An Evaluation of the Implementation of the English Language Curriculum in Nigeria under the Nine-Year Universal Basic Education Curriculum (Published)
The major goal of the Universal Basic Education (UBE) curriculum is to realign all Primary and Junior Secondary School curriculum to meet the key target of the UBE programme. Proficiency in the use of English language is the key to achieving this goal. However, it has been observed that many individuals, after spending a good number of years in primary and secondary school, still have problem in their use of English; especially the spoken form. Consequently, this study set out to find the reason for such incompetence among students. Four (4) research questions and four (4) hypotheses aided this study. A sample of eighty (80) pupils and eighty (80) students from primary and Junior Secondary Schools and forty (40) teachers from six (6) public schools (one from each of the six (6) states) in the South-South geo-political zones in Nigeria were used. Two questionnaires called Teachers’ Questionnaire and Students’ Competence Questionnaire were used to obtain data for the study. Validity and reliability of the instruments were carried out and data was analyzed using the Statistical Package for Social Science (SPSS) version 25. Descriptive Statistics and Pearson Product Moment Correlation was used to answer the research questions, while regression analysis was used to test the hypotheses. The findings indicate that the curriculum is well planned with the four language skills in consideration, however there is inadequate funds and infrastructures in schools. The study recommended that there should be availability of funds, infrastructures and instructional materials to aid effective teaching and learning of English language. Also, learners should consider and employ the appropriate teaching methods and endeavor to incorporate the four language skills in their teaching content in the classroom.
Determinants of Effective Implementation of Inclusive Education at the Basic Education Level in Nigeria (Published)
This study was aimed at examining the determinants of effective implementation of inclusive education at the Basic Education level for national development. Inclusive education at the basic level is key to national development because no school age child is left behind. Children with disabilities are integrated into the main stream to enable them learn in normal classrooms. There are certain things needed in inclusive education for effective implementation of the programme at the Basic Education level. This paper therefore looked at the term inclusive education, Basic Education and determinants of effective implementation of inclusive education in terms of information for planning, provision of school libraries, provision of qualified personnel and funding. Some recommendations were made, one of which is that, government should provide infrastructural facilities and funds for effective implementation of inclusive education at the Basic level of education.
The impact of public- relations and supervisory duties of school heads on the implementation of universal basic education in south-west, Nigeria. (Published)
The study examined the impact of public-relations and supervisory duties of the school heads on the implementation of Universal Basic Education in South-West, Nigeria. The descriptive research of the survey design was employed. Two sets of validated instruments, “School Heads’ Public-Relations and Supervisory Duties Questionnaire” and “Implementation of Universal Basic Education Questionnaire”, were used to collect data from a sample of 1,367. Proportionate random sampling technique was used to select 643 teachers from primary schools and 514 teachers from Junior Secondary Schools as well as 120 school heads from primary schools and 90 school heads from Junior Secondary Schools. The reliability co-efficient obtained for SHPRASDQ and IUBEQ through test-re-test method were 0.76 and 0.81, respectively. Pearson Product Moment correlation analysis was used to analyse the data. The two null hypotheses formulated were tested at 0.05 level of significance. The study revealed that there was significant relationship between public-relations duties of the school heads and the implementation of the Universal Basic Education on one hand, and between supervisory duties of the school heads and the implementation of Universal Basic Education, on the other hand. It was recommended that the school heads should not relent on their efforts at improving upon the level of public-relations and supervisory duties. The government should also continue to lay emphasis on the public-relations and the supervisory duties of the school heads since they were significantly related to the implementation of the Universal Basic Education.
Adequate Administration and Execution of Physical Education towards the Development of Psychosocial Wellbeing of Pupils at Ube Level in Nigeria (Published)
Physical education adequately administered and executed at the Universal Basic Education (UBE) level can play a crucial role in the delivery and actualization and development of the psychosocial wellbeing of children. UBE is free and compulsory to all children within the ages of 6 – 15 years. Since (UBE) places emphasis on skill training and acquisition, such skilled and trained individuals can only be found in physically and able bodied human beings whose solid foundation would have been laid through well administered and executed physical education starting from the (UBE) level. The development of children is said to be multi-faced, there is need to lay adequate foundation at such early and critical stage of the life of any child. It was the reality of this fact that prompted this research which sought to explore and examine the physical educationists views on the importance of physical education in attainment of optimal psychosocial well-being of children at the UBE level in Anambra (Awka), Imo, (Owerri), Ebonyi, (Abakaliki) and Enugu (Enugu) metropolitan cities of Nigeria. A total of 206 physical educationists drawn from the study population of 2060 constituted respondents for the study. Data were collected through the use of a self-developed questionnaire that had been validated with value of 0.81 correlation co-efficient obtained. Five research questions were formulated and data collected were analysed with the use of frequency count and percentage. The result of the study generally revealed that physical education plays important role in the attainment of optimal psychosocial wellbeing of children at (UBE) level. The result also shows that adequately administered and executed physical education leads to positive change in behavior, diseases prevention, production of seasoned elite athletes for the country. Finally conclusions and recommendations were made on achieving the desired success in the UBE programme in Nigeria.
Teacher Professional Development and Quality Universal Basic Education in Lagos State, Nigeria (Published)
The study aimed at investigating the relationship between teachers’ professional development and quality Universal Basic Education. The study area was Lagos State. Three hypotheses were formulated to guide the study. Correlation design was used for the study and simple random sampling technique was used to select 500 teachers from the primary and junior secondary schools for the study. Data for the study were collected by the use of a researchers’ developed instrument titled “Teacher Professional Development and Quality Universal Basic Education Questionnaire (TDPQUBEQ)”. The instrument was a 4-point Likert type scale and consisted of 20 items. The reliability coefficient was .85, using Cronbach Alpha reliability method. Pearson product moment correlation statistics was used for data analysis. The findings of the study revealed that teacher participation in induction programme, ICT training and seminars/workshop significantly related to quality Universal Basic Education in Lagos State. Premised on these findings, it was recommended that the government and relevant agencies should intensify effort on the provision for teachers’ professional development through in-service education to enhance sustainable quality universal basic education. The government and relevant agencies should provide more opportunities for UBE teachers to attend ICT training programmes in order to be ICT compliant. This is necessary to enhance their instructional delivery effectiveness.