Nigerian Primary Schools Research Articles

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

Abstract This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

RECORD KEEPING IN NIGERIAN PRIMARY SCHOOLS

Record keeping is a vital responsibility of the school administrators because of the indispensable roles it plays in the effective day-to-day running of the schools. Keeping of records in primary schools is often organized around the life cycle of creation, storage, retrieval, retention and disposition which is concerned with protecting them. The paper attempts to examine various records kept in primary schools. Importance of record keeping, maintenance, storage and retrieval for effective decision making in the administration of primary schools policies have been discussed. The paper recommends that there is a need for training and re-training of primary school administrators like headmasters and teachers on the importance of record keeping.

Degree of Implementation of the Language Provisions in Primary and Secondary Schools in Southwestern Nigeria

The study determined the degree of implementation of the language provisions in the National Policy on Education(NPE)in Nigerian primary and secondary schools. The study adopted the survey design. The sample size consisted of1,620 pupils in primary schools, 1,620 students in secondary schools totalling 3,240 and 300 English Languageteachers. The 3,240 students and pupils were selected using stratified random sampling technique while the 300English Language teachers were selected using convenience sampling techniques from three senatorial districts ineach of the six states (Ekiti, Ogun, Osun, Oyo, On do and Lagos) in Southwestern Nigeria. The language teacherswere made up of 109 males and 191 females. Two instruments titled “Degree of Implementation of LanguageProvisions Questionnaire” (DIPQ) and “Degree of Implementation of Language Provisions ObservationChecklist”(DIPOC)were designed by the researchers for the study. One research question was asked and answeredwhile five research hypotheses were tested at the 0.05 level of significance. Data were analysed using simplepercentages, t-test and ANOVA statistics. The results showed that the degree of implementation of the languageprovisions was low as attested to by 94% of teachers and confirmed by the researchers who found that only 10.3% ofteachers used the medium of instruction stipulated in the NPE. Results further showed no significant differences inthe responses of primary and secondary, male and female, rural and urban, and public and private school teachers onthe degree of implementation of the language provisions in the NPE (t= 0.749, p>0.05, t = 0.424, p >0.05, t=0.902,p>0.05, t=0.741, p>0.05 respectively). Furthermore, there was no significant difference in teachers’ experience andtheir responses on the degree of implementation of language provisions in the NPE (F= 0.031, p>0.05). It wasrecommended that appropriate avenues should be provided for teachers’ awareness of the language provisions asspecified in the NPE and adequate strategies should be put in place for their implementation. Proper monitoringwould be required to ensure compliance.

Effects of Spontaneous Collaborative Group Approach and REFLECT on Pupils’ Achievement in HIV/AIDS Education

Primary School pupils constitute a sub-group of young people world-wide exposed to the risk of HIV infection despite various awareness programmes to combat HIV/AIDS prevalence as stated by Goal six of the millennium development goals (MDGs), about its prevalence. Increase in death rates showed that there was low correlation between pupils’ achievement and HIV/AIDS education. However, there were few studies conducted on HIV/AIDS education in Nigerian primary schools and these studies had failed to suggest specific teaching methods for teachers to use. This study investigated the effects of Spontaneous Collaborative Group Approach and Re-generated Freiran Literacy through Empowering Community Techniques (REFLECTS) on pupils’ achievement in HIV/AIDS education using gender as a moderator variable. The study adopted a pre-test, post-test, control group, quasi experimental design with a sample of 399 primary five and six pupils from nine public primary schools in Ogun State, Nigeria. The result showed a significant main effect of treatment on pupils’ achievement in HIV/AIDS education in which pupils exposed to the REFLECT and Spontaneous Collaborative Group Approach performed significantly better than their counterparts exposed to the conventional teaching method. In addition, gender had no significant main effect on pupils’ achievement in HIV/AIDS education. Based on the findings, it was recommended that primary school teachers teaching the core-subjects in which HIV/AIDS education had been incorporated should use participatory teaching strategies such as REFLECT and Spontaneous Collaborative Group Approach in their classes.

HIV/AIDS Awareness in Nigerian Primary Schools: Counselling Implications

There is a dire need to begin HIV/AIDS education early in the life of individuals before exposure to situations that put them at risk of HIV infection. It is also believed that the most common place for people to learn about HIV and AIDS is the school where the attitudes and behaviour of young people are shaped. Counsellors are in the best position to do this. The present study investigated the availability of Counsellors in selected public primary schools in Benin –City, Nigeria. It also determined the level of awareness, knowledge and sources of information about HIV/AIDS among the pupils in the primary schools. The respondents were four hundred and fifty-one randomly selected pupils from ten randomly selected primary schools in the Benin-City. Data was collected through a validated questionnaire which sought information about the availability of counsellors in the schools, respondents’ awareness and knowledge of the characteristics, mode of transmission and preventive measures of HIV/AIDS as well as sources of information about HIV and AIDS. The findings of the study revealed that there are no Professional Counsellors in the primary schools. Majority of the respondents have heard about HIV/AIDS through the mass media, posters and films/drama. Respondents had a high level of knowledge about the characteristics, mode of transmission and preventive measures of the disease. There was no significant difference between male and female pupils’ knowledge about HIV/AIDS. Based on the findings, it was concluded that even though public HIV/AIDS awareness creation has been effective as to catch the attention of primary school pupils, there was the need to make available in schools, comprehensive HIV/AIDS education and Counselling to equip pupils with knowledge and skills required to make informed and appropriate decisions in the future. Implications for counselling and HIV education were discussed and recommendations made. Keywords : Counselling; HIV/AIDS; Education; Primary School Pupils

A Comparative Study of Computer Literacy in Urban And Rural Primary Schools In Rivers State of Nigeria

Aims: To comparatively investigate factors affecting computer literacy in urban and rural primary schools in Nigeria. Study design: This study was a descriptive survey. Place and Duration of Study: Port Harcourt and Obiakpor (representing urban areas), and Asari-Toru and Gokana (representing rural areas) of Rivers State, Nigeria; between March and June 2011. Methodology: A total of 480 primary school teachers were drawn from the four Local Government Areas. An eighteen-item questionnaire, ‘Computer Literacy Inventory’ (CLI) was developed by the researcher and used for data collection. CLI was distributed and collected at teachers’ workshop organized by the State Ministry of Education. Analysis was through simple tables of frequency counts and percentages Results: Out of 240 respondents from rural and urban areas respectively, only 80(33%) rural respondents indicated that there are computers in their schools while 160(67%) were on the contrary, but all the 240(100%) urban respondents admitted that there are computers in the urban schools. The 80(33%) rural respondents that have computers in their schools responded to issues on teachers’ accessibility to computers as never (0(0%) rarely (16(20%), seldom (40(50%) and often (24(30%), always (0). Similarly, their urban colleagues responded: never (16(7%), rarely (63(26%), seldom (96(40%), often (65(27%), and always (0(0%). 184(77%) urban teachers affirmed their possession of computer skills and only 56(23%) did not; while in the rural schools only 40(17%) said they have the skill and the rest 200(83%) admitted that they lack the skill. Rural respondents indicated total absence of computer practical sessions while only 56(23%) urban teachers affirmed to practical computer lessons. The teaching strategy is mostly lecture-based as attested by 240(100%) rural teachers and 184(77%) urban counterparts. On the issue of learning environment, every Computer Science class in rural schools takes place in the classroom 240(100%) and never in any designated equipped room called Computer Lab. This case is only slightly different in urban areas because 32(13%) use computer lab while the majority, 208(87%), do not. Concerning socio-economic background of the class, only 39(16%) rural pupils come from rich homes while majority of them 88(37%) and 113(47%) come from poor and very poor families respectively, while majority (136(57%) of urban pupils belong to rich families with others coming from poor 72(30%) and very poor 32(13%) homes. Conclusion: Challenges retarding computer literacy in Nigerian Primary schools, particularly in the rural areas, are enormous. This reveals the need for urgent interventions from the government and public spirited organizations and individuals. Government should not pay lip service to ICT-policies to afford the teeming population of Nigerian children the opportunity to meet up with rest of the world.

Primary School Teachers’ Comfortability with Generalised Teaching in Public Schools in Osun State, Nigeria

The study investigated the level of comfortability, adequacy of training/skills, influence of gender and years of experience on teachers preference for specialized teaching. Survey research design was adopted, and 254 teachers in Osun state, Nigeria participated in the study. Questionnaire on advocacy for specialised teaching in public primary schools was used to elicit information from the respondents. The result showed that 52% of the teachers were not comfortable with generalised teaching. The teachers reported having competence in teaching most of the major subjects except Health education, Music, Computer studies and French (99%, 96%, 80.7% and 94% respectively). Furthermore, agreement of teachers to specialized teaching across gender showed significant difference (χ 2 =15.457, p>0.05), but no significant difference with years of teaching experience (χ 2 = 13.362, p <0.05)). It was therefore concluded that specialised subject teaching should be adopted in Nigerian primary schools.

Rethinking the Religious Education Curricula in Nigerian Schools

This article traces the historical background to the polarised religious education (RE) curricula in Nigerian primary and secondary schools, highlighting some post-colonial interventions and backlashes. Usingregional treaties and international human rights frameworks, this articleconsiders the probable justifications for deploying the confessional model of RE, accentuating the possible violations of the principles of religious freedom necessitated by the deployment of the confessional pedagogical model in Nigeria’s publicly funded schools. In consonance with contemporary trends in RE in Europe, Australia, Canada and South Africa, to mention a few, this article advocates the substitution of the currently deployed confessional, monoreligious education curricula with a non-confessional, multifaith RE curriculum. In emphasizing the potential benefits of non-confessional, multifaith RE, this article highlights how this model of RE respects, protects and fulfills the rights of the child which are unequivocally articulated in regional treaties and international human rights law. The article finally draws attention to strategies requisite for implementing non-confessional, multifaith RE in Nigeria’s publicly funded primary and secondary schools.

Socio- Emotional Intelligence Status of some Nigerian in- School Pre-adolescents

This paper assessed the socio-emotional intelligence status (SEIS) of some in-school pre-adolescents in selected Nigerian primary and junior secondary schools .This is with a view to making concerned people understand and appreciate the perennial reports of poor socio-emotional responses of Nigerian adolescents despite the efforts to correct and stabilize same. The results show low scores on the construct by the sample indicating a poor level of awareness of the construct of socio-emotional intelligence among the population. This finding was discussed in relation to what is needful for change at the school level, namely the development of the appropriate curriculum and the accompanying modules, exercises and assignments through which the school counselors would be able to make the sample aware ,sensitive and responsive to the construct of socio emotional intelligence in their lives and style of living it. The Nigerian Journal of Guidance Counselling Vol. 10 (1) 2005: pp. 142-151

Parents and Teachers' Perceptions of Mother-Tongue Medium of Instruction Policy in Nigerian Primary Schools

Many inadequacies of Nigeria's schools derivec from their religious and colonial past. One in particular is studied in this paper, namely opposition to the use of the mother tongue as the medium of instruction. Questionnaires on the subject were administered to samples of 1000 primary school teachers and 1500 parents of primary school children. Results show that both parents and teachers appreciate the advantages of mother-tongue education, but that parents would not subscribe to their children being taught in the mother tongue. The two biggest obstacles to mother-tongue teaching are (1) the push for a language of wider communication and (2) lack of suitable teaching materials. Recommendations made include the need for a reorientation of parents and the public on the place of mother-tongue education.

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools

This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.

Library and information education in Nigerian primary and secondary schools: a key to effective use of school library

Library and information education in Nigerian primary and secondary schools: a key to effective use of school library

Attitudes of Student Teachers Towards Teaching in Mother Tongue in Nigerian Primary Schools: Implications for Planning

Following the results of the Ife Six-Year Primary Project designed to use an indigenous Nigerian language as a medium of instruction in primary schools, some suggestions have been made to introduce it in all Nigerian primary schools. This study investigates the attitudes of student teachers towards mother-tongue instruction. Data for the study were gathered by means of a questionnaire administered to 106 students in a Nigerian college of education. It was found that the students had a generally negative attitude to it. The findings and their implications for educational planning and teacher education are discussed.

Vocal Teachers, Silent Pupils? Life in Botswana Classrooms

Considerable evidence is now available on the human and material inputs that more likely boost pupil achievement in the Third World. Not surprisingly, those factors central to the instructional process-textbooks, exercise books, and teacher literacy levels-are consistently related to children's achievement. Peripheral symbols of quality, including variation in teacher salaries and the character of school facilities, are related less to achievement.'

The effects of school physical facilities on the processes of education: A qualitative study of Nigerian primary schools

On the basis of detailed observation in eight Nigerian primary schools, this study analyses the effects of the quality of physical facilities on the processes of teaching and learning. These processes are seen both as aspects of the quality of education in themselves and as links between school inputs and pupils' achievement. Important educational processes are found to have been strongly influenced by furniture provision, classroom maintenance and other physical inputs. The findings suggest that it would be counterproductive for poor countries to try to provide primary education without the basic technology which richer countries have long taken for granted.

Factors Associated with Pupils’ Attitudes Towards Science in Nigerian Primary Schools

Abstract This study looked at the extent to which pupils’ home characteristics, school factors, teaching and learning variables account for the variance of a measure of pupils’ attitude towards science. The paper is a secondary analysis of the Second International Science Study (SISS) data in Nigeria. The data covered 11 States and these States were from five different zones cutting across various cultural backgrounds. The sample size was 2152 pupils from 94 schools but this study is based on 2059 pupils. The results indicated that most pupils came from homes that may not foster positive attitudes towards science. It also revealed that most of the variables that could lead to positive attitudes towards science were alterable. The implications of the findings for Nigeria were also addressed.

Discrepancies between official science curriculum and actual classroom practice: The Nigerian experience

This paper is based on an investigation of how an officially prescribed science curriculum (OPSC) was interpreted and translated by teachers into actual classroom practice in Nigerian primary schools. Due to various pressures and constraints, contents of the official curriculum were not transmitted to pupils in their original forms. Mismatches between official and hidden curricula were very rampant, and these were often created by factors beyond the control of either teachers or pupils ‐ similarities were also more superficial than real. It is argued in this paper that the official view of teachers as mere ‘implementers of policies imposed from higher quarters’ is both inaccurate and misleading. On the contrary, the teacher's role in primary science is more of a ‘policy broker’ than an implementer of official programmes.

Status of Primary Education in Nigeria Following the Initiation Period of Universal Primary Education

Abstract A study surveying 247 local education inspectors responsible for visiting and supervising 57,314 teachers is reported in order to build a portrait of conditions in Nigerian primary schools several years after the initiation of universal primary education. Inspectors described training and living conditions of their teachers and conditions of schools and supplies. The results suggest that many teachers are undertrained, additional classrooms are needed and basic teaching aids and textbooks are in short supply. The study concludes that quality education does occur in Nigerian primary schools; that a cadre of trained teachers is developing; and that the potential for high-quality mass primary education exists.

Nigerian Primary Schools' Compliance With Nigeria National Policy On Education

The importance of and preference for evaluating learning outcomes, using a wide variety of instruments and containing data from a wide variety of sources, rather than the use of one-shot and one-type examinations, have long been recognised worldwide; hence the Federal Government of Nigeria mandated, in 1982, the use of evaluations of this nature, referred to as continuous assessment, in Nigerian Schools. Several problems confronted its planning, and now its implementation. The authors of this study went out in the field to evaluate the nature and scope of activities and problems that have to do with implementing continuous assessment in Nigerian primary schools. The findings of this study suggest that, by and large, the continuous assessment procedure is accepted in preference to the previous narrower scope of one-shot evaluation, but many problems continue to threaten the benefits derivable from using this method to evaluate primary school pupils. Suggestions on how these problems can be addressed are offered.

Student Learning in Uganda: Textbook Availability and Other Factors

This paper reports on part of a broader World Bank research program designed to examine those factors that are the most efficient contributors to learning, given an environment of scarcity. In Uganda, differences among schools are extremely powerful determinants of school achievement. Although many aspects of education warrant further investigation, intelligent investments are critical and should not be delayed. In Uganda, these investments would be in improving the quality of a teacher's language ability, the availability of textbooks, school physical facilities, and the pupil level of health and nutrition.