Primary Schools In Nigeria Research Articles

The Teaching of Literature as a Tool for the Development of Literacy Skills in Wukari

This quasi-experimental study investigated the effectiveness of using literature to teach literacy skills to pupils at the Central Primary School, Wukari, Taraba State, Nigeria. A sample of 330 pupils in primary three and four participated in a 6-week long, literature-based literacy intervention. Pre- and post-intervention tests were used to measure phonological awareness, alphabet knowledge, fluency, vocabulary and comprehension. Regression analysis was used to compare pre-post gains in both classes. Results showed significant improvements in the post-intervention scores. The findings support the use of literature as an effective tool to teach literacy in primary schools in Nigeria. It also has implications for educators, curriculum designers, policy makers and future researchers.

Experiences of School Management Teams in Implementing School Feeding Programs in Public Primary Schools in Nigeria During Covid-19

Experiences of School Management Teams in Implementing School Feeding Programs in Public Primary Schools in Nigeria During Covid-19

Investigating Challenges and Effects of Students’ Low Enrolment on the Sustainability of Primary School Education in Eastern Nigeria

The enrolment into primary schools in Nigeria has been low for several years now. The aim of this study is to examine the challenges and the effects of students’ low enrolment on sustainable primary school education in Eastern Nigeria. A structured questionnaire was used to gather primary data from one thousand and eight hundred teacher respondents of public primary schools in the region. The descriptive survey research design is employed. The gathered data were analysed using statistical mean. The results show that the socio-economic challenges of primary school students’ low enrolment include poverty, hunger, epidemics, parents’ inability to pay school fees, buy exercise books and other learning materials, the illness of a family member, early marriage and pregnancy, home services, gendered worldviews against sending female children to school, rituals, and culturally-insensitive education programmes. The effects of students’ low enrolment on primary school education include reduced efficiency in the school system, waste of human and material resources, thriving barriers to the child’s meaningful future, increased social vices, inadequate development of the individual’s potentialities, and barriers to employment and income. The study submits that primary school students’ low enrolment can be improved through the introduction of free transportation to school, free stipend for primary school children, practical school feeding programmes, free education, scholarships, and sustained effective monitoring and evaluation systems. It charges stakeholders and school management officials to be proactive and decisive on tackling the identified challenges by imbibing the aforementioned and other pragmatic measures.

Making Primary Education Attractive: Quality of School Feeding Programme in Two South Western States of Nigeria

The enrolment and the attendance in public primary schools in Nigeria keep going down every year and the statistics of out-of-school children growing. This led to the introduction of School Feeding Programme (SFP) in all the states of the federation. It is believed that SFP can improve enrolment, attendance as well as completion rate of primary education, if well utilised. However, these can only be achieved through proper implementation of SFP. Hence, this study examines the quality of implementation of SFP in Osun and Oyo states of Nigeria. The study adopted triangulation design of mixed methods. A multi-stage sampling technique was used to select 90 primary school teachers, 75 parents and the State Coordinator of SFP from each state. Three self-designed research instruments were used for data collection namely; Perception of Parents about Quality SFP (0.75); Perception of teachers about SFP (0.71) and State Coordinator of SFP Interview guide. Five research questions were answered. Data collected were analysed using descriptive statistics and thematic analysis. Results show that in Osun State, there is equal access to school meal among all primary classes I to IV pupils while Oyo State feeds primary I to III and some schools are not receiving meal at all. Both states are still struggling with quality and quantity of food for pupils, though report from Osun State shows better quality. There are fair community inputs in SFP in Osun State while this was found low in Oyo State. Qualitative data showed that overall success of the programme is at an average level in Osun State while it is low in Oyo State. It was recommended that Oyo state government should endeavour to improve the quality of implementation of SFP by adopting some of the strategies used in Osun States so as to attract learners and produce the expected results.

Artificial Intelligence (AI) Literacy, An Investment for Enhancing Educators’ Skills in AI Powered Primary Schools in Nigeria

A descriptive survey was conducted to investigate whether an investment in artificial intelligence (AI) literacy predicts the enhancement of educators’ skills for them to be effective in an AI powered environment in state primary schools in Nigeria. Three research questions and null hypotheses were formulated at .05 level of significance for the study. 1000 teachers were recruited from across five schools located in five geopolitical zones of the country using cluster sampling. Artificial intelligence literacy and educators’ skills enhancement questionnaire (AILESEQ) was deployed to generate data. Based on the human capital development theory, data was analysed via the simple linear regression. Findings suggest that knowledge of AI, use of AI devices and understanding the ethical issues about AI technologies significantly predict the enhancement of educators’ skills in AI powered primary schools in Nigeria. It is recommended that government should organise training workshops on AI literacy for educators in schools; the policy on education needs review to produce a framework for the introduction of AI in education (AIIE) to benefit the teachers; the curriculum of teacher education has to be revised to feature AIIE; AI literacy should be a requirement for recruiting new teachers; schools have to produce guidelines for the application of AI devices; government can create a demonstration school to trial the AI initiative; government can commit one percent of value added tax to fund AIIE; awareness campaigns should be organised regularly via various media to educate relevant stakeholders about the benefits of AIIE.

INCLUSIVE EDUCATION: AN IMPERATIVE TOOL FOR ENHANCING ACADEMIC PERFORMANCE OF STUDENTS WITH SPECIAL NEEDS IN BUSINESS EDUCATION

This paper focuses on inclusive education as an imperative tool for enhancing academic performance of students with special needs in business education. All people have a right to education. Inclusive education is an approach that ensures the presence, participation and achievement of all students in education. This may be in formal schools or in non-formal places of learning. Inclusion emphasizes opportunities for equal participation but with options for special assistance and facilities needed. This paper highlights the concept of inclusive education, business education and benefits of inclusive education as a tool for enhancing academic performance. This paper recommended that; A special directorate of inclusive education should be created in Federal and State Ministries of Education: Government of Nigeria should adequately fund inclusive education: Specialists should be employed in various primary schools in Nigeria; There should be policy enabling the establishment of inclusive schools in every community in Nigeria.

Instructional Materials and Quality in Public Primary Schools in Southwestern Nigeria

The study identified the instructional materials that are available and examined the level of its utilization in public primary schools in Southwestern Nigeria. In addition, it established the influence of instructional materials on instructional quality in public primary schools in Southwestern Nigeria. This study adopted descriptive design with a sample size of 450 respondents selected from the population of the study with the use of multi-stage sampling procedure. Instructional Materials Availability, Utilization and Instructional Quality Questionnaire (IMAUIQ) was used to collect data from the respondents which was trial tested on 90 respondents from selected public primary schools in local governments outside the selected ones for the study. The result revealed that chalkboard 450(100%) and textbooks 300(67%) are the predominant instructional materials available. Chalkboard 450(100%) was found to be sufficiently utilized. The result further showed that instructional materials have significantly influence on instructional quality in public primary schools in Nigeria. This is because the calculated value (4.82) is greater than the critical value (3.84) at 0.05 level of significance. The study concluded that there is inadequate utilization of instructional materials with their attendant consequences on instructional quality in public primary schools in Southwestern Nigeria.

Insect Stings and Bites: Teachers’ Knowledge of Prevention and First Aid Treatment regarding Allergies and Anaphylaxis in Primary Schools in Nigeria

Background: Insects’ stings and bites are common phenomenon among school children in rural areas. Knowledge of teachers on allergies and anaphylaxis due to insect bites and stings is important to promote healthy school living; hence, this study investigated the knowledge of primary school teachers on stinging insects and allergic reactions.
 Methods: Descriptive survey research design was used with 120 participants selected. Knowledge of insect stings prevention questionnaire (KISPQ r = 8.27) and knowledge of insect stings first aid treatment questionnaire (KISFATQ, r = 7.68) were the main instruments used for the study. Mean and standard deviation were used to answer the four research questions while linear regression analysis was used to test the two postulated hypotheses at 0.05 alpha levels.
 Results: Findings revealed that teachers were not significantly knowledgeable about insects’ stings regarding allergies and anaphylactic reactions. This was because only about 50% of the teachers could recognize the insects causing allergies and anaphylactic reactions. The result of F-value of 81.760 whose probability was close to zero percent showed that, statistically, the teachers' knowledge of the prevention and first aid treatment of allergy due to insect bite had a significant influence: R = 0.640, R2 = 0.409; F = 81.760 P < 0.05 on prevention of anaphylaxis. The result of F-value of 110.618 whose probability was close to zero percent indicated that teachers' knowledge of an etiology and prevention of allergy regarding insect bite had a significant influence on first aid skills.
 Conclusion: There is inadequate knowledge of primary school teachers on stings/bites and allergies. Allergies and anaphylactic prevention should be added to health education curriculum input in primary school.

EFFECT OF COGNITIVE BEHAVIOURAL INTERVENTION ON AGGRESSION AND VIOLENCE OF PUPILS WITH PROBLEM BEHAVIOURS IN PRIMARY SCHOOL IN ABUJA

This study intervened in the problem behaviors of aggression and violence noticed in Nigerian primary schools in Abuja F.C.T with the use of Cognitive Behavioral Intervention (CBI). The study employed quasi-experimental research design. The population of the study consists of all primary school pupils in Abuja FCT Nigeria. Two purposes, research questions and pupils, drawn from six primary schools purposively sampled from 40 schools in FCT. Aggression and Violence Questionnaire (AVQ) were the instrument used for data covariance (ANCOVA). Findings indicate that Cognitive Behavioral Intervention (CBI) significantly affects aggression and violence positively leading to a change of behaviors. It is recommended that Cognitive Behavioral Intervention (CBI) should be employed in all primary schools in Nigeria and in the world as intervention and corrective mechanism to problem behaviors in the classroom to enhance teaching and learning in schoo

Teachers' Expertise and the Use of Music to Develop Language Skills in Primary Schools in Nigeria

Purpose: The purpose of the study was to establish the extent to which teachers use music to develop children’s language skills in primary schools in Nigeria.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: The study concluded that that teachers’ teaching experience influenced their use of music to teach language skills. 
 Unique Contribution to Theory, Practice and Policy: The school management should recruit fully trained teachers in schools. In addition, school managers should develop pre-service and induction courses for their language teachers on musical skills. This is because majority of teachers who were using music could not adequately and relevantly teach language skills to learners.

Assessment, Evaluation and Monitoring of Teaching and Learning in Nigeria Primary Schools: Challenges and Implications for Teachers

Teaching and learning processes in Nigeria primary schools are worth a continuous assessment, monitoring and evaluation, as it is imperative that teachers and learners be abreast of the outcomes of their teaching-learning outcomes. This paper x-rayed the imports of assessment, monitoring and evaluation of teaching and learning processes in primary schools in Nigeria; and the many challenges militating against their successful implementation at the level. The implications of these challenges especially for teachers were itemized. The paper concludes that for improved, effective, and sustainable teaching-learning interventions, regular, effective and efficient assessment, monitoring, and evaluation practices should be implemented and sustained in all primary schools; while the challenges militating against the assessment, monitoring and evaluation of teaching and learning in Nigeria primary schools be fully addressed.

EFFECT OF COGNITIVE BEHAVIOURAL INTERVENTION ON AGGRESSION AND VIOLENCE OF PUPILS WITH PROBLEM BEHAVIOURS IN PRIMARY SCHOOL IN ABUJA

This study intervened in the problem behaviours of aggression and violence noticed in Nigerian primary schools in Abuja F.C.T using Cognitive Behavioural Intervention (CBI). The study employed a quasi-experimental research design. The study population comprises all primary school pupils in Abuja FCT, Nigeria. Two purposes, research questions and hypotheses, guided this study. The sample size consists of 44 pupils, drawn from six primary schools purposively sampled from 40 schools in FCT. The instrument used for data collection was the aggression and Violence Questionnaire (AVQ). Data were analyzed using means and analysis of covariance (ANCOVA). Findings indicate that Cognitive Behavioural Intervention (CBI) positively affects aggression and violence, leading to a change in behaviours. It is recommended that Cognitive Behavioural Intervention (CBI) should be employed in all primary schools in Nigeria and the world as an Intervention and corrective mechanism to problem behaviours in the classroom to enhance teaching and learning in schools.

Effects of burnout, compensation, supportive college environment, training and development on academic staff performance in Jigawa State College of Education Gumel, Nigeria

Colleges of Education and other tertiary institutions like universities assume the role of training and producing teachers to teach in junior secondary schools and primary schools in Nigeria. The success or failure of any college of education depends very much on the ability of the institution to train and develop its staff into a productive, competent and skilled work force which is capable of, and willing to work towards the realization of these objectives. Past studies have revealed that employee performance may be affected by factors such as training, burnout, organizational justice, compensation and environmental support. Therefore, the current study examined the Influence of Job Related Factors on the Performance of Academic Staff in Jigawa State College of Education, Gumel. A total of 159 academic staff participated in the research. A survey research design was used, and data were collected by using instruments adapted from past studies. The study employed partial least square structural equation modeling (PLS-SEM) using SPSS software. The results of the structural model showed that burnout, organizational justice, supportive college environment have significant negative effect on academic staff performance and Compensation and training and development have significant positive effect on academic staff performance in JSCOE Gumel. The study therefore recommended social intervention, training and development programs and fairness and justice should be exercised in organizational dealings.

Reform of government policy on the acquisition of functional literacy, numeracy and cognitive skills through the reading curriculum of primary schools

As part of the ongoing efforts to ensure the acquisition of functional literacy and communicative competence among primary school leavers, the present study examined the implementation of the reading component of the primary school English curriculum under the UBE scheme. The study was a descriptive survey and recruited six head teachers and sixty classroom teachers as the study sample. Five research questions were posed to guide the study and research data were collected using questionnaires and an observation checklist. Data were analysed using frequency counts and percentages. The findings of the study shed light on the status of the implementation of the reading curriculum in primary schools in Nigeria. In particular, it was found that the majority of the teachers do not always use the phonics instructional method while teaching reading, lack the required competency to use the phonics instructional method and show poor disposition towards the phonics method. It was also found that teaching materials are available, but very few of them are used by teachers in teaching reading. These findings suggest that the implementation of the reading curriculum under the present UBE scheme is faced with many challenges.

ENHANCING CREATIVITY AND INNOVATION FOR GLOBAL COMPETITIVENESS: THE ROLE OF CURRICULUM DEVELOPMENT IN PRE-PRIMARY AND PRIMARY EDUCATION

The rate of youth unemployment in Nigeria, no doubt calls for concern. Moreover, innovative and creative skills seem to be lacking among unemployed youths. Consequently, social vices in Nigeria such as armed robbery, extortion through blackmail, and kidnapping and most recently, internet fraud have become rampant. The lack of innovative and creative skills among most of the youth could be adduced to their foundation or upbringing Education atre-primary and primary schools in Nigeria overlook the role of foundational creative and innovative skill development, hence the clustering of curriculum inre-primary and primary schools. Currently, in a globally competitive world of ours, the average Nigerian child needs to explore his/her environment and be nurtured to think in a creative and innovative manner in order to globally compete favorably basCurriculum Developmened on current national and global needs. Making use of secondary data, this study argues that the high youth unemployment rate in Nigeria could be traced to lack of proper curriculum development from the Pre-Primary and Primary schools. This paper posits that the best way to enhance creativity and innovation among the Nigerian youths is to expose them to acquire these skills from their Pre-Primary school education level. Among the recommendations is that there should be a review of the curriculum at the elementary level to minimize the curriculum contents and increase the co-curriculum activities. Emphasis on assessment of learning should be more on vocational skills acquisition than grading and certification.

Challenges Facing Counsellors in Nigerian Public Primary Schools and Way Forward

This paper discussed the challenges facing Counsellors in Public Primary schools in Nigeria. The paper depends on primary and secondary data. The secondary data was sourced from print and online publication. The paper concludes that inadequate funding, lack of working tools, inadequate infrastructural facilities, insecurity problem, poor supervision, teaching of large classes, negatives attitude of students towards Counsellors, negative relationship between counselors and school administrators,poor motivation and poor capacity development of supervisors are the challenges facing Counsellors working in public primary schools in Nigeria. To address these challenges, the paper suggested the following: increase in the funding of guidance and counseling programme, provision of more working tools, provision of adequate infrastructural facilities, provision of adequate security in public primary schools, improvement of supervision of guidance and counseling programme, employment of more trained counsellors, increment in the salaries of Counselors and ensure constant training and retraining programme for counselors.

Challenges Facing the Administration of ICT Infrastructural Facilities in Public Primary Schools in Nigeria

Challenges Facing the Administration of ICT Infrastructural Facilities in Public Primary Schools in Nigeria

An Examination of Social Media Reportage and Its Impact Towards Promoting School Development in Nigeria: A Study of Success Adegor’s Viral Video

The study investigates Stephanie Idolor’s short video clip on Miss Success Adegor’s school fees payment saga that went viral in social media. The study aims to establish whether discussions on social media have impact on society particularly in the area of school administration. The findings resonated with a high awareness of 78% creating grand means of between 1.556 to 1.784 on all measurable items on knowledge to activate practical experiences at 0.05 level of significant to show that a strong relationship exists between the Stephanie Idolor’s short video clip on Miss Success Adegor and the desire of teachers, parents, and school administrators to intervene in the administration of primary schools in Nigeria. The findings are further substantiated with 2.373 and 0.8499 coefficient scores for awareness and knowledge at positive levels to suggest that both variables have a positive association with the administration of primary schools in Nigeria.
 
 Received: 2 January 2021 / Accepted: 21 February 2021 / Published: 5 March 2021

Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education

This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.

A critical analysis of the national curriculum for nomadic primary schools in Nigeria

Enrolment without attendance is a common problem among nomadic populations in Africa. This study examines the curricula, cultural diversity and learning environments of children enrolled in nomadic primary schools in Nigeria. The study sample comprised 200 (169 female, 31 male) teachers and 50 grade 5 and 6 students (23 female, 27 male) of 25 nomadic primary schools in the Federal Capital Territory, Abuja. Motivated by the need to solve the persistent problem of low attendance and retention among the children of nomadic families, the authors initiated a survey. They developed a questionnaire to investigate the influence of curriculum, cultural diversity and the learning environment on the enrolment of nomadic children and complemented their survey with semi-structured interviews. They analysed their collected data using mean, standard deviation and Analysis of Variance (ANOVA), which revealed that a relevant curriculum, a suitable learning environment and diverse learning practices have significant positive implications on enrolment of nomadic children in primary schools. At the end of this article, the authors provide a number of recommendations towards making school attendance more attractive for nomadic children, with the potential effect of providing them with a more satisfying learning experience.