School by Qualification, sex, and

Local Government in Kogi State (As a sample from 2009 -2015) 149

F: Reliability of Instrument 159

G: Data Analysis Output 166-177

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Table LIST OF TABLES Page

1: Mean rating and standard deviation of respondents on the extent

secondary schools in North-Central States, Nigeria adhere to the FIS guidelines

on provision of infrastructural facilities in secondary schools. 65



on provision of relevant curriculum in secondary schools. 67



on effective teaching in secondary schools. 69

4: Mean rating and standard deviation of respondents on the

extent secondary schools in North-Central States, Nigeria adhere to

the FIS guidelines on effective school management in secondary schools. 71

5: Mean rating and standard deviation of respondents on the extent secondary

schools in North-Central States, Nigeria follow the FIS guidelines on

provision of learners’ welfare needs in secondary schools. 73



on maintenance of effective school community relationship in secondary

schools. 75

7: t-test analysis of the mean rating of principals and evaluators on the extent to

which secondary schools in North-Central States, Nigeria adhere to the

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FIS guidelines on provision of infrastructural facilities in secondary schools. 77



FIS guidelines on provision of relevant Curriculum in secondary schools. 79



FIS guidelines on effective teaching in secondary schools. 81



FIS guidelines on effective school management in secondary schools. 83



FIS guidelines on provision of learners’ welfare needs in secondary

schools. 85



FIS guidelines on maintenance of school-community relationship in secondary

schools 87

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LIST OF FIGURES

Figure 1: A Schematic Representation of the Conceptual Framework of the Study 42

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Abstract The study was carried out to access quality assurance practices in secondary schools in North

Central States of Nigeria. Specifically, six purposes, six research questions and six null

hypotheses guided the study. Descriptive survey design was used to carry out the study. The

study was carried out in North-Central States, Nigeria. North-Central States, Nigeria consists of

six states, namely Benue, Kogi, Kwara, Nassarawa, Niger and Plateau states. The population of

the study was 2304 principals and evaluators. A sample of 1200 respondents (931 principals and

267 school evaluators) were selected; stratified random sampling technique was used to generate

the required sample. The instrument for collecting the required data for the study was a

structured questionnaire which was personally developed by the researcher through the review of

relevant literature. In order to ascertain the validity of the instrument, its initial draft was face

validated by three experts, two in Educational Administration and Planning and one in

Measurement and Evaluation, all from the University of Nigeria, Nsukka. The experts were

requested to examine the instrument in terms of the relevance of the contents and clarity of the

statements in relation to the research questions and specific purposes of the study. The reliability

of the instrument was ascertained by trial testing it on 20 subjects in Enugu States. Cronbach’s

Alpha method of reliability estimate was used to determine the internal consistency of the items

which were generated from Cluster A – F; 0.77, 0.67, 0.76, 0.92, 0.93, 0.91 respectively. Direct

Delivery and Retrieval Technique (DDRT) was used by the researcher and six research assistants

helped to collect the required data for the study. The data collected from the respondents were

analyzed with descriptive and inferential statistics. The descriptive statistics which involve the

use of mean scores and standard deviation were used to answer the research questions. The t-test

statistics was used to test the corresponding null hypotheses at 0.05 level of significance. The

findings of the study showed that the secondary schools in North-Central States, Nigeria adhere

to the FIS guidelines on provision of infrastructural facilities in post primary schools to a low

extent. It was also found that the secondary schools in North-Central States, Nigeria adhere to

the FIS guidelines on provision of relevant curriculum, provision of effective teaching, effective

school management, provision of learners’ welfare needs and maintenance of effective school-

community relationship in secondary schools to a high extent. The principals and evaluators

differed significantly in their opinion on the extent to which secondary schools in North-Central

States, Nigeria adhere to the FIS guidelines on provision of infrastructural facilities and on

provision of relevant curriculum in secondary schools. It was recommended among others that

the Federal Inspectorate Service should monitor effectively the compliance of secondary schools

to its guidelines on quality assurance practices. This will guide the educational policy-makers in

formulating relevant policies aimed at improving quality assurance practices in post primary

schools for the effective and efficient delivery of quality education in secondary schools.

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CHAPTER ONE

INTRODUCTION

Background of the study

Secondary schools occupy a strategic position in every educational system since

they provide a vital link between primary and tertiary institutions. According to the

Federal Republic of Nigeria (2004), secondary schools are where children receive

education after primary education and before entering into tertiary level of education.

Lippit (2007) conceptualized secondary schools as educational institutions designed

for the provision of full-time education to students who are within the age range of 11

to 18. According to Eubanks and Eubanks (2000), the average age of entrance into the

secondary school is 10–11 year and expected year of graduation is 17–19 years. In this

study, secondary schools are considered as educational institutions which aim at

inculcating worthwhile knowledge, skills, attitudes, competencies and values to

students. The broad goal of secondary school education in Nigeria is to prepare the

individual for useful living within the society and for transition into tertiary education.

To ensure that the role of education of its different levels are realized, it is necessary to

engage in regular assessment of educational processes and practices

Assessment is the process of measuring the level of performance of an

individual or an organization in a particular area or field of endeavour (Edikpa, 2008).

This definition as it relates to this study, implies that assessment involves measuring

the level of performance of secondary schools in the implementation of quality

assurance practices. According to Mistra (2006), assessment is the action of

evaluating, appraising, estimating, and/or calculating the value or worth of an event,

activities or programme. Paulk (2011) conceptualized it as any activity that involve

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the use of empirical data to refine programmes and improve their performance. Thus,

assessment is operationally defined in this study as the process of determining the

extent to which secondary schools carry out their quality assurance practices in

conformity with the established guidelines for their implementation.

Quality is a term that is used to show that the programme, activity or service of

an organization is of high value and standard (Abenga, 2006). Ajayi (2008) viewed

quality as a concept that makes value judgment on the activities and overall

performance of an organization. Arikewuyo (2004) defined quality in education as the

ability to enable the students perform well in standard examinations and relevance to

the needs of the students, community and the society as a whole. Arikewugo further

stressed that quality serves as determination of grading based on standard from which

a mark of inferiority or superiority is defined. Quality is something everyone considers

good and wants to have. It is about the standard of something when compared with

other things. Fadokun (2005) characterized quality by the following: firstly, efficiency

in the meeting of goals; secondly the relevance of human and environmental

conditions and needs, and thirdly the exploration of new ideas, the pursuit of

excellence and encouragement of creativity. These definitions as they relate to this

study, imply that quality is a term that is used to show how good the programmes and

activities carried out in secondary schools are. Consequently, quality as used in this

study refers to a value judgment indicating high standard and excellence in the

education provided and activities carried out in secondary schools.

Quality assurance has been defined by some authors. Ewelukwa (2009) defined

quality assurance as a term that encompasses all measures taken by an educational

institution to ensure that its specified educational objectives are fully achieved. In the

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view of Collins (2009), quality assurance refers to all the activities carried out by a

school in order to meet the quality requirements of the education provided by the

school. Quality assurance in the school system, according to Ugwu (1999), refers to all

activities that are conducted in order to achieve or maintain a certain acceptable quality

level in every participant. Ugwu maintained that the participants in the school system

include: the teachers, administrators, and the students in the school system. Quality

assurance, according to Oladipo (2010), involves the consistently meeting product

specifications or getting things right the first time, and every time. Oladipo stressed

that the process of admitting the right students at the right time requires adequate

resources that will ensure the attainment of set objectives. These viewpoints clearly

show that quality assurance in secondary schools requires that teachers and school

administrators achieve their goal of preparing students for useful living within the

society and for higher education as embodied in Federal Republic of Nigeria (FRN,

2004).

The importance of quality assurance in educational institutions has been

highlighted by different scholars. Quality assurance may be defined as a process that

examines the aims, structure, inputs, processes, products, outputs and projected

outcomes of higher education systems (programmes/institutions). According to Ross

(2008), it is the effective implementation of measures that enable educational

institutions (secondary schools inclusive) to provide the kind of education that is

required for socio-economic growth and national development. In the views of

Bamisaye (2010), quality assurance in secondary schools enable teachers and

adminstrators in secondary schools to adequately prepare their students for useful

living within the society and for higher education. In his own perspective, Beck (2012)

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observed that quality assurance in schools is fundamental to the creation of a school

climate that is conducive for effective teaching and learning.

Quality assurance looks at the educational improvement from the wholistic

approach, though the students are the target, everything in the learning environment is

involved in the process of achieving higher standard. These definitions indicate that

quality assurance is a means by which an educational institution ensures that the

education it delivers will serve or meet the purpose for which it is intended. Thus,

quality assurance is defined in this study as the activities initiated and carried out by

secondary schools and their external regulatory or controlling agencies in order to

ensure that the required standards of education and scholarship are provided and

maintained in secondary schools.

Educational quality assurance is the process of collecting, analyzing and

utilizing relevant educational information in order to ensure that stated or

predetermined goals or targets are achieved optimally. It ensures that programme

strategies are aligned with programme goals and objectives, thereby assuring the

quality of the outcomes.

In assuring quality in secondary schools in Nigeria, principals and evaluators

play important roles in monitoring and assessing, as internal and external evaluators. A

school principal is an educator who has executive authority for a school, while an

evaluator is a person qualified by education, training, and experience, to provide

appraisals. The Federal Inspectorate Service (FIS) of the Federal Ministry of Education

(which is the inspectoral agency for secondary schools in Nigeria) has a manual which

serves as a benchmark (see appendix F) that guides secondary schools in Nigeria in

carrying out their quality assurance practices. However, the effective and efficient

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management of secondary schools and the ultimate realization of their established

goals and objectives require that they have to carry out quality assurance practices. The

successful implementation of quality assurance measures in secondary schools

however, is a function of how well secondary schools are guided by this manual in

their quality assurance practices. According to the Federal Inspectorate Service (2010),

the quality assurance practices to be carried out in basic and secondary education

levels in Nigeria include: (a) adequate provision of infrastructural facilities, (b)

provision of relevant curriculum, (c) effective teaching and learning, (d) effective

school management and leadership, (e) provision of learners’ welfare needs, and (f)

maintenance of effective school-community relationship.

Infrastructural facilities in a school, according to Ogbonnaya (2001), refer to the

classrooms, libraries, laboratories, offices, examination halls, administrative buildings,

audio-visual materials, machines, chalkboards, stools, desks. Echem (2009) viewed

infrastructural facilities as representing the school buildings and other material

resources provided in a school for the implementation of school programmes and

activities. These definitions show that infrastructural facilities are made up of the

school land and all the physical structures and materials in it. They (facilities)

represent the totality of the school environment for the implementation of the school

business and the realization of its goals. Information and Communication Technology

(ICT) equipments are modern equipments which educational institutions use to

conduct teaching and learning so as to achieve stated educational goals and objectives

effectively and efficiently. Examples are teaching computer (e.g. laptop or desktop),

school server, digital projector, data backup, digital stills camera/digital video camera,

wireless table, and interactive white.

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Quality assurance in basic and secondary education levels in Nigeria, according

to the Federal Inspectorate Service [FIS] (2010) manual, requires that: the school

buildings (including toilets) should be tidy and well maintained; sporting facilities and

equipments should be available and well utilized; there should be separate toilet

facilities for male and female students and teachers; all areas of the schools should be

accessible to learners with special needs; there should be adequate procedures for

school safety in cases of fire out break and other emergencies. Besides, ICT facilities

should be available and used for teaching and learning; there should be demarcation of

school compound to prevent encroachment and to provide security; classrooms,

laboratories, workshops and library should be available and used to enhance teaching

and learning; and necessary equipment in classrooms, laboratories, workshops and

library should be adequate. Thus, this study will, among other things, determine the

extent of adherence to these guidelines on provision of infrastructural facilities and

equipment in secondary schools.

In terms of relevant curriculum, Nwabueze (2007) defined curriculum as the

instrument which a school uses to achieve its educational goals and objectives.

According to Nduka (2009), a curriculum is the programme of instruction which a

school uses to impart knowledge and skills to its students. It can be deduced from these

definitions that it is curriculum that specifies what is to be learnt in a school, the skills

the school has to develop in the learners, as well as the attitudes to be inculcated in the

learners by the school. Therefore, the curriculum is the tool which a school uses to

achieve its specified educational goals and objectives.

According to Federal Inspectorate Service Handbook (2010) manual, the

secondary schools should ensure the provision and use of relevant curriculum by

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providing a broad range of worth-while curricular opportunities that cater for the

interests, aptitudes and particular needs of learners. The curriculum needs external

requirements and should also be responsive to local circumstances. Besides, the quality

and quantity of infrastructural facilities and the instructional materials in the school

require the use of the curriculum, and all learners (including those with special needs)

should have access to all curricular options. This study, among other things,

determined the extent of adherence to these guidelines on the provision of relevant

curriculum for effective teaching and learning in secondary schools (see

benchmark,124).

Effective teaching and learning is another quality assurance practice that is

carried out in secondary schools. It is conceptualized by Kesandu (2006) as the

delivery of quality education in the school system and its positive impact on the

learners, while Bowman (2010) viewed effective teaching and learning as a planned

process by which a school conducts its teaching and learning transactions in order to

meet expected learning out comes. It, therefore, follows that effective teaching and

learning in secondary schools should aim at ensuring that appropriate teaching and

meaningful learning are achieved in these schools.

To ensure effective teaching and learning in secondary schools, every class up

to junior secondary school should be taught by a qualified and competent teacher with

a minimum of Nigeria Certificate in Education (NCE), while every teacher in the

senior secondary school level should have a minimum qualification of bachelor’s

degree in relevant subject(s) (FIS, 2010). In addition, no secondary school learner

should be taught in a class larger than 40 because every learner should be able to

participate fully with the support of the teacher, have access to appropriate

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instructional materials, have a minimum of 180 days of schooling per year, and be

continuously assessed to check that sufficient progress is being made. All learners with

special needs should have an appropriate education, and every learner should be taught

to apply knowledge and skill. This study will, among other things also find out the

extent of adherence to these guidelines for effective teaching and learning by school

managers in secondary schools.

Effective school management and leadership is an important component of the

quality assurance practices in secondary schools. It is the process by which school

resources [which include human, material and financial resources] are planned,

organized, co-ordinated, controlled, directed and led towards the attainment of pre-

determined educational objectives (James, 2005; Fagbiye, 2007). What one can infer

from this view point is that school management and leadership involves working with

people while planning, organizing, controlling, directing and leading them, for the

accomplishment of the goals of the school system.

Furthermore, the FIS Handbook (2010:22) articulated that effective school

management and leadership in secondary schools entails that school administrators’

and leaders should have a minimum qualification of first degree and their efforts

should be channeled towards improving the achievement of the learners in their care;

every school should have a school development plan which is based on its vision and

mission; every school should also have a school-based management committee which

actively supports school improvement; the human, material and financial resources of

each school should be effectively deployed to achieve the school goals and objectives.

This study will, among other things, ascertain the extent to which secondary schools

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adhere to these guidelines on effective school management and leadership in secondary

schools.

Another aspect of quality assurance practices for schools is the provision of

learners welfare needs, Frank (2004) and Goss (2006), stated that this requirement for

the provision of learners’ welfare needs, aims at creating a school climate that is

conducive for effective teaching and learning, and for the full participation of the

learners in school activities. Thus, it is the provision of learners’ welfare needs that

gives the learners the feelings of satisfaction and sense of belonging which will in turn

elicit their active participation and commitment in school activities.

In the provision of learners’ welfare needs, the school should provide a safe

working and learning environment for learners and teachers; all should have good

sanitation and access to first aid facilities; all schools should provide guidance and

counselling services to students at a minimum standard of Junior Secondary School

(JSS) and ensure safe balanced meals for students (FIS, 2010). This study will, among

other things, determine the extent of adherence to these guidelines on provision of

learners’ welfare needs in secondary schools.

The maintenance of effective school-community relationship is also a quality

assurance practice required out in secondary schools. In the views of Blair (2001) and

Adeoye (2004), school-community relationship is the mutual understanding, co-

operation and collaboration, between a school and the community where it is situated.

School-community relationship can, therefore, be said to be an interactive process

through which a school seeks out opportunities which will actively engage the

community in the running of the school.

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Regarding this, FIS (2010) manual in addition stated that in the maintenance of

effective school-community relationship in secondary schools, parents should be

informed about their children’s progress; parents should give feedback to the school;

there should be home-school agreement; parents should help the school in solving

academic and social problems of learners; there should be frequent contact with

parents and the school; there should be involvement of the school and parents in the

planning of the school programmes and activities; and that parents and community

members should be encouraged to participate in school events. This study will also

determine, among other things, the extent to which secondary schools follow these

guidelines in maintenance of effective school-community relationship in secondary

schools.

It is note worthy, however, that the opinions of people concerning quality

assurance practices in secondary schools seem to suggest that they are not properly

carried out in conformity with the established guidelines for their implementation. For

instance, Hamza (2005) observed that secondary schools in North-Central States,

Nigeria are manned by unqualified teachers and school administrators, and many of

these schools also have inadequate infrastructural facilities, equipment and materials.

Ibeneme (2007) remarked that the curriculum of secondary schools in Nigeria (North-

Central States inclusive) is not current, responsive and relevant to the needs of students

in particular and Nigerian society in general. In support of this view, Akandem (2009)

noted that the students who are now produced by secondary schools in Nigeria are not

well prepared for useful living within the society and for higher education. This,

according to Akandem, is as a result of the influence of irrelevant curriculum and

unqualified teachers in secondary schools.

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In addition to the above negative observations, Abdullah (2011) was worried

that quality assurance measures in secondary schools in North-Central States, Nigeria

are not effectively and properly carried out because the welfare needs of their students

are hardly provided for them leading to poor student motivation and participation in

school activities. Moreso, the director of the Kogi State Secondary Schools

Management Board in a circular dated 11th February, 2014 berated all secondary

schools in Kogi State for their poor implementation of quality assurance measures.

This also shows that all is not well with quality assurance practices in secondary

schools in Kogi State in particular, and North-Central States in general.

Furthermore, an appraisal of the management of secondary schools in North-

Central States, Nigeria by Yahaya (2011:17) also showed that there are lapses in the

quality assurance practices of these schools. The author observed that:

Secondary schools in North-Central States, Nigeria are known for

inadequate and dilapidated infrastructural facilities and instructional

materials. The welfare needs of students are not provided for them

and consequently, they are not motivated for effective participation

in school activities. Moreover, the school curriculum is obsolete

and irrelevant to current societal trends and conditions. The school

climate is not conducive for effective teaching and learning and

there is generally poor management of secondary schools.

Consequently, there is poor teaching and learning in secondary

schools, while school-community relationship is not well

maintained as to attract the purposeful participation of communities

in the administration of these schools.

It is note worthy that the foregoing claims portray an ugly state of affairs with

the quality assurance practices in secondary schools. Consequently, the quality

assurance practices in secondary schools in North-Central States, Nigeria require

empirical assessments. It is thus seen from the background of this study that the quality

assurance practices in secondary schools in North-Central States, Nigeria leave much

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to be desired. Could it be that they are not being properly carried out in accordance

with the FIS guidelines for their implementations? This calls for an assessment of the

quality assurance practices in these secondary schools in the region so as to ascertain

the extent to which school managers and evaluators adhere to the established

guidelines for quality assurance practices in secondary schools hence, the need for the

present study.

Statement of the Problem

Observation shows that secondary schools in North-Central States, Nigeria are

faced with challenges, it is not clear how the schools carry-out their quality assurance

practices in line with Federal Inspectorate Services (FIS) established benchmark. It has

been found by previous studies as indicated in the background that the teachers and

principals in secondary schools in North-Central States, Nigeria are not qualified and

that these schools have inadequate infrastructural facilities, equipment and materials.

The curriculum of these schools are also said to be irrelevant to the educational needs

of the students in particular and the Nigerian society in general. It has also been

revealed that these schools do not provide the welfare needs of their students, and that

the school climate for many of the schools is not conducive for effective teaching and

learning leading to poor teaching and learning in these schools. Besides, there are

claims that school-community relationship is not well maintained in in many of the

schools in the areas, and, therefore, there is no interest nor purposeful participation of

the communities in the administration of these schools. Therefore, the problem which

this study intends to resolve, put in a question form, is: to what extent do secondary

schools in North-Central States, Nigeria adhere to the FIS guidelines for quality

assurance practices in secondary schools in Nigeria?

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Purpose of the Study

The general purpose of the study is to assess the extent of adherence to quality

assurance practices in secondary schools in North-Central States, Nigeria. Specifically,

the study intended to:

1. Ascertain the extent to which secondary schools in North-Central States,

Nigeria adhere to the Federal Inspectorate Service (FIS) guidelines on provision

of infrastructural facilities in secondary schools.

2. Ascertain the extent to which secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on provision of relevant curriculum in

secondary schools.

3. Find out the extent to which secondary schools in North-Central States, Nigeria

adhere to the FIS guidelines on effective teaching and learning in secondary

schools.

4. Find out the extent to which secondary schools in North-Central States, Nigeria

follow the FIS guidelines on effective school management in secondary schools.

5. Determine the extent to which secondary schools in North-Central States,

Nigeria follow the FIS guidelines on provision of learners’ welfare needs in

secondary schools.

6. Determine the extent to which secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on maintenance of school-community

relationship in secondary schools.

Significance of the Study

This study has both theoretical and practical significance. The theoretical

significance of this study hinged on the discrepancy evaluation model. The

14

discrepancy evaluation model was developed by Provus in 1971 and it fundamentally

assumed that any discrepancy which occurred between laid down programme

standards and the actual programme performance should be identified and reported.

Thus, the discrepancy evaluation model specifically aimed at comparing programme

performance with laid down programme standards. The relationship between this

evaluation model and this study lay in the fact that it was used by this study to

determine the discrepancies (if any) which may exist between quality assurance

practices in secondary schools in North-Central States, Nigeria and the established FIS

guidelines for their implementation.

On the other hand, the practical significance of this study is that the study would

be of benefit to Principals of secondary schools, Federal Inspectorate Service (FIS),

students, educational policy-makers and future researchers.

The findings of this study would be of immeasurable benefit to principals of

secondary schools by providing them with feedback on the extent to which they adhere

to the established FIS guidelines for quality assurance practices in secondary schools.

It is this feedback that will enable these principals to carry-out their quality assurance

practices in line with the established FIS guidelines for positive development in the

secondary schools in the North-Central States, Nigeria.

The Federal Inspectorate Service (FIS) would also benefit from this study by

using the findings of this study to know the extent to which school managers/principals

adhere to its guidelines on quality assurance practices in secondary schools. This

knowledge will enable the FIS to monitor effectively the compliance of school

managers/evaluators to its guidelines on quality assurance practices in secondary

15

schools and then realize its goal of quality education through proper supervision in

secondary schools.

The realization of the goal of quality assurance in secondary schools highlighted

above will in turn be of benefits to the students as they will have the privilege to access

(acquire) quality education, and be better prepared for higher education and useful

living within the society.

It is also through the findings of this study that educational policy-makers will

know the extent to which secondary schools follow the stipulated guidelines for their

quality assurance practices. This knowledge will guide the educational policy-makers

in formulating relevant policies aimed at improving quality assurance practices in

secondary schools for the effective and efficient delivery of quality education in

secondary schools.

Finally, this study will also be of benefit to future researchers as they will be

guided by this study in their further studies in this field of study. The findings of the

study will also add to resources or data available for future researchers.

Scope of the Study

The geographical scope of the study was on public secondary schools in North-

Central States, Nigeria. North-Central States, Nigeria comprise six states which are:

Benue, Kogi, Kwara, Nassarawa, Niger, and Plateau States.

The content scope of the study is that the study covered the assessment of the

quality assurance practices in secondary schools in Nigeria which include: provision of

infrastructural facilities, provision of relevant curriculum, effective teaching and

16

learning, effective school management, provision of learners’ welfare needs, and

maintenance of school-community relationship.

Research Questions

To guide this study, the following research questions were posed:

1. To what extent do secondary schools in North-Central States, Nigeria adhere to

the FIS guidelines on provision of infrastructural facilities at this level of

education?


the FIS guidelines on provision of relevant curriculum at this level of

education?


the FIS guidelines on effective teaching and learning at this level of education?

4. To what extent do secondary schools in North-Central States, Nigeria follow the

FIS guidelines on effective school management at this level of education?

5. To what extent do secondary schools in North-Central States, Nigeria follow the

FIS guidelines on provision of learners’ welfare needs at this level of

education?


the FIS guidelines on maintenance of effective school-community relationship

at this level of education?

Hypotheses

The following null hypotheses were formulated to guide the study and were

tested at 0.05 level of significance.

17

Ho1. There is no significant difference between the mean ratings of principals and

evaluators on the extent to which secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on provision of infrastructural facilities at

this level of education.

Ho2 There is no significant difference between the mean ratings of principals and


Nigeria adhere to the FIS guidelines on provision of relevant curriculum at this

level of education.



Nigeria adhere to the FIS guidelines on effective teaching and learning at this

level of education.



Nigeria follow the FIS guidelines on effective school management at this level

of education.



Nigeria follow the FIS guidelines on provision of learners’ welfare needs at this

level of education.



Nigeria adhere to the FIS guidelines on maintenance of school-community

relationship at this level of education.

18

CHAPTER TWO

REVIEW OF LITERATURE

Literature was reviewed under the following sub-headings: Conceptual

framework, theoretical framework, review of empirical studies, and summary of

literature review.

Conceptual Framework:

Concept of Assessment

Concept of Quality

Concept of Quality Assurance

Concept of Secondary Schools

Schematic Representation of the Inter-Relationship between Operational Areas

Theoretical Framework:

Discrepancy Evaluation Model by Provus (1971)

Goal-Based Evaluation Model by Tyler (1950)

Countenance Evaluation Model by Stake (1967)

Review of Empirical Studies

Studies on Provision of Infrastructural Facilities

Studies on Provision of Relevant Curriculum

Studies on Effective Teaching and Learning (Teaching Methodologies Adopted)

Studies on Effective School Management

Studies on Provision of Learners’ Welfare Needs

Studies on Maintenance of School – Community Relationship

Summary of Literature Review

18

19

Conceptual Framework

Concept of Assessment

Assessment has been conceptualized in diverse ways by various writers. In the

views of Bullon (2005), assessment is a process in which one makes a judgment about

a person, situation or programme. According to Mishra (2006), assessment is the

action of evaluation, appraising, estimating, and/or calculating the value or worth of an

event, activity or programme. Assessment is the systematic process of making value

judgment about a person, activity or programme (Echeruo, 2009). Similarly, Della and

Adam (2003) had earlier defined assessment as the classification of someone or

something with respect to its worth; while Paul (2011) conceptualized it as any activity

that involves the use of empirical data to refine programmes and improve their

performance. In addition to these definitions, Gilbert (2011) defined assessment from

an educational standard point of view. According to him, it is a consciously planned

and systematically implemented effort directed towards the determination of the

success or failure of an educational activity, project or programme. This viewpoint is,

consistent with the views of Aggarwal (2004) who sees assessment as the process of

determining the extent to which educational organizations have effectively and

efficiently achieved articulated goals and objectives.

Other definitions of assessment have equally been articulated. According to

Perlett (2001), assessment is the process of conceiving, obtaining and communicating

information for the guidance of educational decision-making with regard to a specified

programme. Weigel (2007) defined assessment as the process of ascertaining the

decision areas of concern, selecting appropriate information and collecting and

analyzing information in order to report a summary of data useful for making

20

judgment regarding the success or failure of educational programmes. Ozigi (1998)

sees assessment of job performance as the evaluation of the contributions of an

individual employee to the effective implementation of organizational programmes and

activities.

Based on the above definitions of assessment, one can deduce that assessment

as it relates to educational process is the rational process of making value judgments

on the extent to which educational programmes, projects or activities meet established

criteria and performance standards. It can also be inferred here that assessment is

essentially the process of making qualitative judgments regarding the conduct of

educational programmes and outcomes. The foregoing views on the concept of

assessment clearly indicate that the fundamental goal of assessment in educational

programmes is to provide empirical data on the performance of educational

programmes and practices in relation to established standards. The empirical data

when provided through the process of assessment can bring about improvements in

programme performance leading to the ultimate realization of the programme goals

and objectives.

The above definitions of assessment clearly indicate that the focus of

assessment is on the provision of dependable information concerning the performance

of a programme in relation to explicit or implicit standards for its performance. It is

also a continuous process which involves the evaluation of employees’ performance.

In relation to this study, assessment entails a systematic observation of the

quality assurance practices in secondary schools in order to determine the extent to

which they are carried out in relation to pre-determined guidelines and standards.

Consequently, assessment is operationally defined in this study as the process of

21

appraising the quality assurance practices in secondary schools in comparison with the

laid down guidelines and standards for their implementation.

Concept of Quality

There have been divergent definitions of the concept of quality. According to

McQueen (2004), quality is a measure of excellence indicating freedom from defects,

deficiencies and significant variations. Obikeze (2007) defined quality as an inherent

or distinguishing characteristic, property or attribute possessed by a product, event,

programme or service, which makes it possible for it to satisfy specified needs. In the

views of Ihua (2009), quality connotes an essential characteristic or nature of a

programme with respect to its grade of excellence or fineness; while Mindle (2009)

succinctly conceived quality as a term used to say how good or bad a service,

programme or extent is. In line with the above, Ogujiuba (2004) remarked that quality

is the maintenance of high levels of efficiency and effectiveness in the determination

and attainment of organizational goals.

Quality has also been defined in several other ways. Nwizu (2011)

conceptualized quality as the extent to which an item or product meets or exceeds the

users’ requirements. Similarly, Saunders (2001) had earlier conceptualized quality as

referring to the degree to which an organization’s products or its services meet its users

expectations, aspirations and needs.

It can be deduced from the various definitions of quality articulated above that

quality is a concept that is used to delineate the worth, excellence and high value

position of a programme or service provided by an organization. In educational circles,

therefore, the issue of quality is of paramount importance. This is true of the fact that it

is the quality of education provided by educational organizations that determines its

22

ability to satisfy both learners’ and society’s need. Hence, Maduewesi (2005) sees

quality in education as a term used to make value judgment concerning the

organization and management of learning, the content of learning, the extent to which

learning has been achieved, the relevance of what is learned to society’s needs and

aspirations, and whatever that goes on in the learning environment. This viewpoint has

given impetus to quality assurance practices in educational organizations in general

and secondary schools in particular, with a view to ensuring that the education

provided is capable of equipping learners with the knowledge and skills necessary for

individual and national development.

It is thus seen that quality marks the difference between success and failure in

any aspect of life and management. This implies that the success or failure of any

educational institution is dependent upon the quality of its programmes and services.

Quality connotes a value judgment on the characteristics of a service, events,

programme, or product in relation to its ability to satisfy identified needs. Implicit in

the foregoing definitions is also the fact that quality refers to the standard of service,

event, programme, or product with regard to how good or bad they are. Quality also

means efficiency and relevance of a service, events, programme, or product to its

beneficiaries and users. In the school system, therefore, quality can be assessed in

terms of the level of participation among students, the quality of teachers who are in

charge of implementing the school curriculum, the scope and relevance of the

curriculum to the needs of learners, as well as the quality of physical facilities and

equipment.

In view of the fact that the effective administration of secondary schools and the

ultimate realization of the educational goals are determined by the quality of education

23

being delivered, it becomes pertinent to assess the quality assurance practices in

secondary schools. This has essentially informed the need for this study. Thus,

quality is operationally defined in this study as a value judgment indicating high

standard and excellence in the education provided and activities carried out in

secondary schools.

Concept of Quality Assurance

Quality assurance has been defined in various ways. UNICEF (2000) defined

quality assurance as a concept that covers all policies and systematic activities

implemented within an organization to ensure the effective realization of its goals.

The European Commission (2002) defined quality assurance as a programme for the

systematic monitoring and evaluation of the various aspects of a project, service or

facility to ensure that standards of quality are being met. According to Adeboye

(2008), quality assurance is the maintenance of a desired level of quality in a service,

programme, activity, or product, especially by means of attention to every stage of its

process. Similarly, Alawe (2010) sees quality assurance as the planned and systematic

activities implemented in a quality system so that quality requirements for a service,

programme or activity will be fulfilled.

In addition, Ogbonna (2001) defined quality assurance as an activity that is

concerned with checking goods and services to ensure that they are of the right quality.

In the same vein, Nwaogu (2004) viewed quality assurance as the systematic process

of checking to see whether a product or service being developed is meeting specified

requirements. Bloom (2007) echoed these definitions by seeing quality assurance as

the practice of checking the quality of goods or services that a company produces and

sells so that the standard continues to be high.

24

It is probable that it is on the basis of the above definitions that Castaldi (2002)

conceptualized quality assurance in education as the conscious and rational process of

reviewing an educational programme or activity with a view to ascertaining the extent

to which established standards of education, scholarship and school climate have been

achieved.

Quality assurance can either be internal or external quality assurance. In the

views of Babalola (2011), internal quality assurance in education encompasses the

activities initiated and undertaken solely by a school for the maintenance of articulated

operational standards and outcomes, while external quality assurance in education

involves the activities undertaken by external regulatory agencies from the Federal or

State Inspectorate Units of the Federal or State ministries of Education respectively so

as to maintain the standard of education requisite for social, economic, political, scienti

fic and technological development of the nation.

It is thus seen that secondary schools in particular, and educational

organizations in general, require both internal and external quality assurance

measures for the accomplishment of quality education delivery. This study conceptua-

lizes quality assurance as the activities initiated and carried out by secondary schools

and their external regulatory or controlling agencies in order to ensure that the required

standards of education and scholarship are provided and maintained in secondary

schools.

The importance of quality assurance in educational institutions cannot be over-

emphasized. In the views of Iwuchukwu (2001), it is quality assurance that ensures

that the knowledge and skills inculcated to students in schools are such that will enable

them to improve the quality of lives they live, contribute immensely to national

25

development and also compete favourably with their counterparts in all parts of the

world. This viewpoint shows that quality assurance helps to ensure that the education

provided in secondary schools is worthwhile and relevant to the educational needs of

students in particular and the nation’s socio-economic, political and educational needs

in general. Similarly, Smelser (2004) articulated that it is quality assurance that

ensures the inculcation of worthwhile values, attitudes, knowledge, skills, and

competencies to students.

Based on the above views, it understandable that quality education cannot be

delivered in secondary schools without quality assurance measures being put in place

so as to ensure the provision of teaching-learning environments that are healthy,

conducive and with a wider array of human and material resources that are properly

managed. It is, however, in recognition of this fact that Nwachukwu (2008) noted that

quality assurance helps educational institutions to provide the right kind of education

that will equip individuals with the skills and knowledge that will enable them live

meaningful and productive life. In the same vein, Okoye (2010) remarked that quality

assurance does not only ensure the provision of education that will develop an

individual but it also ensures the provision of education which will also empower the

individual to develop his immediate socio-economic environment and contribute

immensely to national development.

Based on the above expositions regarding the importance of quality assurance in

educational institutions, one can conclude that it is through the systematic process of

quality assurance that secondary schools can equip their students with the knowledge,

skills, and competencies, which they need to tackle the diverse socio-economic and

technological challenges of the nation. Thus, the objective of quality assurance in

26

secondary schools is essentially to provide the right kind of education that will groom

the participants for individual and national development. Consequently, quality

assurance needs to be conceived as the vehicle for achieving the laudable goals of

secondary education as specified in Nigeria’s National Policy on Education (2004)

hence, its importance in secondary school management

The quality assurance practices in secondary schools have been articulated by

the Federal Inspectorate Service of the Federal Ministry of Education (2010) and they

encompass adequate provision of infrastructural facilities and equipment, provision

and use of relevant curriculum, effective teaching and learning, effective school

management and leadership, provision of learners’ welfare needs, and maintenance of

effective school-community relationship. The above definitions of quality assurance

indicate that quality assurance is the planned and systematic process of managing an

organization or educational institution in a manner that will ensure the maintenance of

best practices and high standards leading to the effective and efficient realization of the

identified aims and objectives. It is also deducible here that quality assurance implies

continuous monitoring and evaluation of an organizations programmes and activities

with a view to ensuring that established standards of quality are being met.

It can be inferred from the above definitions of quality assurance that quality

assurance in education is a systematic process of collecting, analyzing and utilizing

relevant educational information in order to ensure that stated or pre-determined goals

or targets are achieved optimally. It also ensures that programme strategies are aligned

with programme goals and objectives thereby assuring the quality of the educational

outcomes. Quality assurance is also the rational process of putting in place

mechanisms that will maximize the effectiveness and efficiency of the educational

27

system and ensure that the programmes offered are relevant to the socio-economic

needs of both learners and the wider society.

Secondary schools cannot deliver quality education in a vacuum. Rather, their

delivery of quality education demands as of necessity teaching-learning environments

that are healthy, conducive, and with a wider array of human, financial, physical and

material resources that are well managed. This viewpoint underscores the need for

quality assurance practices in secondary schools as a dependable strategy for the

effective management of these schools and the optimum realization of their

educational goals and objectives. Thus, it is on this note that this study intends to

assess the quality assurance practices in secondary schools so as to determine the

extent to which they are carried out for the benefit of effective school management for

maximum educational outcomes. Therefore, the assessment of the quality assurance

practices in secondary schools by this study will be anchored on these variables as

discussed below:

Provision of Infrastructural Facilities

Provision of infrastructural facilities is one of the quality assurance practices

that have to be carried out in secondary schools. According to Ani (1997),

infrastructural facilities refer to the fixed structures in the school such as the classroom

buildings, offices, laboratories, and the school furniture, which are used to enhance

teaching and learning processes.

Based on the above views, one can deduce that a properly designed and fully

utilized school building with various teaching aids (such as chalkboard, audio and

visual aids), ensures effective and efficient delivery of the school’s curriculum, and

therefore can positively determine academic achievement. This probably explains why

28

Anderson (2003) remarked that learning takes place better and faster in a school

environment with provision of buildings, accommodation, furniture and equipment

than in a school environment where these items are lacking. Also, teachers teach

better in a well-equipped school with infrastructural facilities and equipment than in

schools where these are lacking. Therefore, in order to improve the level of teaching

and learning in secondary schools, there is the need for provision of infrastructural

facilities and equipment as a quality assurance measure.

The importance of infrastructural facilities and equipment has further been

highlighted in educational quarters. According to Ikelegbe (2004), no matter the

strength of manpower resources in the school system, the educational process must

require conducive physical accommodation, libraries, furniture, and play ground.

Societies all over the world have established schools for the purpose of achieving

various educational goals, and they commit a great deal of resources towards the

achievement of these goals. However, Manilla (2006) observed that in most cases, the

social expectations in terms of educational goals’ achievement are hardly met by these

schools due to the absence of the required infrastructural facilities and equipment.

Thus, part of the explanation why defined goals cannot be achieved by schools can be

traced to the absence of appropriate and conducive environment for effective teaching

and learning to take place. Therefore, there is need for provision of infrastructural

facilities and equipment in secondary schools as a quality assurance measure.

Provision of Relevant Curriculum

The term “curriculum” has been viewed in divergent ways by different authors.

Ihebuzor (1993) defined curriculum as a planned, executed and experienced

programme of instruction. Omole (2007) defined it as the structured body of

29

knowledge laid down for a target group to achieve an intended outcome. Eze (2006)

had earlier conceptualized curriculum as the instrument whereby the educational

system strives to achieve its goals. In the views of Egbe (2010), curriculum is an

organized course of study undertaken by learners in schools, colleges and other

institutions of learning.

The above definitions of curriculum point to the fact that it is the curriculum

that states what is to be learnt in a school. They also imply that a curriculum is the

total experience which the school deals with in educating young and adult members of

the society. Thus, curriculum can be said to be the deliberate, systematic and planned

attempts made by a school to change the behaviors of the members of the society

where it is situated.

The definitions of curriculum also show that every curriculum must have a

content, and the content of the curriculum is the subject matter which Etuk (2005)

referred to as the core of the curriculum which represents the knowledge culture of the

society. Etuk remarked that the content of the curriculum comprises the knowledge

the school generates in the learners, the skills the school develops in the learners, and

the attitudes the school inculcates in the learners. Therefore, the curriculum content

represents the means by which the school seeks to achieve identified goals and

objectives.

In order to assure quality in secondary schools, the curriculum provided and

used in secondary schools has to be relevant to learners’ and societies’ needs. Rahman

(2008) noted in this regard that a curriculum is relevant when it is capable of meeting

the educational needs and aspirations of the target learners and the wider society in

general. To do this, (a) it has to be capable of meeting the global challenges as well,

30

(b) it must be rich in content, (c) the objectives must be comprehensive, and (d) the

methods of implementing the curriculum must be modern, result-oriented and in tune

with the current global practice. Consequently, a relevant curriculum possesses the

required ingredients that will launch the students to the level where they can compete

favourably with their counterparts all over the world. These views apparently suggest

that for a secondary school curriculum to be relevant, it has to be periodically revised

and updated in order to continually reflect the dynamic interests and aspirations of the

stake-holders. It also has to undergo appropriate reforms which will cater for

innovations in instructional delivery and learning as provided by international

standards.

Effective Teaching and Learning

Effective teaching and learning makes up another integral part of the quality

assurance practices needed in secondary schools. According to Igwe (2006), effective

teaching and learning involve planning and organizing for instruction, promotion of

instruction, supervision of instruction, evaluation of instruction, and ensuring that

meaningful learning takes place in the school. In the views of Idowu (2008), effective

teaching and learning entail that the teachers are teaching what they are supposed to

teach, and that they are undertaking the teaching in a manner that the students

understand and enjoy their lessons thereby achieving meaningful learning among

students.

The above views clearly indicate that effective teaching and learning in

secondary schools require that the teachers have to plan for instruction, prepare their

lessons very well, and write useful notes of lessons. In addition, there have to be

adequate provision and effective use of the teaching aids and materials necessary for

31

effective teaching and learning. The students also have to be placed in classes

accordingly because no student should be placed in a class where he or she cannot

benefit from the teaching. This means that the school head must carry-out appropriate

classification of the students to ensure that each student is in the class where he or she

can benefit maximally in his/her studies with due regard to his/her age and intellectual

level.

In the school system, effective teaching and learning are also said to be

achieved through supervision. In this regard, Igbuzor (2006) noted that for effective

teaching and learning to take place in any school, the school head has to undertake

periodic supervision of the classes to ensure that worthwhile and purposeful teaching

and learning are taking place in the school. This requires that the school head has to

inspect the teachers’ notes of lesson before hand to make sure that they are well written

and set in a manner that will ensure effective teaching and learning. He will also have

to observe the teacher in class during instruction delivery to get an insight into his

mastery of the content, his method of lesson delivery, the use of teaching aids,

classroom control, his technique of asking questions, and his manner of involving

students in active learning as well as his evaluation techniques.

Supervision of instruction, which helps to ensure effective teaching and

learning, is not limited to the above practices. Emezie (2009) noted that during

supervision of instruction, the school head needs also to determine the students’ level

of interest and attention in the class, that is, their level of involvement or participation,

their ability in asking questions and in answering questions from the teacher, and their

level of language use. The school head also has to examine the students’ written work

in order to determine the quantity and quality of exercises being given to them and

32

how these exercises are marked. All these will provide him with insights both into the

state of teaching and learning in the various classes, and on the basis of which he can

take appropriate measures to ensure effective teaching and learning in the school.

However, the Federal Inspectorate Service of the Federal Ministry of Education

(2010) noted that the attainment of effective teaching and learning in secondary

schools demand that every class, up to junior secondary school, should be taught by a

qualified and competent teacher with a minimum of Nigeria Certificate in Education

(NCE), and a minimum of a first degree in relevant subject(s) in the senior secondary

school. In addition, the ministry added that: no secondary school learner should be

taught in a class larger than 40; every learner should be continuously assessed to check

whether sufficient progress is being made; every learner should be able to participate

fully in class activities with the support of the teacher; every learner should have a

minimum of 180 days schooling per year; every learner should have access to

appropriate instructional materials; all learners with special needs should have an

appropriate education; and every learner should be taught to apply knowledge and

skill.

The above submissions show, among others, that for effective teaching and

learning to be ensured in secondary schools, qualified teachers have to be adequately

provided and maintained in these schools. In support of this viewpoint, Ikediugwu

(2008) remarked that the implementation of a school curriculum rests squarely on

teachers who are the major curriculum implementers, and that the success of any

innovative programme in the curriculum hinges on the ability of the teachers to

implement the innovation. Consequently, the availability of qualified teachers is

33

fundamental to the accomplishment of effective teaching and learning in educational

institutions in general, and secondary schools in particular.

Effective School Management and Leadership

Effective school management and leadership is also an important component of

the quality assurance practices in secondary schools. According to Sherleker (2000),

management refers to the guidance, leadership and control of the efforts of a group of

people towards the achievement of specified goals and objectives. Osuala and Okeke

(2006) in their own view conceptualized management as the planning, organizing, and

controlling of the total business activities of an organization, and the leading of people

so that the use of materials, men and equipment will result in the efficient achievement

of planned objectives. Anakwe (2002) viewed management as the process of planning,

organizing, leading and controlling the efforts of organizational members and the use

of other organizational resources to achieve stated organizational goals, while Koontz

and Weihrich (2007) opined that management is the process of designing and

maintaining an environment in which individuals working together in groups

efficiently accomplish selected aims and objectives.

The various definitions of management articulated above indicate that

management is a process involving a sequence of co-ordinated events. One can also

deduce from these definitions of management that management is a social process

which has goals to achieve. It involves planning, organizing, staffing, leading,

directing, controlling, and co-ordinating of the efforts of people towards the

achievement of stated goals. Thus, the principal purpose of management is to achieve

organizational goals and objectives in an effective and efficient manner.

34

Leadership on the other hand, is the act of serving others by equipping them

with training, tools and people, as well as the leader’s time, energy and emotional

intelligence, so that they can realize their full potential both personally and potentially

(www.businessnewsdaily.com).

School management and leadership have been defined from different

perspectives. According to Obi (2003), school management and leadership is the

process of achieving educational objectives through efficient utilization of available

human and material resources. Mgbodile (2004) defined school management and

leadership as the process of devising appropriate means and strategies to achieve

school goals through effective planning, programming, directing, controlling, co-

ordinating, leading, and evaluating school programmes and activities aimed at

achieving the set goals of the school. In the same vein, Agbonifoh, Agbadudu and

Iyayi (2005) noted that school management and leadership consist of a set of activities

that include planning and decision, organizing, leading and controlling, directed at a

school’s human, financial, physical and information resources with the aim of

achieving the school goals effectively and efficiently.

Based on the above definitions of school management and leadership, one can

conclude that school management and leadership is the art of working through and co-

ordinating people’s efforts by planning, organizing, leading, decision-making and

controlling for the achievement of the broad goals of the school system. Therefore,

school management and leadership encompasses different co-ordinated activities that

include: setting the objectives for using available resources, formulating plans for

achieving these objectives, identifying the activities to be performed, organizing the

activities into groups, defining the activities to be performed in each group, grouping

35

the tasks into jobs or programmes, staffing the jobs with people, initiating work

activities, supplying incentives to stimulate productivity, setting up evaluation

mechanism to measure achievement of objectives and taking remedial action if

objectives are not achieved.

Effective school management and leadership ensure that instructional delivery

is well organized, and teachers are assigned to classes according to their qualifications

and experience. In this case, the school administrator ensures that every teacher is

assigned to the class where he is likely to perform most effectively. Eze (2006) also

observed that it is through effective school management and leadership that the

teaching aids and instructional materials needed for effective teaching and learning are

adequately provided and effectively used by teachers in their instructional delivery.

It is thus seen that it is effective school management and leadership that will

create a school atmosphere that is conducive and congenial for everyone to stay, work,

and learn, in relative comfort and security. Sergiovani and Starrat (1996) remarked

that in school management and leadership, the school head has to effectively manage

the school and also employ a democratic style of leadership that will encourage teacher

participation in decision-making, co-operation and active involvement in school

affairs. These authors went further to state that the school leader has to avoid the use

of exaggerated authority or an authoritative and despotic leadership style that will

create alienation of staff and students, lack of sense of belonging, absence of co-

operation and commitment to school purposes. Consequently, effective school

management and leadership make up a vital quality assurance practice that has to be

carried out in secondary schools for quality education delivery and the ultimate

realization of the educational goals there.

36

Provision of Learners’ Welfare Needs

The provision of learners’ welfare needs is another important quality assurance

practice that has to be carried out in secondary schools for the effective realization of

their goals and objectives. Peretomode (2003) noted that school administrators must

endeavour to provide the welfare needs of learners so as to create a school climate

which will increase the feelings of satisfaction and sense of belonging of the students

since these are necessary for effective students’ learning, participation, and

commitment in school activities.

The various ways in which learners’ welfare needs can be provided in

secondary schools have been identified by different authors. According to Gregg

(1997), the school administrator has to provide the welfare needs of learners by

ensuring that the school environment in which students learn is in safe and good

sanitary condition. In the views of Igbo (2002), learners can be provided with their

welfare needs through the provision of first aid facilities, recreational facilities, and

guidance and counseling services to them. Oboegbulem (2004) in her own perspective

noted that the welfare needs of learners have to be provided through the provision of

good school canteen, social services like clubs, unions and recreational facilities, as

well as the provision of convenience services such as toilets and urinary where the

learners will ease themselves when they are pressed. It is note worthy that it is when

these welfare needs of learners are provided that the learners will be motivated to

attend school regularly and participate actively in school activities hence, its

contribution to quality assurance in secondary schools.

37

Maintenance of School-Community Relationship

There is no single generally accepted definition of school-community

relationship as several authors have defined it in diverse ways. In the views of Akubue

(1997), school-community relationship is the series of planned activities through

which schools learn about the community, inform the community, and interpret for her

the purposes, programmes, problems and needs of the school, as well as involve the

community in planning and evaluating school policies and programmes. According to

Oboegbulem (2004), School-Community relationship is the degree of understanding

and goodwill achieved between a school and the community where it is located.

Similarly, Enecheta (2007) defined it as the nature of understanding and collaboration

between a school and the environment/community where it is situated. Ijoma (2010)

conceptualized it as the harmonization of aims and objectives between a school and the

community.

The above definitions of school-community relationship suggest that school-

community relationship is the cordial relationship that exists between a school and the

community wherein it is located which enables them to see each other as partners in

progress. Thus, it is school-community relationship that forms the basis for a

community’s participation in the running of the schools in its locality. Consequently,

to assure quality in secondary schools, the secondary school administrators have to

endeavour to establish, develop, and maintain satisfactory relationship with the

communities in which their institutions are situated as this is a catalyst for the

communities’ participation in the effective running of their schools.

The need for effective school-community relationship has been highlighted in

different quarters. Carrel (1998) opined that the support and commitment of a

38

community in school administration undoubtedly stem from effective school-

community relationship. It is on the basis of this viewpoint that Carrel also cautioned

that those who will administer schools must not only have adequate experience and

proper administrative training, but need to also have the capability to establish and

maintain strong relationships with parents and the wider community whose support

will enable them to cope with the constraints and challenges of modern school

administration. Chamberline (2002) equally observed that a school needs the support

of a community so as to carry out its diverse functions effectively and efficiently and

that a community’s support can only be guaranteed if the school has a good

relationship with the community. In his own contribution, Mgbodile (2004) observed

that it is effective school-community relationship that engineers the purposeful

participation of a community in the effective administration of a school in such areas

as: provision of land for the school buildings, supply of students, financial support in

the form of fees and donations (including donations of books and other materials).

Similar to the above views, Hoyle, English and Steffy (2005) accentuated the

need for effective school-community relationship when they referred to it as the engine

that moves effective school administration. In the same vein, Nwankwo and Alia

(2008) stressed that effective school administrators should not only be good

communicators but more importantly, should have the skill of building strong school-

community relationship which is absolutely needed for school improvement.

It is thus seen from the opinions of different authors that there is the need for

effective school-community relationship in school administration, and that the

establishment and maintenance of effective school-community relationship is a task

that must be accomplished by every secondary school administrator in order to enable

39

him/her administer his/her school effectively and efficiently. These viewpoints have

essentially formed the basis for the inclusion of effective school-community

relationship as one of the quality assurance practices in secondary schools.

Concept of Secondary Schools

Secondary education is one of the different levels of Nigeria’s educational

system. In the world at large, secondary schools occupy a strategic position in all

educational systems because they determine the pace of education at both the primary

and tertiary education levels. Secondary schools have been conceptualized in diverse

perspectives. The Federal Republic of Nigeria (2004) conceptualized secondary school

as an educational institution where children receive education after primary education

and before the tertiary stage. Batuna (2006) sees secondary schools as educational

institutions where people who are between the ages of 11 and 18 are provided with a

planned and systematic full-time education. In the same vein, Hornby (2006) defined

secondary schools as schools or colleges which are designed for children who are

approximately between the ages of 11 and 18.

The various definitions of secondary schools articulated above clearly suggest

that secondary schools are schools which fall between primary schools and tertiary

education institutions. Therefore, secondary schools form a vital link between

primary schools and tertiary education institutions. In Nigeria, the fundamental goals

of secondary schools have been identified by the Federal Republic of Nigeria in her

National Policy on Education (2004). These goals include, among others, to: provide

all primary school leavers with the opportunity for education at a higher level; offer

diversified curriculum to cater for the differences in talents, opportunities and future

roles; provide trained manpower in the applied science, technology and commerce at

40

sub-professional grades; inspire students with a desire for self improvement and

achievement of excellence.

For the above stated goals of secondary schools to be realized, secondary

schools have to be effectively and efficiently managed. It is for this reason that quality

assurance practices are carried out in secondary schools in order to assure quality in

their education delivery and learning outcomes. This has, therefore, informed the need

for this study to assess the quality assurance practices in secondary schools with a view

to determining the extent to which they are carried out in relation to specified

guidelines for their implementation.

Quality assurance practices in secondary schools comprise various activities

which are mutually inter-related. These mutually inter-related activities include:

provision of infrastructural facilities and equipment, provision of relevant curriculum,

effective teaching and learning, effective school management and leadership, provision

of learners’ welfare needs and participation, and maintenance of school-community

relationship. Consequently, the assessment of the quality assurance practices in

secondary schools, which is the focus of this study, will be based on these inter-related

activities as delineated in the schematic representation in figure 1 below:

41

The above schematic representation highlights the interrelationship of the

various quality assurance practices that are meant to guide activities in secondary

schools. The schematic representation shows that; any attempt to assess quality

assurance practices in Educational Institutions in Nigeria is expected to be guided by

the benchmark provided by Federal Inspectorate Service (FIS). The diagram above

also shows that the specific benchmark for Assessment of Quality Assurance Practices

are: provision of instructional facilities, provision of relevant curriculum, effective

teaching and learning (teaching methodologies adopted), effective school management,

Assessment of Quality

Assurance Practices in

Secondary Schools

Federal Inspectorate Services Guidelines

for Quality Assurance in Secondary

Schools

PIF

PRC

ETL / TMA

ESM

PLWN

MSCR

Improved Quality Assurance in

Secondary Schools in Nigeria

Improved Quality

Education at all level

Fig. 1: A Schematic Representation of the Conceptual Framework of the Study

42

provision of learners’ welfare needs, and maintenance of school-community

relationship.

This means therefore, that according to the FIS, any attempt to improve quality

education and quality assurance practices in any educational institutions in Nigeria

must be guided by the above established guidelines. It implies that to improve quality

educational level in Nigeria requires first improving quality assurance practices in all

the institutions. Therefore, the assessment of the quality assurance practices in

secondary schools which this study intends to accomplish will be carried out along

these interrelated task areas as the benchmark.

Theoretical Framework

The theoretical framework of this study consists of the review of some models

of evaluation which can be adopted in this study for the assessment of the quality

assurance practices in secondary schools. These models of evaluation include:

Discrepancy Evaluation Model, Goal-based Evaluation Model and Countenance

Evaluation Model.

Discrepancy Evaluation Model

It was in 1971 that the discrepancy evaluation model was developed by Provus.

The fundamental assumption of this evaluation model is that any discrepancy which

exists between specified programme standards and the concrete or real programme

performance should be ascertained. Consequently, this evaluation model seeks to

compare actual programme performance with the specified or established programme

standards. In developing discrepancy evaluation model, Provus grouped the process of

evaluating school programmes into three different activities namely: (a) defining

43

programme standards, (b) ascertaining if there is any discrepancy in the programme

performance and the established standards guiding the implementation of the

programme, and (c) using the discrepancy data to modify the programme performance

or the programme standards. The discrepancy evaluation model is used for the

evaluation or assessment of school programmes or activities such as the quality

assurance activities or practices carried out in secondary schools.

The discrepancy evaluation model is specifically related to this study because

this study aims at assessing the quality assurance practices in secondary schools so as

to determine whether discrepancies exist between their actual implementation and the

established FIS guidelines for their implementation. Thus, it is the discrepancy

evaluation model that this study will adopt in its assessment of the quality assurance

practices in secondary schools.

Goal-Based Evaluation Model

Tyler, in 1950, developed the goal-based evaluation model. In the course of

developing the goal-based evaluation model, Tyler categorized evaluation into four

activities that include: (a) Using the goals of a school programme to ascertain that

learning experiences will generate the needed result, (b) fashioning out instruments for

evaluating the learning out comes, (c) providing feed back which will indicate whether

the goals have been achieved or not, and (d) reporting the learning experiences which

are working optimally.

As the name suggests, the goal-based evaluation model assumes that any

evaluation activity should focus on the determination of the extent to which the goals

of any school programme have been achieved. The information derived from the

evaluation activity will then be used to improve the programme for the achievement of

44

better result. The goal-based evaluation model is related to this study because it can be

adopted in this study to ascertain the extent of achievement of the goal of quality

assurance in secondary schools based on the established FIS guidelines for quality

assurance in secondary schools.

Countenance Evaluation Model

The countenance evaluation model was developed in 1967 by Stake. The

overall tenet of this evaluation model is that every evaluation should be concerned with

the provision of descriptive and judgment data of education programmes and with

particular reference for the techniques of empirical investigation. However, Stake was

of the opinion that the provision of descriptive data entails identifying the variables in

a programme and illustrating all the activities associated with each variable whereas

the provision of judgment data is concerned with the provision of the necessary data on

the basis of which judgment can be made.

Based on the foregoing assumptions of the contenance evaluation model, one

can infer that the scope of evaluation of school programmes and activities is limited to

the provision of data with which a decision-maker can make his judgment, and it does

not include the passing of judgment on a programme by the evaluator him/herself. The

relationship between this model of evaluation in this study lies in the fact that the

model can be used by this study to provide both descriptive and judgment data on the

extent to which secondary schools adhere to the established guidelines and standards

for assuring quality in secondary schools.

45

Review of Empirical Studies

In this section, the empirical studies which are related to this study are

organized and reviewed under the specific purposes of this study.

Studies on Provision of Infrastructural Facilities

Nwosu (2010) carried out a study on the extent of provision of infrastructural

facilities and equipment in secondary schools in Anambra state. The general purpose

of the study was to determine the extent to which the infrastructural facilities and

equipment required for effective teaching and learning are provided in secondary

schools in Anambra State. The study adopted a descriptive survey research design and

it was guided by three research questions, and one null hypothesis. The study

population consisted of 5,820 respondents, comprising 5559 teachers and 261

principals in 261 public secondary schools in Anambra State. The study sample

consisted of 1,600 subjects, made up of 1,500 teachers and 100 principals, and the

sample was selected through proportionate stratified random sampling technique. The

instrument for data collection was a questionnaire developed by the researcher, and the

data collected with the questionnaire were analyzed with means and standard

deviations, while the null hypothesis was tested with t-test statistics.

The findings of the study showed that the infrastructural facilities required for

effective teaching and learning (which include classrooms, laboratories, workshops,

libraries) were not adequately provided and maintained in the secondary schools

studied. The findings of the study also showed that the available infrastructural

facilities and equipment were not fully and well utilized by teachers in their

instructional deliveries.

46

Nwosu’s study is related to this study in the sense that both studies adopted

proportionate stratified random sampling technique in selecting the sample for their

studies. Both studies are also related from the angle that they used the same instrument

(questionnaire) for data collection and they also used the same descriptive statistics

(mean and standard deviations) to answer their research questions. More so, both

studies are concerned, among other things, with the provision of infrastructural

facilities for secondary schools.

Ikhare (2012) carried out an appraisal of the provision and management of

infrastructural facilities and equipment in secondary schools in Bayelsa state. The

general purpose of the study was to appraise the provision and management of

infrastructural facilities and equipment in secondary schools in Bayelsa State. The

study used descriptive survey design and it was guided by two research questions and

two corresponding null hypotheses. The population of the study consisted of 5,363

subjects (248 principals and 5,115 teachers in the 248 public secondary schools in

Bayelsa state). The sample for the study consisted of 1,750 respondents, made up of

120 principals and 1,630 teachers, who were selected through proportionate stratified

random sampling technique. The instrument for data collection was a researcher-

developed structured questionnaire, and the data collected from the respondents using

this questionnaire were analyzed. Mean and standard deviations were used to answer

the research questions, while the corresponding null hypotheses were tested with t-test

statistics at 0.05 level of significance.

The findings of the study revealed that classrooms for teaching and learning,

libraries laboratories and laboratory equipment, toilets, urinaries, office furniture,

desks for classrooms, sporting facilities/equipment, information and communication

47

technology (ICT) equipment, steel cabinets for files, staff rooms, students’ dormitories

are to a little extent provided in the secondary schools of Bayelsa State. The findings

of the study also showed that the available infrastructural facilities and equipment in

the schools lack adequate care and maintenance, and are generally in deplorable states

hence, teaching and learning activities are conducted in unconducive and deplorable

environments.

Ikhare’s study is related to the present study because both studies adopted

descriptive survey design and they also used the same sampling technique to select

their study samples. These studies are also related by using the same instrument to

collect the needed data needed for their studies; they used the same descriptive

statistics to answer their research questions, and also used the same t-test statistics to

test their null hypotheses. In addition to these similarities, both studies are concerned,

among other things, with the provision of infrastructural facilities in secondary

schools.

Studies on Provision of Relevant Curriculum

A study was carried out by Emecheta (2009) on Teachers’ Perception of the

Relevance of Secondary Schools Curriculum in Imo State. The general purpose of the

study was to determine the perception of teachers on the relevance of secondary

schools curriculum in Imo state. The design of the study was a descriptive survey

design and the study was guided by two research questions. The population of the

study consisted of 11,317 teachers in the 316 secondary schools in Imo State. The

sample of the study consisted of 1,500 subjects which were selected through

proportionate stratified sampling technique. The instrument used for data collection

48

was a questionnaire that underwent validity and reliability tests. Mean and standard

deviation were used to answer the research questions. The findings of the study

revealed that, in the perception of teachers, the secondary schools curriculum is not

relevant because it is not periodically revised and up-dated so as to continually reflect

the interests and aspirations of both learners and the society; the curriculum also lacks

adequate and necessary reforms which are supposed to provide for innovations in

instructional delivery and learning as informed by international best practices. The

curriculum also does not suit the learners with special needs, and appropriate learning

and instructional materials are not adequately used in the process of implementing the

curriculum, among others. Emecheta’s study is related to the present study because

both studies used the same proportionate stratified random sampling technique to

select their study sample. These studies are also related by using the same instrument

for data collection which is a questionnaire that underwent validity and reliability tests.

The relationship of both studies also lies in the fact that they used the same descriptive

statistics of mean and standard deviation to answer their research questions. Above all,

these studies are related by being concerned, among others, with curriculum relevance

in secondary schools.

A study was also carried out by Cassidy (2010) on the strategies for ensuring

the relevance of the curriculum of colleges in Alberta, Canada. The general purpose of

the study was to determine the strategies for ensuring the relevance of the curriculum

of colleges in Alberta, Canada. The study used a descriptive survey research design

and was guided by two research questions. The population of the study was 27

principals in the 27 colleges in Alberta and they were all used for the study. The

instrument for data collection was a questionnaire which was developed by the

49

researcher and subjected to validity and reliability tests. Descriptive statistics (which

included mean and standard deviation) were used to answer the research questions.

The findings of the study showed that the strategies for ensuring the relevance of the

curriculum of colleges in Alberta include: constant review of the curriculum to

continually meet the range of needs and interests of learners, ensuring that the college

provides a broad range of curricular opportunities which accommodate the educational

needs of individuals and the society in general, ensuring that the infrastructural

facilities and instructional materials are adequate and well utilized to promote learning,

among others. The above study is related to this study because both studies adopted the

same instrument for data collection which is a questionnaire. These studies are also

related by using the same descriptive statistics to answer their research questions.

Above all, these studies are related by being concerned, among others, with curriculum

relevance in educational intuitions.

Studies on Effective Teaching and Learning (Teaching Methodologies Adopted)

Study was conducted by Fasien (2011) on the practical administrative measures

for achieving effective teaching and learning in secondary schools in Rivers State. The

purpose of the study was to ascertain the practical administrative measures for

achieving effective teaching and learning in secondary schools in Rivers State. The

study was guided by two research questions and two null hypotheses. A descriptive

survey design was adopted for the study. The study population consisted of 976

subjects, comprising 36 principals and 940 teachers. To select the sample for the study,

proportionate stratified random sampling technique was employed and a sample of 200

respondents were selected and used for the study. The instrument for data collection

was a structured questionnaire developed by the researcher.

50

The data for the study were collected by the researcher and three research

assistants. Mean and standard deviation were used to answer the research questions,

while the corresponding null hypotheses were tested with t-test statistics. The findings

of the study showed that the practical administrative measures for achieving effective

teaching and learning in secondary schools in Rivers State are: adequate provision of

qualified and competent teachers in secondary schools, making adequate preparations

for lessons by teachers, writing and using appropriate notes of lessons for teaching,

adequate provision and effective use of appropriate teaching aids and instructional

materials in secondary schools, having continuous assessment for students in order to

ensure that sufficient progress is being made in their learning endeavour, and ensuring

that students participate fully in class activities with the assistance of the teachers.

Fasien’s study is related to the present study in view of the fact that both studies

adopted the same sampling technique in selecting their study samples. These studies

are also related by using the same instrument for data collection which is a structured

questionnaire. These studies also used the same descriptive statistics to answer their

research questions and used the same t-test statistics to test their null hypotheses. They

are, therefore, related studies. Moreso, both studies are concerned, among others, with

teaching and learning in secondary schools hence, their relationship.

In a similar study, Wike (2011) investigated the strategies for assuring effective

teaching and learning in tertiary institutions in Nassarawa State. The general purpose

of the study was to determine the strategies for assuring effective teaching and learning

in tertiary institutions in Nassarawa State. The study adopted a descriptive survey

design, and was guided by three research questions. The population of the study

consisted of 693 lecturers in the four tertiary institutions in Nassarawa State. Simple

51

random sampling technique was used to select 200 subjects as sample for the study.

The instrument for data collection was a researcher-developed questionnaire that was

validated by two experts in Educational Administration and Planning at the University

of Abuja, and tested for reliability using Cronbach’s alpha method of reliability

estimate. Means and standard deviation were used to answer the research questions.

The findings of the study showed that the strategies for assuring effective

teaching and learning in tertiary institutions in Nassarawa State include: increased

funding of tertiary institutions in order to enable them have enough funds to provide

the infrastructural facilities, equipment and instructional materials which are required

for effective teaching and learning. It also includes ensuring that the lecturers

employed in the tertiary institutions have the required knowledge, skills and

competencies to perform maximally; organizing periodic in-service and on-the-job

training and development programmes for staff in order to improve and update their

knowledge. The strategies for assuring effective teaching and learning in Nassarawa

State include also the provision of good working conditions and welfare needs of staff

so as to motivate them for maximum performance; maintaining discipline and control

among staff; having periodic staff performance appraisal so as to identify the strengths

and weaknesses of staff and take measures to improve them; and having regular

supervision which will help to improve teaching and learning.

Although Wike’s study was carried out in tertiary institutions, it is, however,

related to the present study in the sense that both studies used the same instrument, for

data collection. These studies also used the same Cronbach’s alpha method of

reliability estimate to determine the internal consistency of their instruments, and they

also used the same descriptive statistics to answer their reach questions. Above all,

52

these studies are, among others, concerned with teaching and learning in educational

institutions, hence, their relationship.

Studies on Effective School Management

A study was carried out by Mussonat (2009) on the measures for ensuring

effective school management in secondary schools in Mbabane, Swaziland. The

general purpose of the study was to ascertain the measures for ensuring effective

school management in secondary schools in Mbabane, Swaziland. The study adopted a

descriptive survey design and was guided by two research questions and corresponding

null hypotheses. The population of the study consisted of 100 male and female

principals in the 100 secondary schools in Mbabane, and they were all used for the

study. Data for the study were collected using questionnaire that underwent validity

and reliability tests. The data collected from the respondents were analyzed using

descriptive statistics of mean and standard deviations to answer the research questions,

while t-test statistics was used to test the null hypotheses that guided the study. The

findings of the study showed that the measures for ensuring effective school

management in secondary schools in Mbabane include: ensuring that schools are

administered by qualified school administrators; proper management of school funds

for the effective and efficient management of their human and material resources;

transparency in the recruitment and selection of school administrators; constant re-

training of school administrators in order to constantly improve their knowledge and

skills and make them adaptable to changing situations; adequate motivation of school

administrators and staff for effective performance; maintaining discipline and control

among school administrators and their staff and adequate provision of the facilities and

materials required for effective school operation.

53

The above study is related to the present study in the sense that both studies

used questionnaire to collect data from their respondents, they also used the same

descriptive statistics of mean and standard deviation to answer their research questions,

these studies also used the same t-test statistic to test their null hypotheses. Therefore,

these studies are related. In addition to these facts, both studies are concerned, among

others, with school management in secondary schools.

The constraints to effective management of secondary schools in Anambra State

were investigated by Chika (2011). The general purpose of the study was to determine

the constraints to effective management of secondary schools in Anambra State. The

study adopted a descriptive survey design and was guided by two research questions

and one null hypothesis. The population of the study consisted of all the 325 principals

in 325 secondary schools in Anambra State. The sample of the study consisted of 120

subjects which were selected through proportionate stratified random sampling

technique. The instrument for data collection was a researcher-developed questionnaire

which was subjected to validity and reliability tests. Means and standard deviations

were used to answer the research questions, while t-test statistics was used to test the

single null hypothesis of the study at 0.05 level of significance.

The results of data analysis showed that the constraints to effective management

of secondary schools in Anambra State were: insufficient funds for the effective

management of the schools; inadequate training of principals in school management;

misappropriation of funds for effective school management; and political interference

in the management of secondary schools. Other constraints include: inadequate

motivation of school administrators and their staff for effective performance of their

duties; inadequate infrastructural facilities and materials required for effective

54

management of schools; indiscipline among school administrators, their staff and

students; and lack of staff training and development programmes for principals and

teachers to improve their knowledge, skills and competencies and make them

adaptable to changing situations.

Chika’s study is related to this study in the sense that both studies used the same

sampling technique to select their study samples. They also used the same instrument

to collect data for their studies which was a questionnaire developed by the

researchers, and they also used the same descriptive and inferential statistical tools to

answer their research questions and test their null hypotheses, respectively.

Studies on Provision of Learners’ Welfare Needs

The measures for providing the welfare needs of students in colleges in

Glasgow were studied by Clarke (2010). The general purpose of the study was to

determine the measures for providing the welfare needs of students in colleges in

Glasgow. The study was guided by two research questions, and it adopted a descriptive

survey research design. The population of the study consisted of 25 college principals

in the 25 colleges in Glasgow and the entire population was used for the study due to

its manageable size. A questionnaire was the instrument used for data collection. Mean

and standard deviations were used to answer the two research questions that guided the

study, while t-test statistics was used to test the single null hypothesis of the study at

0.05 level of significance.

The results of data analysis showed that the measures for providing the welfare

needs of students in colleges in Glasgow include: providing good sanitation, first aid

and other health-care services to students; providing a safe and conducive learning

environment for students; making available guidance and counselling services to

55

students; encouraging students’ inter-personal relationships; provision of social

services such as clubs, unions and recreational facilities to students; provision of

convenience services such as toilets and urinary where students can ease themselves

when they are pressed; and provision of good school canteen for students.

Clarke’s study is related to the present study because both studies used the same

instrument for data collection. Both studies are also related by using the same

descriptive statistical tools which include mean and standard deviation to answer their

research questions. Moreso, both studies were concerned, among others, with the

provision of learners’ welfare needs in educational institutions and they are, therefore,

related studies.

In another related study, Inyang (2011) carried out an appraisal of the provision

of the welfare needs of students in secondary schools in Cross River State. The general

purpose of the study was to appraise the provision of the welfare needs of students in

secondary schools in Cross River State. To carry out the study, a descriptive survey

design was adopted and three research questions guided the study. The population of

the study consisted of 280 male and female principals in 280 secondary schools in

Cross River State. The study sample consisted of 100 subjects which were selected

through proportionate stratified random sampling technique. The instrument for data

collection was a questionnaire developed by the researcher validated, and tested for

reliability. Data collected using the questionnaire were analysed using mean and

standard deviations. The results of the analysis were used to answer the research

questions.

The findings of the study indicated, among others, that the welfare needs of

students such as: adequate provision of facilities and materials necessary for their

56

effective learning, good sanitation and first aid facilities, guidance and counselling

services, social and recreational services, good school canteen, toilets and urinaries

were, to a little extent, provided for students in secondary schools in Cross River state.

Inyang’s study is related to the present study in the sense that both studies adopted the

same evaluative survey design and also used the same sampling technique to select

their study samples. These studies are also related by using the same instrument for

data collection and the same descriptive statistics to answer their research questions. In

addition to these similarities, both studies were also concerned, among others, with the

provision of learners’ welfare needs in secondary schools and they are, therefore,

related studies.

Studies on Maintenance of School-Community Relationship

Njoku (2009) carried out a study on principals’ strategies for maintaining

school-community relationship in public secondary schools in Imo State. The general

purpose of the study was to determine the principals’ strategies for maintaining school-

community relationship in public secondary schools in Imo State. Three research

questions and three null hypotheses guided the study. The descriptive survey research

design was adopted for the study. The study population was 307 principals in 307

public secondary schools in Imo State. A sample of 200 principals was selected for the

study using proportionate stratified random sampling technique. The instrument for

data collection was a 30-item questionnaire that were validated by two experts and

tested for reliability using Cronbach’s alpha method. Means and standard deviations

were used to answer the research questions, while the null hypotheses were tested with

z-test statistics.

57

The findings of the study showed that the strategies used by principals in

maintaining school-community relationship in public secondary schools in Imo State

include: giving frequent information to the community on what goes on in the school,

informing parents about their children’s/wards’ academic progress, maintaining

frequent contact with parents and other community bodies, involving community

representatives in the planning and implementation of school programmes and

activities, encouraging the participation of members of the community in school

events, making the school facilities/resources available for community use on demand,

participation of the principal and his staff in important community functions and

celebrations, and involving parents in solving academic and social problems of

students

Njoku’s study is related to this study because both studies used the same

sampling technique to select their study samples, they also used the same instrument

for data collection which was a questionnaire and they also used the same descriptive

statistics to answer their research questions. In addition to these similarities, both

studies were, among others, concerned with school-community relationship in

secondary schools. Therefore, they are related studies.

Walter (2012) carried out a study on measures for maintaining school-

community relationship in Oxford Colleges. The general purpose of the study was to

find out the measures for maintaining school-community relationship in Oxford

colleges. The study was guided by two research questions, and it adopted a descriptive

survey research design. The population of the study was 89 college principals in 89

colleges in Oxford, and the entire population was used for the study due to its

manageable size. The instrument for data collection was a questionnaire designed by

58

the researcher, while mean and standard deviations were used to answer the research

questions. The findings of the study showed that the measures for maintaining school-

community relationship in Oxford colleges were: collaborating with the community in

the management of the College, encouraging the study of certain aspects of the

community, liasing with the community to improve school administration, achieving

the goals of the college as expected by the community, giving members of the

community opportunities to be part of the college and to know what happens in it,

maintaining frequent contact with parents to help the college in tackling severe

problems, and involvement and participation of the college in community events and

activities.

Walter’s study has relevance to the present study in the sense that the

instrument which it used for data collection and the descriptive statistics which it used

to answer its research questions were adopted by the present study. In addition to these

facts, both studies were concerned, among others, with school-community relationship

in educational institutions and they are, therefore, related studies.

Summary of Literature Review

The review of literature for this study was done based on: conceptual

framework, theoretical framework, and review of related empirical studies. In the

conceptual framework, assessment was seen as a process of ascertaining and making

value judgments on the extent to which educational programmes, projects or activities

meet established criteria and performance standards. Quality was seen as the

maintenance of high levels of efficiency and effectiveness in the determination and

attainment of organizational goals. Quality assurance was viewed as a concept which

59

covers all policies and activities carried out in an organization to ensure the effective

realization of its goals, while secondary schools were conceptualized as educational

institutions where children receive education after primary education and before the

tertiary stage.

The theoretical framework of the review of literature for this study covered the

review of some evaluation models, namely, the discrepancy evaluation model, goal-

based evaluation model and countenance evaluation model. The review focused

specifically on the proponents of the evaluation models, their fundamental

assumptions, and their specific relevance to the present study. The discrepancy

evaluation model was adjudged very appropriate for this study which focuses on the

assessment of the quality assurance practices in secondary schools in North-Central

States, Nigeria. The review of related empirical studies was a review of studies which

are in varied ways related to the present study. The studies reviewed were organized

and presented in relation to the specific purposes of this study.

In reviewing the literature for this study, the researcher observed that no study

has been carried out to assess the extent of adherence to quality assurance practices in

secondary schools in North-Central States, Nigeria. Therefore, there is need for this

study in order to empirically assess the extent of adherence to quality assurance

practices in secondary schools in this area. This is actually the gap which the present

study seeks to fill.

60

CHAPTER THREE

RESEARCH METHOD

This chapter presents the method and procedures adopted in carrying out the

study and they are discussed under the following sub-headings: Design of the study,

area of the study, population of the study, sample and sampling technique, instrument

for data collection, validation of the instrument, reliability of the instrument, method of

data collection, and method of data analysis

Design of the Study

Descriptive survey design was adopted for the study. According to Nworgu

(2006). Studies which adopt descriptive survey design is adopted by studies which

aim at collecting data and describing in a systematic manner, the characteristics,

features or facts about a given population. These research designs are only interested in

describing certain variables in relation to the population. Consequently, this design is

deemed appropriate for this study as it aims at assessing the quality assurance practices

in secondary schools by generating verifiable and reliable data concerning how these

practices are carried out in comparison with established guidelines for their

implementation.

Area of the Study

The study was carried out in North-Central States, Nigeria. North-Central

States, Nigeria consist of six states, namely: Benue, Kogi, Kwara, Nassarawa, Niger,

and Plateau states. (See Appendix A Pg. 98 for the map of Nigeria and the six States).

The Federal Capital Territory, Abuja which is not a state is situated in the Zone.

However, the peculiarity and uniqueness of the Federal Capital Territory excluded it

from this study. The North-Central States, Nigeria are characterized by heterogeneity

59

61

and diversity of people, who are Islamic, Christian and Traditionalists. They are

mainly agrarian (farmers of crops, husbandry of animals, pastoralists, and fishermen).

Other of occupations of people in the zone include civil service and military.

Educationally, each state is divided into three education zones. The study area

comprises nine educational zones. Based on the records from the 2014/2015 school

year, there are a total of 1837 secondary schools in the study area (Ministry of

Education (MOE): Makurdi, Lokoja, Ilorin , Lafia, Minna and Jos, 2014/2015).

This study needs to be carried out in secondary schools in North-Central States

because of perceived lack of trained evaluators, as well as irregular, ineffective and

inefficient evaluation. This calls for an assessment of quality assurance practices in the

areas, so as to empirically determine the extent to which these schools adhere to the

Federal Inspectorate Services (FIS) guidelines for quality assurance practices.

Population of the Study

The population of the study is 2304 Subjects. Available statistics at the time of

this investigation showed that this population comprises of 1837 principals of

secondary schools and 467 school evaluators [those who monitor activities in schools]

in North-Central States, Nigeria (Planning, Research and Statistics Units, Secondary

Schools Management Boards; and Ministries of Education in North-Central States,

Nigeria), [See Appendix C].

The choice of principals and school evaluators as the population of this study is

based on the views of Echendu (2007) and Fatiregun (2013) that they are the people

that carry out quality assurance practices in secondary schools and also see to it that

62

these practices are properly carried out. Therefore, these are the people that can

provide all the information relevant for to this study.

Sample and Sampling Technique

The total sample size of 1208 respondents (960 principals of secondary schools

and 248 school evaluators) were sampled for the study. The stratified random sampling

technique was used to generate the sample size. Out of the six states of the North-

Central Zone, three states were selected (Benue, Kogi and Nasarawa). Stratified

random sampling was used in order to give every state equal chance of being selected

for the study. Thus, out of 1837 principals, 960 were selected, and out of 467 school

evaluators, 248 were sampled, making a study sample size of 1208 (See Table, App. C. )

Instrument for Data Collection

A structured questionnaire was the instrument for collecting the data for the

study. This instrument was personally developed by the researcher through the review

of relevant literature. The questionnaire was titled “Assessment of Quality Assurance

Practices Questionnaire” (AQAPQ) and it is divided into two parts, Parts A and B. Part

A comprised 3 items designed to obtain information on the personal data of the

respondents which include: Category of Respondent (Principal or Evaluator), the name

of their school, state, gender and professional status. Part B, on the other hand,

comprised 42 items arranged in six clusters, Clusters A – F, and they were designed to

obtain information relevant to the research problems.

Cluster A comprised 11 items designed to obtain information on the extent of

adherence to the FIS guidelines on provision of infrastructural facilities in secondary

schools. Cluster B comprised 7 items on the relevant curriculum in secondary schools.

Cluster C had 9 items on the extent of adherence to the FIS guidelines on effective

63

teaching and learning in secondary schools. Cluster D consisted of 5 items designed to

obtain information on the extent of adherence to the FIS guidelines on school

management in secondary schools. Cluster E also consisted of 5 items aimed at finding

out the extent of adherence to the FIS guidelines on provision of learners’ welfare

needs in secondary schools, and Cluster F had 7 items that were used to seek

information on the extent of adherence to the FIS guidelines on maintenance of school-

community relationship in secondary schools.

The response mode of the instrument was structured along a modified four-

point rating scale as follows: Very High Extent (VHE), 4 points; High Extent (HE), 3

points; Low Extent (LE), 2 points; Very Low Extent (VLE), 1 point. The use of the

four-point rating scale was aimed at identifying the respondent’s level of agreement or

disagreement to the questionnaire items (See Appendix C, Pg. 116).

Validation of the Instrument

In order to ascertain the validity of the instrument, its initial draft was face

validated by the three experts: two from the Department of in Educational

Administration and Planning, and one from the Department of Measurement and

Evaluation, all in the University of Nigeria, Nsukka. The experts were requested to

examine the instrument in terms of the relevance of the contents and clarity of the

statements in relation to the research questions and specific purposes of the study.

They were also requested to advise the researcher on the suitability of the rating scale.

Based on their expert observations and recommendations, some items of the

questionnaire were modified. Thus, the observations, comments and contributions of

these experts were incorporated in the modification and production of the final draft of

64

the instrument before its administration to the target respondents (See Appendix D, Pg.

126).

Reliability of the Instrument

The reliability of the instrument was ascertained by trial-testing it on 20

subjects in Enugu State. This comprised 10 secondary school principals and 10 school

evaluators that were not involved in the study but have the same characteristics with

the specified population for the study.

Cronbach’s Alpha method of reliability estimate was used to determine the

internal consistency of the items and sections. The reliability estimates generated for

Clusters A – F were .77, .67, .76, .92, .93, .91 respectively. These values were high

enough to consider the instrument reliable in collecting the required data for the study

(See Appendix E, P141).

Method of Data Collection

Direct Delivery and Retrieval Technique (DDRT) was used by the researcher

and six research assistants to collect the data for the study. The researcher intimated

the research assistants on the procedures for administering the questionnaire to the

respondents as well as for retrieving them upon completion. Significantly, the research

assistants were requested to administer the questionnaire to the target respondents in

their various schools and offices. They requested these respondents to complete the

questionnaires on the spot for immediate retrieval. This was to ensure prompt

administration and return of the questionnaire in order to avoid repeated visits to

65

retrieve them. 1,200 copies of the instrument were retrieved out of 1,208. The retrieved

copies were used for the analysis.

Method of Data Analysis

The data collected from the respondents were analyzed with descriptive and

inferential statistics. The descriptive statistics used were means and standard

deviations, to answer the research questions. In view of the fact that the four-point

rating scale was used for the instrument, the decision on the extent of adherence was

based on the real limit of the number corresponding with the obtained mean score.

Thus, a mean score of 1.00 – 1.49 indicated Very Low Extent; a mean score of 1.50 –

2.49 indicated Low Extent, a mean score of 2.50 – 3.49 was considered high extent;

while a mean score of 3.50 – 4.00 was considered Very High Extent.

In addition, the t-test inferential statistics was used to test the corresponding null

hypotheses; each was tested at 0.05 level of significance.

66

CHAPTER FOUR

RESULTS

The results of the data collected and analyzed for the research questions and

hypotheses are presented in this chapter. The results are presented in line with the

research questions and hypotheses that guided the study.

Research Question One

To what extent do Secondary schools in North-Central States, Nigeria adhere to the

FIS guidelines on provision of infrastructural facilities in secondary schools?

Table 1: Mean ratings and standard deviations of principals and

evaluators on the extent Secondary primary schools in North-Central

States, Nigeria adhere to the FIS guidelines on provision of infrastructural

facilities in secondary schools

N = 1208

Principals = 931 Evaluators = 269 Overall

S/N Item Statement SD Dec.

SD Dec. SD Dec.

1 School buildings including toilets and

grounds are well maintained 2.24 0.89

2.38 0.85 2.31 0.89

LE

2 Sporting facilities are available and

well utilized 2.46 0.79

2.36 0.79 2.44 0.79

LE

3 There are separate toilet facilities for

students and teachers 2.63 0.97

2.61 0.94 2.63 0.96

HE

4 All areas of the school are accessible

to learners with special needs 2.38 0.96

2.26 0.91 2.36 0.95

LE

5 There are adequate provision for

school safety in cases of fire out break

and other emergencies

2.27 1.05 2.08 0.89 2.23 1.02

LE

6 ICT facility is available and used for

teaching and learning 2.26 1.02

2.13 0.94 2.23 1.00

LE

7 There is demarcation of the school

compound to prevent encroachment. 2.81 1.01

2.46 1.00 2.73 1.02

HE

8 Classrooms are available and used for

effective teaching and learning. 2.52 0.92

2.50 0.82 2.51 0.90

HE

9 Laboratories and workshops are

adequate for the enhancement of


2.47 0.96 2.36 0.86 2.45 0.94

LE

10. Laboratories and workshop equipment

are adequate 2.58 0.96

2.56 0.89 2.58 0.95 HE

11 There are adequate desks and chairs in

classrooms for students use. 2.29 0.99

2.26 0.89 2.28 0.97 LE

Cluster Mean 2.54 0.65 2.41 0.56 2.51 0.63

HE

Note: = Mean, SD = Standard Deviation, Dec. = Decision

67

The data on table 1 show the means and standard deviations of the opinions of

principals and evaluators on the extent secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on provision of infrastructural facilities in

secondary schools. Results showed that items 3, 7, 8 and 9 had mean ratings of 2.63,

2.73, 2.51 and 2.58, with standard deviations of 0.96, 1.02, 0.90 and 0.95 respectively.

These mean ratings are within the range of 2.50 – 3.49, this means that to a high

extent, the respondents agreed that: there are separate toilet facilities for students and

teachers; there is demarcation of the school compound to prevent encroachment;

classrooms are available and used for effective teaching and learning, and there are

adequate desks and chairs in classrooms for students use. Results also show that items

1, 2, 4, 5, 6, 8b, and 9b had mean ratings of 2.31, 2.44, 2.36, 2.23, 2.23, 2.45 and 2.28

with standard deviations of 0.89, 0.79, 0.95, 1.02, 1.00, 0.94 and 0.97 respectively.

These mean ratings are within 1.50 – 2.49 for low extent. This means that to a low

extent, school buildings [including toilets] are well maintained, sporting facilities are

available and well utilized, all areas of the school are accessible to learners with

special needs, there are adequate provision for school safety in cases of fire out break

and other emergencies, ICT facility is available and used for teaching and learning,

laboratories and workshops are adequate for the enhancement of teaching and learning

processes, and laboratories and workshop equipment are adequate. However, the

cluster mean of 2.43 with standard deviation of 0.63 shows that the secondary schools

in North-Central States, Nigeria adhere to the FIS guidelines on provision of

infrastructural facilities in secondary schools to a low extent.

68

Research Question Two

To what extent do secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of relevant curriculum in secondary schools?

Table 2: Mean ratings and standard deviations of principals and evaluators on

the extent secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of relevant curriculum in secondary schools

N = 1208


S/N Item Statement SD Dec. SD Dec. SD Dec.

10 The curriculum is broad and

caters for the interest,

aptitudes and particular needs

of learners

2.91 0.79 HE 2.88 0.77 HE 2.90 0.79 HE

11 The curriculum meets external

requirements 2.85 0.84 HE 2.83 0.81 HE 2.85 0.84 HE

12 The curriculum is also

responsive to local

circumstances in the

secondary schools

2.88 0.81 HE 2.78 0.77 HE 2.86 0.80 HE

13 The quantity of infrastructural

facilities in the school meet

the needs of the curriculum

2.56 0.81 HE 2.46 0.73 HE 2.54 0.80 HE

14 The quality and quantity of

equipment in the school meet


2.57 0.89 HE 2.44 0.76 HE 2.54 0.86 HE

15 The quantity of instructional

materials in the school meet


2.46 0.88 LE 2.38 0.82 LE 2.44 0.87 LE

16 Learners including those with

special needs have access to

all curricular options

2.53 0.98 HE 2.39 0.94 HE 2.50 0.97 HE

Cluster Mean 2.68 0.57 HE 2.59 0.54 HE 2.66 0.57 HE


The data on table 2 show the means and standard deviations of principals and

evaluators on the extent secondary schools in North-Central States, Nigeria adhere to

the FIS guidelines on provision of relevant curriculum in secondary schools. The data

show that items 10, 11, 12, 13, 14 and 16 had mean ratings of 2.90, 2.85, 2.86, 2.54,

2.54 and 2.50 with standard deviations of 0.84, 0.80, 0.80, 0.86 and 0.97 respectively.

69

These mean ratings are within the range of 2.50 – 3.49 implying that to a high extent,

the curriculum is broad and caters for the interest, aptitudes and particular needs of

learners; the curriculum meets external requirements; the curriculum is also responsive

to local circumstances in the secondary schools; the quantity of infrastructural facilities

in the school meet the needs of the curriculum; the quality and quantity of equipment

in the school meet the needs of the curriculum and learners including those with

special needs have access to all curricular options. However, item 15 with a mean

rating of 2.44, shows that the quantity of instructional materials in the school meet the

needs of the curriculum to a low extent. The cluster mean of 2.66 with standard

deviation of 0.57 means that the secondary schools in North-Central States, Nigeria

adhere to the FIS guidelines on provision of relevant curriculum in secondary schools

to a high extent.

70

Research Question Three


guidelines on effective teaching in secondary schools?

Table 3: Mean ratings and standard deviation of principals and evaluators on the

extent secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on effective teaching in secondary schools N =

1208



17 Junior Secondary Schools students (JSS)

are taught by qualified teachers with a

minimum of Nigeria Certificate in

Education (NCE) Certificates.

3.28 0.89 HE 3.13 0.90 HE 3.25 0.90 HE

18 Every teacher in the Senior Secondary

School (SSS) level has a minimum

qualification of bachelor’s degree in

relevant subjects

2.71 0.91 HE 2.72 0.87 HE 2.71 0.90 HE

19 No secondary school learner is taught in a

class larger than 40 2.53 0.96

HE 2.38 0.90 HE 2.50 0.95 HE

20 Every learner is continuously assessed to

check whether sufficient progress is being

made

2.71 0.89 HE 2.58 0.84 HE 2.68 0.88 HE

21 Every learner participates fully in class

activities with the support of the teacher 2.76 0.86

HE 2.68 0.75 HE 2.74 0.84 HE

22 Every learner has a minimum of 180 days

schooling per year 2.83 0.95

HE 2.64 0.84 HE 2.78 0.93 HE

23 Every learner has access to appropriate

instructional materials 2.46 0.88

LE 2.38 0.84 LE 2.44 0.87 LE

24 All learners with special needs receive

appropriate education 2.48 0.96

LE 2.36 0.86 LE 2.45 0.94 LE

25 The acquisition of knowledge and skills

are emphasized in the teaching and

learning process

2.76 0.96 HE 2.73 0.91 HE 2.75 0.95 HE



The data on table 3 show the mean and standard deviations of principals and evaluators

on the extent secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on effective teaching in secondary schools. Results show that items 17 – 22

and 25 had mean ratings of 3.25, 2.71, 2.50, 2.68, 2.74, 2.78 and 2.75, with standard

deviations of 0.90, 0.90, 0.95, 0.88, 0.84, 0.93 and 0.95 respectively. These mean

71

ratings are within the range of 2.50 – 3.49 for high extent. These mean that the

respondents agreed that to a high extent, Junior Secondary Schools (JSS) are taught by

qualified teachers with a minimum of Nigeria Certificate in Education (NCE)

Certificates; every teacher in the Senior Secondary School (SSS) level has a minimum

qualification of bachelor’s degree in relevant subjects; no secondary school learner is

taught in a class larger than 40; every learner is continuously assessed to check

whether sufficient progress is being made; every learner participates fully in class

activities with the support of the teacher; every learner has a minimum of 180 days

schooling per year, and the acquisition of knowledge and skills are emphasized in the

teaching and learning process. However, items 23 and 24 with mean ratings of 2.44

and 2.45 respectively, show that to a low extent, every learner has access to

appropriate instructional materials, and all learners with special needs receive

appropriate education. The cluster mean of 2.70 with standard deviation of 0.57 means

that the secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of effective teaching in secondary schools to a high extent.

72

Research Question Four

To what extent do secondary schools in North-Central States, Nigeria follow the FIS

guidelines on effective school management in secondary schools?



guidelines on effective school management in secondary schools

N = 1208



26 All school administrators’ and

leaders’ efforts are geared

towards improving the

achievement of the learners in

their care

3.11 0.82 HE 2.99 0.87 HE 3.09 0.84 HE

27 The school actively engages in

school self-evaluation 2.84 0.79 HE 2.76 0.82 HE 2.82 0.80 HE

28 The school has a school

development plan which is based

on its vision and mission

2.83 0.87 HE 2.74 0.85 HE 2.81 0.87 HE

29 The school has a school-based

management committee which

actively supports school’s

improvement

2.83 0.90 HE 2.72 0.86 HE 2.81 0.89 HE

30 The financial resources of the

school are effectively deployed

to achieve school goals and

objectives

2.84 0.93 HE 2.67 0.81 HE 2.80 0.91 HE





the FIS guidelines on effective school management in secondary schools. The data

shows that all the items had mean ratings within the range of 2.50 – 3.49 for high

extent. These mean ratings reveal that the respondents agreed that to a high extent, all

73

school administrators’ and leaders’ efforts are geared towards improving the

achievement of the learners in their care; the schools actively engage in self-

evaluation; the schools have school development plans which are based on their

visions and missions; the schools have school-based management committees which

actively support schools’ improvement, and the financial resources of the schools are

effectively deployed to achieve school goals and objectives. The cluster mean of 2.86

with a standard deviation of 0.62 indicate that the secondary schools in North-Central

States, Nigeria follow the FIS guidelines on effective school management in secondary

schools to a high extent.

74

Research Question Five

To what extent do secondary schools in North-Central States, Nigeria follow the FIS

guidelines on provision of learners’ welfare needs in secondary school?


the extent secondary schools in North-Central States, Nigeria follow the FIS

guidelines on provision of learners’ welfare needs in secondary schools

N = 1208



31 There is a safe working and

learning environment for

learners and teachers

3.05 0.82 HE 2.76 0.86 HE 2.98 0.84 HE

32 The school surrounding are

kept clean and tidy 2.95 0.82 HE 2.77 0.79 HE 2.91 0.81 HE

33 The school has access to

first aid facilities 2.73 0.90 HE 2.58 0.85 HE 2.70 0.89 HE

34 The school provides

guidance and counseling

services for students

2.51 0.99 HE 2.49 0.91 HE 2.51 0.97 HE

35 There are safe and balanced

meals provided for students 2.14 1.44 LE 2.11 0.95 LE 2.13 1.34 LE





the FIS guidelines on provision of learners’ welfare needs in secondary schools. The

data show that items 31-34 had mean ratings of 2.98, 2.91, 2.70 and 2.51, with

standard deviations of 0.84, 0.81, 0.89 and 0.97 respectively. These mean ratings are

within the range of 2.50 – 3.49 for high extent. This implies that mean the respondents

agreed that to a high extent: there is a safe working and learning environment for

learners and teachers; the school surrounding are kept clean and tidy; the schools have

75

access to first aid facilities, and the schools provide guidance and counseling services

for students. However, item 35, with a mean rating of 2.13, shows that to a low extent,

there are safe and balanced meals provided for students. The cluster mean of 2.64 with

standard deviation of 0.65 means that the secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on provision of learners’ welfare needs in

secondary schools to a high extent.

76

Research Question Six


guidelines on maintenance of effective school-community relationship in secondary

schools?



guidelines on maintenance of effective school-community relationship in

secondary schools

N = 1208


S/N Item Statement SD Dec.

SD Dec. SD Dec.

36 Parents are informed about their

children’s progress 2.92 0.96

HE 2.86 0.87 HE 2.91 0.94 HE

37 Parents give feedback to the school

about their children’s’

performances in school

2.49 0.86 LE 2.38 0.80 LE 2.46 0.85 LE

38 There is cooperation between

teachers and parents in the

upbringing of students

2.69 0.94 HE 2.75 0.78 HE 2.71 0.90 HE

39 Parents help the school in solving

academic and social problems of

learners

2.53 0.96 HE 2.56 0.84 HE 2.54 0.93 HE

40 There is frequent contact between

parents and the school 2.57 0.95

HE 2.57 0.86 HE 2.57 0.93 HE

41 Both the school and parents are

involved in the planning of the

school programmes and activities

2.39 0.99 LE 2.26 0.91 LE 2.36 0.98 LE

42 Both parents and community

members are encouraged to

participate in school events

2.67 0.93 HE 2.49 0.91 HE 2.63 0.93 HE



Data on table 6 show the means and standard deviations of principals and evaluators

on the extent secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on maintenance of effective school-community relationship in secondary

schools. Results showed that items 36, 38, 39, 40 and 42 had mean ratings of 2.91,

2.71, 2.54, 2.57 and 2.63, with standard deviations of 0.94, 0.90, 0.93, 0.93 and 0.93

respectively. These mean ratings are within the range of 2.50 – 3.49 for high extent.

These mean that respondents agreed that to a high extent: parents are informed about

77

their children’s progress; there is cooperation between teachers and parents in the

upbringing of students; parents help the school in solving academic and social

problems of learners; there is frequent contact between parents and the school; and

both parents and community members are encouraged to participate in school events.

However, items 37 and 41 had mean ratings of 2.46 and 2.36, with standard deviations

of 0.85 and 0.98 respectively. These mean that to a low extent: parents give feedback

to the school about their children’s performances in school, and both the school and

parents are involved in the planning of the school programmes and activities. The

cluster mean of 2.59 with standard deviation of 0.69 implying that the secondary

schools in North-Central States, Nigeria adhere to the FIS guidelines on maintenance

of effective school-community relationship in secondary schools to a high extent.

78

Hypothesis One

There is no significant deference between the mean ratings of principals and evaluators on the

extent to which secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of infrastructural facilities in secondary schools.

Table 7: t-test analysis of the mean ratings of principals and evaluators on the extent to

which secondary schools in North-Central States, Nigeria adhere to the FIS guidelines

on provision of infrastructural facilities in secondary schools

S/N Item Statement Status

SD t-cal Df Sig Dec

1 School buildings including toilets and grounds are

maintained

Principals

Evaluators

2.24

2.38

0.89

0.85 -2.98 1206 0.00 S

2 Sporting facilities are available and well utilized Principals

Evaluators

2.46

2.36

0.79

0.79 1.79 1206 0.07 NS

3 There are separate toilet facilities for students and

teachers

Principals

Evaluators

2.63

2.61

0.97

0.94 0.43 1206 0.67 NS

4 All areas of the school are accessible to learners with

special needs

Principals

Evaluators

2.38

2.26

0.96

0.91 1.97 1206 0.04 S

5 There are adequate provision for school safety in cases of

fire out break and other emergencies

Principals

Evaluators

2.27

2.08

1.05

0.89 2.63 1206 0.01 S

6 ICT facility is available and used for teaching and

learning

Principals

Evaluators

2.26

2.13

1.02

0.94 1.88 1206 0.06 NS

7 There is demarcation of the school compound to prevent

encroachment.

Principals

Evaluators

2.81

2.46

1.01

1.00 5.08 1206 0.00 S

8 Classrooms are available and used for effective teaching

and learning.

Principals

Evaluators

2.52

2.50

0.92

0.82 1.65 1206 0.00 NS

8b Laboratories and workshops are adequate for the

enhancement of teaching and learning processes.

Principals

Evaluators

2.47

2.36

0.96

0.86 1.64 1206 0.10 NS

9 There are adequate desks and chairs in classrooms for

students use.

Principals

Evaluators

2.58

2.56

0.96

0.89 0.40 1206 0.69 NS

9b Laboratories and workshop equipment are adequate. Principals

Evaluators

2.29

2.26

0.99

0.89 0.42 1206 0.67 NS

Cluster t Principals

Evaluators

2.54

2.41

0.65

0.56 2.99 1206 0.00 S

α = 0.05

79

Table 7 shows the t-test analysis of the mean ratings of principals and

evaluators on the extent to which secondary schools in North-Central States, Nigeria

adhere to the FIS guidelines on provision of infrastructural facilities in secondary

schools. The data reveal that there is a significant difference on items 1, 4, 5 and 7 with

probability values less than 0.05 set as level of significance. However, there was no

significant difference on items 2, 3, 6, 8, 8b, 9 and 9b, with probability values above

0.05. Results from table 7 showed that the cluster t-value of 2.99, with a degree of

freedom of 1206, and a probability value of 0.00, were obtained. Since the probability

value of 0.00 is less than 0.05 set as level of significance, the null hypothesis which

stated that there is no significant deference between the mean ratings of principals and


adhere to the FIS guidelines on provision of infrastructural facilities in secondary

schools is rejected. Inference drawn therefore is that the principals and evaluators

differed in their opinions on the extent to which secondary schools in North-Central

States, Nigeria adhere to the FIS guidelines on provision of infrastructural facilities in

secondary schools with the principals having a higher mean rating.

80

Hypothesis Two

There is no significant difference between the mean ratings of principals and


adhere to the FIS guidelines on provision of relevant curriculum in secondary schools

Table 8: t-test analysis of the mean ratings of principals and evaluators on the

extent to which secondary schools in North-Central States, Nigeria adhere to the

FIS guidelines on provision of relevant curriculum in secondary schools


SD t-cal Df Sig Dec

10 The curriculum is broad and caters for the interest

aptitudes and particular needs of learners

Principals

Evaluators

2.91

2.88

0.79

0.77

0.58 1206 0.56 NS

11 The curriculum meets external requirements Principals

Evaluators

2.85

2.83

0.84

0.81

0.35 1206 0.72 NS

12 The curriculum is also responsive to local

circumstances in the secondary schools

Principals

Evaluators

2.88

2.78

0.81

0.77

1.87 1206 0.06 NS

13 The quantity of infrastructural facilities in the school

meet the needs of the curriculum

Principals

Evaluators

2.56

2.46

0.81

0.73

1.86 1206 0.06 NS

14 The quality and quantity of equipment in the school


Principals

Evaluators

2.57

2.44

0.89

0.76

2.22 1206 0.03 S

15 The quantity of instructional materials in the school


Principals

Evaluators

2.46

2.38

0.88

0.82

1.29 1206 0.19 NS

16 Learners including those with special needs have

access to all curricular options

Principals

Evaluators

2.53

2.39

0.98

0.94

2.22 1206 0.03 S


Evaluators

2.68

2.59

0.57

0.54

2.25 1206 0.03 S

α = 0.05

Table 8 shows the t-test analysis of the mean ratings of principals and evaluators on

the extent to which secondary schools in North-Central States, Nigeria adhere to the

FIS guidelines on provision of relevant curriculum in secondary schools. Results

81

showed that there was a significant difference on items 14 and 16, with probability

values less than 0.05. However, there was no significant difference on items 10, 11, 12,

13 and 15, with probability values above 0.05. Results from Table 8 showed that the

cluster t-value of 2.25, with a degree of freedom of 1206, and a probability value of

0.03, were obtain. Since the probability value of 0.03 is less than 0.05 set as level of

significance, the null hypothesis which stated that there is no significant deference

between the mean ratings of principals and evaluators on the extent to which secondary

schools in North-Central States, Nigeria adhere to the FIS guidelines on provision of

relevant curriculum in secondary schools is rejected. Inference drawn therefore is that

the principals and evaluators differed in their opinions on the extent to which

secondary schools in North-Central States, Nigeria adhere to the FIS guidelines on

provision of relevant curriculum in secondary schools with the principals having a

higher mean rating.

82

Hypothesis Three



adhere to the FIS guidelines on effective teaching in secondary schools.



FIS guidelines on effective teaching in secondary schools


SD t-cal Df Sig Dec

17 Junior Secondary Schools (JSS) are taught by qualified

teachers with a minimum of Nigeria Certificate in

Education (NCE) Certificates.

Principals

Evaluators

3.28

3.13

0.89

0.90

2.42 1206 0.02 S

18 Every teacher in the Senior Secondary School (SSS)

level has a minimum qualification of bachelor’s degree

in relevant subjects

Principals

Evaluators

2.71

2.72

0.91

0.87

-0.17 1206 0.86 NS

19 No secondary school learner is taught in a class larger

than 40

Principals

Evaluators

2.53

2.38

0.96

0.90

2.37 1206 0.02 S

20 Every learner is continuously assessed to check

whether sufficient progress is being made

Principals

Evaluators

2.71

2.58

0.89

0.84

2.06 1206 0.04 S

21 Every learner participates fully in class activities with

the support of the teacher

Principals

Evaluators

2.76

2.68

0.86

0.75

1.33 1206 0.18 NS

22 Every learner has a minimum of 180 days schooling

per year

Principals

Evaluators

2.83

2.64

0.95

0.84

3.06 1206 0.00 S

23 Every learner has access to appropriate instructional

materials

Principals

Evaluators

2.46

2.38

0.88

0.84

1.44 1206 0.15 NS

24 All learners with special needs receive appropriate

education

Principals

Evaluators

2.48

2.36

0.96

0.86

1.81 1206 0.07 NS

25 The acquisition of knowledge and skills are

emphasized in the teaching and learning process

Principals

Evaluators

2.76

2.73

0.96

0.91

0.49 1206 0.63 NS


Evaluators

2.72

2.61

0.56

0.58

2.69 1206 0.00 S

α = 0.05

83



FIS guidelines on effective teaching in secondary schools. Results showed that there

was a significant difference on items 17, 19, 20 and 22 which had probability values

less than 0.05 level of significance. However, there was no significant difference on

items 18, 21, 23, 24 and 25, with probability values above 0.05 level of significance.

Results from Table 9 also showed that the cluster t-value of 2.69, with a degree of

freedom of 1206, and a probability value of 0.00, were obtain. Since the probability


stated that there is no significant difference between the mean ratings of principals and


adhere to the FIS guidelines on effective teaching in secondary schools is rejected.

Inference drawn therefore is that there was a significant difference between the mean

ratings of principals and evaluators on the extent to which secondary schools in North-

Central States, Nigeria adhere to the FIS guidelines on effective teaching in secondary

schools with the principals having a higher mean rating.

84

Hypothesis Four



follow the FIS guidelines on effective school management in secondary schools.



FIS guidelines on effective school management in secondary schools


SD t-cal Df Sig Dec

26 All school administrators and leaders efforts are geared

towards improving the achievement of the learners in

their care

Principals

Evaluators

3.11

2.99

0.82

0.87

2.11 1206 0.03 S

27 The school actively engages in school self-evaluationPrincipals

Evaluators

2.84

2.76

0.79

0.82

1.51 1206 0.13 NS

28 The school has a school development plan which is

based on its vision and mission

Principals

Evaluators

2.83

2.74

0.87

0.85

1.52 1206 0.13 NS

29 The school has a school-based management committee

which actively supports school’s improvement

Principals

Evaluators

2.83

2.72

0.90

0.86

1.79 1206 0.07 NS

30 The financial resources of the school are effectively

deployed to achieve school goals and objectives

Principals

Evaluators

2.84

2.67

0.93

0.81

2.70 1206 0.00 S


Evaluators

2.89

2.77

0.61

0.62

2.71 1206 0.00 S

α = 0.05



FIS guidelines on effective school management in secondary schools. Results showed

that there was a significant difference on items 26 and 30, with probability values less

than 0.05 level of significance. However, there was no significant difference on items

27, 28 and 29 with probability values above 0.05 level of significance. Results from

Table 10 also showed that the cluster t-value of 2.71, with a degree of freedom of

85

1206, and a probability value of 0.00 were obtained. Since the probability value of

0.00 is less than 0.05 set as level of significance, the null hypothesis which stated that

there is no significant difference between the mean ratings of principals and evaluators

on the extent to which secondary schools in North-Central States, Nigeria adhere to the

FIS guidelines on effective school management in secondary schools is rejected.

Inference drawn therefore is that there was a significant difference between the mean


Central States, Nigeria adhere to the FIS guidelines on effective school management in


86

Hypothesis Five



follow the FIS guidelines on provision of learners’ welfare needs in secondary schools.



FIS guidelines on provision of learners’ welfare needs in secondary schools


SD t-cal Df Sig Dec

31 There is a safe working and learning environment for

learners and teachers

Principals

Evaluators

3.05

2.76

0.82

0.86

5.06 1206 0.00 S

32 The school surrounding are kept clean and tidy Principals

Evaluators

2.95

2.77

0.82

0.79

3.18 1206 0.00 S

33 The school has access to first aid facilities Principals

Evaluators

2.73

2.58

0.90

0.85

2.47 1206 0.01 S

34 The school provides guidance and counseling services

for students

Principals

Evaluators

2.51

2.49

0.99

0.91

0.26 1206 0.79 NS

35 There are safe and balanced meals provided for

students

Principals

Evaluators

2.14

2.11

1.44

0.95

0.35 1206 0.72 NS


Evaluators

2.67

2.54

0.66

0.62

2.99 1206 0.00 S

α = 0.05


the extent to which secondary schools in North-Central-States of Nigeria adhere to the

FIS guidelines on provision of learners’ welfare needs in secondary schools. Result

showed that there was a significant difference on items 31, 32 and 33 with probability

values less than 0.05 level of significance. However, there was no significant

difference on items 34 and 35, with probability values above 0.05 level of significance.

87

Results from Table 11 showed that the cluster t-value of 2.99, with a degree of

freedom of 1206, and a probability value of 0.00, were obtained. Since the probability


states that there is no significant difference between the mean ratings of principals and


adhere to the FIS guidelines on provision of learners’ welfare needs in secondary

schools is rejected. Inference drawn therefore is that there was a significant difference

between the mean ratings of principals and evaluators on the extent to which secondary


learners’ welfare needs in secondary schools with the principals having a higher mean

rating.

88

Hypothesis Six



adhere to the FIS guidelines on maintenance of school-community relationship in

secondary schools.




schools


SD t-cal Df Sig Dec

36 Parents are informed about their children’s progressPrincipals

Evaluators

2.92

2.86

0.96

0.87

1.02 1206 0.31 NS

37 Parents give feedback to the school about their

children’s’ performances in school

Principals

Evaluators

2.49

2.38

0.86

0.80

1.98 1206 0.05 S

38 There is cooperation between teachers and parents in

the upbringing of students

Principals

Evaluators

2.69

2.75

0.94

0.78

-0.99 1206 0.32 NS

39 Parents help the school in solving academic and

problems of learners

Principals

Evaluators

2.53

2.56

0.96

0.84

-0.43 1206 0.66 NS

40 There is frequent contact between parents and the

school

Principals

Evaluators

2.57

2.57

0.95

0.86

0.06 1206 0.95 NS

41 Both the school and parents are involved in the

planning of the school programmes and activities

Principals

Evaluators

2.39

2.26

0.99

0.91

1.90 1206 0.06 NS

42 Both parents and community members are encouraged

to participate in school events

Principals

Evaluators

2.67

2.49

0.93

0.91

2.89 1206 0.00 S


Evaluators

2.61

2.55

0.71

0.62

1.22 1206 0.22 NS

α = 0.05

89




schools. Results showed that there was a significant difference on items 37 and 42,

with probability values less than 0.05 level of significance. However, there was no

significant difference on items 36, 38, 39, 40 and 41 with probability values above

0.05 level of significance. Results from Table 12 also showed that the cluster t-value of

1.22, with a degree of freedom of 1206, and a probability value of 0.22, were obtained.

Since the probability value of 0.22 is greater than 0.05 set as level of significance, the

null hypothesis which stated that there is no significant deference between the mean


Central States, Nigeria adhere to the FIS guidelines on maintenance of school-

community relationship in secondary schools is not rejected. Inference drawn therefore

is that the principals and evaluators have the same opinion on the extent to which


maintenance of school-community relationship in secondary schools.

Summary of Findings

This section presents the summary of the findings of the study based on the research

questions and the tested hypotheses. The summary of the results obtained showed that:

1. The secondary schools in North-Central States, Nigeria adhered to the FIS

guidelines on provision of infrastructural facilities in secondary schools to a

low extent.

90

2. The finding of the study showed that the secondary schools in North-Central

States, Nigeria adhered to the FIS guidelines on provision of relevant

curriculum in secondary schools to a high extent.

3. Result showed that the secondary schools in North-Central States, Nigeria

adhered to the FIS guidelines on provision of effective teaching and learning

in secondary schools to a high extent.

4. The secondary schools in North-Central States, Nigeria followed the FIS

guidelines on effective school management in secondary schools to a high

extent.

5. The secondary schools in North-Central States, Nigeria adhered to the FIS

guidelines on provision of learners’ welfare needs in secondary schools to a

high extent.

6. The finding of the study showed that the secondary schools in North-Central

States, Nigeria adhered to the FIS guidelines on maintenance of effective

school-community relationship in secondary schools to a high extent.

7. The principals and evaluators differed in their opinion on the extent to which

secondary schools in North-Central States, Nigeria adhered to the FIS

guidelines on provision of infrastructural facilities in secondary schools with

the principals having a higher mean rating.

8. The principals and evaluators differed in their opinion on the extent to which


91

guidelines on provision of relevant curriculum in secondary schools with the

principals having a higher mean rating.

9. There is a significant difference between the mean ratings of principals and


Nigeria adhered to the FIS guidelines on effective teaching in secondary

schools with the principals having a higher mean rating.



Nigeria adhered to the FIS guidelines on effective school management in




Nigeria adhered to the FIS guidelines on provision of learners’ welfare

needs in secondary schools with the principals having a higher mean rating.

12. The principals and evaluators had the same opinion on the extent to which


guidelines on maintenance of school-community relationship in secondary

schools.

92

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS,

LIMITATIONS, SUGGESTIONS FOR FURTHER STUDIES AND SUMMARY

OF THE STUDY

This chapter discusses the results presented in chapter four, the conclusions, the

implications of the study, and recommendations. The chapter also presents the

limitations of the study, suggestions for further research, as well as the summary of the

study.

Discussions of the results

The findings of the study were discussed in line with the research questions and

hypotheses that guided the study.

The extent secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of infrastructural facilities in secondary schools

The result as presented on table 1 showed the mean and standard deviations of

the opinions of the principals and evaluators on the extent secondary schools in North-

Central States, Nigeria adhere to the FIS guidelines on provision of infrastructural

facilities in secondary schools. Based on the results, it was inferred that the secondary


infrastructural facilities in secondary schools to a low extent. The finding of the study

showed that the school buildings including toilets and grounds were not well

maintained, sporting facilities were not available and the available ones were not well

utilized, among others. These findings are in agreement with the findings of Nwosu

(2010) who carried out a study on the extent of provision of infrastructural facilities

and equipment in secondary schools in Anambra state and found that the

91

93

infrastructural facilities and equipment required for effective teaching and learning

[which include classrooms, laboratories, workshops, libraries, audio and visual aids]

were not adequately provided and maintained in the secondary schools of Anambra

State. The findings of the study is also in agreement with the findings of Ikhare (2012)

who carried out a study on the appraisal of the provision and management of

infrastructural facilities and equipment in secondary schools in Bayelsa state and found

that the available infrastructural facilities and equipment in the schools lack adequate

care and maintenance and are generally in deplorable states hence, teaching and

learning activities are conducted in unconducive and deplorable environments. The

findings from the test of hypothesis one showed that the principals and evaluators had

different opinions on the extent secondary schools in North-Central States, Nigeria

adhere to the FIS guidelines on provision of infrastructural facilities in secondary,

schools which led to the rejection of the null hypotheses. For hypothesis one, it was

concluded therefore that there was a significant difference in the mean rating of

principals and evaluators on the extent secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on provision of infrastructural facilities in

secondary schools with the principals having a higher mean ratings.


guidelines on provision of relevant curriculum in secondary schools

The results in table 2 showed the mean and standard deviations of principals

and evaluators on the extent secondary schools in North-Central States, Nigeria adhere

to the FIS guidelines on provision of relevant curriculum in secondary schools.

Evidence from the result showed that to a high extent, the curriculum is broad and

caters for the interest, aptitudes and particular needs of learners, the curriculum meets

94

external requirements and is also responsive to local circumstances in the secondary

schools, the quantity of infrastructural facilities in the school meet the needs of the

curriculum, among others. The finding of the study disagreed with the views of

Emecheta (2009) who carried out a study on teachers’ Perception of the Relevance of

Secondary Schools Curriculum in Imo State and found out that the secondary school

curriculum is not relevant because it is not periodically revised and updated so as to

continually reflect the interests and aspirations of both learners and the society.

Emecheta also found that the curriculum also lacks adequate and necessary reforms

which are supposed to provide for innovations in instructional delivery and learning as

informed by international best practices. The curriculum also does not suit the learners

with special needs, and appropriate learning and instructional materials are not

adequately used in the process of implementing the curriculum, among others. The

finding from the test of hypothesis two (2) showed that the principals and evaluators

had different views and opinions on the extent secondary schools in North-Central

States, Nigeria adhere to the FIS guidelines on provision of relevant curriculum in

secondary schools which led to the rejection of the null hypotheses. For hypothesis two

(2), inference drawn therefore was that, there is a significant difference in the mean

ratings of principals and evaluators on the extent secondary schools in North-Central

States, Nigeria adhere to the FIS guidelines on provision of relevant curriculum in

secondary schools with the principals having a higher mean ratings.

Based on the differences in the opinions of principals and evaluators, various

factors can be used to explain thus regarding the extent to which the schools in North-

Central States, Nigeria adhere to FIS guidelines on provision of relevant curriculum;

one of such factors is negative attitude to collection of data for research which makes

95

many respondents to research questionnaires to think that to say the truth about actual

situation regarding the object of research is to betray their institution friends and

relations.


guidelines on effective teaching in secondary schools

The results in Table 3 showed the mean and standard deviations of principals


to the FIS guidelines on effective teaching in secondary schools. Result showed that to

a high extent, Junior Secondary Schools (JSS) were taught by qualified teachers with a

minimum of Nigeria Certificate in Education (NCE) Certificates, every teacher in the

Senior Secondary School (SSS) level had a minimum qualification of bachelor’s

degree in relevant subjects, no secondary school student was taught in a class larger

than 40, and every learner was continuously assessed to check whether sufficient

progress was made, among others. These findings are in line with the submissions of

Fasien (2011) who conducted a study on the practical administrative measures for

achieving effective teaching and learning in secondary schools in Rivers State, and

found out that the practical administrative measures for achieving effective teaching

and learning in secondary schools in Rivers State were adequate provision of qualified

and competent teachers in secondary schools, making adequate preparations for

lessons by teachers, writing and using appropriate notes of lessons for teaching,

adequate provision and effective use of appropriate teaching aids and infrastructural

materials in secondary schools, having continuous assessment for students in order to

ensure that sufficient progress was made in their learning endeavour and ensuring that

students participate fully in class activities with the assistance of the teachers. The

96

finding from the test of hypothesis three showed that the principals and evaluators had

different views and opinions on the extent secondary schools in North-Central States,

Nigeria adhere to the FIS guidelines on effective teaching in secondary schools which

led to the rejection of hypothesis three (3). Hence, there was a significant difference in

the mean ratings of principals and evaluators on the extent secondary schools in North-

Central States, Nigeria adhere to the FIS guidelines on effective teaching in secondary

schools with the principals having a higher mean ratings.

Extent secondary schools in North-Central States, Nigeria follow the FIS

guidelines on effective school management in secondary schools

The findings of the study as presented in Table 4 showed the mean and standard

deviations of principals and evaluators on the extent secondary schools in North-

Central States, Nigeria adhere to the FIS guidelines on effective school management in

secondary schools. The result showed that to a high extent, all school administrators

and leaders’ efforts are geared towards improving the achievement of the learners in

their care, the schools actively engage in self-evaluation and had school development

plans which were based on their visions and missions. Also the findings also showed

that the schools had school-based management committees which actively support

schools’ improvements, and the financial resources of the schools are effectively

deployed to achieve school goals and objectives. The finding from the test of

hypothesis four showed that the principals and evaluators had different views on the

extent secondary schools in North-Central States, Nigeria adhere to the FIS guidelines

on effective school management in secondary schools which led to the rejection of

hypothesis four.

97

The findings of the study are in agreement with the findings of Mussonat (2009) who

carried out a study on the measures for ensuring effective school management in

secondary schools in Mbabane, Swaziland, and found out that the measures for

ensuring effective school management in secondary schools include: ensuring that

schools are administered by qualified school administrators; proper management of

school funds for the effective and efficient management of the human and material

resources; transparency in the recruitment and selection of school administrators;

constant re-training of school administrators in order to constantly improve their

knowledge and skills and make them adaptable to changing situations; maintaining

discipline and control among school administrators and their staff and adequate

provision of the facilities and materials required for effective school operation. The

finding of the study showed therefore that to a high extent, the secondary schools in

North-Central States, Nigeria adhere to the FIS guidelines on effective school

management in secondary schools.

Extent secondary schools in North-Central States, Nigeria follow the FIS

guidelines on provision of learners’ welfare needs in secondary school



to the FIS guidelines on provision of learners’ welfare needs in secondary schools.

Results showed that to a high extent, there is a safe working and learning environment

for learners and teachers, the school surroundings were kept clean and tidy, the schools

had access to first aid facilities, and the schools provide guidance and counseling

services for students. The findings of the study are in line with the findings of Clarke

(2010) who investigated the measures for providing the welfare needs of students in

98

colleges in Glasgow and found that the measures for providing the welfare needs of

students in colleges include: providing good sanitation, first aid and other health-care

services to students; providing safe and conducive learning environment for students;

making available guidance and counselling services to students; encouraging students

inter-personal relationships; provision of social services such as clubs, unions and

recreational facilities to students; provision of convenience services such as toilets and

urinary where students can ease themselves when pressed; and provision of good

school canteen for students. However, the findings of the study disagreed with the

findings of Inyang (2011) who carried out a study on the appraisal of the provision of

the welfare needs of students in secondary schools in Cross River State and found out

among other things, that the welfare needs of students such as: adequate provision of

facilities and materials necessary for their effective learning, good sanitation and first

aid facilities, guidance and counselling services, social and recreational services, good

school canteen, toilets and urinaries, were provided to a low extent. The test of

hypothesis five also showed that there was a significant difference in the mean ratings

of principals and evaluators on the extent secondary schools in North-Central States,


secondary schools which also led to the rejection of hypothesis five.


guidelines on maintenance of effective school-community relationship in

secondary schools.



to the FIS guidelines on maintenance of effective school-community relationship in

99

secondary schools. The result showed that to a high extent, parents were informed

about their children’s progress, there is cooperation between teachers and parents in

the upbringing of students, parents help the school in solving academic and social

problems of learners, there were frequent contacts between parents and the school and

both parents and community members were encouraged to participate in school events.

The findings of the study agree with the results of a study carried out by Njoku (2009)

on principals’ strategies for maintaining school-community relationship in public

secondary schools in Imo State, and found that the strategies used by principals in

maintaining school-community relationship in public secondary schools in Imo State

include: giving frequent information to the community on what goes on in the school,

informing parents about their children’s/wards’ academic progress, maintaining

frequent contacts with parents and other community bodies, involving community

representatives in planning and implementation of school programmes and activities,

encouraging the participation of members of the community in school events, making

the school facilities/resources available for community use on demand, among others.

Walter (2012), also carried out a study on measures for maintaining school-community

relationship in Oxford colleges and found that the measures for maintaining school-

community relationship in Oxford colleges were: collaborating with the community in

the management of the College, encouraging the study of certain aspects of the

community like in the college curriculum, liasing with the community to improve

school administration, achieving the goals of the college as expected by the

community, giving members of the community opportunities to be part of the college

among others’. The findings of the test of hypothesis six showed that there was no

significant difference in the mean ratings of principals and evaluators on the extent

100


maintenance of effective school-community relationship in secondary schools. This

means that hypothesis six was not rejected.

Conclusions

Based on the results of the study, the following conclusions were made:

• The secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of infrastructural facilities in secondary schools to a low

extent.

• The secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of relevant curriculum, provision of effective teaching,

effective school management, provision of learners’ welfare needs and

maintenance of effective school-community relationship in secondary schools

to a high extent.

• The principals and evaluators differed in their opinion on the extent to which


on provision of infrastructural facilities and on provision of relevant curriculum

in secondary schools.

• There was a significant difference between the mean ratings of principals and


Nigeria adhere to the FIS guidelines on effective teaching and effective school

management in secondary schools with the principals having higher mean

ratings.

101

• There was a significant difference between the mean ratings of principals and




• The principals and evaluators had the same opinion on the extent to which

secondary in North-Central States, Nigeria adhere to the FIS guidelines on

maintenance of school-community relationship in secondary schools.

Implications of the Findings

The findings of this study have tremendous implications on Principals of

secondary schools, Federal Inspectorate Service (FIS), students, educational policy-

makers and future researchers. The implications are discussed below.

The secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of infrastructural facilities in secondary schools to a low

extent. This implies that the provision of infrastructural facilities in secondary schools

is not done as laid down by FIS. Thus the findings of this study are supposed to serve

as eye openers to principals of secondary schools in the area that they are lagging

behind in their duties regarding the provision of infrastructural facilities. The

implications of these findings to FIS is that the FIS now has some objective research

findings on the basis of which they can monitor the activities going on in the

secondary schools in North-Central States, Nigeria.

The secondary schools in North-Central States, Nigeria adhere to the FIS

guidelines on provision of relevant curriculum, provision of effective teaching,

effective school management, provision of learners’ welfare needs and maintenance of

102

effective school-community relationship in secondary schools to a high extent. This

implies that to some extent, the secondary schools adhere to the FIS guidelines.

The principals and evaluators differed significantly in their opinion on the

extent to which secondary schools in North-Central States, Nigeria adhered to the FIS

guidelines on provision of infrastructural facilities, provision of relevant curriculum,

effective teaching and effective school management in secondary schools. It implies

that there is to a high extent a non-harmonious relationship between principals and

evaluators in the educational system.

Recommendations

On the basis of the findings of this study, the following recommendations were made:

1. Principals should always provide feedback to the Federal Inspectorate

Service on the extent to which they adhere to the established FIS guidelines

for quality assurance practices in secondary schools.

2. The Federal Inspectorate Service should monitor effectively the compliance

of secondary schools to its guidelines on quality assurance practices.

3. The Federal Ministry of Education to provide a more relevant curriculum so

that the students who are now produced by secondary schools in Nigeria will

be better prepared for useful living within the society and for higher

education.

4. The government [federal, states and local government] should provide

enough fund to the secondary schools in North-Central states so that quality

assurance measures in secondary schools in North-Central States, Nigeria

will be more effectively and properly carried out.

103

5. There should be a harmonious relationship between principals and

evaluators in the educational system.

Limitation

1. Limitation that the researcher encountered was the security situation in the

North- central States, especially Plateau, Nassarawa and Benue States. As soon as the

questionnaires were distributed, some areas became impossible to travel to because of

incessant attacks by gunmen. However, the researcher and his team were able to meet

their respondents in some safe areas of Nassarawa and Benue States and almost all the

questionnaires were retrieved with the exception eight (8) copies.

Suggestions for Further Research

Based on the findings of this study, the following suggestions were considered for

further investigations:

� The study is purely on public secondary schools in the North-central States. A

comparison of Private and public secondary schools in the study area should be

researched.

� Other variables like effective management of resources in secondary schools in

the North- Central States should be researched.

� Further research is needed on policy initiative on private partnership in funding

public schools in South East of Nigeria.

Summary of the Study

The general purpose of this study was to assess quality assurance practices in

secondary schools in North-Central States, Nigeria. Specifically, six purposes, six

research questions, and six null hypotheses guided the study.

104

Descriptive survey design was used to carry out the study. The study was

carried out in North-Central States, Nigeria consisting of six states, namely: Benue,

Kogi, Kwara, Nassarawa, Niger, and Plateau states. The population of the study was

2304 subjects. A total sample of 1200 respondents (931 principals of secondary

schools and 269 school evaluators) were selected using stratified random sampling

technique. A structured questionnaire was the instrument for collecting the data for the

study. This instrument was personally developed by the researcher through the review

of relevant literature. In order to ascertain the validity of the instrument, its initial draft

was face-validated by three experts, two in Department of Educational Administration

and Planning, and one from the Department of Measurement and Evaluation, all from

the University of Nigeria, Nsukka. The experts were requested to examine the

instrument in terms of the relevance of the contents and clarity of the statements and in

relation to the research questions and specific purposes of the study.

The reliability of the instrument was ascertained by trial-testing it on 20

subjects in Enugu State. Cronbach’s Alpha technique of reliability estimate was used

to determine the internal consistency of the items. The reliability estimates generated

for Clusters A – F were .77, .67, .76, .92, .93, .91 respectively. Direct Delivery and

Retrieval Technique (DDRT) was used by the researcher and six research assistants to

collect the data for the study. Data collected from the respondents were analyzed with

descriptive and inferential statistics. The descriptive statistics [which involved the use

of mean score and standard deviations] were used to answer the research questions.

The t-test statistic was used to test the corresponding null hypotheses of the study at

0.05 level of significance. The findings of the study showed that: the secondary


105

infrastructural facilities in secondary schools to a low extent. It was also found out that

the secondary schools in North-Central States, Nigeria adhere to the FIS guidelines on

provision of relevant curriculum, provision of effective teaching, effective school

management, provision of learners’ welfare needs, and maintenance of effective

school-community relationship in secondary schools to a high extent. The principals

and evaluators differed significantly in their opinions on the extent to which secondary


infrastructural facilities and on provision of relevant curriculum in secondary schools.

It was recommended among others that the Federal Inspectorate Service should

monitor effectively the compliance of secondary schools to its guidelines on quality

assurance practices. This will guide the educational policy-makers in formulating

relevant policies aimed at improving quality assurance practices in secondary schools

for the effective and efficient delivery of quality education in secondary schools.

106

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115

APPENDIX A

Department of Education Foundations,

University of Nigeria, Nsukka.

27th October, 2014

Dear Sir/Madam,

A REQUEST TO RESPOND TO A QUESTIONNAIRE

I am a Post-graduate student of the above-named department and university. I

am carrying out an assessment of the extent of quality assurance practices in

Secondary Schools in North-Central States, Nigeria. The attached questionnaire is

aimed at obtaining the required data for the study.

You are most humbly requested to respond to the items of the questionnaire as

objectively as possible, your responses will be treated with utmost confidentiality and

restricted strictly to this research.

Thank you for your anticipated co-operation and assistance.

Yours faithfully,

Mmuo, Maria C.

PG/Ph.D/03/34375

(Researcher)

116

QUESTIONNAIRE

ASSESSMENT OF QUALITY ASSURANCE PRACTICES QUESTIONNAIRE

(AQAPQ)

PART A: PERSONAL DATA OF RESPONDENTS

Kindly complete or tick (√) in the option that correspond to your opinion.

Name of School: _____________________________________________

State:_______________________________________________________

Gender: Male Female

Professional Status: Principal Evaluator

PART B: QUESTIONNAIRE ITEMS

Instruction: Please indicate your opinions on the following items by ticking (√) in the boxes

that you consider appropriate.

Please be informed that:

VHE = Very High Extent (4 points)

HE = High Extent (3 points)

LE = Low Extent (2 points)

VLE = Very Low Extent (1 point)

CLUSTER A:

Extent of Adherence to the Guidelines on Adequate Provision of Infrastructural Facilities in

Secondary School

S/N ITEMS VHEHE LE VLE

1 School buildings including toilets and grounds are well maintained

2 Sporting facilities are available and well utilized

3 There are separate toilet facilities for students and teachers

4 All areas of the school are accessible to learners with special needs

5 There are adequate provision for school safety in cases of fire out break

and other emergencies

6 ICT facility is available and used for teaching and learning

7 There is demarcation of the school compound to prevent encroachment.

8 Classrooms are available and used for effective teaching and learning.

8b Laboratories and workshops are adequate for the enhancement of


9 There are adequate desks and chairs in classrooms for students

use.

9b Laboratories and workshop equipment are adequate.

Cluster B:

Extent of Adherence to the Guidelines on Provision and use of Relevant Curriculum

S/N ITEMS VHE HE LE VLE

10 The curriculum is broad and caters for the interest aptitudes

and particular needs of learners

11 The curriculum meets external requirements

12 The curriculum is also responsive to local circumstances in

the secondary schools

117

13 The quantity of infrastructural facilities in the school meet the

needs of the curriculum

14 The quality and quantity of equipment in the school meet the


15 The quantity of instructional materials in the school meet the


16 Learners including those with special needs have access to all

curricular options

Cluster C:

Extent of Adherence to the Guidelines on Effective Teaching

and Learning

VHE HE LE VLE

17 Junior Secondary Schools (JSS) are taught by qualified teachers

with a minimum of Nigeria Certificate in Education (NCE)

Certificates.

18 Every teacher in the Senior Secondary School (SSS) level has a

minimum qualification of bachelor’s degree in relevant subjects

19 No secondary school learner is taught in a class larger than 40

20 Every learner is continuously assessed to check whether

sufficient progress is being made

21 Every learner participates fully in class activities with the

support of the teacher

22 Every learner has a minimum of 180 days schooling per year

23 Every learner has access to appropriate instructional materials

24 All learners with special needs receive appropriate education

25 The acquisition of knowledge and skills are emphasized in the

teaching and learning process

Cluster D:

Extent of Adherence to the Guidelines on Effective School

Management

VHE HE LE VLE

26 All school administrators and leaders efforts are geared towards

improving the achievement of the learners in their care

27 The school actively engages in school self-evaluation

28 The school has a school development plan which is based on

its vision and mission

29 The school has a school-based management committee which

actively supports school’s improvement

30 The financial resources of the school are effectively deployed

to achieve school goals and objectives

Cluster E:

Extent of Adherence to the Guidelines on Provision of

Learners’ Welfare Need

VHE HE LE VLE

31 There is a safe working and learning environment for learners

and teachers

32 The school surrounding are kept clean and tidy

33 The school has access to first aid facilities

34 The school provides guidance and counseling services for students

35 There are safe and balanced meals provided for students

Cluster F:

Extent of Adherence to the Guidelines on Maintenance of

Effective School-Community Relationship

VHE HE LE VLE

36 Parents are informed about their children’s progress

118

37 Parents give feedback to the school about their children’s’

performances in school

38 There is cooperation between teachers and parents in the

upbringing of students

39 Parents help the school in solving academic and social problems

of learners

40 There is frequent contact between parents and the school

41 Both the school and parents are involved in the planning of the

school programmes and activities

42 Both parents and community members are encouraged to participate in

school events

119

APPENDIX B (128-131)

THE BENCHMARK

A Handbook on Quality Assurance Practices for Basic and Secondary Education in

Nigeria

A Blue-Print

By

Federal Inspectorate Service (FIS)

Ministry of Education

January, 2010

Specific Areas for this work: From Chapter 3 – Educational Standard

120

APPENDIX C (132-147)

POPULATION DISTRIBUTION OF RESPONDENTS

(Available Statistics at the Time of this Investigation)

S/N STATE PRINCIPALS EVALUATORS TOTAL

1 Benue 305 78 383

2 Kogi 335 68 403

3 Kwara 380 73 453

4 Nasarawa 320 102 422

5 Niger 247 70 317

6 Plateau 250 76 326

Total 1,837 467 2304

Source: Research, Planning and Statistics Division, Ministry of Education of each

state 2014/2015 Academic Session

The population for the study is 2304 respondents made up of 1837 principals of

secondary schools and 467 school evaluators. Three states were used for the sampling,

Benue, Kogi and Nasarawa. Stratified random sampling technique was used.

Therefore, the study sample is 1208 comprising 931 principals and 277 evaluators. See

the list of schools.

121

SCIENCE/TECHNICAL SCHOOLS KOGI

1. Government Science Secondary School Ogori

2. Government Science Secondary School Adogo

3. Local Government Science School Ajaokuta

4. AMCO Abdulazeez Memorial College Okene

5. Government Girls Science Secondary School Otutu Okene

6. Government Science Secondary School Ogaminana

7. Government Technical College Oboro

8. Ihima Comprehensive Secondary School Ihima

9. Ebira Mushim Secondary School EMSS Okene

10. Okene Community Secondary School Eika Okene

11. Government Science Secondary School Onyedega

12. Government Secondary School GSS Idah

13. Government Technical College Idah

14. St. Peters College Idah

15. Government Sc. Special College Ajaka

16. Government Science Secondary School Aloma

17. Government Science Secondary School Egume

18. Oshada Boys Secondary School (OISS) Ajaka

19. Government Science Secondary School Dekina

20. Government Science Secondary School Oduma

21. St. Charles College Ankpa

22. Government Technical College Ankpa

23. Government Girls Secondary School (GGSS) Okaba

24. Government Science Secondary School Abejikolo

25. Government Science Secondary School Icheke

26. Government Secondary School Ogodu

27. Ogugu Comprehensive Science Secondary School Ogugu

28. Government Special Science Secondary School Imani

29. Government Science Secondary School Akpanya

30. St. Monica’s Girls College Kabba

31. GSSC Okedayo

32. Iyara Anglican Science Secondary School Iyara

33. Government Special Science Secondary School Egbedega

34. Government Science Secondary School Iyamoye

35. OCSS Okoyi-Ponya

36. Government Technical College Mopa

37. Government Special Science Secondary School Mopa

38. Ayede Amoro Secondary School Mopa

39. Government Science Secondary School Isonlu

40. Titicomb College Egbe

41. OCSS Akutupa

42. Government Science Secondary School Kotonkarifi.

43. Government Science Secondary School Lokoja

(OTHER LISTS OF PUBLIC SCHOOLS IN BENUE AND KOGI STATES ARE

CONTAINED IN THE HARD COPY).

122

NAME OF SECONDARY SCHOOLS SAMPLED IN NASARAWA STATE

1. Government Special Science College, Lafia

2. Nasarawa Secondary School, Lafia

3. Government Secondary School, Ombi

4. Government college, lafia

5. Government Secondary School, Shabu

6. Government Secondary School, Lafia

7. Government Secondary School, Kwandere

8. Government Secondary School, Akurba

9. Government Secondary School, Maina

10. Government Secondary School, Agyaragu

11. Government Secondary School, Bakinrijiya

12. Government Secondary School, Tundun Kauri

13. Government Secondary School, Bukan Sidi

14. Government Secondary School, Nasarawa Eggon

15. National High School, Lafia

16. Government Secondary School, Doma

17. Government Secondary School, Akwanga

18. Government Secondary School, Mada

19. Government Secondary School, Keffi

20. Government Secondary School, Wamba

21. Government Secondary School, Asakyo

22. Government Secondary School, Mararaba

23. Government Secondary School, Shaba Central

24. ERCC Secondary School, Lafia

25. Standard Basic School Karu, Nasarawa State

26. Government Secondary School, Shagu

27. Government Secondary School, Akwuruba

28. Government Secondary School, Tuidun Amba

29. Government Secondary School, Guguge Sabo

30. Government Secondary School, Marmara

31. Government Secondary School, Laminga

32. Government Secondary School, Tammah

33. Government Junior Secondary School, Dogon Dutse

34. Government Secondary School, Kafar Kudu

123

35. Government Secondary School, Ara

36. Government Secondary School, Kurudu

37. Government Junior Secondary School, Gora

38. Government Secondary School, Nasarawa Central

39. Government College, Nasarawa

40. Government Secondary School, Kwarra

41. Government Secondary School, Agwatashi

42. Government College, Keffi

43. Government Pivotal Teacher’s, Keffi

44. Government Secondary School, Aarm Barracks, Za

45. Government Secondary School, Kofar Hausa

46. Government Secondary School, Sabon-Gari, Keffi

47. Government Secondary School, Yelwa, Keffi

48. Government College Obi Area

49. Government Junior Secondary School, Akaha

50. Government Secondary School, Agyaragu Central

51. Government Secondary School, Adudu Central

52. Government Secondary School, Kpangwa

53. Government Secondary School, Obi

54. Government Secondary School, Duduguru

55. Government Secondary School, Atabulu

56. Government Secondary School, Kadun Koro

57. Government Secondary School, Akanga

58. Government Secondary School, Oloscho

59. Government Secondary School, Musha

60. Government Secondary School, Mararaba Gurku

61. Government Day Secondary School, Aso Pada

62. Government Junior Secondary School, Nyanya Gbagyi

63. Government Secondary School, Gurku

64. Government Junior Secondary School, Jankawa

65. Government Secondary School, Kabusu

66. Government Science School, Karu

67. Government Secondary School, Koroduma Central

68. Government Technical Secondary School, Bakin Ado

69. Government Secondary School, Ngbukulu

124

70. Government Secondary School, Galie

71. Government Secondary School, Kagbu

72. Government Secondary School, Mada Station

73. Government Secondary School, Udbe

74. Government Secondary School, Washo

75. Government Secondary School, Burumburum

76. Government Secondary School, Ogbagi

77. Government Secondary School, Wanyen

78. Government Junior Secondary School, Wakama

79. Government Secondary School, Assan

80. Government Secondary School, Walko

81. Government Secondary School, Mararaba Akunza

82. Government Secondary School, Efugobingba

83. Government Junior Secondary School, Iwashi, Doma Area

84. Government Secondary School, Doka

85. Government Girl’s College, Wamba

86. Government Secondary School, Ribi

87. Government Secondary School, Okpatta

88. Government Secondary School, Kanji

89. Government Junior Secondary School, Owaza

90. Government Secondary School, Mama

91. Government Secondary School, Muggu-Gha

92. Government Secondary School, Nakere

93. Government Junior Secondary School, Watta

94. Government Secondary School, Arum, Sarki

95. Government Junior Secondary School, Aloce (RCM)

96. Government Secondary School Akwanga, Central

97. Government Junior School, Buku

98. Government Junior Secondary School, Anzahiakola

99. Nana Community Secondary School, Kagbu

100. Government Secondary School, Lazzinkefi

125

APPENDIX D

A MAP OF NIGERIA SHOWING THE NORTH-CENTRAL STATES

The North-Central States have boundary in the East by the North-East States and the

Republic of Cameroon, in the West by Republic of Benin, in the North by the North-

East and North-West states, and in the South by the South-West, South-South and

South-East states of Nigeria.

Indication of North-Central States on the Map:

Note: The light green region on the map shows the North Central States:

1. Benue

2. kogi

3. Kwara

4. Nasarawa

5. Niger

6. Plateau

126

APPENDIX E

DISTRIBUTION OF TEACHERS IN PUBLIC SECONDARY SCHOOLS BY

QUALIFICATION, SEX AND LOCAL GOVERNMENT IN KOGI STATE

(AS A SAMPLE FROM 2009-2015)

127

APPENDIX F

RELIABILITY ANALYSIS)

� ADHERENCE TO GUIDELINES ON ADEQUATE PROVSION OF

INFRASTRUCTURAL FACILITIES

� ADHERENCE TO GUIDELINES ON PROVISION OF RELEVANT

CURRICULUM

� ADHERENCE TO GUIDELINES ON EFFECTIVE TEACHING AND

LEARNING

� ADHERENCE TO GUIDELINES ON PROVISION OF LEARNER’S

WELFARE NEED

� ADHERENCE TO GUIDELINES ON EFFECTIVE SCHOOL

MANAGEMENT

� ADHERENCE TO GUIDELINES ON MAINTENANCE OF EFFECTIVE

COMMUNITY RELATION

128

APPENDIX G

DATA ANALYSIS OUTPUT

� T-Test;

� HYPOTHESIS 1, group statistic, independent sample test






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