Abstract
Government’s neglect of some primary schools in Nigeria has complicated service delivery with resultant non-conducive learning environment and degraded motivations for teachers. This paper generated indices of conducive learning environment and analyzed its determinants at primary schools in Nigeria. The study used the 2013 education Service Delivery Indicator (SDI) data that were collected from 744 primary schools in Nigeria. The data were analyzed with Principal Component Analysis (PCA) and Ordinary Least Square (OLS) regression. The results showed that 62.37% all the schools were in urban areas while Bauchi and Anambra states recorded the highest percentages of urban schools with 77.84% and 60.00%, respectively. The factors that increased conducive learning environment significantly (p<0.05) were private ownership, being established before 1990, and being situated in Anambra state, while urban location and practice of multi-grade reduced it. It was concluded that adequate monitoring of the state of infrastructural facilities in Nigeria’s public primary schools should become top priority of government and other stakeholders in the education sector.
Highlights
A common characteristic of most societies is the existence of dominant and co-culture
The null hypothesis of no significant relationship between the two variables is not accepted. This implies that there is a significant relationship between the two variables at a 5% significance level
We focus on Group Deprivation and cultural identity-based social exclusion
Summary
A common characteristic of most societies is the existence of dominant and co-culture. The dominant culture in most cases usually belongs to the majority group while the co-culture to the minority. Minority ethnic group exhibit certain distinguishing characteristics which differ from the dominant group. These characteristics could be in terms of colour, race, religion, cultural practices and beliefs systems. The 13 clans differ from the Omodo clan on the basis of ancestral and migratory historical factors. It is on the basis of these factors that the cultural identity of the two groups was established. Within the context of this research, social exclusion on the basis of cultural identity, the Omodo group suffers residential segregation and exclusion from the dominant cultural practices
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
