Pupils In Public Primary Schools Research Articles

School Feeding Programme and Academic Performance of Pupils in Public Primary Schools in Akwa Ibom State, Nigeria

It is unfortunate to observe that each day, millions of children around the globe including Akwa Ibom State go to school on an empty stomach. This is counterproductive because hunger affects concentration and ability to learn, hence, the establishment of school feeding programme with the sole aim of facilitating access to education and increase performance and school attendance. The aim of this study is to examine how school feeding programme affects academic performance of pupils in public primary schools in Akwa Ibom State. The study adopts Abraham Maslow’s hierarchy of needs as its theoretical framework. The study employs survey method which involve the administration of questionnaires on 648 respondents from the three (3) Senatorial District in Akwa Ibom State. The study reveals that school feeding programme has actually increased pupils' performance in public primary schools. The study further reveals that the introduction of school feeding has equally increased school enrolment and attendance in public primary schools. On the strength of this, the study recommends that Akwa Ibom State government should ensure timely release of fund to enable the programme run smoothly in the State. Also, the government should ensure that all public primary schools in the State benefit from the programme.

Prevalence of stunting and associated factors among public primary school pupils of Bahir Dar city, Ethiopia: School-based cross-sectional study.

BackgroundStunting is a well-established child-health indicator of chronic malnutrition, which reliably gives a picture of the past nutritional history and the prevailing environmental and socioeconomic circumstances.ObjectiveTo investigate the prevalence of stunting and associated factors among public primary school children of the Bahir Dar city.MethodA cross-sectional study was carried out from March to June 2019. Data were coded and entered into the Epi-Data and exported to SPSS version 23 software. The pupil was stunted if the height- for-age was ≤ -2 SDs from the median growth standards according to the WHO. A descriptive summary was computed using frequency, percent, mean, median and standard deviation. A simple logistic regression model was fitted to identify associated factors between the independent variables and the dependent variable at a 95% confidence interval (CI) and p-value <0.05.Results370 primary school pupils were included in the study with the mean age of 10.15 (± 2.23 SD) years. 51.6% of the pupils were females. The total prevalence of stunting was 15.13% (95%CI; 11%, 19%). The burden of stunting was higher in the age group of 11 years and older. Pupil’s age older than 11 years (AOR = 15. 6; 95%CI; 3.31, 73.45; p-value < 0. 001) and male sex (AOR = 7. 07; 95%CI: 2.51, 19.89; p-value < 0. 0002) were significantly associated with stunting.ConclusionThe prevalence of stunting was relatively lower than the regional estimated stunting level. Older age and male sex were significantly associated with stunting.

Relationship Between Peer Counseling Activities and Pupils’ Discipline in Public Primary Schools in Mathioya Sub-county, Murang’a County,

Cases of disruptive behavior problems such as inattentiveness, bullying, violence, drug abuse, hitting other pupils, teasing others, yelling and complaining amongst pupils in public primary schools in Mathioya Sub-county are on the rise. The purpose of this study was to evaluate the relationship between peer counseling activities and pupils’ discipline in public primary schools. A sample size of 196 respondents were selected. The study established that there was significant relationship between peer counseling activities and pupils’ discipline at the p&lt;0.05[r = 0.001, p = 0.001]. This indicates that, in public primary schools where teachers frequently engage in peer counseling activities, pupils manifest few cases of indiscipline. The implications of this finding are discussed.

INFLUENCE OF HOME TO SCHOOL COMMUNICATION ON ACADEMIC ACHIEVEMENT OF STANDARD EIGHT PUPILS IN PUBLIC PRIMARY SCHOOLS IN KISUMU WEST SUB –COUNTY, KENYA

Purpose: The purpose of the study was to establish the influence of home to school communication on academic achievement of pupils in public primary schools.&#x0D; Methodology: The research design used was sequential explanatory research design, which combined both qualitative and quantitative models of research so that evidence may be mixed and knowledge increased in a more meaningful manner. The study population consisted of 1210 standard eight pupils, 300 standard eight teachers, 1210 standard eight parents and 75 Head teachers drawn from 75 public primary schools in Kisumu West Sub-County, Kisumu, Kenya. Stratified random sampling technique was employed for selecting 23 public primary schools and simple random sampling used in each stratum to select the pupils. Purposive sampling technique was done to select standard eight parents, and head teachers. The researcher would collect data using questionnaires and interview schedule, focus group discussions guide and document analysis. Quantitative data was analyzed through descriptive and results presented in the form of tables, frequencies, Percentages, and accumulative percentages and on the other hand qualitative data generated from open ended questions were organized, categorized and presented in narratives.&#x0D; Findings: The study established that home to school communication affected pupils’ academic achievement.&#x0D; Unique contribution to theory, practice and policy: The recommendations of the study were that there should be regular academic clinics and pupils progress follows up to help enhance achievement amongst the learners. The ecological system theory of development by (Bronfenbrenner 1969) outlined the influence of parent involvement at schools and the other surrounding influences on a child’s development and academic achievement which the ministry could borrow to enhance academic achievement

Technology literacy among grade one and two pupils in primary schools in Kisii County, Kenya

The use of technology as a tool for problem identification and solutions is on the rise in the world today. Many institutions have leveraged the power of technology to solve their existing problems. The young generation has also embraced technology and is applying it in varied ways ranging from entertainment to use for academic purposes. This research sought to find out the technology literacy among grade 1 and 2 pupils in public primary schools of Kisii County in Kenya. The population of the study constituted of 71,000 pupils in the two grades in the 710 schools in Kisii County. A sample size of 384 was determined using the Fisher formula and random sampling was used to collect data from 30% of the schools. Data were analyzed descriptively using the statistical package for social sciences. The findings indicated that 43.6% of the pupils had access to smartphones at their homes, 38.9% used them on a daily basis majorly to play games. The majority of the pupils were conversant with Facebook and WhatsApp. Among the recommendations is that academic institutions at the primary school level should start diverting the minds of the young towards tendencies to use more academic applications to enhance their learning skills.

Prevalence and Factors Associated with Stunting among Public Primary School Pupils in Kasulu District, Western Tanzania.

Background:Underfeeding of a child in the first 2 years of life results in irreversible growth damage. Globally, stunting has declined from 39.7% in 1990 to 26.7% in 2010 while in Africa has remained at 40% since 1990. However, stunting is little known in primary pupils.This study estimated the prevalence of stunting and contributing factors among public primary school pupils in Kasulu District.Method:Cross-sectional study was conducted among public primary pupils. Systematic random sampling was used to select study participants and then stratified to 5-7 and 8-12 years. Socio-economic factors, dietary practices, water, sanitation, and hygiene behaviours; school performance/attendance data were collected using a pretested questionnaire. Measurements were standardised to the World Health Organization HAZ-Scores for both girls and boys. Descriptive statistics, bivariate, and multivariable logistic regression were used to generate results.Results:A total of 400 pupils (100%RR) were recruited into the study, mean age of 7.51 (STD= 1.54) years and a half (50.3%) were boys. The prevalence of stunting was 127 (31.8%) (95% CI: 27.2%–36.6%), with no sex difference (63 (31.7%) – girls vs. 64 (31.8%) – boys; p = 0.969). Household wealth influenced stunting; lowest quintile (AOR= 28; 95% CI: 3.64 – 214.6; p<0.001) 2nd quintile (AOR = 17; 95%CI: 2.20 – 138.5; p<0.01), the 3rd quintile (AOR = 8.0; 95%CI: 0.99 – 64.67; p = 0.051) and 4th quintile (AOR = 4.2; 95%CI: 0.49 – 36.75; p = 0.191) when compared to 5th (highest) wealthquintile. Food insecurity (AOR = 10.6; 95%CI: 4.60 – 24.60; p< 0.001), less protein in meal were the risk for stunting (AOR = 14.6; 95%CI: 4.07 – 52.42; p<0.001). Inappropriate hand wash after toilets both at school, (AOR=3.5; 95%CI:1.62–7.58; p=0.001), and home (AOR = 13.0; 95%CI: 2.73 – 61.76; p = 0.001) were the risk for stunting. Stunted pupils had irregular school attendance (AOR = 9.4;95%CI: 4.42 – 19.93; p<0.001) and poor performance (AOR = 23.6; 95%CI: 10.24 –54.19; p<0.001). Food insecurity influenced poor performance (AOR = 3.9; 95%CI:1.67–8.92; p<0.01) and irregular school attendance (AOR=5.4, p=0.000).Conclusion:Stunting among public primary school pupils is very high despite the prevention effort. Low wealth, food insecurity, poor hand hygiene, and lack of protein in a meal significantly influence stunting. Also, it affects the pupils’ academic performance and attendance, availability of food in both quantity and quality, community nutrition

Relationship between Teachers Collegiality and Academic Performance of Pupils in KCPE in Central Division, Narok North Sub-County, Kenya

Collegiality in schools is a phenomenon that has been advocated for and it is said to bear positive results in school management. The purpose of the study was to find out whether there is a relationship between teachers’ collegiality and academic performance of pupils in public primary schools in Central Division of Narok North Sub County, Kenya. The specific objectives of the study were: to establish the relationship between teachers collaboration on pupils academic performance in KCPE in public primary schools in Central Division of Narok North Sub County, Kenya and to assess the relationship between teachers cohesion on academic performance of pupils in KCPE in public primary schools in Central Division, Narok North Sub County, Kenya. The study used survey research design. The target population consisted of 55 schools and 507 teachers from all the primary schools in Central Division of Narok North Sub County. Using 30%, simple random sampling was used to select 152 teachers for this study. A questionnaire was used for data collection. Reliability was tested using Cronbach’s Alpha Index and was found to be 0.878 while validity was ascertained with the help of supervisors. Data was analyzed using both descriptive and inferential statistics with Pearson r as a method of testing relationships. The results of the analysis were presented using Tables. The results of the study indicated that collegiality had a positive relationship with academic performance in KCPE. All the two independent variables were found to have a positive and significant relationship to pupils’ academic performance in public primary schools in Central Division of Narok N o r t h S u b County. The results are expected to shed light on how to improve provision of quality education in public primary schools, through the management of schools using collegial models.

Influence of Household Income on Retention among Pupils in Public Day Primary Schools in Isiolo County, Kenya.

Retention of pupils in primary schools remain a problem in both developed and developing countries (UNESCO, 2011). Socio-economic status characteristics of households, in particular parental income have long been known to be a major determinant of pupils’ retention. The study used correlation research survey design. The population of the study consisted of 4142 that comprises of 546 standard seven teachers and 3594 standard seven pupils in the 91 public day primary schools in Isiolo County. Class seven pupils in the sampled schools were chosen by simple random sampling technique from total number of pupils (3594 pupils). A reliability coefficient of 0.91 for the pupils and 0.92 for the teachers was arrived at. Content validity was ascertained through experts. This study used inferential statistics to analyze the data that was obtained. This study yielded data that required both qualitative and quantitative analysis. Inferential statistics was used to infer sampled data from the population before drawing conclusions. Statistical Package for Social Sciences (SPSS) version 21 aided in data analysis. To establish the overall relationship between the independent and dependent variables, regression models were used. Findings reveal that parental income and pupils’ retention shows positive and significant results at .05 levels. This implies that pupils’ retention is dependent on the income of their parents. Based on the summary of the findings, the household income, was found to be strongly associated with retention of pupils in public day primary schools in Isiolo County. The major conclusion that can be deduced from the findings is that, pupil’s retention in public day primary schools in Isiolo County is strongly associated with household income.

Ranking challenges facing digital literacy programme in primary schools in Kisii County, Kenya

Educational institutions are globally adopting new technologies in their pedagogical practices in order to stay in tandem with changes in the ICT sector. Many developing countries are moving towards adopting current technologies in their education systems. On September 30, 2016, after the successful completion of a pilot project, Kenya launched the nation-wide rollout of its DigitalLiteracy program (DLP). The program was meant to provide laptops to the standard one and two pupils in public primary schools together with e-content for learning. The program has been adopted in almost all schools in the country. After rolling out of the program, there are various complaints that have been put forward by the users and other stakeholders and this has necessitated studies to establish the challenges experienced and their possible mitigation. This study evaluated the challenges facing the Digital Learning Programme for Primary Schools in Kisii County, Kenya. A descriptive survey design was used in this study and a self-administered questionnaire was the main data collection instrument used. Stratified random sampling was used to select a sample of 250 primary school teachers in Kisii County. The data was analyzed using SPSS version 22 and presented in tables in form of frequencies and percentages. Training, access to computers, facilities and equipment, funds, and technical support were the main challenges the DLP is facing in Kisii County. The study recommends enhanced training for the teachers, equipping well-furnished computer rooms in the schools among other measures to counter the challenges. Further, enough funds should be provided for in the budget to enable address the challenges facing the program.

Dietary Diversity, Nutritional status and Academic performance of pupils in public primary schools in Port Harcourt Metropolis

Background: Poor nutrition can hinder pupils from achieving good educational performance at school. This study provides information on the dietary diversity and nutritional status of school-age children in Rivers State, and their relationship with academic performance.Methods: A descriptive cross-sectional study design was conducted among pupils attending public primary schools, aged 6-11 years. Using a multi-stage sampling technique, data on dietary diversity was collected using a two-day 24-hour dietary recall tool adapted from the Food and Agriculture Organization (FAO) guidelines for measuring household and individual dietary diversity. Nutritional status was assessed using anthropometric measures and educational performance was assessed using the end of term examination results for Mathematics and English language in the selected schools. Statistical analyses were performed at p level of 0.05.Results: The study had a total of 847 public primary school pupils, comprising of 441 (52.1%) males and 406 (47.9%) females The minimum and maximum dietary diversity score (DDS) obtained from the pupils were one and five, respectively with a mean DDS of 3.67 ± 0.71. The frequency of stunting, underweight and overweight among the pupils were 39.4%, 23.0% and 6.0% respectively. Dietary diversity was significantly associated with academic performance (p=0.001), with higher odds of poor academic performance in both English language and Mathematics reported among pupils with low DDS in comparison to those with normal DDS.Conclusion: Dietary diversity for primary school pupils should be promoted to achieve optimal academic performance amidst other benefits.&#x0D; Keywords: Academic performance; Dietary diversity; Nutritional status; Pupils

Road Use Behaviour of Urban Primary School Children in Ghana: Case Study of Ablekuma South Education Circuit of Metropolitan Accra

School children form majority of injured children on Ghanaian roads. The objective was to observe the road use behaviour of public primary school pupils in Ablekuma Education Circuit, Accra. This unobtrusive observational study targeted Primary one to six pupils. Five behaviours were studied: Walking while crossing road; Stopping at the kerb; Looking left-right-left before crossing; Keep looking left-right-left while crossing and Facing traffic while walking. 882 pu­pils on their way to or from school were observed from eight schools. A little over two in three children stopped at the kerb before crossing the road while almost three in four children looked for cars before stepping off the kerb. A little over three in four children walked while crossing and less than one in four children kept looking while crossing. Not looking for cars before crossing, not facing on-coming traffic and not keeping looking for cars while crossing, were more associated with boys than girls (p &lt; 0.001; 95%CI in all cases). Girls behaved significant­ly more safely than boys. In stopping at the kerb, there was no difference in gender behaviour (p &lt; 0.135; 95%CI). Child Road Safety Education in Schools and Communities is recommended.

Relationship between head teachers’ leadership competencies and effective school management in public primary schools in Narok county, Kenya

In Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered infectiveness in encouraging strict adherence to the school administrative structure; ensuring that the learning environment is child friendly, safe and conducive; in organizing and updating records of learner discipline cases, challenging behavior and interventions; and in displaying of school rules. The study recommended that the Ministry of Education should consider strengthening the monitoring and evaluation for headteachers’ roles; and organizing update trainings for headteachers to enhance their leadership competencies.&#x0D; Keywords: Headteachers’ Leadership Competencies, Financial Performance, Narok County, Public Primary Schools

AUTOMATIC GRADE PROMOTION POLICY AND ITS INFLUENCE ON PUPILS’ ACADEMIC ACHIEVEMENT AMONG PUBLIC PRIMARY SCHOOLS IN KIRINYAGA CENTRAL SUB-COUNTY, KENYA

There has been a declining trend in performance among pupils in public primary schools at Kenya Certificate of Primary Education (KCSE) examinations since the introduction of automatic grade policy. The cause of this worrying trend is blamed on, among other factors, the implementation of the policy. The purpose of this study was to establish the influence of automatic grade promotion policy on pupils’ academic performance in Kirinyaga Central Sub-County. Specifically, this study sought to establish; the status of adequacy of physical facilities in primary schools arising from the implementation of automatic grade promotion Policy in Kirinyaga Central Sub County, and the impact of physical facilities on performance of Pupils’ academic performance at KCSE among primary schools in Kirinyaga Central Sub-County. This study used descriptive survey research design and adopted a mixed method approach. The population of the study was 32 head teachers, 181 teachers and 2170 pupils; and a sample of 30 head teachers, 118 teachers and 325 pupils. Purposive sampling technique was used to sample head teachers while simple random sampling was used on the teachers and pupils. Questionnaires were used to collect data from teachers and pupils, while sampled head teachers were interviewed. Questionnaires were piloted in a neighboring Sub County using test retest method and reliable reliability index of 0.702 and 0.756 obtained for teachers’ and pupils’ questionnaires respectively. The questionnaires and interview guide were adequately validated and administered. Quantitative data is tabulated while qualitative data was analyzed thematically in line with the research purpose and to answer the research questions. The study established that there are inadequate physical facilities in primary schools in the study area arising from the implementation of the automatic grade promotion. It further found out that the facilities were not adequately maintained and therefore compromised learners’ health and safety, and hampered instruction. The study concludes that school physical facilities influence pupils’ academic achievement. The study recommends that; government and other stakeholders should provide adequate physical facilities in schools alongside complementary resources for effective implementation of automatic grade promotion policy, schools should institute routine schedule of maintaining the available physical facilities. It further recommends a similar study be carried out in other Counties and to engage a larger population and more variables. Article visualizations:

Analysis of Correlation between In-service Training and Academic Achievement of Pupils in Public Primary Schools in Kenya

In-service teacher education has been used as a tool for capacity building world over and in Kenya. Despite the perceived importance of continuing in-service training for teachers in updating their professional knowledge, its provision was inadequate in Kenya. It is within this context that this study examined the extent to which the in-service training was being provided and how it predicted the academic achievement of pupils in Kenya with specific reference to Teso North sub-county. This research adopted a descriptive survey research design of ex-post-facto type. Stratified random sampling technique was used to select 272 respondents (55 deputy headteachers and 217 teachers). Two research questions and one hypothesis guided the study. Structured questionnaire and document analysis were instruments of data collection. The data were analyzed using descriptive statistics of mean and standard deviations and inferential statistics of Chi-Square, independent T-Test and linear regression. The hypothesis was tested at 0.05 level of significance. The findings revealed that the extent of the provision of in-service training in the sub-county was low. The hypothesis testing through the Chi-Square indicated that there was a significant relationship between the provision of in-service training and academic achievement of pupils (x2=200.14, p = 0.0000). Linear regression analysis revealed that the influence of in-service training on academic achievement was significant (R = 0.898, p &lt; 0.05). Therefore, the study recommends that the Ministry of Education should formulate in-service training policy for the teachers and the training should be structured and closely aligned with the acquisition of skills and knowledge gaps.

Family Characteristics and Development of Virtue Learning Among Public Primary School Pupils in Rivers State

Family Characteristics and Development of Virtue Learning Among Public Primary School Pupils in Rivers State

Perceived Effect of Pubertal Developmental Body Changes on Academic Achievement Among Public Primary School Pupils in Sagana, Kirinyaga West Sub-County, Kenya

Pupils in puberty face several challenges that affect their academic achievement. Academic achievement of pupils is also affected as boys and girls in puberty perform dismally. Puberty is a developmental stage for a human being characterized by increased changes in bodies of the young people. The body changes are manifested in emotional, physical and attitude changes that affect their academic performance. During the onset of this period, many young people attending school become affected posing potential risks to optimal academic achievement. The purpose of this study was to determine the perceived effect of pubertal developmental body changes on academic achievement among pupils in Sagana, Kirinyaga West Sub-County, Kenya. This study employed descriptive survey research design that comprises both quantitative and qualitative research procedures used for obtaining information from a large population. The researcher targeted 480 respondents comprising of twelve class teachers and 468 pupils in classes six and seven in six schools. Simple random sampling technique was used to obtain a sample size of 214 pupils from the target population of 468 pupils. The researcher also used purposive technique to obtain a sample of twelve class teachers. The researcher used questionnaires for teachers and pupils as well as achievement records for pupils to collect data. Validity of the instruments was confirmed through expert judgment from the Department of Education at Chuka University. The questionnaires and achievement tests were tested for reliability. Two schools were purposively selected for testing of the instruments using split half method. With a coefficient (α=0.81), the instruments were considered reliable for data analysis. Both qualitative and quantitative data were generated. Computer programme Statistical Package for Social Sciences Version 21 was used to analyse quantitative data that generated frequencies and percentages which were presented in Tables and Graphs. For qualitative data, content analysis was used to arrange data into themes. Findings indicating perceived effect of pubertal developmental body changes on academic achievement were established. Findings indicated that girls are affected more than boys in terms of academic performance. Also, the findings revealed that pubertal physical development changes are manifested differently in boys and girls with girls being affected most. This study concluded that while pubertal physical body changes occur in both boys and girls, the manifestation of the changes is more in girls than boys with boys exhibiting fewer effects. The study recommends that more strategies to help girls manage the pubertal changes should be devised as a means of improving their academic performance. The findings of this study will benefit pupils, teachers, NGOs, Ministry of Education and academicians. Perceived Effect, Academic performance, pubertal body development, body changes, primary school pupil DOI : 10.7176/JEP/10-35-11 Publication date: December 31 st 2019

Estimation of the Predictive Powers of Parental Support and Domestic Violence on Child Abuse Among Primary School Pupils in South-East, Nigeria

The general purpose of the study was to estimate the predictive powers of parental support and domestic violence on child abuse among pupils in South-East, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted a correlational survey research design with a population of 481,533 primary five pupils in public primary schools in South-East, Nigeria. A sample of 400 primary five pupils&amp;rsquo; was drawn using a multi-stage sampling procedure. Three instruments were used for data collection: Parental Social Support Questionnaire (PSSQ), Parental Domestic Violence Questionnaire (PDVQ) and Child Abuse Questionnaire (CAQ). The reliability of the instrument was established by trial-testing on 30 primary five pupils that were not part of the sample. Cronbach&amp;rsquo;s Alpha Reliability method was used to determine the internal consistency of the instruments. The reliability coefficients of 0.88, 0.80 and 0.75 were obtained for parental social support questionnaire, parental domestic violence and child abuse questionnaire. Data collected were analyzed using simple linear regression analysis. Specifically, the Coefficient of Determination (r2) was used to answer research questions and Analysis of Variance (ANOVA) aspect of simple linear regression was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that parental social support significantly predicted child abuse negatively while domestic violence significantly predicted child abuse positively. Based on the findings of the study, it was recommended among others that parents should provide enough social support to their children&amp;rsquo;s proper development and emotional stability.

Handwashing Practices Among Children in Public Schools in Imo State, Nigeria

This study examined the availability and utilization of handwashing facilities among public primary school pupils in Okigwe Education Zone two (2) of Imo State, Nigeria. Four research questions were posed to guide the study. One hypothesis was formulated and tested. The study adopted a survey research design. Random sampling technique was used to select a sample size for the study. 295 pupils (age bracket 6&amp;ndash;14 years) from 12 public primary schools and their form teachers participated in the study. Data were collected with the aid of a structured questionnaire designed from UNICEF&amp;#39;s checklist modules for appraising hand washing facilities in schools. Also, observation and focus group discussion were used for the data collection on handwashing practices among pupils using hand washing facilities.Data generated were analyzed using percentage and frequency distribution counts in order to answer the research questions. All information from the focus group discussion using codes and themes were transcribed, grouped and analyzed based on the specific objectives. Findings suggest that out of the twelve schools observed, only two schools had both a handwashing basin with clean water that runs and improvised handwashing facilities at the same time. Based on the findings, hand washing facilities and supplies should be a major priority in all primary schools in Okigwe Education Zone 2 because of its importance in preventing communicable diseases. School health educators should work in conjunction with the Parents Teachers Association of each school to ensure constant and adequate provision of handwashing facilities and supplies. This will further encourage their usage and also reduce absence from schools due to infections.

Assessment of ocular health status of pupils in public and private primary schools in Sabon Gari, Zaria, Kaduna State

Background: Routine eye screening of pupils in schools as a matter of health policy is not obligatory in Nigeria. The administrative setting, organization, environment and social background of pupils in public and private schools are often different. Objectives: To determine the ocular health status of pupils in private and public primary schools in Sabon-Gari, Zaria, Kaduna state, Nigeria, and ascertain whether there are differences. Materials and Methods: This was a descriptive cross-sectional study. A multistage sampling technique was used to select the pupils. Visual acuity assessment using Snellen’s chart was done while anterior segment examination was carried out with a pen torch and loupe. Posterior segment was examined using a direct ophthalmoscope (Heine Beta 200). Results: A total of 540 pupils were selected from six primary schools, comprising 270 from three private schools and an equal number from 3 public schools. The ages of the pupils ranged from 3 to 16 years with a mean of 8.42 (SD ± 2.16). Females were 272 (50.4%) and males 268 (49.6%) (F:M = 1.01:1). The prevalence of ocular morbidities from the study was 22.8%. It was 24.4% in public and 21.1% in private schools respectively. Ametropia was the commonest ocular disorder seen in private schools pupils, 17 (6.3%), while vernal conjunctivitis, 23 (8.5%), was the most frequent findings in the public schools. Conclusion: Though ametropia was the commonest ocular morbidity seen among private school pupils and allergic conjunctivitis among those in public schools, these were not statistically significant (P &gt; 0.05).

Influence of Parent-teacher Communication on Academic Performance of Pupils in Public Primary Schools in Ainabkoi Sub-county, Kenya

This paper is an outcome of a study that was conducted to find out the extent to which communication between parents and teachers influence pupils' academic performance in public primary schools in Ainabkoi Sub County, Kenya. Communication as portrayed in this paper can take the form of conferences/ meeting, telephoning writing notes, and face to face dialogue between parents and teachers. Founded on the theory of six types of parental involvement by Joyce Epstein's, the study adopted ex-post facto research design. A target population of 2404 Class 8 pupils and 61 class teachers was considered from which 331 class eight pupils were selected using stratified simple random sampling technique. Census approach was employed for the class teachers. Questionnaire and interview schedule were used to collect data. Quantitative data was then analyzed using descriptive and inferential statistics in form of percentages, means and chi-square while qualitative data was analyzed using thematic framework. There was a positive and significant relationship between parent-teacher communication (X2=10.087; p=0.039) and academic performance. Parent-teacher communication is therefore a positive predictor of pupils' academic performance in primary schools. Such communication should be enhanced to make better the academic performance of pupils in the final examinations.