Teachers’ Perception on Dilapidated School Structures and The Achievements of Pupils in Primary Schools in Kogi State, Nigeria

Abstract

Purpose: This study investigated teachers’ perception on the influence of dilapidated school structures on the academic performance of pupils in primary schools in Kogi State. Seven research questions guided the study which clustered on the state of dilapidation, pupils’ achievement and their relationships across the three Senatorial Districts of the State. One research hypothesis was stated for the study to ascertain the significance or otherwise of the relationship between dilapidated school structures and the academic achievement of primary school pupils.Methodology: The qualitative survey design was used for the study and a sample of 1,500 teachers from a total of 6,850 teachers was drawn from the population of all the public primary school teachers through stratified random sampling. Interviews were conducted to support the questionnaire that was the major instrument for the study. Two were designed with nine (9) items to elicit responses on possible indicators of dilapidation of schools and achievement on a scale of Strongly Disagree, Disagree, Agree, and Strongly Agree with arithmetic values of 1, 2, 3 and 4 respectively. The questionnaires were given to one teacher and one head teacher per senatorial district and two experts in measurement and evaluation to ascertain their validity. To test for their reliability, the Cronbach’s alpha was used and it yielded coefficients of 0.753for dilapidation of schools and 0.663 for achievement. The data generated were analysed using Likert scale percentage analysis, correlation, mean score analysis, ranking, excel coding and SPSS. The data collected was also analyzed using Pearson correlation to determine relationships and test the stated hypothesis at 0. 05 level of significance.Results: The study showed that school dilapidation across the three senatorial districts in Kogi State vary, achievement of pupils were not rated high and there is a linear relationship between school dilapidation and school achievement in Kogi State. However, from the tested hypothesis, school dilapidation does not significantly influence school achievement in the state.Unique contribution to theory, policy and practice: It concluded that if our education must deliver the benefits it holds, then the physical structure of our primary school is a sure area to consider. It recommended among others that Government should ensure that there are sufficient desk in classrooms, repair or replace of bad/damaged seats, avoid the use of buildings with licking class roofs and there should be a declaration of a state of emergency on school system to salvage and surmount the identified challenges.