UNIVERSAL BASIC EDUCATION COMMISSION NO. 7 … Draft of NALABE Report 2011 final... · UNIVERSAL BASIC EDUCATION COMMISSION NO. 7 GWANI STREET, ... Junior Secondary School ... Staff

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UNIVERSAL BASIC EDUCATION COMMISSION NO. 7 GWANI STREET, WUSE ZONE 4

ABUJA

FINAL REPORT

2011 NATIONAL ASSESSMENT OF LEARNING ACHIEVEMENTS IN BASIC EDUCATION (NALABE)

DECEMBER 2013

EDUCATION FOR ALL IS THE RESPONSIBILITY OF ALL

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ACRONYMS

DFID - Department for International Development

ECCE - Early Childhood Care and Education

EFA - Education for All

ESSPIN - Education Sector Support Programme in Nigeria

FCT - Federal Capital Territory

HIV/AIDS - Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome

ICT - Information Communication Technology

JSS - Junior Secondary School

LEAP - Learning Enhancement Assistance Programme

LGA - Local Government Area

LGEAs - Local Government Education Authorities

MDG - Millennium Development Goal

NALABE - National Assessment of Learning Achievements in Basic Education

NAUBEP - National Assessment of Universal Basic Education Programme

NCE - Nigeria Certificate in Education

NPE - National Policy on Education

PEP II - World Bank-Assisted Second Primary Education Project

PTA - Parent-Teachers’ Association

PTTP - Pivotal Teacher Training Programme

SAS - Statistical Analysis System

SPSS - Statistical Package for the Social Sciences

SUBEBs - State Universal Basic Education Boards

TCII - Teachers’ Grade II Certificate

UBE - Universal Basic Education

UBEC - Universal Basic Education Commission

UBEP - Universal Basic Education Programme

SMoE - State Ministry of Education

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PREFACE The Universal Basic Education Programme is an intervention measure of the Federal

Government of Nigeria aimed at providing uniform and qualitative basic education for every

child of primary and junior secondary school age. It is supported by the UBE Act of 2004. The

Commission, in its effort to effectively carry out its mandate, achieve Education for All (EFA) as

well as the Millennium Development Goals (MDGs), set up a Technical Working Committee of

the National Assessment of Universal Basic Education Programme (NAUBEP) in 2002 and

reconstituted the Committee in 2005. It had the mandate of providing data on access, equity and

quality schooling for all Nigerian children and adults through research, formative assessment,

monitoring and supervision strategies involving all stakeholders in the education sub-sector.

In 2001, 2003 and 2006, National Assessment of Universal Basic Education Programmes

(NAUBEP) was carried out in primaries 4 and 6 (2001 and 2003) and primary 4, Junior

Secondary 1-3 (2006). The instruments used for the research in the primary section were

achievement tests in the four (4) core subjects (English Language, Mathematics, Primary Science

and Social Studies), and five (5) core subjects in JSS (English, Mathematics, Integrated Science,

Social Studies and Introductory Technology). Questionnaires were administered on the

pupils/students, their teachers, head teachers/principals and parents for non-cognitive aspects. In

2003 and 2006 assessment of life skills was included.

For continuity in the assessment of the UBE Programme and with a view to achieving effective

basic education delivery, the UBE Commission conducted the National Assessment of Learning

Achievement in Basic Education (NALABE) in 2011, the assessment was carried out in

primaries 4, 5, and 6 as well as in JSS1. The instruments used for the studies were achievement

tests in English Language and Mathematics, as well as Life Skills. Questionnaires were also

administered on the pupils/students, their teachers, head teachers/principals and parents.

Staff of the Universal Basic Education Commission (UBEC), State Universal Basic Education

Boards, as well as the Local Government Education Authorities (LGEAs) administered the

instruments Nationwide. Data collected and carefully analyzed by a team of experts were very

revealing and will be useful to all stakeholders in the education sector as well as enhance

effective delivery of basic education in Nigeria.

Professor Charles O. Onocha

Acting Executive Secretary

Universal Basic Education Commission (UBEC)

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Acknowledgements

This document is the final product of the fourth edition of the triennial National Monitoring of

Learning Achievements (NMLA) of the Universal Basic Education Commission (UBEC) tagged

National Assessment of Learning Achievements in Basic Education (NALABE). Various

stakeholders in the education sector were involved at different stages of the conduct of the study,

analysis and production of this Report. The Commission wishes to appreciate the contributions

of these stakeholders. The identified stakeholders are in the areas of UBEC Management,

Technical Working Committee, a team of specialists (evaluators and subject specialists) and

other staff.

The Commission would also like to thank the State Universal Basic Education Boards (SUBEBs)

and the sampled Local Government Education Authorities (LGEAs). The head

teachers/principals and the teachers of the sampled schools are also acknowledged for allowing

the Commission to use their schools for pre-testing of instruments and the actual conduct of the

NALABE. In addition, the students and pupils that participated in the study are appreciated for

their cooperation.

The Commission would like to thank the Technical Working Committee for guiding the writers,

arranging the materials and for their input in the final production of this document; all the team

of evaluation and subject specialists who prepared, developed and selected the test items; the

staff of UBEC, SUBEBs and LGEAs who participated in the administration of the instruments;

the secretarial staff for arranging the materials and for their input in the final editing of the report

as well as the Consultants for writing and critiquing the report.

Last but not the least, the Commission thanks the staff of the Commission for the organization,

secretarial and administrative back up as well as the innumerable inputs for the production of this

document.

Dr C. C. Agomoh

Director, Quality Assurance

Technical Working Committee

1. Dr C. O. Ubani - Chairman

2. Mr B. I. Ezeh - Member

3. Mr Pius Osaghae - Member

4. Mr Peter Salihu - Member

5. Dr C. C. Agomoh - Member

6. Alh. Dauda Alhassan - Member

7. Dr Tokunbo T. Onosode - Member

8. Mrs O. A. Orugun - Member

9. Alh. Wadatau M. Gusau - Member

10. Alh. I. S. Aliyu - Member

11. Alh. Jibo Abdullahi - Member/Secretary

Report Writing Consultants

1. Prof. Anthony O. Afemikhe - Leader

2. Prof. B. G. Nworgu - Member

3. Prof. O. A. Oyedeji - Member

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EXECUTIVE SUMMARY 1.0 Introduction

The main objective of the 2011 assessment was to use quantitative and qualitative methods to

assess and determine the efficiency and quality of performance of Primary and Junior Secondary

schooling in Nigeria. Specifically, data were collected on achievement of pupils (primary 4, 5

and 6) and students (JSS 1) in two core subjects (English Language and Mathematics) and life

skills as well as on contextual variables that were used as explanatory variables for the levels of

attainment in the various content areas. Thus, the assessment focused on both the aggregate

performance of pupils’/students’ and item-level data at each of the class levels. The data on

aggregate performance were provided on state and national bases whereas the data on item-level

performance were provided on a national basis. State level aggregate performance data were

provided not for the purpose of making inter-state comparisons of pupils’/students’, but to

provide reference data (norms) which each sate can use for planning purposes as well as to

monitor the trend in the performance of her pupils/students in future national assessments.

The present assessment covered all the three classes at upper primary level (i.e. Primaries 4 - 6)

and only the first year of Junior Secondary School (i.e. JS 1). The pupils/students were assessed

on three (3) content/subject areas namely - English, Mathematics and Life Skills. Non-cognitive

measures were obtained from questionnaires for pupils/students, teachers, head

teachers/principals and parents at both levels.

2.0 Methodology

The target population comprised all primary 4 - 6 pupils and JS 1 students in private and public

primary and junior secondary schools in the 36 states of Nigeria including the FCT, the teachers

and head teachers/principals as well as the parents of the pupils/students. Using a multi-stage

stratified random sampling procedure, 1,080 primary school and 432 junior secondary schools

from 216 Local Government Areas were drawn. Samples in the study comprised 51,130 pupils

and 7,312 students (i.e. 58,450 pupils/students), 2,793 primary school teachers, 639 JS 1 English

and Mathematics teachers and 17, 346 parents.

The instruments utilized included multiple-choice and essay achievement tests in English

Language, Mathematics, and Life Skills for the different class levels. Questionnaires were also

designed to elicit information from teachers, head teachers/principals, students and parents. The

instruments were administered over a four- day period by trained personnel. The data collected

was analyzed using percentages, means, frequency counts, and multiple regression analysis.

3.0 Findings

The major findings were as follows:

3.1 Pupil/student characteristics

More than 90% of the pupils/students lived with their parents who were predominantly

public/private worker, but only about 60% of them received assistance in their home

work from their parents.

The predominant mode of going to school was walking (trekking), while the average

distance of the residence of the majority of the pupils’/students from school was 0-2km.

At least 75.5% and 67.1% of pupils/students owned textbooks in English language and

mathematics respectively whereas in introductory technology, at least 73.9% at the

primary level and 59.5% in JS 1 level had no textbook.

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Across all class levels, most pupils/students spent 1 hour per week on homework and

tended to like English language and Mathematics most because the teachers taught them

well and thus making them easy to understand.

The subject not liked by JS 1 students were mathematics and basic technology and at the

primary level the subjects were science, social studies and mathematics. The reasons

adduced for this are because the subjects were boring, and teacher did not teach them

well.

The pupils/students liked teachers who were effective in their teaching and who

encouraged them to participate in their class activities but disliked teachers who punished

them always and showed unfriendly disposition.

3.2 Teachers’ Characteristics and Teaching Processes

The characteristics of primary teachers were:

There were more female teachers and a majority of the teachers were aged 30-39 years,

married and resided in places that were far from their schools with a monthly salary of

less than 40, 000 Naira.

Predominant qualification among the teachers was the NCE, followed by first degree

with teaching qualification; qualification was generally more than 15 years.

In their perception, the pupils were about the same in ability as pupils in their age group

but the curriculum was substantially seen as below the ability of pupils.

Attendance at in-service training was emphasised with more than 50% attending

conferences/seminars/workshops. Salaries were generally paid to teachers on in-service

training.

Almost all teachers had textbooks, supplied by the school and often used Instructional

Materials including textbooks and workbooks.

The teachers’ expressed positive attitude towards teaching as a career, satisfactory level

of morale and freedom in making instruction decisions but nonetheless indicated need for

help in the use of different management and instructional materials as well as assessment

practices.

3.3 Head teacher, principal, school characteristics and community relations

A majority of the head teachers/principals were aged 50-59 years and married.

There were more male pupils than female ones across all classes with more male than

female pupils/students tending to repeat and drop out of school.

The school compounds were generally well defined and secured with more classrooms

than open spaces and toilets available in only 36.7% of the schools.

Erosion was noticeable in at least 59.8% of the schools and cracks on walls were

common features in the schools.

The borehole and stream/river were the main sources of water supply to the schools while

games and recreational facilities were inadequate.

Community attitude in areas of teaching/learning, pupil problems and teachers was

positive and more than half of the schools received assistance from the community

mainly in the form of money, acquisition of land and construction of classrooms.

More than 85% of the head teachers/principal were satisfied as head.

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3.4 Parents Characteristics

For the parents, 70.3% were males, 53.8% possessed NCE or below, 43.6% were

public/civil servant 36.6% lived in three or more rooms and 22.8% lived in flats.

About 62.0% of the parents paid visits to schools often, while majority of them indicated

that they rarely paid school-related levies (72.9% ) and that the relationship between

school and community adequate.

3.5 Performance in Primary 4 - 6 and JS 1English Language

National mean values ranged from 47.66 (JS 1) to 60.38 (Primary 5).

The percentage of examinees who got items correct ranged from 5.71 to 75.1 for primary

4, 31.58 to 78.2 for primary 5, 45.23 to 80.42 for primary 6 and 11.96 to 70.01 for Junior

secondary 1

3.6 Performance in Primary 4 - 6 and JS 1Mathematics

National mean value range from 41.08 (JS 1) to 52.94 (Primary 6).

The percentage of examinees who got items correct ranged from 18.66 to 78.55 for

primary 4, 7.08 to 82.77 for primary 5, 7.40 to 83.32 for primary 6 and 24.81 to 66.60

Junior secondary 1.

3.7 Performance in Primary 4 - 6 and JS 1Life Skills

National mean value ranged from 39.78 (JS 1) to 53.21 (Primary 4).

The percentage of examinees who got items correct ranged from 7.43 to 85.40 for

primary 4, 5.80 to 81.15 for primary 5, 7.51 to 89.35 for primary 6 and 7.51 to 89.90 for

Junior secondary 1.

3.8 Pupil/Student, Teacher and School Factors as Correlates of Performance in English

The number of explanatory factors which significantly entered the regression equation

ranged from 20 to 38 in primaries 4 to 6 respectively.

These factors accounted for between 92.6 (primary 4) and 100% (JS 1) of performance in

English language across the class levels.

The following were consistent in predicting English Language performance in at least 3

out of the 4 class levels: diary number, appropriateness of chalk board, appropriateness of

television, number of teachers who attended workshops in the last 5 year and availability

of PTA.

3.9 Pupils’/Students’, Teachers’ and School Characteristics as Correlates of

Performance in Mathematics


ranged from 37(primary 6) to and 43(primary 4).

These factors accounted for almost 100% of performance in Mathematics across the class

levels.

The following were consistent in predicting Mathematics performance in at least 3 out of

the 4 class levels: Teachers teaching all subjects in school, Number of lessons per

subject; frequency of assignment in basic technology, diary number; adequacy of

teachers’ guide, appropriateness of chalkboard, availability of PTA and quality of school

compound.

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3.10 Pupil/Student, Teacher and School Factors as Correlates of Performance in

Life Skills


ranged from 28 to 39 primary classes.

These factors accounted for 97.3% (Primary) and 100% (JS 1) of performance in Life

Skills across primary class levels.

The following were consistent in predicting Life Skills performance in at least 3 out of

the 4 class levels: assistance from parents on homework, average time spent on

homework, teachers’ marital status, teachers teaching all school subjects, number of

National Curriculum available and number of school diary available as well as number of

teachers who attended workshops in the last 5 years and availability of PTA.

4.0 Conclusions

Schools were well located close to the pupils/students homes

The students/pupils did not spend enough time on homework.

Teachers’ in service training was well emphasised as part of teachers development

approach.

Instruction materials were in short supply in schools.

School environments post strengths to students because of erosion and cracks on walls.

The many variables (home, school teacher) that captured in the regression equations in

the attempts to explain the achievement level of the pupils/students

5.0 Recommendations

Based on the foregoing, the following recommendations are made:

The policy of locating schools close to the home of the pupils/students should be

continued.

Therefore there is need to encourage students/pupils to spend more time on homework.

Teacher development programme should be pursued more vigorously to equip teachers

with modern techniques of teaching as well as keep them abreast of development in

education.

Quality teaching requires modern teaching materials. As these are presently in short

supply, there is need to step up the acquisition of relevant teaching materials.

Attention should be paid to erosion situation in schools as well as ensure that the cracks

and leaking roofs and louvers are fitted.

Priority attention should be given to those factors that consistently predicted performance

across all class level such as assistance from parents on homework, average time spent on

homework, number of National Curriculum and dairy available as well as number of

teachers who attended workshops in the last 5 years should not be lost sight of.

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TABLE OF CONTENTS

ACRONYMS…………………………………………………………………………………….ii

PREFACE………………………………………………………………………………………..iii

ACKNOWLEDGEMENTS……………………………………………………………………...v

EXECUTIVE SUMMARY ........................................................................................................... vi

1.0 Introduction ..................................................................................................................... vi

2.0 Methodology……………………………………………………………………………vi

3.0 Findings........................................................................................................................... vi

4.0 Recommendations ........................................................................................................... ix

TABLE CONTENTS ...................................................................................................................... x

CHAPTER ONE

BACKGROUND OF THE STUDY 1.1 Introduction ...................................................................................................................... 1

1.2 Universal Basic Education Programme (UBEP) ............................................................. 1

1.3 National Assessment of Learning Achievement in Basic Education (NALABE)..... ...... 4

1.3.1 Goals of NALABE .............................................................................................................. 4

1.3.2 Terms of Reference (ToR) .................................................................................................. 4

1.4 The 2011 National Assessment ............................................................................................. 4

1.4.1 Rationale ............................................................................................................................. 5

1.4.2 Objectives ........................................................................................................................... 5

1.4.3 Focus ................................................................................................................................... 5

1.4.4 Scope of the Study .............................................................................................................. 5

CHAPTER TWO

METHODOLOGY 2.1 Population ........................................................................................................................ 7

2.2 Sample and Sampling Procedure ..................................................................................... 7

2.2.1 Primary Level................................................................................................................... 7

2.2.2 Junior Secondary Level.................................................................................................... 7

2.3 Instruments for Data Collection ....................................................................................... 8

2.3.1 Primary Level................................................................................................................... 8

2.3.1.1 Achievement Tests in English Language (Multiple Choice)……………………………8

2.3.1.2 Achievement Tests in English Language (Essay)……………………………………….9

2.3.1.3 Achievement Tests in Mathematics (Multiple Choice)…………………………………9

2.3.1.4 Achievement Tests in Mathematics (Essay)………………………………………… 10

2.3.1.5 Achievement Tests in Life Skills (Multiple Choice)………………………………….10

2.3.1.6 Achievement Tests in Life Skills (Essay)……………………………………………..11

2.3.2 Junior Secondary Level.................................................................................................. 11

2.3.2.1 Achievement Tests in English Language (Multiple Choice)…………………………12

2.3.2.2 Achievement Tests in English Language (Essay)…………………………………….12

2.3.2.3 Achievement Tests in Mathematics (Multiple Choice)……………………………… 12

2.3.2.4 Achievement Tests in Mathematics (Essay) …………………………………………12

2.3.2.5 Achievement Tests in Life Skills (Multiple Choice)…………………………………13

2.3.2.6 Achievement Tests in Life Skills (Essay)…………………………………………….13

2.3.3 Primary and Junior Secondary Levels………………………………………………...13

2.3.3.1 Pupils’/Students’ Questionnaire……………………………………………………....13

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2.3.3.2 Teachers’ Questionnaire ………………………………………………………………13

2.3.3.3 Head teachers’/Principals’ School Questionnaire……………………………………...13

2.3.3.4 Parents’ Questionnaire…………………………………………………………………14

2.4.1 Co-ordination of Data Collectors………………………………………………….......14

2.4.1.1 National Level…………………………………………………………………….14

2.4.1.2 Zonal Level……………………………………………………………………….14

2.4.1.3 State Level………………………………………………………………………..14

2.4.1.4 Test Administrator………………………………………………………………..14

2.4.1.5 Field Officers……………………………………………………………………..14

2.5 Administration of Instruments at the Primary School Level…………………….14

2.6 Administration of Instruments at JSS Level………………………………………15

2.7 Data Management .......................................................................................................... 15

CHAPTER THREE

PUPIL/STUDENT BACKGROUND CHARACTERISTICS 3.1 Introduction .................................................................................................................... 16

3.2 Primary 4 ........................................................................................................................ 16

3.2.1 Gender of the pupils…………………………………………………………………....16

3.2.2 Living with parents ……………………………………………………………………16

3.2.3 Occupation of Parents…………………………………………………….....................17

3.2.4 Assistance received on home work……………………………………………………..18

3.2.5 Materials available in the home…………………… ……………………………………19

3.2.6 Pupils means of going to School ………………………………………………………..19

3.2.7 Distance of School from Children’s Homes……………………………………………..20

3.2.8 Breakfast Eating Pattern…………………………………………………………………20

3.2.9 Regularity of giving children pocket money …………………………………………21

3.2.10 Number of school uniforms owned by each student…………………………………..22

3.2.11 Ownership of School Subjects’ Textbooks……………………………………………..22

3.2.12 Average time spent on Homework by Pupils……………………………………………23

3.2.13 Pupils participation in after school Hours Activities……………………………………23

3.2.14 Attitude of pupils towards School and School Subjects ……………………………….23

3.2.15 Attitude of Pupils to their Teachers ……………………………………………………..24

3.2.16: Attitude to Schooling…………………………………………………………………25

3.2.17 Perceived Parents’ Attitude towards their Children…………………………………….25

3.2.18 Number of Children in the Immediate/Nuclear family in Institutions…………………..26

3.3 Primary 5 ...................................................................................................................... 27

3.3.1 Sex of the pupils………………………………………………………… ……………27

3.3.2 Living with parents ……………………………………………………………………..27

3.3.3 Occupation of Parents/Guardians…………………………………………………….......28

3.3.4 Assistance received on home work…………………………………………………….29

3.3.5 Materials available in the home…………………… ……………………………………29

3.3.6 Pupils means of going to School ………………………………………………………..30

3.3.7 Distance of School from Children’s Homes……………………………………………. 30


3.3.9 Number of times children eat per day……………………………………………………31

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3.3.10 Regularity of pocket money …………………………………………………………….32

3.3.11: Number of School Uniform owned by each Pupil………………………………………33

3.3.12 Ownership of School Subjects’ Textbooks………………………………………………34

3.3.13 Average time spent on Homework by Pupils……………………………………………34

3.3.14 Pupils participation in after school Hours Activities…………………………………….35

3.3.15 Pupils’ Attitude to School and School Subjects ………………………………………..35

3.3.16 Pupils attitude to their Teachers ………………………………………………...………36

3.3.17 Attitude to Schooling…………………………………………………………………...36

3.3.18 Parents’ Attitude towards their Children………………………………………………..37

3.3.19 Number of Children in the Immediate/Nuclear family in Institutions…………………..37

3.4 Primary 6 ...................................................................................................................... 38

3.4.1 Sex of the pupils…………………………………………………………………………38

3.4.2 Living with parents ……………………………………………………………………..39


3.4.4 Assistance received on home work……………………………………………………..40

3.4.5 Materials available in the home…………………………………………………………40

3.4.6 Pupils means of going to School ……………………………………………………….41

3.4.7 Distance of School from Children’s Homes……………………………………………..41


3.4.9 Number of times children eat per day……………………………………………………42

3.4.10 Regularity of giving pocket money to pupils …………………………………………...43

3.4.11: Number of School Uniform owned by each Pupil………………………………………43


3.4.13 Average time spent on Homework ……….……………………………………………..44

3.4.14 Pupils participation in after school Hours Activities…………………………………….45

3.4.15 Pupils’ Attitude to School and School Subjects ………………………………………...46

3.4.16 Attitude of Pupils to their Teachers …………………………………………………… 46

3.4.17 Attitude to Schooling………………………………………………………………… 47

3.4.18 Parents’ Attitude towards their Children……………………………………………….48

3.4.19 Number of Children in the Immediate/Nuclear family in Institutions………………….48

3.5 Junior Secondary 1 ...................................................................................................... 49

3.5.1 Sex of the students………………………………………………………… ……………49

3.5.2 Living with parents …………………………………………………………………….49


3.5.4 Assistance received on home work…………………………………………………….50

3.5.5 Materials available in the home…………………… …………………………………..51

3.5.6 Pupils’ means of going to School ……………………………………………………...52

3.5.7 Distance of Student’s Homes to their school…………………………………………...52


3.5.9 Number of times students eat per day…………………………………………………..53

3.5.10 Regularity of students’ pocket money………………………………………………….53

3.5.11: Number of School Uniform owned by Students………………………………………54


3.4.13 Average time spent on Homework by students…………………………………………54

3.4.14 Pupils participation in after school Hours Activities

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3.4.15 Attitude towards School and School Subjects ……………………………………….55

3.4.16 Attitude of students to their Teachers …………………………………… …………56

3.4.17 Attitude to Schooling…………………………………………………………………57

3.4.18 Parents’ Attitude towards their Children……………………………………………..57

3.4.19 Number of Children in the Immediate/Nuclear family in Institutions…………………58

CHAPTER FOUR

TEACHER CHARACTERISTICS AND THE TEACHING PROCESS

4.1 Introduction ......................................................................................................................... 60

4.2 Primary School Teachers’ Characteristics and Needs ................................................... 60

4.2.1. Sex, Age and Marital Status.............................................................................................. 60

4.2.2 Place of Residence and distance from school ................................................................... 61

4.2.3 Teaching Experience…………………………………………………………………… .62

4.2.4 Type and Location of School…………………………………………………………….64

4.2.5 Class Size, Teaching Load, Instructional Time and Pay .................................................. 65

4.2.6 Special Needs Students…………………………………………………………………..66

4.2.7 Teachers’ Perception of Curriculum Content ................................................................... 68

4.2.8 Teachers’ Professional Development ............................................................................... 68

4.2.9 Instructional Materials ...................................................................................................... 70

4.2.10 Co-curricular Activities .................................................................................................... 71

4.2.11 Problems Encountered by Teachers (in Class and with Pupils)………………………...71

4.2.12 Teachers’ Attitude and Morale ........................................................................................ 72

4.2.13 Attendance at PTA Meetings and Relationship with Parents .......................................... 74

4.2.14 Teachers’ Freedom in Making Decisions ........................................................................ 75

4.2.15 Teachers’ Assessment of Pupils ....................................................................................... 75

4.2.16 Instructional Needs of Teachers....................................................................................... 77

4.2.17 Time and Discipline Management Needs of Teachers ..................................................... 79

4.2.18 Co-curricular Activity Coordination Needs ..................................................................... 80

4.2.19 Instructional Materials and Assessment Practices ........................................................... 81

4.3 Junior Secondary School Teachers’ Characteristics and Needs ............................. 82

4.3.1. Gender, Age and Marital Status ........................................................................................ 82

4.3.2 Place of Residence of Teachers ........................................................................................ 84

4.3.3 Highest Educational Qualification, Specialization and Teaching Experience………… 86

4.3.4 Type and Location of School…………………………………………………………….87

4.3.5 Class Size, Teaching Load and Pay .................................................................................. 88

4.3.6 Subjects Taught…………………………………………………………………………..90

4.3.7 Special Needs Students…………………………………………………………………..91

4.3.8 Teachers’ Perception of Curriculum Content ................................................................... 93

4.3.9 Teachers’ Professional Development ............................................................................... 93

4.3.10 Instructional Materials ...................................................................................................... 95

4.3.11 Co-curricular Activities .................................................................................................... 96

4.3.12 Problems encountered by teachers (in class and with Students) ....................................... 96

4.3.13 Teachers’ Attitude and Morale ........................................................................................ 97

4.3.14 Factors responsible for High/low morale……………………………………………….99

4.3.15 Attendance at PTA Meetings and Relationship with Parents .......................................... 99

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4.3.16 Teachers’ Freedom in Making Decisions ...................................................................... 100

4.3.17 Teachers’ Assessment of Students ................................................................................. 101

4.3.18 Instructional Needs of Teachers..................................................................................... 102

4.3.19 Time and Discipline Management Needs of Teachers .................................................. 104

4.3.20 Co-curricular Activity Coordination Needs…………………………………………...105

4.3.21 Instructional Materials and Assessment Practices…………………………………….105

CHAPTER FIVE

HEADTEACHER, PRINCIPAL, SCHOOL CHARACTERISTICS

AND COMMUNITY RELATIONS

5.1 Introduction ................................................................................................................ 107

5.2 Characteristics of Primary Schools and Head teachers…………………………………107

5.2.1 Primary School Ownership …………………………………………………………….107

5.2.2 Head teachers by Age………………………………………………………………….107

5.2.3 Head teachers by Marital Status .................................................................................... 108

5.2.4 Head teachers by Highest Educational Qualifications .................................................... 109

5.2.5 Types of Communities Served by the Schools ............................................................... 110

5.2.6 Level of Basic Education Provided................................................................................. 111

5.2.7 Use of Ability Grouping for Placement of Children into Classes .................................. 111

5.2.8 Shift run by School……………………………………………………………………..112

5.2.9 Average Distance of Pupils’ Homes from Schools....................................................... 113

5.2.10 Pupils mode of transport to School ................................................................................. 114

5.2.11 Primary 4 - 6 Teachers by Highest Educational Qualification ...................................... 115

5.2.12 Primary 4 - 6 Teachers by Teaching Experience ........................................................... 117

5.2.13 Non-Teaching Staff by Gender ...................................................................................... 119

5.2.14 Pupils’ Enrolment in Primary 4 - 6 ................................................................................ 119

5.2.15 Distribution of Repeaters and Dropout in Primary Schools .......................................... 120

5.2.16 Number and Condition of Facilities in Schools ............................................................. 122

5.2.17 School Compound……………………………………………………………………...124

5.2.18 Condition of School Buildings in Primary Schools ......................................................... 125

5.2.19 Quantity, Quality and Adequacy of Curriculum and Instructional Materials in Primary

Schools…………………………………………………………………………………126

5.2.20 Number and Sources of Water Supply in Primary Schools ........................................... 127

5.2.21 Availability of Recreational Facilities in Primary Schools............................................ 128

5.2.22 Usable recreational facilities……………………………………………………………128

5.2.23 Availability of Refuse Disposal Facilities in Schools.................................................... 129

5.2.24 Fences in Schools ........................................................................................................... 130

5.2.25 Engagement of Security Personnel in Schools ………………………………………..131

5.2.26 Head teachers’ and teachers’ Residence ………………………………………………133

5.2.27 Community Assistance to Primary Schools……………………………………………133

5.2.28 Community Attitude towards Various Aspects of Schooling …………………………135

5.2.29 Head teachers’ and Teachers’ Participation in In-service Training/

Workshop in Past Five Years…………………………………………………………136

xiv

5.2.30 Availability of Parent Teachers’ Association’s (PTA) in Schools ............................... 138

5.2.31 Job Satisfaction as a Head teacher .................................................................................. 139

5.2.32 Number of Disciplinary Cases Involving Pupils ............................................................. 139

5.2.33 Number of Disciplinary Cases Documented as Part of School Records ....................... 140

5.2.34 Headteachers’ Discussion with Parents ......................................................................... 140

5.2.35 Freedom of Headteachers in Deciding About School Activities .................................... 140

5.2.36 Perception of Universal Primary Education Programme……………………………..141

5.3 Characteristics of Junior Secondary Schools and Principals ................................ 142

5.3.1 Secondary School Ownership ....................................................................................... 142

5.3.2 Principals by Age .......................................................................................................... 143

5.3.3 Principals by Marital Status .......................................................................................... 144

5.3.4 Principals by Highest Educational Qualifications .......................................................... 144

5.3.5 Types of Communities Served by the Schools ............................................................... 145

5.3.6 Level of Basic Education Provided................................................................................. 146

5.3.7 Use of Ability Grouping for Placement of Children into Classes .................................. 147

5.3.8 Average Distance of Students’ Homes from Schools ................................................... 147

5.3.9 Type of shift run by Junior School……………………………………………………..148

5.3.10 Students mode of transport to school .............................................................................. 149

5.3.11 Distribution of JSS Teachers by Highest Educational Qualifications ........................... 150

5.3.12 Junior Secondary School Teachers by teaching experience .......................................... 152

5.3.13 Non-teaching Staff of Junior Schools by Gender .......................................................... 154

5.3.14 Students’ Enrolment in Junior Secondary Schools ....................................................... 154

5.3.15 Distribution of Repeaters and Dropouts in Junior Secondary Schools ........................ 155

5.3.16 Number and condition of Facilities in Junior Secondary Schools ................................ 156

5.3.17 School Compound of Junior Secondary Schools .......................................................... 158

5.3.18 Conditions of School Buildings in secondary school…………………………………159

5.3.19 Curriculum and instructional Materials in Junior Secondary Schools ......................... 159

5.3.20 Number and Sources of Water Supply in Junior Secondary Schools ............................ 161

5.3.21 Availability of Recreational Facilities in Junior Secondary Schools............................. 161

5.3.22 Availability of Refuse Disposal Facilities in Schools.................................................... 163

5.3.23 Fences in Schools ........................................................................................................... 164

5.3.24 Engagement of Security Personnel in Junior Secondary Schools .................................. 165

5.3.25 Number of Principals and teachers Residing in the Community Where Schools Are

Located…………………………………………………………………………………166

5.3.26 Community Assistance to Junior Secondary Schools…………………………………167

5.3.27 Community Attitude towards Various Aspects of Schooling ........................................ 169

5.3.28 Principals’ Participation in In-service Training/Workshop in the Past Five Years ...... 170

5.3.29 Teachers’ Participation in Workshops/Training in the Past Five Years .......................... 171

5.3.30 Availability of Parents-Teachers’ Associations (PTAs) in Schools .............................. 172

5.3.31 Job Satisfaction of Principals .......................................................................................... 173

5.3.32 Number of Disciplinary Cases Involving Students .......................................................... 175

5.3.33 Disciplinary Cases Documented .................................................................................... 175

5.3.34 Principals’ Discussions with Parents of Affected Students ........................................... 176

5.3.35 Freedom Principals Have to Decide about School Activities ........................................ 176

5.3.36 Perception of Universal Basic Education Programme…………………………………177

xv

CHAPTER SIX

PARENT/HOME CHARACTERISTICS

6.1 Introduction ................................................................................................................ 179

6.2 Sex................................................................................................................................... 179

6.3 Highest Educational Qualification of Parents ................................................................. 179

6.4 Distribution of Parents by Occupation ............................................................................ 180

6.5 distribution of parents by annual income……………………………………………….181

6.6 Type of Parents’ Residence…………………………………………………………….181

6.7 Parental Support to Children……………………………………………………………182

6.7.1 Parents’ visit to schools .................................................................................................. 182

6.7.2: Parents’ payment of School-related fees………………………………………………..183

6.7.3 Facilities Provided by Parents in the Homes…………………………………………...183

6.7.4 Provision of Breakfast………………………………………………………………….184

6.7.5 Provision of Pocket Money…………………………………………………………….185

6.7.6 Provision of Uniform by Parents……………………………………………………….185

6.7.7 Provision of Textbooks by Parents……………………………………………………..186

6.7.8 Provision of Writing Materials by Parents……………………………………………..187

6.7.9: Assistance Received by Children on their Home-work………………………………...187

6.8 Parental Support to Schools…………………………………………………………….188

6.8.1 Attendance at PTA Activities ........................................................................................... 188

6.9 Relationship between the School and the Community…………………………………189

6.10: Parents’ Assessment of UBE Programme………………………………………………190

6.10.1: Parents’ Likes of the UBE Programme…………………………………………………190

6.10.2: Parents Dislikes of the UBE Programme………………………………………………190

6.10.3 Parents’ Suggestions for Improving UBE Programme…………………………………191

CHAPTER SEVEN

PERFORMANCE IN ENGLISH LANGUAGE ACHIEVEMENT TESTS

7.1 Introduction ....................................................................................................................... 192

7.2 Overall Performance in the Four Classes.......................................................................... 192

7.3 Performance of primary 4-6 Pupils & JS 1Students in English Language Achievement

tests by state…………………………………………………………………………….193

7.4 Performance of Primary 4 Pupils in the English Language Achievement Test ............... 193



7.7 Performance of JS 1 Students in English Language Achievement Test ........................... 194

7.8 Conclusion ……………………………………………………………………………....207

CHAPTER EIGHT

PERFORMANCE IN MATHEMATICS ACHIEVEMENT TESTS 8.1 Introduction .................................................................................................................. 208

8.2 National Performance at Each Level ........................................................................... 208

8.3 Performance in Primary 4 Pupils in the Mathematics Achievement Test ................... 208

8.4 Performance in Primary 5 Pupils in the Mathematics Achievement Test ................... 211

8.5 Performance in Primary 6 Pupils in the Mathematics Test......................................... 213

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8.6 Performance in JS 1 Students in the Mathematics Achievement Test......................... 215

8.7 Conclusion ................................................................................................................... 217

CHAPTER NINE

PERFORMANCE IN LIFE SKILLS TEST 9.1 Introduction .................................................................................................................. 218

9.2 Overall performance in the four classes....................................................................... 218

9.3 Effectiveness of the Primary 4 Life Skills Test ........................................................... 218

9.4 Effectiveness of the Primary 5 Life Skills Test .......................................................... 223

9.5 Effectiveness of the Primary 6 Life Skills Test .......................................................... 227

9.6 Effectiveness of the JS 1 Life Skills Test ................................................................... 230

9.7 Conclusion…………………………………………………………………………..233

CHAPTER TEN

PERFORMANCE OF PUPILS AND STUDENTS IN ESSAY ACHIEVEMENT TESTS

10.1 Introduction ....................................................................................................................234

10.2 Analysis of the Performance of Primary 4 - 6 Pupils and Junior secondary 1 students in

English Achievement Test……………………………………………………………234

10.2.1 Analysis of the Performance of Primary 4 - 6 Pupils in English Achievement Test…234

10.2.2 Analysis of the Performance of JS 1 Students in English Essay Achievement Test …235

10.2.3 Analysis of Performance of Entire Sample by State in English Language Skills…..236

10.2.4 Analysis of Performance of Entire Sample by English Language Skills……………..236

10.2.4 Conclusion……………………………………………………………………………236

10.3 Analysis of the Performance of Primary 4 - 6 Pupils and JS 1 students in Mathematics

Essay Achievement Test………………………………………………………………237

10.3.1 Analysis of the Performance of JS 1 students in mathematics Essay achievement

test…………………………………………………………………………………….239

10.3.2 Performance of Primary 4 - 6 Pupils on specified skill…………………………… 239

10.4 Analysis of the Performance of Primary 4 – 6 Pupils in Life Skills Essay Achievement

Test…………………………………………………………………………………… 240

10.4.1 Implications…………………………………………………………………………… 242

CHAPTER ELEVEN

PUPIL/STUDENT, TEACHER AND SCHOOL CHARACTERISTICS AS

CORRELATES OF PERFORMANCE IN ENGLISH LANGUAGE 11.1 Introduction .................................................................................................................. 243

11.2 Composite Influence of the Explanatory Variables ..................................................... 250

11.3 Relative Influence of the Explanatory Variables ......................................................... 251

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CHAPTER TWELVE

PUPIL/STUDENT, TEACHER AND SCHOOL FACTORS AS CORRELATES OF

PERFORMANCE IN MATHEMATICS 12.1 Introduction .................................................................................................................. 252

12.2 Composite Influence of Independent Variables ........................................................... 259

12.3 Relative Influence of the Independent Variables.........................................................260

CHAPTER THIRTEEN

PUPIL/STUDENT, TEACHER AND SCHOOL FACTORS AS CORRELATES OF

PERFORMANCE IN LIFE SKILLS

13.1 Introduction .................................................................................................................. 26

13.2 Relative Influence of the Independent Variables .................................................... 270

CHAPTER FOURTEEN

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 14.1 Summary ...................................................................................................................... 271

14.2 Major Highlights of pupils/students characteristics ..................................................... 271

14.3 Major highlights of teachers charcteristics anf teaching processes…………………. 272

14.3.1 Primary 4 – 6 Teachers…………………………………………………………… 272

14.3.2 Junior Secondary 1 School Teachers………………………………………………….273

14.4 Highlights of head teacher, principal, school characteristics and community

Relations……………………………………………………………………………….274

14.4.1 Primary schools…………………………………………………………………………274

14.4.2 Junior Schools 1………………………………………………………………………..275

14.5 Major Highlights of Parents Characteristics……………………………………………276

14.6.1 Performance in Primary 4 – 6 and JS 1English Language Achievement……………..277

14.6.2 Performance in Primary 4 – 6 and JS 1Mathematics Achievement…………………...277

14.6.3 Performance in Primary 4 – 6 and JS 1Life Skills Achievement……………………. 277

14.7 Performance of Pupils/Students in Primary 4 – 6 Essay Tests…………………… 278

14.8 Performance of Pupils/Students in JS 1 Essay Tests………………………………….278

14.9 Pupil/Student, Teacher and School Factors as Correlates of Performance

in English…………………………………………………………………… 279

14.10 Analysis of Data on Pupils’/Students’, Teachers’ and School

Characteristics to Predict Performance in Mathematics………………………………279

14.11 Pupil/Student, Teacher and School Factors as Correlates of Performance in

Life Skills………………………………………………………………………………279

14.12 Conclusions……………………………………………………………………… 280

14.13 Recommendations ........................................................................................................ 280

LIST OF TABLES

Table 2.1: Selection of Sample per State for Primary Schools…………………………….7

Table 2.2: Selection of Sample per State for Junior Secondary.…………………………..8

Table 2.3: Table of Specification for English Primary 4…………………………………..8

Table 2.4: Table of Specification for English Primary 5………………………………….8

Table 2.5: Table of Specification for English Primary 6………………………………….8

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Table2.6: Table of Specification Mathematics for Primary 4…………………………….9

Table2.7: Table of Specification Mathematics Test for Primary 5……………………….9

Table 2.8: Table of Specification Mathematics for Primary 6……………………………10

Table 2.9: Table of specification: Life Skills Primary 4………………………………….10

Table 2.10: Table of specification: Life Skills Primary 5………………………………..10

Table 2.11: Table of specification: Life Skills Primary 6………………………………...11

Table 2.12: Table of Specification English for JS 1………………………………………12

Table 2.13: Table of Specification Mathematics for JS 1………………………………...12

Table 2.14: Table of specification: Life Skills Primary JS 1……………………………..12

Table 2.15: Schedule for administration of Instruments at Primary Level……………….14

Table 2.16: Schedule for administration of Instruments at Junior Secondary Level……..15

Table 3.2.1 Distribution of Primary 4 Pupils by Sex……………………………………..16

Table 3.2.2: Distribution of Fathers by Occupation………………………………………17

Table 3.2.3: Distribution of Mothers by Occupation………………………………………18

Table 3.2.4: Distribution of Guardians by Occupation…………………………………18

Table 3.2.5: Assistance Received on Home Work………………………………………18

Table 3.2.6: Materials Available in the Homes…………………………………………18

Table 3.2.7: Means of Transportation to School…………………………………………19

Table 3.2.8: Distance of Children Homes to Schools……………………………………20

Table 3.2.9 Breakfast Eating Pattern…………………………………………………..20

Table 3.2.10: Number of Times Children eat per day……………………………………20

Table 3.2.11: How Regular are the Children Pocket Money?............................................21

Table 3.2.12: Number of school Uniform owned by each Pupil………………………….21

Table 3.2.13: Ownership of School Subjects’ Textbooks…………………………………22

Table 3.2.14 Average time spent on Homework by Pupils ………………………………22

Table 3.2.15 Pupils’ Participation in After-School-Hours Activities……………………..22

Table 3.2.16 Two most liked subjects by Pupils…………………………………………..23

Table 3.2.17: Two reasons for liking the subjects………………………………………….23

Table 3.2.18: Two subjects not liked ……………………………………………………...23

Table 3.2.19: Reasons for not liking the Subjects………………………………………….23

Table 3.2.20: Two Reasons why the Pupils like their Teachers……………………………24

Table 3.2.21: Two Things the Pupils do not like about their Teachers…………………….24

Table 3.2.22 Two things the Pupils like about Schooling…………………………………24

Table 3.2.23: Two things Pupils do not like in Schooling………………………………….24

Table 3.2.24: Two Reasons why the Pupils are liked by their Parents……………………..25

Table 3.2.25: Number of Siblings in Primary, Secondary and Tertiary Institutions……….25

Table 3.3.1 Distribution of Primary 5 Pupils by Sex……………………………………..26

Table 3.3.2: Distribution of Parents by Occupation……………………………………..27

Table 3.3.3.: Assistance Received on Home work………………………………………..28

Table 3.3.4: Materials Available in Pupils’ Homes………………………………………28

Table 3.3.5: Means of Transportation to School……………………………………….29

Table 3.3.6: Distance of Children Homes to Schools…………………………………..30

Table 3.3.7 Breakfast Eating Pattern…………………………………………………..30

Table 3.3.8: Number of Times Children Eat per day…………………………………..30

Table 3.3.9: How Regular are the Children Pocket Money…………………………….31

Table 3.3.10: Number of school Uniform owned by each Pupil…………………………32

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Table 3.3.12: Average time spent on Homework by Pupils …………………………….33

Table 3.3.13 Pupils’ Participation in After-School-Hours Activities…………………...34

Table 3.3.14 Two most liked subjects by Pupils…………………………………………34

Table 3.3.15: Two reasons for liking the subjects…………………………………………34

Table 3.3.16: Two Subjects not liked ……………………………………………………34

Table 3.3.17: Reasons for not liking the Subjects…………………………………………34

Table 3.3.18: Two things liked about their Teachers………………………………………35

Table 3.3.19: Two Things the Pupils did not like about their Teachers……………………35

Table 3.3.20 Two things the Pupils like about Schooling…………………………………35

Table 3.3.21: Two things Pupils do not like about Schooling……………………………36

Table 3.3.22: Two Reasons why the Pupils are liked by their Parents…………………...36

Table 3.3.23: Number of Siblings in Primary, Secondary and Tertiary Institutions……...36

Table 3.4.1 Distribution of Primary 6 Pupils by Sex. …………………………………..37

Table 3.4.2: Distribution of Parents and Guardians……………………………………..38

Table 3.4.3.: Assistance Received on Home work………………………………………39

Table 3.4.4: Educational Materials Available in the Home……………………………...39

Table 3.4.5: Means of Transportation to School…………………………………………40

Table 3.4.6: Distance of Pupils’ Homes to Schools………………………………………40

Table 3.4.7 Breakfast Eating Pattern…………………………………………………….41

Table 3.4.8: Number of Times Children Eat per day…………………………………….41

Table 3.4.9: Regularity of pupils’ Pocket Money…………………………………………42

Table 3.4.10: Number of School Uniform owned by Pupil……………………………….42

Table 3.4.11: Ownership of School Subjects’ Textbooks………………………………….43

Table 3.4.12: Average time spent on Homework by Pupils ……………………………….44

Table 3.4.13 Pupils’ Participation in After-School-Hours Activities……………………...44

Table 3.4.14 Pupils’ Attitudes towards School and School Subjects……………………..45

Table 3.4.15: Two Reasons for liking the Subjects…………………………………………45

Table 3.4.16: List of Two Subjects Not liked………………………………………………45

Table 3.4.17: Reasons for not liking the Subjects…………………………………………..45

Table 3.4.18: Two Most Important Things Liked About their Teachers……………………46

Table 3.4.19: Two Most Important Things Liked About their Teachers……………………46

Table 3.4.20 Two things the Pupils like about Schooling………………………………….46

Table 3.4.21: Two things Pupils do not like in Schooling…………………………………..46

Table 3.4.22: Number of Siblings in Primary, Secondary and Tertiary Institutions………..47

Table 3.5.1 Distribution of Junior Secondary 1 Student by Sex. …………………………48

Table 3.5.2: Distribution of Parents/Guardians by Occupation……………………………49

Table 3.5.3.: Assistance Received on Home work…………………………………………50

Table 3.5.4: Materials Available in the Homes……………………………………………50

Table 3.5.5: Students Means of Transportation to Schools………………………………….51

Table 3.5.6: Distance of Students’ Homes to Schools…………………………………51

Table 3.5.7 Students’ Breakfast Eating Pattern………………………………………..52

Table 3.5.8: Number of Times Students Eat per day…………………………………….52

Table 3.5.9: Regularity of Students’ Pocket Money……………………………………53

Table 3.5.10: Number of School Uniform owned by Pupil……………………………...53


xx

Table 3.5.12: Average time spent on Homework by Students …………………………..55

Table 3.5.13: Students’ Participation in After-School-Hours Activities…………………..55

Table 3.5.14: Two most liked Subjects……………………………………………………56

Table 3.5.15: Two Reasons for liking the Subjects………………………………………..56

Table 3.5.16 Two subjects not liked by students………………………………………..56

Table 3.5.17: Reasons for not liking the Subjects………………………………………..56

Table 3.5.18: Reasons for Liking the Teachers……………………………………………57

Table 3.5.19: Two Things the students do not like about their Teachers …………………57

Table 3.4.20 Two things the Students like about Schooling…………………………….57

Table 3.5.21: Two things the Students do not like about Schooling……………………..57

Table 3.5.22: Parents’ Attitude Towards their Children………………………………….57

Table 3.5.23: Two Reasons why Parents like the Students………………………………..58

Table 3.5.24: Number of Siblings in Primary, Secondary and Tertiary Institutions………58

Table 4.1: Distribution of Teachers by Sex…………………………………………………60

Table 4.2: Distribution of Teachers by Age…………………………………………………60

Table 4.3: Distribution of Teachers by Marital Status………………………………………61

Table 4.4: Teachers’ Place of Residence…………………………………………………….62

Table 4.5: Distance of Teachers’ Residence from School……………………………………62

Table 4.6: Distribution of Teachers by Years of Teaching Experience………………………63

Table 4.7: Subjects Taught by Teachers………………………………………………………63

Table 4.8: Distribution of the Teachers by Schools Type……………………………………64

Table 4.9: Distribution of Teachers by School Location…………………………………….64

Table 4.10: Number of Lesson Taught per Week……………………………………………65

Table 4.11: Average Length of Class Period/Lesson…………………………………………65

Table 4.12: Number of Weeks Taught in a Year (excluding revision and examination)……66

Table 4.13: Distribution of Monthly Salary of Teachers ……………………………….66

Table 4.14: Distribution of Pupils by Category of Special Needs…………………………..67

Table 4.15: Distribution of Pupils by Ability………………………………………………..67

Table 4.16: Pupils Needing Remedial Work in Mathematics and English Language………67

Table 4.17: Teachers’ Perception of Appropriateness of the Curriculum Content to

the Pupils’ Ability ………………………………………………………………68

Table 4.18: Attendance of In – service Training in the Past 5 Years………………………...69

Table 4.19: Training Courses Attended in the Past 3 Years ………………………………….69

Table 4. 20: Payment of Salary and other entitlements to Teachers When on

in-service training ……………………………………………………………….70

Table 4.21: Availability of Teachers’ Textbooks and National Curriculum………………….70

Table 4.22: Sources of Teachers’ Textbooks………………………………………………….70

Table 4.23: Frequency of usage of Instructional Materials……………………………………71

Table 4.24: Co-curricular Activities that Teachers Participate in………………………………71

Table 4.25: Problems Frequently Encountered by teachers……………………………………72

Table 4.26: Teachers’ attitude towards teaching as a career…………………………. 72

Table 4.27: Teachers’ Level of Morale……………………………………………….. 73

Table 4.28: Teachers’ Job Satisfaction ………………………………………………... 73

Table 4.29: Possible Factors for High Morale…………………………………………. 73

Table 4.30: Possible Factors for Low Morale…………………………………………. 74

Table 4.31: Attendance at PTA Meetings……………………………………………… 74

xxi

Table 4.32: Teachers’ Freedom in Making Decisions about Issues concerning

Curriculum, Instruction, Parents and Pupils………………….. 75

Table 4.33: Use of Techniques for assigning Homework or diagnosing

pupils’ weaknesses ………………………………………………………. 76

Table 4.34: Use of Techniques for assigning marks or grades to pupils……………… 76

Table 4.35: Instructional Activities…………………………………………………… 77

Table 4.36: Management Practices (Time and Discipline)…………………………….. 79

Table 4.37: Co-Curricular activities……………………………………………………. 81

Table 4.38: Instructional Materials and Assessment Practices………………………… 81

Table 4.39: Distribution of JS Teachers by Gender ………………………………….. 83

Table 4.40: Age Distribution of JS Teachers………………………………………….. 83

Table 4.41: Distribution of JS Teachers by Marital Status……………………………. 84

Table 4.42: Place of Residence of Teachers…………………………………………… 84

Table 4.43: Distance of School from Teachers’ Residence…………………………… 85

Table 4. 44: Distribution of the Teachers by Qualification……………………………. 86

Table 4.45: Distribution of JS Teachers by Specialization…………………………….. 86

Table 4.46: Distribution of JS Teachers by Teaching Experience…………………….. 86

Table 4.47: Distribution of Schools by Type…………………………………………. 87

Table 4.48: Distribution of Junior Secondary Schools by Location………………….. 87

Table 4.49: Number of Lesson Taught per Week………………………………………. 88

Table 4.50: Average Length of Class Period/Lesson………………………………….. 89

Table 4.51: Number of Weeks Taught in a Year (excluding revision and

examination)……………………………………………………………….. 89

Table 4.52: Distribution of Monthly Salary of JS Teachers …………………………… 89

Table 4.53: Subjects Taught by JS Teachers……………………………………………. 90

Table 4.54: Distribution of Pupils by Category of Special Need……………………… 91

Table 4.55: Distribution of Students by Ability……………………………………….. 91

Table 4.56: Students Needing Remedial Work in Mathematics and

English Language………………………………………………………… 92

Table 4.57: Teachers’ Perception of Appropriateness of the Curriculum

Content to the Students’ Ability …………………………………………. 92

Table 4.58: Attendance of In – service Training in the Past 5 Years…………………... 93

Table 4.59: Training Courses Attended in the Past 3 Years …………………………… 94

Table 4.60: Payment of Salary and other entitlements to Teachers

When on in-service training ……………………………………………….. 94

Table 4.61: Availability of Teachers Textbooks ……………………………………….. 95

Table 4.62: Sources of Teachers’ Textbooks………………………………………….. 95

Table 4.63: Frequency of usage of Instructional Materials…………………………….. 95

Table 4.64: Co-curricular Activities that Teachers Participate in……………………… 96

Table 4.65: Problems Frequently Encountered by teachers……………………………. 96

Table 4.67: Teachers’ Attitude Towards Teaching as a Career………………………. 97

Table 4.68: Teachers’ Level of Morale……………………………………………….. 97

Table 4.69: Teachers’ Job Satisfaction………………………………………………. 98

Table 4.70: Possible Factors for High Morale………………………………………… 98

Table 4.71: Possible Factors for Low Morale……………………………………….. 99

Table 4.72: Attendance at PTA Meetings and Relationship with Parents…………… 99

xxii

Table 4.73: Teachers’ Freedom in Making Decisions……………………………….. 100

Table 4.74: Use of Techniques for assigning marks or grades to students…………. 101

Table 4.75: Use of Techniques for assigning Homework or diagnosing

students’ weaknesses…………………………………………………….. 102

Table 4.76: Instructional Activities…………………………………………………… 102

Table 4.77: Time and Discipline Management Practices……………………………… 103

Table 4.78: Co-curricular Activity Co-ordination ……………………………………. 104

Table 4.79: Instructional Materials and Assessment Practices………………………. 105

Table 5.2.1: Frequency distribution of schools by ownership………………………… 107

Table 5.2.2: Distribution of head teachers by age…………………………………….. 108

Table 5.2.3: Distribution of head teachers by marital status………………………….. 108

Table 5.2.4: Frequency distribution of head teachers by qualifications………………. 109

Table 5.2.5: Distribution of communities served by the schools …………………… 110

Table 5.2.6: Distribution of level of basic education provided by school …………… 111

Table 5.2.7: Frequency distribution of use of ability grouping for placement……….. 112

Table 5.2.8: Frequency of type of shift run by school……………………………….. 112

Table 5.2.9: Frequency distribution of pupils’ homes from school………………….. 113

Table 5.2.10: Distribution of mode of transportation to school……………………… 114

Table 5.2.11: Distribution of teachers by qualifications and classes taught…………. 116

Table 5.2.12: Primary teachers by teaching experience …………………………. 118

Table 5.2.13: Number and sex of non-teaching staff………………………………… 119

Table 5.2.14: Distribution of enrolment in Primary 4-6……………………………… 120

Table 5.2.15: Number of pupils repeating primary classes………………………….. 120

Table 5.2.16: Number of drop-outs from the school………………………………… 121

Table 5.2.17: Number of classrooms and open spaces for each class………………… 122

Table 5.2.18: Quantity, Quality and Adequacy of Curriculum Materials in Primary

Schools……………………………………………………………… 123

Table 5.2.19: Response to availability of toilets……………………………………. 123

Table 5.2.20: Frequency distribution of type of toilets…………………………….. 124

Table 5.2.21: Distribution of School compound by quality………………………… 125

Table 5.2.22: Condition of erosion situation in primary schools…………………… 126

Table 5.2.23: Distribution of schools by condition of school buildings……………. 126

Table 5.2.24: Frequency, quality and adequacy of Curriculum materials………….. 126

Table 5.2.25: Frequency of quality of instructional materials……………………… 127

Table 5.2.26: Frequency of sources of water supply to primary schools…………… 128

Table 5.2.27: Frequency of available games/sports facilities……………………….. 129

Table 5.2.28: Frequency of usable recreational facilities in Primary school……….. 129

Table 5.2.29: Frequency of refuse disposal facilities……………………………….. 130

Table 5.2.30: Frequency of availability of fences…………………………………... 130

Table 5.2.31: Frequency of type of fences ………………………... 131

Table 5.2.32: Distribution of engagement of security personnel…………….. 131

Table 5.2.33: Distribution of security personnel engaged by primary school…… 132

Table 5.2.34: Distribution of head teachers resident in community …… 133

Table 5.2.35: Teachers resident in school community ………………. 133

Table 5.2.36: Distribution of community assistance to school…………. 134

Table 5.2.37: Distribution of type of assistance given to school………… 134

xxiii

Table 5.2.38: Distribution of community attitude………… 135

Table 5.2.39: Number of head teachers who attended courses in last five years….. 136

Table 5.2.40: Type of courses attended by head teachers…………. 137

Table 5.2.41: Number of teachers attending in-service course in last five years… 137

Table 5.2.42:Workshops/training attended by teachers in the past five years…. 138

Table 5.2.43: Availability of PTAs in primary Schools ………….. 138

Table 5.2.44: Frequency of PTA meetings………………………………….. 139

Table 5.2.45: Distribution of responses on satisfaction as head teacher….. 139

Table 5.2.46: Number of disciplinary cases this year…………………………… 140

Table 5.2.47: Three most frequently indicated disciplinary cases………………….. 140

Table 5.2.48: Number of disciplinary cases documented…………………………... 140

Table 5.2.49: Number of parents discussed with…………………………………… 140

Table 5.2.50: Frequency of primary school head teachers’ freedom to

make decisions……………………………………………………….. 141

Table 5.2.51: Things liked about UBE……………………………………. 142

Table 5.2.52: Things not liked about UBE………………………………………… 142

Table 5.3.1: Distribution of type of secondary schools…………………………….. 142

Table 5.3.2: Distribution of principals by age………………………………………. 143

Table 5.3.3: Principals by marital status…………………………………………….. 144

Table 5.3.4: Distribution of Principals by highest qualifications…………………… 144

Table 5.3.5: Distribution of community served by school………………………….. 145

Table 5.3.6: Distribution of courses offered by school……………………………… 146

Table 5.3.7: Frequency of use of ability groupings by secondary school…………… 147

Table 5.3.8: Distribution of average distance from students’ homes………………... 148

Table 5.3.9: Frequency of type of shifts run by school………………………………. 148

Table 5.3.10: Distribution of mode of transport to school by students……………… 149

Table 5.3.11: Distribution of teachers by qualifications ………………………… 151

Table 5.3.12: Junior Secondary school teachers by teaching experience……………. 153

Table 5.3.13: Distribution of non-teaching staff by gender………………………….. 154

Table 5.3.14: Students enrolment in junior school by gender……………………….. 154

Table 5.3.15: Number of dropouts in junior secondary school……………………….. 155

Table 5.3.16: Distribution of junior secondary school students repeating ……….. 156

Table 5.3.17: Number of classrooms and Open spaces in Junior secondary schools…. 156

Table 5.3.18: Quantity, Quality and Adequacy of Curriculum Materials

in junior secondary Schools…………………………………………… 157

Table 5.3.19: Availability of toilet………………………………………………….. 157

Table 5.3.20: Distribution of teachers’ and students’ toilets ……… …………… 158

Table 5.3.21: Distribution of school compound by quality ………………………… 158

Table 5.3.22: Erosion situation in secondary school ……………………………… 159

Table 5.3.23: Distribution of secondary school buildings by quality….. 159

Table 5.3.24: Distribution of curriculum materials in secondary schools….. 160

Table 5.3.25: Distribution of instructional materials in secondary schools.. 160

Table 5.3.26: Distribution of sources of water in secondary school……. 161

Table 5.3.27: Distribution of available games/sports facilities………………. 162

Table 5.2.28: Frequency of usable recreational facilities in Secondary school……. 162

Table 5.3.29: Refuse disposal facilities available and in use in your school………. 163

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Table 5.3.30: Availability of fence in secondary schools…………….. 164

Table 5.3.31: Type of fencing available in school ……………. 165

Table 5.3.32: Engagement of security personnel…………………. 165

Table 5.3.33: Type of security engaged by school ………. 166

Table 5.3.34: Frequency of Principals’ resident in school community…. 166

Table 5.3.35:Number of teachers who reside in secondary school community……. 167

Table 5.3.36: Distribution of community assistance to secondary school…. 167

Table 5.3.37: Distribution of community assistance to school……………… 168

Table 5.3.38: Distribution of community attitude to aspects of school….. 169

Table 5.3.39: Principals participation in In-service training in past five years……. 170

Table 5.3.40: Type of in-service programme attended…………………………. 170

Table 5.3.41: Number of secondary school teachers who attended

workshops in last five years………………………………………… 171

Table 5.3.42: Frequency of courses attended by secondary school teachers…. 171

Table 5.3.43: Secondary schools having PTA………………………………. 172

Table 5.3.44: Frequency of PTA meetings in secondary schools ………. 173

Table 5.3.45: Distribution of satisfaction with Principalship……………………… 173

Table 5.3.46: Two things liked about job as Principal……………………………… 173

Table 5.3.47: Two things not liked about job as Principal………………………….. 174

Table 5.3.48: Number of disciplinary cases in secondary school………. 175

Table 5.3.49: Types of disciplinary problems indicated by principals……………... 175

Table 5.3.50: Number of disciplinary cases documented………… 175

Table 5.3.51: Number of students’ parents involved in disciplinary

cases discussed with……………………….. 176

Table 5.3.52: Principals’ freedom in making decisions……………. 177

Table 5.3.53: Two things liked about UBE………………………………………… 177

Table 5.3.54: Things not liked about UBE…………………………………………. 178

Table 6.1: Distribution of Parents by Sex………………………….. 179

Table 6.2: Highest Educational Qualification of Parents……………...................... 179

Table 6.3: Distribution of Parents Occupation …………………………… 180

Table 6.4: Distribution of Parents by Income…………………………… ……... 181

Table 6.5: Distribution of Parents by Type of Residence ……………………. 181

Table 6.6: Frequencies of Parents’ visits to their children’s schools…. 182

Table 6.7: Frequencies of Parents’ payment of School – related fees……. 183

Table 6.8: Facilities provided by Parents in their Homes……………………… 184

Table 6.9 Parents’ Provision of Breakfast for their Children……………… 184

Table 6.10: Parents’ Provision of Pocket money to their Children……… 185

Table 6.11 Parents Provision of Uniform to Children………………………. 185

Table 6.12 Parents’ Provision of textbooks to their children………………… 186

Table 6.13: Provision of Writing Materials by Parents…………………………. 187

Table 6.14: Assistance Children Received on their Home work………. 187

Table 6.15: Attendance of PTA meetings……………………………… 188

Table 6.16: Parents’ Support to the School…………………………. 189

Table 6.17: Relationship between the school and the community……. 189

Table 6.18: Parents’ Likes of UBE Programmes………………………… 190

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Table 6.19: Parents Dislikes of UBE Programmes …………………….. 190

Table 6.20: Parents’ suggestions on ways of Improving UBE Programmes… 191

Table 7.1: National (Overall) Mean and Standard students Deviation of

Primary 4-6 and JS 1 Students in English Language……………… 192

Table 7.2: Mean and Standard Deviation of Primary 4-6 and JS 1 Students

in English Language by State………………………………….. 193

Table: 7.3: Frequency of respondents selecting each option in

primary 4 English Language Multiple Choice test…………………….. 194


primary 5 English Language Multiple Choice test……………………. 197


primary 6 English Language Multiple Choice test…………………….. 201


JS 1 English Language Multiple Choice test…………………………… 204

Table 8.1: Mean and Standard Deviation of performance in Mathematics

across the Levels………………………………………………… 208

Table 8.2 Analysis of mathematics responses in Primary 4 mathematics … 209



Table 8.2 Analysis of mathematics responses in JS 1 mathematics … 215

Table 9.1: Performance in Life Skills Achievement Test………………….. 218

Table 9.2: Mean performance in Life Skills tests across the classes by states…. 219

Table 9.3: Frequency of respondents selecting each option in Primary

4 Life skills multiple choice…………………………………. 222


5 Life skills multiple choice……………………………………. 225


6 Life skills multiple choice…………………………………. 229

Table 9.6: Frequency of respondents selecting each option in JS 1 Life

skills multiple choice…………………………………….. 232

Table 10.1 Summary of the Performance of Primary 4-6 Pupils in English

Essay Achievement Test……………………………………………… 234

Table 10.2.1: Range of scores of Primary 4 – 6 in Mathematics……………. 237

Table 10.2.2 Primary 4 – 6 Pupils Performance on Specified skills in

Mathematics…………. ……………………………………………… 238

Table 10.4.1: Performance scores of students and pupils on the Life Skills tests.. 240

Table 10.4.2: Performance on the Skills by students and pupils

on the Life Skills tests………………………………………….. 242

Table 11.1 Regression Analysis on Primary 6 English Language Achievement .. 243

Table 11.2 Regression Analysis on Primary 5 English Language Achievement … 245

Table 11.3: Regression Analysis on Primary 4 English Language Achievement …. 246

Table 11.4: Regression Analysis on JS 1 English Language Achievement ……… 248

Table 12.1: Regression Summary table for performance in Primary 4 Mathematics……… 252

Table 13.1 Regression Analysis on Life Skills Performance Data for JS1……. 263

Table 13.2: Regression Analysis on Life Skills Performance Data for Primary 6 ……. 265

Table 13.3: Regression Analysis on Life Skills Performance Data Primary 5………. 266

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Table 13.4: Regression analysis for Life Skills data for Primary 4……………………. 268

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LIST OF FIGURES

Figure 3.2.1: Distribution of Primary 4 Pupils by gender……………… 16

Figure 3.2.2: Distribution of Pupils by whom they live with…………. 17

Figure 3.2.3: Distribution of fathers by Occupation……………… 17

Figure 3.2.4: Materials available in Pupils Home……………… 19

Figure 3.2.5: Distance of Children’s Homes from their schools…… 20

Figure 3.2.6: The regularity of receiving pocket money…….. 21

Figure 3.3.1: Distribution of Primary 5 Pupils by Sex…………. 26

Figure 3.3.2: Distribution of Parents/Guardians by occupation………. 28

Figure 3.3.3: Materials available in Pupils’ Home……………………….. 29

Figure 3.3.4: Distance of Children’s Homes to School……………….. 30

Figure 3.3.5: Number of Times Children Eat per Day………………… 31

Figure 3.3.6: Regularity of pocket money…………………………………. 32

Figure 3.3.7: Number of School Uniforms Owned by each Pupil….. 37

Figure 3.3.8: Average Time Spent on Homework by Pupils……………. 37

Figure 3.3.9: Number of siblings in institutions………………………….. 37

Figure 3.4.1: Distribution of Primary 6 Pupils by Sex………………… 38

Figure 3.4.2: Educational Materials available in Pupils’ Home………… 40

Fig. 3.4.3: Distance of Pupils’ Homes to their Schools…………….. 41

Fig. 3.3.4: Regularity of Pupils’ pocket money……………………… 42

Figure 3.3.5: Number of School Uniform owned by Pupil……………… 43

Figure 3.3.6: Chart of average time spent on homework……………….. 44

Figure 3.4.7: No. of Siblings in the Nuclear Family in Institutions…….. 47

Figure 3.5.1: Distribution of Junior Secondary 1Students by Sex…… 48

Figure 3.5.2: Chart of distribution of person lived with……… 48

Figure 3.5.3: Distribution of Parents/Guardians by Occupation……… 49

Figure 3.5.4: Materials available in Students’ Homes……………………. 50

Figure 3.5.5: Distance of Pupils’ Homes to their Schools………………. 51

Figure 3.5.6: Number of times Students eat per day……………………… 52

Figure 3.5.7: Regularity of Students’ pocket money…………………… 53

Figure 3.5.8: Average time spent on Homework by Students……………. 55

Figure 3.5.9: Number of Siblings in the Nuclear Family in Institutions…. 59

Figure 4.1: Chart Showing Distribution of Teachers by Sex……………. 60

Figure 4.2: Chart Showing Distribution of Teachers by Age……………. 61

Figure 4.3: Chart Showing Distribution of Teachers by Marital Status….. 61

Figure 4.4: Chart Showing Teachers’ Place of Residence………………. 62

Figure 4.5: Chart Showing Distance of Teachers Residence from School.. 62

Figure 4.6: Chart Showing Distribution of Teachers by Teaching

Experience ……………………………………………………. 63

Figure 4.7: Chart Showing Subjects Taught by Teachers …………………. 64

Figure 4.8: Chart Showing Distance of Teachers Residence from School .. 64

Figure 4.9: Chart Showing Location of Schools ………………………. 65

Figure 4.10: Chart Showing Distance of Teachers Residence from School 66

Figure 4.11: Chart Showing Ability Group of the Pupils ………………… 67

Figure 4.12: Chart Showing Pupils who Need Remedial Work in

Mathematics and English. ……………………………………. 68

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Figure 4.13: Chart Showing Appropriateness of Curriculum to Pupils’ Ability………. 68

Figure 4.14: Chart Showing Teachers who attended In-service Training in the past 5 years..69

Figure 4.15: Chart Showing Type of In-service Training attended by Teachers ………… 69

Figure 4.16: Chart Showing Type Percentage Teachers Paid while on In-service Training..70

Figure 4.17: Chart Showing Teachers’ Attitude towards Teaching as a Career ……………72

Figure 4.18: Chart Showing Teachers’ Job Satisfaction……………………………….. 73

Figure 4.19: Chart Showing Teachers’ Attendance at PTA……………………………. 74

Figure 4.20: Chart showing instructional needs of teachers…………………………… 78

Figure 4.21: Chart Showing Time and Discipline Management Needs of Teachers’ ….. 80

Figure 4.22: Chart Showing distribution of the Teachers by Gender………………….. 83

Figure 4.23: Chart Showing distribution of the Teachers by Age……………………… 83

Figure 4.24: Chart Showing distribution of the Teachers by Marital Status…………… 84

Figure 4.25: Chart Showing distribution of the Teachers by Place of Residence………... 85

Figure 4.26: Chart Showing the Distance of Teachers’ Residence from School………… 85

Figure 4.27: Chart Showing the Distribution of Teachers by Teaching Experience……. 87

Figure 4.28: Chart Showing the Distribution of teachers by school Type……………… 87

Figure 4.29: Chart Showing the Distribution of Teachers by Location of School……… 88

Figure 4.30: Chart Showing the Number of Lessons Per Week………………………… 88

Figure 4.30: Chart Showing the Number of Weeks Taught in a Year………………….. 89

Figure 4.31: Chart Showing the Monthly Salary of Teachers…………………………… 90

Figure 4.32: Chart Showing the Special Needs of Students……………………………. 91

Figure 4.33: Chart Showing the Ability Group of Students……………………………. 92

Figure 4.34: Chart Showing the Percentage of Students Who Need

Remedial Work in Mathematics and English……………………………… 92

Figure 4.35: Chart Showing the Teachers’ Perception of the Appropriateness

of Curriculum……………………………………………………………… 93

Figure 4.36: Chart Showing the Teachers’ Who Attended In-service Training

in the Past 5 Years……………………………………………………….. 93

Figure 4.36: Chart Showing the Type of In-service Training Attended by Teachers…… 94

Figure 4.37: Chart Showing Percentage of Teachers Paid Salaries While

on In-service Training………………………………………………………. 94

Figure 4.38: Chart Showing Availability of Teachers’ Textbooks……………………… 95

Figure 4.39: Chart Showing Teachers’ Attitude to teaching as a Career……………….. 97

Figure 4.40: Chart Showing Teachers’ Level of Morale…………………………………. 98

Figure 4.41: Chart Showing Teachers’ Job Satisfaction…………………………………. 98

Figure 4.41: Chart Showing Teachers’ Attendance at PTA Meetings

and Relationship With Parents……………………………………………. 100

Figure 5.2.1: Chart of ownership of primary schools………………………………….. 107

Figure 5.2.2: Bar chart of age distribution of head teachers…………………………….. 108

Figure 5.2.3: Bar chart of head teachers by marital status………………………………... 109

Figure 5.2.4: Bar chart of qualifications of head teachers………………………………. 110

Figure 5.2.5: Pie chart of distribution of communities served by schools……………….. 110

Figure 5.2.6: Chart of type of basic education provided………………………………… 111

Figure 5.2.7: Pie Chart of schools’ use of ability grouping……………………………… 112

Figure 5.2.8: Bar Chart of type of shift run by schools…………………………………… 113

Figure 5.2.9: Bar Chart of Distance of Pupils’ homes to school………………………….. 114

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Figure 5.2.10: Chart of mode of transportation to school……………………… 115

Figure 5.2.11: Pie Chart of Non-teaching staff by gender………………………. 119

Figure 5.2.12: Chart of distribution of pupil enrolment…………………………. 120

Figure 5.2.13: Chart of repeaters in Primary school……………………………. 121

Figure 5.2.14: Bar Chart of dropout in Primary school………………………….. 122

Figure 5.2.15: Chart of availability of toilets…………………………………… 124

Figure 5.2.16: Bar graph of source of water…………………………………… 127

Figure 5.2.17: Chart of Games/sports facilities………………………………… 128

Figure 5.2.18: Bar Chart of recreational facilities in primary schools…………… 129

Figure 5.2.19: Chart of refuse disposal facilities in primary schools……………. 130

Figure 5.2.20: Graph of provision of fences to primary schools………………… 131

Figure 5.2.21: Chart of provision of security personnel to primary schools…… 132

Figure 5.2.22: Chart of security provision to primary schools………………….. 132

Figure 5.2.23: Chart of Head teachers resident in school community…………… 133

Figure 5.2.24: Graph of Community assistance to school………………………. 134

Figure 5.2.24: Bar graph of type of assistance given to primary school……….. 135

Figure 5.2.25: Community attitude towards aspects of primary school……….. 136

Figure 5.2.26: Chart of courses attended by head teachers……………………. 137

Figure 5.2.27: Graph of courses attended by teachers………………………….. 138

Figure 5.2.28: Chart of frequency distribution of meetings……………………. 139

Figure 5.3.1: Chart of type of secondary school……………………………….. 143

Figure 5.3.2: Chart of Principals by age…………………………………………… 143

Figure 5.3.3: Chart of marital status of principals………………………………… 144

Figure 5.3.4: Graph of Highest educational qualifications of principals…………... 145

Figure 5.3.5: Chart of location of secondary schools……………………………. 146

Figure 5.3.6: Graph of level of basic education served by secondary school…… 147

Figure 5.3.7: Use of ability grouping by secondary school ……………………. 147

Figure 5.3.8: Distribution of distance from students’ homes to school………… 148

Figure 5.3.9: Distribution of type of shift run in secondary school …………… 149

Figure 5.3.10: Students’ mode of transport to school…………………………. 149

Figure 5.3.11: Number of non-teaching staff by gender………………………. 154

Figure 5.3.12: Enrolment in Junior school by class and gender………………. 155

Figure 5.3.13: Student dropouts by class and gender…………………………. 155

Figure 5.3.14: Student repeaters by class and gender…………………………….. 156

Figure 5.3.15: Availability of toilets in secondary schools…………………….. 158

Figure 5.3.16: Sources of water to secondary school………………………….. 161

Figure 5.3.17: Availability of games/sports facilities…………………………….. 162

Figure 5.3.18: Recreational facilities available…………………………………… 163

Figure 5.3.19: Availability of refuse disposal facilities…………………………… 164

Figure 5.3.20: Frequency of fences in secondary school…………………………. 164

Figure 5.3.21: Engagement of security personnel by secondary school………….. 165

Figure 5.3.22: Type of security engaged by secondary school……………………. 166

Figure 5.3.23: Chart of Principals who reside in community of secondary School.. 167

Figure 5.3.24: Chart of distribution of community assistance to secondary school.. 168

Figure 5.3.25: Type of assistance rendered by community to secondary school….. 168

Figure 5.3.26: Bar chart of attitude towards aspects of school………………… 169

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Figure 5.3.27: Chart of principals who attended in-service programmes in

last five years…………………………………………………… 170

Figure 5.3.28: Courses attended by secondary school teachers……………….. 172

Figure 5.3.29: Graph of frequency of PTA meetings…………………………. 173

Figure 6.1: Distribution of Parents by Sex…………………………………… 179

Figure 6.2: Highest Educational Qualification of Parents…………………… 180

Figure 6.3: Distribution of parents by Occupation………………………….. 180

Figure 6.4: Distribution of Parents by Annual Income………………………… 181

Figure 6.5: Distribution of Parents by Type of Residence…………………… 182

Figure 6.6: Frequencies of Parents’ Visits to their Children’s Schools……… 182

Figure 6.7: Frequencies of Parents’ payment of school-related fees………… 183

Figure 6.8: Facilities provided by Parents in their Homes…………………… 184

Figure 6.9: Parents’ Provision of Breakfast for their Children……………… 184

Figure 6.10: Parents’ Provision of Pocket Money……………………………. 185

Figure 6.11: Parents’ Provision of Uniform to Children………………………. 185

Figure 6.12: Parents’ Provision of Textbooks………………………………… 187

Figure 6.13: Assistance Children Received on their Home-Work…………….. 188

Figure 6.14: Attendance of PTA Meetings…………………………………….. 189

Figure 7.1: Chart Showing Overall Performance of Pupils/Students

in English Language Achievement Test by Class Level…………….. 192

Figure 8.1: Mean and SD of Performance in Mathematics across the levels……….. 208

Figure 9.1: Performance in Life Skills across class levels……………………….. 218

Figure 10.1: Chart showing Trend in Performance of Pupils/Students

in English Essay Achievement Test Across Class Level………… 235

Figure 10.2.1: Range of scores of Primary 4 – 6 pupils on Essay

Mathematics Tests…………………………………………….. 237

Figure 10.2.2: Primary 4-6 pupils’ mean performance on specified

skills in Mathematics……………………………………………. 238

Figure 10.4.1: Chart of performance of Pupils/Students in Essay Life Skills Test…. 240

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UNIVERSAL BASIC EDUCATION COMMISSION NO. 7 … Draft of NALABE Report 2011 final... · UNIVERSAL BASIC EDUCATION COMMISSION NO. 7 GWANI STREET, ... Junior Secondary School ... Staff