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MMUO, MARIA C.
PG/Ph.D/03/34375
ASSESSMENT OF EXTENT OF ADHERENCE TO
QUALITY ASSURANCE PRACTICES IN PUBLIC
SECONDARY SCHOOLS IN NORTH-CENTRAL STATES,
NIGERIA
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
FACULTY OF EDUCATION
Godwin Valentine
Digitally Signed by: Content manager’s Name
DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
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ASSESSMENT OF EXTENT OF ADHERENCE TO QUALITY
ASSURANCE PRACTICES IN PUBLIC SECONDARY SCHOOLS IN
NORTH-CENTRAL STATES, NIGERIA
BY
MMUO, MARIA C.
PG/Ph.D/03/34375
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA
OCTOBER, 2015
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TITLE PAGE
ASSESSMENT OF EXTENT OF ADHERENCE TO QUALITY
ASSURANCE PRACTICES IN PUBLIC SECONDARY SCHOOLS IN
NORTH-CENTRAL STATES, NIGERIA
BY
MMUO, MARIA C.
PG/Ph.D/03/34375
A THESIS PRESENTED TO THE DEPARTMENT OF EDUCATONAL
FOUDATIONS, FACULTY OF EDUCATION, UNIVERSTY OF NIGERIA,
NSUKKA IN FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D) IN
EDUCATIONAL ADMINISTRATION AND PLANNING
SUPERVISOR: PROF. N. O. OGBONNAYA
OCTOBER, 2015
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APPROVAL PAGE
This Thesis has been approved for the Department of Educational Foundations, Faculty
of Education, University of Nigeria, Nsukka.
BY
___________________________ ________________________
PROF. N. O. O OGBONNAYA
SUPERVISOR INTERNAL EXAMINER
____________________________ ________________________
PROF. C. J. A. ONWUKA
EXTERNAL EXAMINER HEAD OF DEPARTMENT
________________________
PROF.U C.UMOH
DEAN, FACULTY OF EDUCATION
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CERTIFICATION
Mmuo, Maria Chinwe, a postgraduate student in the Department of Educational
Foundations, with Registration Number PG/Ph.D/03/34375, has satisfactorily completed the
requirements for the award of the degree of Doctor of Philosophy in Educational Administration
and Planning. The work embodied in this thesis is original and has not been submitted in part or
full for any other Diploma or Degree of this or any other university.
__________________________ __________________________
MMUO, MARIA CHINWE PROF. N. O. OGBONNAYA
CANDIDATE SUPERVISOR
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DEDICATION
This Thesis is dedicated to her lovely unique family for their prayers, patience, support and
encouragement during the period of this study.
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ACKNOWLEDGEMENTS
The researcher most gratefully wishes to acknowledge the Almighty God for inspiration,
protection, provision and health given to her that made this work possible. Her gratitude also
goes to her supervisor, Prof Nelson O. Ogbonnaya who painstakingly read through her work,
encouraged, advised, cooperated and most importantly rendered to her, constructive criticisms at
various stages of this project. Her prefund thanks goes to Dr. F.M. Onu, Prof C. J. A. Onwuka,
Dr. J. C. Omeje for their advice and shaping of this work.
The researcher is also highly indebted to Dr. S.C. Ugwuoke, Ass. Prof. M. A. Obidua,
Ass. Prof. Aggie Oboegbulem, Dr. V. N. Nwachukwu Prof P.N. Onwuasoanya and Dr. (Mrs) J.
I. Anyanwu for their constructive criticisms and contributions throughout the period of this work.
She remains grateful to the family of late Prof. A.N. Ali who highly encouraged her at the start-
off of this Ph.D programme and to all staff of the Department of Educational Foundations for
their love, care and concern, especially Prof. J.O. Chukwu.
Moreover, the researcher wishes to express her unreserved gratitude to her beloved
husband, Sir M.T.C. Mmuo and her lovely unique children: Emeka, Obinna, Okechukwu,
Ifunanya and Chijioke for their support and care as well as her beautiful grand-children, the
triplets (Adaeze, Adaora and Adanma) whose birth motivated her to continue the programme in
spite of time lag. Also, to her son-in-law-Ezenna and her daughters in-laws: Kayce and Ugoma.
May God bless you all (Amen).
Mention must be made of families, in-laws and friends: Hon. Ifeanyi Okoyeogidi, Mrs
Julie Okoye, Lady Cecilia N. Ugonabor, Engr. & Dr. Mrs. Vin. Okolekwe, Dr. Mrs. Hulda Odo,
The Umeojis, the Okolies and the Ezeanis for their financial and moral support. Thank you in a
million.
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She owns special thanks to Dr. Ukpai, Eke Ndukwe and Mr. T.O. Akobi whose advise
led to the success of the dissertation and to Ajaokuta Steel Company Management, particularly
the Sole Administrator, Alh. J.O. Isah who granted her the opportunity to run this programme.
God bless you all.
Finally, her unalloyed gratitude goes to all lovers of education, those who in one way or
the other have contributed immensely to the success of this work. To God be the glory, Amen.
Mmuo, Maria C.
University of Nigeria, Nsukka
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TABLE OF CONTENTS
COVER PAGE i
TITLE PAGE ii
APPROVAL PAGE iii
CERTIFICATION iv
DEDICATION v
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS viii
LIST OF TABLES xi
LIST OF FIGURES xii
ABSTRACT xiii
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 11
Purpose of the Study 12
Significance of the Study 13
Scope of the Study 15
Research Questions 15
Hypotheses 16
CHAPTER TWO: REVIEW OF LITERATURE 18
Conceptual Framework: 19
Concept of Assessment 21
Concept of Quality 21
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Concept of Quality Assurance 23
Concept of Secondary Schools 38
Schematic Representation of the Conceptual Framework of the Study 40
Theoretical Framework 41
Discrepancy Evaluation Model by Provus (1971) 42
Goal-Based Evaluation Model by Tyler (1950) 42
Countenance Evaluation Model by Stake (1967) 43
Review of Empirical Studies 44
Studies on Provision of Infrastructural Facilities 44
Studies on Provision of Relevant Curriculum 46
Studies on Effective Teaching and Learning (Teaching Methodologies Adopted) 48
Studies on Effective School Management 51
Studies on Provision of Learners’ Welfare Needs 53
Studies on Maintenance of School–Community Relationship 55
Summary of Literature Review 57
CHAPTER THREE: RESEARCH METHOD 59
Design of the Study 59
Area of the Study 59
Population of the Study 60
Sample and Sampling Techniques 61
Instrument for Data Collection 61
Validation of the Instrument 62
Reliability of the Instrument 63
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Method of Data Collection 63
Method of Data Analysis 64
CHAPTER FOUR: RESULTS 65
Summary of Major Findings of the Study 88
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATIONS,
RECOMMENDATIONS, AND SUMMARY OF THE STUDY 91
Discussion of the Findings 91
Conclusions 99
Implications of the Findings 100
Recommendations 101
Limitations of the Study 102
Suggestions for Further Research 102
Summary of the Study 102
REFERENCES 105
APPENDICES 110
A: Questionnaire 113
B : Benchmark for Quality Assurance Practice in Secondary Schools in Nigeria 117
C: Population Distribution of Respondents 132
D: A Map of Nigeria showing the North Central States 148
E: Distribution of Teachers in Public Secondary School by Qualification, sex, and
Local Government in Kogi State (As a sample from 2009 -2015) 149
F: Reliability of Instrument 159
G: Data Analysis Output 166-177
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Table LIST OF TABLES Page
1: Mean rating and standard deviation of respondents on the extent
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on provision of infrastructural facilities in secondary schools. 65
2: Mean rating and standard deviation of respondents on the extent
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on provision of relevant curriculum in secondary schools. 67
3: Mean rating and standard deviation of respondents on the extent
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on effective teaching in secondary schools. 69
4: Mean rating and standard deviation of respondents on the
extent secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on effective school management in secondary schools. 71
5: Mean rating and standard deviation of respondents on the extent secondary
schools in North-Central States, Nigeria follow the FIS guidelines on
provision of learners’ welfare needs in secondary schools. 73
6: Mean rating and standard deviation of respondents on the extent
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on maintenance of effective school community relationship in secondary
schools. 75
7: t-test analysis of the mean rating of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the
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FIS guidelines on provision of infrastructural facilities in secondary schools. 77
8: t-test analysis of the mean rating of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on provision of relevant Curriculum in secondary schools. 79
9: t-test analysis of the mean rating of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective teaching in secondary schools. 81
10: t-test analysis of the mean rating of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective school management in secondary schools. 83
11: t-test analysis of the mean rating of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on provision of learners’ welfare needs in secondary
schools. 85
12: t-test analysis of the mean rating of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on maintenance of school-community relationship in secondary
schools 87
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LIST OF FIGURES
Figure 1: A Schematic Representation of the Conceptual Framework of the Study 42
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Abstract The study was carried out to access quality assurance practices in secondary schools in North
Central States of Nigeria. Specifically, six purposes, six research questions and six null
hypotheses guided the study. Descriptive survey design was used to carry out the study. The
study was carried out in North-Central States, Nigeria. North-Central States, Nigeria consists of
six states, namely Benue, Kogi, Kwara, Nassarawa, Niger and Plateau states. The population of
the study was 2304 principals and evaluators. A sample of 1200 respondents (931 principals and
267 school evaluators) were selected; stratified random sampling technique was used to generate
the required sample. The instrument for collecting the required data for the study was a
structured questionnaire which was personally developed by the researcher through the review of
relevant literature. In order to ascertain the validity of the instrument, its initial draft was face
validated by three experts, two in Educational Administration and Planning and one in
Measurement and Evaluation, all from the University of Nigeria, Nsukka. The experts were
requested to examine the instrument in terms of the relevance of the contents and clarity of the
statements in relation to the research questions and specific purposes of the study. The reliability
of the instrument was ascertained by trial testing it on 20 subjects in Enugu States. Cronbach’s
Alpha method of reliability estimate was used to determine the internal consistency of the items
which were generated from Cluster A – F; 0.77, 0.67, 0.76, 0.92, 0.93, 0.91 respectively. Direct
Delivery and Retrieval Technique (DDRT) was used by the researcher and six research assistants
helped to collect the required data for the study. The data collected from the respondents were
analyzed with descriptive and inferential statistics. The descriptive statistics which involve the
use of mean scores and standard deviation were used to answer the research questions. The t-test
statistics was used to test the corresponding null hypotheses at 0.05 level of significance. The
findings of the study showed that the secondary schools in North-Central States, Nigeria adhere
to the FIS guidelines on provision of infrastructural facilities in post primary schools to a low
extent. It was also found that the secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on provision of relevant curriculum, provision of effective teaching, effective
school management, provision of learners’ welfare needs and maintenance of effective school-
community relationship in secondary schools to a high extent. The principals and evaluators
differed significantly in their opinion on the extent to which secondary schools in North-Central
States, Nigeria adhere to the FIS guidelines on provision of infrastructural facilities and on
provision of relevant curriculum in secondary schools. It was recommended among others that
the Federal Inspectorate Service should monitor effectively the compliance of secondary schools
to its guidelines on quality assurance practices. This will guide the educational policy-makers in
formulating relevant policies aimed at improving quality assurance practices in post primary
schools for the effective and efficient delivery of quality education in secondary schools.
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CHAPTER ONE
INTRODUCTION
Background of the study
Secondary schools occupy a strategic position in every educational system since
they provide a vital link between primary and tertiary institutions. According to the
Federal Republic of Nigeria (2004), secondary schools are where children receive
education after primary education and before entering into tertiary level of education.
Lippit (2007) conceptualized secondary schools as educational institutions designed
for the provision of full-time education to students who are within the age range of 11
to 18. According to Eubanks and Eubanks (2000), the average age of entrance into the
secondary school is 10–11 year and expected year of graduation is 17–19 years. In this
study, secondary schools are considered as educational institutions which aim at
inculcating worthwhile knowledge, skills, attitudes, competencies and values to
students. The broad goal of secondary school education in Nigeria is to prepare the
individual for useful living within the society and for transition into tertiary education.
To ensure that the role of education of its different levels are realized, it is necessary to
engage in regular assessment of educational processes and practices
Assessment is the process of measuring the level of performance of an
individual or an organization in a particular area or field of endeavour (Edikpa, 2008).
This definition as it relates to this study, implies that assessment involves measuring
the level of performance of secondary schools in the implementation of quality
assurance practices. According to Mistra (2006), assessment is the action of
evaluating, appraising, estimating, and/or calculating the value or worth of an event,
activities or programme. Paulk (2011) conceptualized it as any activity that involve
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the use of empirical data to refine programmes and improve their performance. Thus,
assessment is operationally defined in this study as the process of determining the
extent to which secondary schools carry out their quality assurance practices in
conformity with the established guidelines for their implementation.
Quality is a term that is used to show that the programme, activity or service of
an organization is of high value and standard (Abenga, 2006). Ajayi (2008) viewed
quality as a concept that makes value judgment on the activities and overall
performance of an organization. Arikewuyo (2004) defined quality in education as the
ability to enable the students perform well in standard examinations and relevance to
the needs of the students, community and the society as a whole. Arikewugo further
stressed that quality serves as determination of grading based on standard from which
a mark of inferiority or superiority is defined. Quality is something everyone considers
good and wants to have. It is about the standard of something when compared with
other things. Fadokun (2005) characterized quality by the following: firstly, efficiency
in the meeting of goals; secondly the relevance of human and environmental
conditions and needs, and thirdly the exploration of new ideas, the pursuit of
excellence and encouragement of creativity. These definitions as they relate to this
study, imply that quality is a term that is used to show how good the programmes and
activities carried out in secondary schools are. Consequently, quality as used in this
study refers to a value judgment indicating high standard and excellence in the
education provided and activities carried out in secondary schools.
Quality assurance has been defined by some authors. Ewelukwa (2009) defined
quality assurance as a term that encompasses all measures taken by an educational
institution to ensure that its specified educational objectives are fully achieved. In the
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view of Collins (2009), quality assurance refers to all the activities carried out by a
school in order to meet the quality requirements of the education provided by the
school. Quality assurance in the school system, according to Ugwu (1999), refers to all
activities that are conducted in order to achieve or maintain a certain acceptable quality
level in every participant. Ugwu maintained that the participants in the school system
include: the teachers, administrators, and the students in the school system. Quality
assurance, according to Oladipo (2010), involves the consistently meeting product
specifications or getting things right the first time, and every time. Oladipo stressed
that the process of admitting the right students at the right time requires adequate
resources that will ensure the attainment of set objectives. These viewpoints clearly
show that quality assurance in secondary schools requires that teachers and school
administrators achieve their goal of preparing students for useful living within the
society and for higher education as embodied in Federal Republic of Nigeria (FRN,
2004).
The importance of quality assurance in educational institutions has been
highlighted by different scholars. Quality assurance may be defined as a process that
examines the aims, structure, inputs, processes, products, outputs and projected
outcomes of higher education systems (programmes/institutions). According to Ross
(2008), it is the effective implementation of measures that enable educational
institutions (secondary schools inclusive) to provide the kind of education that is
required for socio-economic growth and national development. In the views of
Bamisaye (2010), quality assurance in secondary schools enable teachers and
adminstrators in secondary schools to adequately prepare their students for useful
living within the society and for higher education. In his own perspective, Beck (2012)
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observed that quality assurance in schools is fundamental to the creation of a school
climate that is conducive for effective teaching and learning.
Quality assurance looks at the educational improvement from the wholistic
approach, though the students are the target, everything in the learning environment is
involved in the process of achieving higher standard. These definitions indicate that
quality assurance is a means by which an educational institution ensures that the
education it delivers will serve or meet the purpose for which it is intended. Thus,
quality assurance is defined in this study as the activities initiated and carried out by
secondary schools and their external regulatory or controlling agencies in order to
ensure that the required standards of education and scholarship are provided and
maintained in secondary schools.
Educational quality assurance is the process of collecting, analyzing and
utilizing relevant educational information in order to ensure that stated or
predetermined goals or targets are achieved optimally. It ensures that programme
strategies are aligned with programme goals and objectives, thereby assuring the
quality of the outcomes.
In assuring quality in secondary schools in Nigeria, principals and evaluators
play important roles in monitoring and assessing, as internal and external evaluators. A
school principal is an educator who has executive authority for a school, while an
evaluator is a person qualified by education, training, and experience, to provide
appraisals. The Federal Inspectorate Service (FIS) of the Federal Ministry of Education
(which is the inspectoral agency for secondary schools in Nigeria) has a manual which
serves as a benchmark (see appendix F) that guides secondary schools in Nigeria in
carrying out their quality assurance practices. However, the effective and efficient
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management of secondary schools and the ultimate realization of their established
goals and objectives require that they have to carry out quality assurance practices. The
successful implementation of quality assurance measures in secondary schools
however, is a function of how well secondary schools are guided by this manual in
their quality assurance practices. According to the Federal Inspectorate Service (2010),
the quality assurance practices to be carried out in basic and secondary education
levels in Nigeria include: (a) adequate provision of infrastructural facilities, (b)
provision of relevant curriculum, (c) effective teaching and learning, (d) effective
school management and leadership, (e) provision of learners’ welfare needs, and (f)
maintenance of effective school-community relationship.
Infrastructural facilities in a school, according to Ogbonnaya (2001), refer to the
classrooms, libraries, laboratories, offices, examination halls, administrative buildings,
audio-visual materials, machines, chalkboards, stools, desks. Echem (2009) viewed
infrastructural facilities as representing the school buildings and other material
resources provided in a school for the implementation of school programmes and
activities. These definitions show that infrastructural facilities are made up of the
school land and all the physical structures and materials in it. They (facilities)
represent the totality of the school environment for the implementation of the school
business and the realization of its goals. Information and Communication Technology
(ICT) equipments are modern equipments which educational institutions use to
conduct teaching and learning so as to achieve stated educational goals and objectives
effectively and efficiently. Examples are teaching computer (e.g. laptop or desktop),
school server, digital projector, data backup, digital stills camera/digital video camera,
wireless table, and interactive white.
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Quality assurance in basic and secondary education levels in Nigeria, according
to the Federal Inspectorate Service [FIS] (2010) manual, requires that: the school
buildings (including toilets) should be tidy and well maintained; sporting facilities and
equipments should be available and well utilized; there should be separate toilet
facilities for male and female students and teachers; all areas of the schools should be
accessible to learners with special needs; there should be adequate procedures for
school safety in cases of fire out break and other emergencies. Besides, ICT facilities
should be available and used for teaching and learning; there should be demarcation of
school compound to prevent encroachment and to provide security; classrooms,
laboratories, workshops and library should be available and used to enhance teaching
and learning; and necessary equipment in classrooms, laboratories, workshops and
library should be adequate. Thus, this study will, among other things, determine the
extent of adherence to these guidelines on provision of infrastructural facilities and
equipment in secondary schools.
In terms of relevant curriculum, Nwabueze (2007) defined curriculum as the
instrument which a school uses to achieve its educational goals and objectives.
According to Nduka (2009), a curriculum is the programme of instruction which a
school uses to impart knowledge and skills to its students. It can be deduced from these
definitions that it is curriculum that specifies what is to be learnt in a school, the skills
the school has to develop in the learners, as well as the attitudes to be inculcated in the
learners by the school. Therefore, the curriculum is the tool which a school uses to
achieve its specified educational goals and objectives.
According to Federal Inspectorate Service Handbook (2010) manual, the
secondary schools should ensure the provision and use of relevant curriculum by
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providing a broad range of worth-while curricular opportunities that cater for the
interests, aptitudes and particular needs of learners. The curriculum needs external
requirements and should also be responsive to local circumstances. Besides, the quality
and quantity of infrastructural facilities and the instructional materials in the school
require the use of the curriculum, and all learners (including those with special needs)
should have access to all curricular options. This study, among other things,
determined the extent of adherence to these guidelines on the provision of relevant
curriculum for effective teaching and learning in secondary schools (see
benchmark,124).
Effective teaching and learning is another quality assurance practice that is
carried out in secondary schools. It is conceptualized by Kesandu (2006) as the
delivery of quality education in the school system and its positive impact on the
learners, while Bowman (2010) viewed effective teaching and learning as a planned
process by which a school conducts its teaching and learning transactions in order to
meet expected learning out comes. It, therefore, follows that effective teaching and
learning in secondary schools should aim at ensuring that appropriate teaching and
meaningful learning are achieved in these schools.
To ensure effective teaching and learning in secondary schools, every class up
to junior secondary school should be taught by a qualified and competent teacher with
a minimum of Nigeria Certificate in Education (NCE), while every teacher in the
senior secondary school level should have a minimum qualification of bachelor’s
degree in relevant subject(s) (FIS, 2010). In addition, no secondary school learner
should be taught in a class larger than 40 because every learner should be able to
participate fully with the support of the teacher, have access to appropriate
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instructional materials, have a minimum of 180 days of schooling per year, and be
continuously assessed to check that sufficient progress is being made. All learners with
special needs should have an appropriate education, and every learner should be taught
to apply knowledge and skill. This study will, among other things also find out the
extent of adherence to these guidelines for effective teaching and learning by school
managers in secondary schools.
Effective school management and leadership is an important component of the
quality assurance practices in secondary schools. It is the process by which school
resources [which include human, material and financial resources] are planned,
organized, co-ordinated, controlled, directed and led towards the attainment of pre-
determined educational objectives (James, 2005; Fagbiye, 2007). What one can infer
from this view point is that school management and leadership involves working with
people while planning, organizing, controlling, directing and leading them, for the
accomplishment of the goals of the school system.
Furthermore, the FIS Handbook (2010:22) articulated that effective school
management and leadership in secondary schools entails that school administrators’
and leaders should have a minimum qualification of first degree and their efforts
should be channeled towards improving the achievement of the learners in their care;
every school should have a school development plan which is based on its vision and
mission; every school should also have a school-based management committee which
actively supports school improvement; the human, material and financial resources of
each school should be effectively deployed to achieve the school goals and objectives.
This study will, among other things, ascertain the extent to which secondary schools
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adhere to these guidelines on effective school management and leadership in secondary
schools.
Another aspect of quality assurance practices for schools is the provision of
learners welfare needs, Frank (2004) and Goss (2006), stated that this requirement for
the provision of learners’ welfare needs, aims at creating a school climate that is
conducive for effective teaching and learning, and for the full participation of the
learners in school activities. Thus, it is the provision of learners’ welfare needs that
gives the learners the feelings of satisfaction and sense of belonging which will in turn
elicit their active participation and commitment in school activities.
In the provision of learners’ welfare needs, the school should provide a safe
working and learning environment for learners and teachers; all should have good
sanitation and access to first aid facilities; all schools should provide guidance and
counselling services to students at a minimum standard of Junior Secondary School
(JSS) and ensure safe balanced meals for students (FIS, 2010). This study will, among
other things, determine the extent of adherence to these guidelines on provision of
learners’ welfare needs in secondary schools.
The maintenance of effective school-community relationship is also a quality
assurance practice required out in secondary schools. In the views of Blair (2001) and
Adeoye (2004), school-community relationship is the mutual understanding, co-
operation and collaboration, between a school and the community where it is situated.
School-community relationship can, therefore, be said to be an interactive process
through which a school seeks out opportunities which will actively engage the
community in the running of the school.
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Regarding this, FIS (2010) manual in addition stated that in the maintenance of
effective school-community relationship in secondary schools, parents should be
informed about their children’s progress; parents should give feedback to the school;
there should be home-school agreement; parents should help the school in solving
academic and social problems of learners; there should be frequent contact with
parents and the school; there should be involvement of the school and parents in the
planning of the school programmes and activities; and that parents and community
members should be encouraged to participate in school events. This study will also
determine, among other things, the extent to which secondary schools follow these
guidelines in maintenance of effective school-community relationship in secondary
schools.
It is note worthy, however, that the opinions of people concerning quality
assurance practices in secondary schools seem to suggest that they are not properly
carried out in conformity with the established guidelines for their implementation. For
instance, Hamza (2005) observed that secondary schools in North-Central States,
Nigeria are manned by unqualified teachers and school administrators, and many of
these schools also have inadequate infrastructural facilities, equipment and materials.
Ibeneme (2007) remarked that the curriculum of secondary schools in Nigeria (North-
Central States inclusive) is not current, responsive and relevant to the needs of students
in particular and Nigerian society in general. In support of this view, Akandem (2009)
noted that the students who are now produced by secondary schools in Nigeria are not
well prepared for useful living within the society and for higher education. This,
according to Akandem, is as a result of the influence of irrelevant curriculum and
unqualified teachers in secondary schools.
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In addition to the above negative observations, Abdullah (2011) was worried
that quality assurance measures in secondary schools in North-Central States, Nigeria
are not effectively and properly carried out because the welfare needs of their students
are hardly provided for them leading to poor student motivation and participation in
school activities. Moreso, the director of the Kogi State Secondary Schools
Management Board in a circular dated 11th February, 2014 berated all secondary
schools in Kogi State for their poor implementation of quality assurance measures.
This also shows that all is not well with quality assurance practices in secondary
schools in Kogi State in particular, and North-Central States in general.
Furthermore, an appraisal of the management of secondary schools in North-
Central States, Nigeria by Yahaya (2011:17) also showed that there are lapses in the
quality assurance practices of these schools. The author observed that:
Secondary schools in North-Central States, Nigeria are known for
inadequate and dilapidated infrastructural facilities and instructional
materials. The welfare needs of students are not provided for them
and consequently, they are not motivated for effective participation
in school activities. Moreover, the school curriculum is obsolete
and irrelevant to current societal trends and conditions. The school
climate is not conducive for effective teaching and learning and
there is generally poor management of secondary schools.
Consequently, there is poor teaching and learning in secondary
schools, while school-community relationship is not well
maintained as to attract the purposeful participation of communities
in the administration of these schools.
It is note worthy that the foregoing claims portray an ugly state of affairs with
the quality assurance practices in secondary schools. Consequently, the quality
assurance practices in secondary schools in North-Central States, Nigeria require
empirical assessments. It is thus seen from the background of this study that the quality
assurance practices in secondary schools in North-Central States, Nigeria leave much
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to be desired. Could it be that they are not being properly carried out in accordance
with the FIS guidelines for their implementations? This calls for an assessment of the
quality assurance practices in these secondary schools in the region so as to ascertain
the extent to which school managers and evaluators adhere to the established
guidelines for quality assurance practices in secondary schools hence, the need for the
present study.
Statement of the Problem
Observation shows that secondary schools in North-Central States, Nigeria are
faced with challenges, it is not clear how the schools carry-out their quality assurance
practices in line with Federal Inspectorate Services (FIS) established benchmark. It has
been found by previous studies as indicated in the background that the teachers and
principals in secondary schools in North-Central States, Nigeria are not qualified and
that these schools have inadequate infrastructural facilities, equipment and materials.
The curriculum of these schools are also said to be irrelevant to the educational needs
of the students in particular and the Nigerian society in general. It has also been
revealed that these schools do not provide the welfare needs of their students, and that
the school climate for many of the schools is not conducive for effective teaching and
learning leading to poor teaching and learning in these schools. Besides, there are
claims that school-community relationship is not well maintained in in many of the
schools in the areas, and, therefore, there is no interest nor purposeful participation of
the communities in the administration of these schools. Therefore, the problem which
this study intends to resolve, put in a question form, is: to what extent do secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines for quality
assurance practices in secondary schools in Nigeria?
13
Purpose of the Study
The general purpose of the study is to assess the extent of adherence to quality
assurance practices in secondary schools in North-Central States, Nigeria. Specifically,
the study intended to:
1. Ascertain the extent to which secondary schools in North-Central States,
Nigeria adhere to the Federal Inspectorate Service (FIS) guidelines on provision
of infrastructural facilities in secondary schools.
2. Ascertain the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of relevant curriculum in
secondary schools.
3. Find out the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on effective teaching and learning in secondary
schools.
4. Find out the extent to which secondary schools in North-Central States, Nigeria
follow the FIS guidelines on effective school management in secondary schools.
5. Determine the extent to which secondary schools in North-Central States,
Nigeria follow the FIS guidelines on provision of learners’ welfare needs in
secondary schools.
6. Determine the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on maintenance of school-community
relationship in secondary schools.
Significance of the Study
This study has both theoretical and practical significance. The theoretical
significance of this study hinged on the discrepancy evaluation model. The
14
discrepancy evaluation model was developed by Provus in 1971 and it fundamentally
assumed that any discrepancy which occurred between laid down programme
standards and the actual programme performance should be identified and reported.
Thus, the discrepancy evaluation model specifically aimed at comparing programme
performance with laid down programme standards. The relationship between this
evaluation model and this study lay in the fact that it was used by this study to
determine the discrepancies (if any) which may exist between quality assurance
practices in secondary schools in North-Central States, Nigeria and the established FIS
guidelines for their implementation.
On the other hand, the practical significance of this study is that the study would
be of benefit to Principals of secondary schools, Federal Inspectorate Service (FIS),
students, educational policy-makers and future researchers.
The findings of this study would be of immeasurable benefit to principals of
secondary schools by providing them with feedback on the extent to which they adhere
to the established FIS guidelines for quality assurance practices in secondary schools.
It is this feedback that will enable these principals to carry-out their quality assurance
practices in line with the established FIS guidelines for positive development in the
secondary schools in the North-Central States, Nigeria.
The Federal Inspectorate Service (FIS) would also benefit from this study by
using the findings of this study to know the extent to which school managers/principals
adhere to its guidelines on quality assurance practices in secondary schools. This
knowledge will enable the FIS to monitor effectively the compliance of school
managers/evaluators to its guidelines on quality assurance practices in secondary
15
schools and then realize its goal of quality education through proper supervision in
secondary schools.
The realization of the goal of quality assurance in secondary schools highlighted
above will in turn be of benefits to the students as they will have the privilege to access
(acquire) quality education, and be better prepared for higher education and useful
living within the society.
It is also through the findings of this study that educational policy-makers will
know the extent to which secondary schools follow the stipulated guidelines for their
quality assurance practices. This knowledge will guide the educational policy-makers
in formulating relevant policies aimed at improving quality assurance practices in
secondary schools for the effective and efficient delivery of quality education in
secondary schools.
Finally, this study will also be of benefit to future researchers as they will be
guided by this study in their further studies in this field of study. The findings of the
study will also add to resources or data available for future researchers.
Scope of the Study
The geographical scope of the study was on public secondary schools in North-
Central States, Nigeria. North-Central States, Nigeria comprise six states which are:
Benue, Kogi, Kwara, Nassarawa, Niger, and Plateau States.
The content scope of the study is that the study covered the assessment of the
quality assurance practices in secondary schools in Nigeria which include: provision of
infrastructural facilities, provision of relevant curriculum, effective teaching and
16
learning, effective school management, provision of learners’ welfare needs, and
maintenance of school-community relationship.
Research Questions
To guide this study, the following research questions were posed:
1. To what extent do secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on provision of infrastructural facilities at this level of
education?
2. To what extent do secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on provision of relevant curriculum at this level of
education?
3. To what extent do secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on effective teaching and learning at this level of education?
4. To what extent do secondary schools in North-Central States, Nigeria follow the
FIS guidelines on effective school management at this level of education?
5. To what extent do secondary schools in North-Central States, Nigeria follow the
FIS guidelines on provision of learners’ welfare needs at this level of
education?
6. To what extent do secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on maintenance of effective school-community relationship
at this level of education?
Hypotheses
The following null hypotheses were formulated to guide the study and were
tested at 0.05 level of significance.
17
Ho1. There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of infrastructural facilities at
this level of education.
Ho2 There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of relevant curriculum at this
level of education.
Ho3 There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on effective teaching and learning at this
level of education.
Ho4 There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria follow the FIS guidelines on effective school management at this level
of education.
Ho5 There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria follow the FIS guidelines on provision of learners’ welfare needs at this
level of education.
Ho6 There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on maintenance of school-community
relationship at this level of education.
18
CHAPTER TWO
REVIEW OF LITERATURE
Literature was reviewed under the following sub-headings: Conceptual
framework, theoretical framework, review of empirical studies, and summary of
literature review.
Conceptual Framework:
Concept of Assessment
Concept of Quality
Concept of Quality Assurance
Concept of Secondary Schools
Schematic Representation of the Inter-Relationship between Operational Areas
Theoretical Framework:
Discrepancy Evaluation Model by Provus (1971)
Goal-Based Evaluation Model by Tyler (1950)
Countenance Evaluation Model by Stake (1967)
Review of Empirical Studies
Studies on Provision of Infrastructural Facilities
Studies on Provision of Relevant Curriculum
Studies on Effective Teaching and Learning (Teaching Methodologies Adopted)
Studies on Effective School Management
Studies on Provision of Learners’ Welfare Needs
Studies on Maintenance of School – Community Relationship
Summary of Literature Review
18
19
Conceptual Framework
Concept of Assessment
Assessment has been conceptualized in diverse ways by various writers. In the
views of Bullon (2005), assessment is a process in which one makes a judgment about
a person, situation or programme. According to Mishra (2006), assessment is the
action of evaluation, appraising, estimating, and/or calculating the value or worth of an
event, activity or programme. Assessment is the systematic process of making value
judgment about a person, activity or programme (Echeruo, 2009). Similarly, Della and
Adam (2003) had earlier defined assessment as the classification of someone or
something with respect to its worth; while Paul (2011) conceptualized it as any activity
that involves the use of empirical data to refine programmes and improve their
performance. In addition to these definitions, Gilbert (2011) defined assessment from
an educational standard point of view. According to him, it is a consciously planned
and systematically implemented effort directed towards the determination of the
success or failure of an educational activity, project or programme. This viewpoint is,
consistent with the views of Aggarwal (2004) who sees assessment as the process of
determining the extent to which educational organizations have effectively and
efficiently achieved articulated goals and objectives.
Other definitions of assessment have equally been articulated. According to
Perlett (2001), assessment is the process of conceiving, obtaining and communicating
information for the guidance of educational decision-making with regard to a specified
programme. Weigel (2007) defined assessment as the process of ascertaining the
decision areas of concern, selecting appropriate information and collecting and
analyzing information in order to report a summary of data useful for making
20
judgment regarding the success or failure of educational programmes. Ozigi (1998)
sees assessment of job performance as the evaluation of the contributions of an
individual employee to the effective implementation of organizational programmes and
activities.
Based on the above definitions of assessment, one can deduce that assessment
as it relates to educational process is the rational process of making value judgments
on the extent to which educational programmes, projects or activities meet established
criteria and performance standards. It can also be inferred here that assessment is
essentially the process of making qualitative judgments regarding the conduct of
educational programmes and outcomes. The foregoing views on the concept of
assessment clearly indicate that the fundamental goal of assessment in educational
programmes is to provide empirical data on the performance of educational
programmes and practices in relation to established standards. The empirical data
when provided through the process of assessment can bring about improvements in
programme performance leading to the ultimate realization of the programme goals
and objectives.
The above definitions of assessment clearly indicate that the focus of
assessment is on the provision of dependable information concerning the performance
of a programme in relation to explicit or implicit standards for its performance. It is
also a continuous process which involves the evaluation of employees’ performance.
In relation to this study, assessment entails a systematic observation of the
quality assurance practices in secondary schools in order to determine the extent to
which they are carried out in relation to pre-determined guidelines and standards.
Consequently, assessment is operationally defined in this study as the process of
21
appraising the quality assurance practices in secondary schools in comparison with the
laid down guidelines and standards for their implementation.
Concept of Quality
There have been divergent definitions of the concept of quality. According to
McQueen (2004), quality is a measure of excellence indicating freedom from defects,
deficiencies and significant variations. Obikeze (2007) defined quality as an inherent
or distinguishing characteristic, property or attribute possessed by a product, event,
programme or service, which makes it possible for it to satisfy specified needs. In the
views of Ihua (2009), quality connotes an essential characteristic or nature of a
programme with respect to its grade of excellence or fineness; while Mindle (2009)
succinctly conceived quality as a term used to say how good or bad a service,
programme or extent is. In line with the above, Ogujiuba (2004) remarked that quality
is the maintenance of high levels of efficiency and effectiveness in the determination
and attainment of organizational goals.
Quality has also been defined in several other ways. Nwizu (2011)
conceptualized quality as the extent to which an item or product meets or exceeds the
users’ requirements. Similarly, Saunders (2001) had earlier conceptualized quality as
referring to the degree to which an organization’s products or its services meet its users
expectations, aspirations and needs.
It can be deduced from the various definitions of quality articulated above that
quality is a concept that is used to delineate the worth, excellence and high value
position of a programme or service provided by an organization. In educational circles,
therefore, the issue of quality is of paramount importance. This is true of the fact that it
is the quality of education provided by educational organizations that determines its
22
ability to satisfy both learners’ and society’s need. Hence, Maduewesi (2005) sees
quality in education as a term used to make value judgment concerning the
organization and management of learning, the content of learning, the extent to which
learning has been achieved, the relevance of what is learned to society’s needs and
aspirations, and whatever that goes on in the learning environment. This viewpoint has
given impetus to quality assurance practices in educational organizations in general
and secondary schools in particular, with a view to ensuring that the education
provided is capable of equipping learners with the knowledge and skills necessary for
individual and national development.
It is thus seen that quality marks the difference between success and failure in
any aspect of life and management. This implies that the success or failure of any
educational institution is dependent upon the quality of its programmes and services.
Quality connotes a value judgment on the characteristics of a service, events,
programme, or product in relation to its ability to satisfy identified needs. Implicit in
the foregoing definitions is also the fact that quality refers to the standard of service,
event, programme, or product with regard to how good or bad they are. Quality also
means efficiency and relevance of a service, events, programme, or product to its
beneficiaries and users. In the school system, therefore, quality can be assessed in
terms of the level of participation among students, the quality of teachers who are in
charge of implementing the school curriculum, the scope and relevance of the
curriculum to the needs of learners, as well as the quality of physical facilities and
equipment.
In view of the fact that the effective administration of secondary schools and the
ultimate realization of the educational goals are determined by the quality of education
23
being delivered, it becomes pertinent to assess the quality assurance practices in
secondary schools. This has essentially informed the need for this study. Thus,
quality is operationally defined in this study as a value judgment indicating high
standard and excellence in the education provided and activities carried out in
secondary schools.
Concept of Quality Assurance
Quality assurance has been defined in various ways. UNICEF (2000) defined
quality assurance as a concept that covers all policies and systematic activities
implemented within an organization to ensure the effective realization of its goals.
The European Commission (2002) defined quality assurance as a programme for the
systematic monitoring and evaluation of the various aspects of a project, service or
facility to ensure that standards of quality are being met. According to Adeboye
(2008), quality assurance is the maintenance of a desired level of quality in a service,
programme, activity, or product, especially by means of attention to every stage of its
process. Similarly, Alawe (2010) sees quality assurance as the planned and systematic
activities implemented in a quality system so that quality requirements for a service,
programme or activity will be fulfilled.
In addition, Ogbonna (2001) defined quality assurance as an activity that is
concerned with checking goods and services to ensure that they are of the right quality.
In the same vein, Nwaogu (2004) viewed quality assurance as the systematic process
of checking to see whether a product or service being developed is meeting specified
requirements. Bloom (2007) echoed these definitions by seeing quality assurance as
the practice of checking the quality of goods or services that a company produces and
sells so that the standard continues to be high.
24
It is probable that it is on the basis of the above definitions that Castaldi (2002)
conceptualized quality assurance in education as the conscious and rational process of
reviewing an educational programme or activity with a view to ascertaining the extent
to which established standards of education, scholarship and school climate have been
achieved.
Quality assurance can either be internal or external quality assurance. In the
views of Babalola (2011), internal quality assurance in education encompasses the
activities initiated and undertaken solely by a school for the maintenance of articulated
operational standards and outcomes, while external quality assurance in education
involves the activities undertaken by external regulatory agencies from the Federal or
State Inspectorate Units of the Federal or State ministries of Education respectively so
as to maintain the standard of education requisite for social, economic, political, scienti
fic and technological development of the nation.
It is thus seen that secondary schools in particular, and educational
organizations in general, require both internal and external quality assurance
measures for the accomplishment of quality education delivery. This study conceptua-
lizes quality assurance as the activities initiated and carried out by secondary schools
and their external regulatory or controlling agencies in order to ensure that the required
standards of education and scholarship are provided and maintained in secondary
schools.
The importance of quality assurance in educational institutions cannot be over-
emphasized. In the views of Iwuchukwu (2001), it is quality assurance that ensures
that the knowledge and skills inculcated to students in schools are such that will enable
them to improve the quality of lives they live, contribute immensely to national
25
development and also compete favourably with their counterparts in all parts of the
world. This viewpoint shows that quality assurance helps to ensure that the education
provided in secondary schools is worthwhile and relevant to the educational needs of
students in particular and the nation’s socio-economic, political and educational needs
in general. Similarly, Smelser (2004) articulated that it is quality assurance that
ensures the inculcation of worthwhile values, attitudes, knowledge, skills, and
competencies to students.
Based on the above views, it understandable that quality education cannot be
delivered in secondary schools without quality assurance measures being put in place
so as to ensure the provision of teaching-learning environments that are healthy,
conducive and with a wider array of human and material resources that are properly
managed. It is, however, in recognition of this fact that Nwachukwu (2008) noted that
quality assurance helps educational institutions to provide the right kind of education
that will equip individuals with the skills and knowledge that will enable them live
meaningful and productive life. In the same vein, Okoye (2010) remarked that quality
assurance does not only ensure the provision of education that will develop an
individual but it also ensures the provision of education which will also empower the
individual to develop his immediate socio-economic environment and contribute
immensely to national development.
Based on the above expositions regarding the importance of quality assurance in
educational institutions, one can conclude that it is through the systematic process of
quality assurance that secondary schools can equip their students with the knowledge,
skills, and competencies, which they need to tackle the diverse socio-economic and
technological challenges of the nation. Thus, the objective of quality assurance in
26
secondary schools is essentially to provide the right kind of education that will groom
the participants for individual and national development. Consequently, quality
assurance needs to be conceived as the vehicle for achieving the laudable goals of
secondary education as specified in Nigeria’s National Policy on Education (2004)
hence, its importance in secondary school management
The quality assurance practices in secondary schools have been articulated by
the Federal Inspectorate Service of the Federal Ministry of Education (2010) and they
encompass adequate provision of infrastructural facilities and equipment, provision
and use of relevant curriculum, effective teaching and learning, effective school
management and leadership, provision of learners’ welfare needs, and maintenance of
effective school-community relationship. The above definitions of quality assurance
indicate that quality assurance is the planned and systematic process of managing an
organization or educational institution in a manner that will ensure the maintenance of
best practices and high standards leading to the effective and efficient realization of the
identified aims and objectives. It is also deducible here that quality assurance implies
continuous monitoring and evaluation of an organizations programmes and activities
with a view to ensuring that established standards of quality are being met.
It can be inferred from the above definitions of quality assurance that quality
assurance in education is a systematic process of collecting, analyzing and utilizing
relevant educational information in order to ensure that stated or pre-determined goals
or targets are achieved optimally. It also ensures that programme strategies are aligned
with programme goals and objectives thereby assuring the quality of the educational
outcomes. Quality assurance is also the rational process of putting in place
mechanisms that will maximize the effectiveness and efficiency of the educational
27
system and ensure that the programmes offered are relevant to the socio-economic
needs of both learners and the wider society.
Secondary schools cannot deliver quality education in a vacuum. Rather, their
delivery of quality education demands as of necessity teaching-learning environments
that are healthy, conducive, and with a wider array of human, financial, physical and
material resources that are well managed. This viewpoint underscores the need for
quality assurance practices in secondary schools as a dependable strategy for the
effective management of these schools and the optimum realization of their
educational goals and objectives. Thus, it is on this note that this study intends to
assess the quality assurance practices in secondary schools so as to determine the
extent to which they are carried out for the benefit of effective school management for
maximum educational outcomes. Therefore, the assessment of the quality assurance
practices in secondary schools by this study will be anchored on these variables as
discussed below:
Provision of Infrastructural Facilities
Provision of infrastructural facilities is one of the quality assurance practices
that have to be carried out in secondary schools. According to Ani (1997),
infrastructural facilities refer to the fixed structures in the school such as the classroom
buildings, offices, laboratories, and the school furniture, which are used to enhance
teaching and learning processes.
Based on the above views, one can deduce that a properly designed and fully
utilized school building with various teaching aids (such as chalkboard, audio and
visual aids), ensures effective and efficient delivery of the school’s curriculum, and
therefore can positively determine academic achievement. This probably explains why
28
Anderson (2003) remarked that learning takes place better and faster in a school
environment with provision of buildings, accommodation, furniture and equipment
than in a school environment where these items are lacking. Also, teachers teach
better in a well-equipped school with infrastructural facilities and equipment than in
schools where these are lacking. Therefore, in order to improve the level of teaching
and learning in secondary schools, there is the need for provision of infrastructural
facilities and equipment as a quality assurance measure.
The importance of infrastructural facilities and equipment has further been
highlighted in educational quarters. According to Ikelegbe (2004), no matter the
strength of manpower resources in the school system, the educational process must
require conducive physical accommodation, libraries, furniture, and play ground.
Societies all over the world have established schools for the purpose of achieving
various educational goals, and they commit a great deal of resources towards the
achievement of these goals. However, Manilla (2006) observed that in most cases, the
social expectations in terms of educational goals’ achievement are hardly met by these
schools due to the absence of the required infrastructural facilities and equipment.
Thus, part of the explanation why defined goals cannot be achieved by schools can be
traced to the absence of appropriate and conducive environment for effective teaching
and learning to take place. Therefore, there is need for provision of infrastructural
facilities and equipment in secondary schools as a quality assurance measure.
Provision of Relevant Curriculum
The term “curriculum” has been viewed in divergent ways by different authors.
Ihebuzor (1993) defined curriculum as a planned, executed and experienced
programme of instruction. Omole (2007) defined it as the structured body of
29
knowledge laid down for a target group to achieve an intended outcome. Eze (2006)
had earlier conceptualized curriculum as the instrument whereby the educational
system strives to achieve its goals. In the views of Egbe (2010), curriculum is an
organized course of study undertaken by learners in schools, colleges and other
institutions of learning.
The above definitions of curriculum point to the fact that it is the curriculum
that states what is to be learnt in a school. They also imply that a curriculum is the
total experience which the school deals with in educating young and adult members of
the society. Thus, curriculum can be said to be the deliberate, systematic and planned
attempts made by a school to change the behaviors of the members of the society
where it is situated.
The definitions of curriculum also show that every curriculum must have a
content, and the content of the curriculum is the subject matter which Etuk (2005)
referred to as the core of the curriculum which represents the knowledge culture of the
society. Etuk remarked that the content of the curriculum comprises the knowledge
the school generates in the learners, the skills the school develops in the learners, and
the attitudes the school inculcates in the learners. Therefore, the curriculum content
represents the means by which the school seeks to achieve identified goals and
objectives.
In order to assure quality in secondary schools, the curriculum provided and
used in secondary schools has to be relevant to learners’ and societies’ needs. Rahman
(2008) noted in this regard that a curriculum is relevant when it is capable of meeting
the educational needs and aspirations of the target learners and the wider society in
general. To do this, (a) it has to be capable of meeting the global challenges as well,
30
(b) it must be rich in content, (c) the objectives must be comprehensive, and (d) the
methods of implementing the curriculum must be modern, result-oriented and in tune
with the current global practice. Consequently, a relevant curriculum possesses the
required ingredients that will launch the students to the level where they can compete
favourably with their counterparts all over the world. These views apparently suggest
that for a secondary school curriculum to be relevant, it has to be periodically revised
and updated in order to continually reflect the dynamic interests and aspirations of the
stake-holders. It also has to undergo appropriate reforms which will cater for
innovations in instructional delivery and learning as provided by international
standards.
Effective Teaching and Learning
Effective teaching and learning makes up another integral part of the quality
assurance practices needed in secondary schools. According to Igwe (2006), effective
teaching and learning involve planning and organizing for instruction, promotion of
instruction, supervision of instruction, evaluation of instruction, and ensuring that
meaningful learning takes place in the school. In the views of Idowu (2008), effective
teaching and learning entail that the teachers are teaching what they are supposed to
teach, and that they are undertaking the teaching in a manner that the students
understand and enjoy their lessons thereby achieving meaningful learning among
students.
The above views clearly indicate that effective teaching and learning in
secondary schools require that the teachers have to plan for instruction, prepare their
lessons very well, and write useful notes of lessons. In addition, there have to be
adequate provision and effective use of the teaching aids and materials necessary for
31
effective teaching and learning. The students also have to be placed in classes
accordingly because no student should be placed in a class where he or she cannot
benefit from the teaching. This means that the school head must carry-out appropriate
classification of the students to ensure that each student is in the class where he or she
can benefit maximally in his/her studies with due regard to his/her age and intellectual
level.
In the school system, effective teaching and learning are also said to be
achieved through supervision. In this regard, Igbuzor (2006) noted that for effective
teaching and learning to take place in any school, the school head has to undertake
periodic supervision of the classes to ensure that worthwhile and purposeful teaching
and learning are taking place in the school. This requires that the school head has to
inspect the teachers’ notes of lesson before hand to make sure that they are well written
and set in a manner that will ensure effective teaching and learning. He will also have
to observe the teacher in class during instruction delivery to get an insight into his
mastery of the content, his method of lesson delivery, the use of teaching aids,
classroom control, his technique of asking questions, and his manner of involving
students in active learning as well as his evaluation techniques.
Supervision of instruction, which helps to ensure effective teaching and
learning, is not limited to the above practices. Emezie (2009) noted that during
supervision of instruction, the school head needs also to determine the students’ level
of interest and attention in the class, that is, their level of involvement or participation,
their ability in asking questions and in answering questions from the teacher, and their
level of language use. The school head also has to examine the students’ written work
in order to determine the quantity and quality of exercises being given to them and
32
how these exercises are marked. All these will provide him with insights both into the
state of teaching and learning in the various classes, and on the basis of which he can
take appropriate measures to ensure effective teaching and learning in the school.
However, the Federal Inspectorate Service of the Federal Ministry of Education
(2010) noted that the attainment of effective teaching and learning in secondary
schools demand that every class, up to junior secondary school, should be taught by a
qualified and competent teacher with a minimum of Nigeria Certificate in Education
(NCE), and a minimum of a first degree in relevant subject(s) in the senior secondary
school. In addition, the ministry added that: no secondary school learner should be
taught in a class larger than 40; every learner should be continuously assessed to check
whether sufficient progress is being made; every learner should be able to participate
fully in class activities with the support of the teacher; every learner should have a
minimum of 180 days schooling per year; every learner should have access to
appropriate instructional materials; all learners with special needs should have an
appropriate education; and every learner should be taught to apply knowledge and
skill.
The above submissions show, among others, that for effective teaching and
learning to be ensured in secondary schools, qualified teachers have to be adequately
provided and maintained in these schools. In support of this viewpoint, Ikediugwu
(2008) remarked that the implementation of a school curriculum rests squarely on
teachers who are the major curriculum implementers, and that the success of any
innovative programme in the curriculum hinges on the ability of the teachers to
implement the innovation. Consequently, the availability of qualified teachers is
33
fundamental to the accomplishment of effective teaching and learning in educational
institutions in general, and secondary schools in particular.
Effective School Management and Leadership
Effective school management and leadership is also an important component of
the quality assurance practices in secondary schools. According to Sherleker (2000),
management refers to the guidance, leadership and control of the efforts of a group of
people towards the achievement of specified goals and objectives. Osuala and Okeke
(2006) in their own view conceptualized management as the planning, organizing, and
controlling of the total business activities of an organization, and the leading of people
so that the use of materials, men and equipment will result in the efficient achievement
of planned objectives. Anakwe (2002) viewed management as the process of planning,
organizing, leading and controlling the efforts of organizational members and the use
of other organizational resources to achieve stated organizational goals, while Koontz
and Weihrich (2007) opined that management is the process of designing and
maintaining an environment in which individuals working together in groups
efficiently accomplish selected aims and objectives.
The various definitions of management articulated above indicate that
management is a process involving a sequence of co-ordinated events. One can also
deduce from these definitions of management that management is a social process
which has goals to achieve. It involves planning, organizing, staffing, leading,
directing, controlling, and co-ordinating of the efforts of people towards the
achievement of stated goals. Thus, the principal purpose of management is to achieve
organizational goals and objectives in an effective and efficient manner.
34
Leadership on the other hand, is the act of serving others by equipping them
with training, tools and people, as well as the leader’s time, energy and emotional
intelligence, so that they can realize their full potential both personally and potentially
(www.businessnewsdaily.com).
School management and leadership have been defined from different
perspectives. According to Obi (2003), school management and leadership is the
process of achieving educational objectives through efficient utilization of available
human and material resources. Mgbodile (2004) defined school management and
leadership as the process of devising appropriate means and strategies to achieve
school goals through effective planning, programming, directing, controlling, co-
ordinating, leading, and evaluating school programmes and activities aimed at
achieving the set goals of the school. In the same vein, Agbonifoh, Agbadudu and
Iyayi (2005) noted that school management and leadership consist of a set of activities
that include planning and decision, organizing, leading and controlling, directed at a
school’s human, financial, physical and information resources with the aim of
achieving the school goals effectively and efficiently.
Based on the above definitions of school management and leadership, one can
conclude that school management and leadership is the art of working through and co-
ordinating people’s efforts by planning, organizing, leading, decision-making and
controlling for the achievement of the broad goals of the school system. Therefore,
school management and leadership encompasses different co-ordinated activities that
include: setting the objectives for using available resources, formulating plans for
achieving these objectives, identifying the activities to be performed, organizing the
activities into groups, defining the activities to be performed in each group, grouping
35
the tasks into jobs or programmes, staffing the jobs with people, initiating work
activities, supplying incentives to stimulate productivity, setting up evaluation
mechanism to measure achievement of objectives and taking remedial action if
objectives are not achieved.
Effective school management and leadership ensure that instructional delivery
is well organized, and teachers are assigned to classes according to their qualifications
and experience. In this case, the school administrator ensures that every teacher is
assigned to the class where he is likely to perform most effectively. Eze (2006) also
observed that it is through effective school management and leadership that the
teaching aids and instructional materials needed for effective teaching and learning are
adequately provided and effectively used by teachers in their instructional delivery.
It is thus seen that it is effective school management and leadership that will
create a school atmosphere that is conducive and congenial for everyone to stay, work,
and learn, in relative comfort and security. Sergiovani and Starrat (1996) remarked
that in school management and leadership, the school head has to effectively manage
the school and also employ a democratic style of leadership that will encourage teacher
participation in decision-making, co-operation and active involvement in school
affairs. These authors went further to state that the school leader has to avoid the use
of exaggerated authority or an authoritative and despotic leadership style that will
create alienation of staff and students, lack of sense of belonging, absence of co-
operation and commitment to school purposes. Consequently, effective school
management and leadership make up a vital quality assurance practice that has to be
carried out in secondary schools for quality education delivery and the ultimate
realization of the educational goals there.
36
Provision of Learners’ Welfare Needs
The provision of learners’ welfare needs is another important quality assurance
practice that has to be carried out in secondary schools for the effective realization of
their goals and objectives. Peretomode (2003) noted that school administrators must
endeavour to provide the welfare needs of learners so as to create a school climate
which will increase the feelings of satisfaction and sense of belonging of the students
since these are necessary for effective students’ learning, participation, and
commitment in school activities.
The various ways in which learners’ welfare needs can be provided in
secondary schools have been identified by different authors. According to Gregg
(1997), the school administrator has to provide the welfare needs of learners by
ensuring that the school environment in which students learn is in safe and good
sanitary condition. In the views of Igbo (2002), learners can be provided with their
welfare needs through the provision of first aid facilities, recreational facilities, and
guidance and counseling services to them. Oboegbulem (2004) in her own perspective
noted that the welfare needs of learners have to be provided through the provision of
good school canteen, social services like clubs, unions and recreational facilities, as
well as the provision of convenience services such as toilets and urinary where the
learners will ease themselves when they are pressed. It is note worthy that it is when
these welfare needs of learners are provided that the learners will be motivated to
attend school regularly and participate actively in school activities hence, its
contribution to quality assurance in secondary schools.
37
Maintenance of School-Community Relationship
There is no single generally accepted definition of school-community
relationship as several authors have defined it in diverse ways. In the views of Akubue
(1997), school-community relationship is the series of planned activities through
which schools learn about the community, inform the community, and interpret for her
the purposes, programmes, problems and needs of the school, as well as involve the
community in planning and evaluating school policies and programmes. According to
Oboegbulem (2004), School-Community relationship is the degree of understanding
and goodwill achieved between a school and the community where it is located.
Similarly, Enecheta (2007) defined it as the nature of understanding and collaboration
between a school and the environment/community where it is situated. Ijoma (2010)
conceptualized it as the harmonization of aims and objectives between a school and the
community.
The above definitions of school-community relationship suggest that school-
community relationship is the cordial relationship that exists between a school and the
community wherein it is located which enables them to see each other as partners in
progress. Thus, it is school-community relationship that forms the basis for a
community’s participation in the running of the schools in its locality. Consequently,
to assure quality in secondary schools, the secondary school administrators have to
endeavour to establish, develop, and maintain satisfactory relationship with the
communities in which their institutions are situated as this is a catalyst for the
communities’ participation in the effective running of their schools.
The need for effective school-community relationship has been highlighted in
different quarters. Carrel (1998) opined that the support and commitment of a
38
community in school administration undoubtedly stem from effective school-
community relationship. It is on the basis of this viewpoint that Carrel also cautioned
that those who will administer schools must not only have adequate experience and
proper administrative training, but need to also have the capability to establish and
maintain strong relationships with parents and the wider community whose support
will enable them to cope with the constraints and challenges of modern school
administration. Chamberline (2002) equally observed that a school needs the support
of a community so as to carry out its diverse functions effectively and efficiently and
that a community’s support can only be guaranteed if the school has a good
relationship with the community. In his own contribution, Mgbodile (2004) observed
that it is effective school-community relationship that engineers the purposeful
participation of a community in the effective administration of a school in such areas
as: provision of land for the school buildings, supply of students, financial support in
the form of fees and donations (including donations of books and other materials).
Similar to the above views, Hoyle, English and Steffy (2005) accentuated the
need for effective school-community relationship when they referred to it as the engine
that moves effective school administration. In the same vein, Nwankwo and Alia
(2008) stressed that effective school administrators should not only be good
communicators but more importantly, should have the skill of building strong school-
community relationship which is absolutely needed for school improvement.
It is thus seen from the opinions of different authors that there is the need for
effective school-community relationship in school administration, and that the
establishment and maintenance of effective school-community relationship is a task
that must be accomplished by every secondary school administrator in order to enable
39
him/her administer his/her school effectively and efficiently. These viewpoints have
essentially formed the basis for the inclusion of effective school-community
relationship as one of the quality assurance practices in secondary schools.
Concept of Secondary Schools
Secondary education is one of the different levels of Nigeria’s educational
system. In the world at large, secondary schools occupy a strategic position in all
educational systems because they determine the pace of education at both the primary
and tertiary education levels. Secondary schools have been conceptualized in diverse
perspectives. The Federal Republic of Nigeria (2004) conceptualized secondary school
as an educational institution where children receive education after primary education
and before the tertiary stage. Batuna (2006) sees secondary schools as educational
institutions where people who are between the ages of 11 and 18 are provided with a
planned and systematic full-time education. In the same vein, Hornby (2006) defined
secondary schools as schools or colleges which are designed for children who are
approximately between the ages of 11 and 18.
The various definitions of secondary schools articulated above clearly suggest
that secondary schools are schools which fall between primary schools and tertiary
education institutions. Therefore, secondary schools form a vital link between
primary schools and tertiary education institutions. In Nigeria, the fundamental goals
of secondary schools have been identified by the Federal Republic of Nigeria in her
National Policy on Education (2004). These goals include, among others, to: provide
all primary school leavers with the opportunity for education at a higher level; offer
diversified curriculum to cater for the differences in talents, opportunities and future
roles; provide trained manpower in the applied science, technology and commerce at
40
sub-professional grades; inspire students with a desire for self improvement and
achievement of excellence.
For the above stated goals of secondary schools to be realized, secondary
schools have to be effectively and efficiently managed. It is for this reason that quality
assurance practices are carried out in secondary schools in order to assure quality in
their education delivery and learning outcomes. This has, therefore, informed the need
for this study to assess the quality assurance practices in secondary schools with a view
to determining the extent to which they are carried out in relation to specified
guidelines for their implementation.
Quality assurance practices in secondary schools comprise various activities
which are mutually inter-related. These mutually inter-related activities include:
provision of infrastructural facilities and equipment, provision of relevant curriculum,
effective teaching and learning, effective school management and leadership, provision
of learners’ welfare needs and participation, and maintenance of school-community
relationship. Consequently, the assessment of the quality assurance practices in
secondary schools, which is the focus of this study, will be based on these inter-related
activities as delineated in the schematic representation in figure 1 below:
41
The above schematic representation highlights the interrelationship of the
various quality assurance practices that are meant to guide activities in secondary
schools. The schematic representation shows that; any attempt to assess quality
assurance practices in Educational Institutions in Nigeria is expected to be guided by
the benchmark provided by Federal Inspectorate Service (FIS). The diagram above
also shows that the specific benchmark for Assessment of Quality Assurance Practices
are: provision of instructional facilities, provision of relevant curriculum, effective
teaching and learning (teaching methodologies adopted), effective school management,
Assessment of Quality
Assurance Practices in
Secondary Schools
Federal Inspectorate Services Guidelines
for Quality Assurance in Secondary
Schools
PIF
PRC
ETL / TMA
ESM
PLWN
MSCR
Improved Quality Assurance in
Secondary Schools in Nigeria
Improved Quality
Education at all level
Fig. 1: A Schematic Representation of the Conceptual Framework of the Study
42
provision of learners’ welfare needs, and maintenance of school-community
relationship.
This means therefore, that according to the FIS, any attempt to improve quality
education and quality assurance practices in any educational institutions in Nigeria
must be guided by the above established guidelines. It implies that to improve quality
educational level in Nigeria requires first improving quality assurance practices in all
the institutions. Therefore, the assessment of the quality assurance practices in
secondary schools which this study intends to accomplish will be carried out along
these interrelated task areas as the benchmark.
Theoretical Framework
The theoretical framework of this study consists of the review of some models
of evaluation which can be adopted in this study for the assessment of the quality
assurance practices in secondary schools. These models of evaluation include:
Discrepancy Evaluation Model, Goal-based Evaluation Model and Countenance
Evaluation Model.
Discrepancy Evaluation Model
It was in 1971 that the discrepancy evaluation model was developed by Provus.
The fundamental assumption of this evaluation model is that any discrepancy which
exists between specified programme standards and the concrete or real programme
performance should be ascertained. Consequently, this evaluation model seeks to
compare actual programme performance with the specified or established programme
standards. In developing discrepancy evaluation model, Provus grouped the process of
evaluating school programmes into three different activities namely: (a) defining
43
programme standards, (b) ascertaining if there is any discrepancy in the programme
performance and the established standards guiding the implementation of the
programme, and (c) using the discrepancy data to modify the programme performance
or the programme standards. The discrepancy evaluation model is used for the
evaluation or assessment of school programmes or activities such as the quality
assurance activities or practices carried out in secondary schools.
The discrepancy evaluation model is specifically related to this study because
this study aims at assessing the quality assurance practices in secondary schools so as
to determine whether discrepancies exist between their actual implementation and the
established FIS guidelines for their implementation. Thus, it is the discrepancy
evaluation model that this study will adopt in its assessment of the quality assurance
practices in secondary schools.
Goal-Based Evaluation Model
Tyler, in 1950, developed the goal-based evaluation model. In the course of
developing the goal-based evaluation model, Tyler categorized evaluation into four
activities that include: (a) Using the goals of a school programme to ascertain that
learning experiences will generate the needed result, (b) fashioning out instruments for
evaluating the learning out comes, (c) providing feed back which will indicate whether
the goals have been achieved or not, and (d) reporting the learning experiences which
are working optimally.
As the name suggests, the goal-based evaluation model assumes that any
evaluation activity should focus on the determination of the extent to which the goals
of any school programme have been achieved. The information derived from the
evaluation activity will then be used to improve the programme for the achievement of
44
better result. The goal-based evaluation model is related to this study because it can be
adopted in this study to ascertain the extent of achievement of the goal of quality
assurance in secondary schools based on the established FIS guidelines for quality
assurance in secondary schools.
Countenance Evaluation Model
The countenance evaluation model was developed in 1967 by Stake. The
overall tenet of this evaluation model is that every evaluation should be concerned with
the provision of descriptive and judgment data of education programmes and with
particular reference for the techniques of empirical investigation. However, Stake was
of the opinion that the provision of descriptive data entails identifying the variables in
a programme and illustrating all the activities associated with each variable whereas
the provision of judgment data is concerned with the provision of the necessary data on
the basis of which judgment can be made.
Based on the foregoing assumptions of the contenance evaluation model, one
can infer that the scope of evaluation of school programmes and activities is limited to
the provision of data with which a decision-maker can make his judgment, and it does
not include the passing of judgment on a programme by the evaluator him/herself. The
relationship between this model of evaluation in this study lies in the fact that the
model can be used by this study to provide both descriptive and judgment data on the
extent to which secondary schools adhere to the established guidelines and standards
for assuring quality in secondary schools.
45
Review of Empirical Studies
In this section, the empirical studies which are related to this study are
organized and reviewed under the specific purposes of this study.
Studies on Provision of Infrastructural Facilities
Nwosu (2010) carried out a study on the extent of provision of infrastructural
facilities and equipment in secondary schools in Anambra state. The general purpose
of the study was to determine the extent to which the infrastructural facilities and
equipment required for effective teaching and learning are provided in secondary
schools in Anambra State. The study adopted a descriptive survey research design and
it was guided by three research questions, and one null hypothesis. The study
population consisted of 5,820 respondents, comprising 5559 teachers and 261
principals in 261 public secondary schools in Anambra State. The study sample
consisted of 1,600 subjects, made up of 1,500 teachers and 100 principals, and the
sample was selected through proportionate stratified random sampling technique. The
instrument for data collection was a questionnaire developed by the researcher, and the
data collected with the questionnaire were analyzed with means and standard
deviations, while the null hypothesis was tested with t-test statistics.
The findings of the study showed that the infrastructural facilities required for
effective teaching and learning (which include classrooms, laboratories, workshops,
libraries) were not adequately provided and maintained in the secondary schools
studied. The findings of the study also showed that the available infrastructural
facilities and equipment were not fully and well utilized by teachers in their
instructional deliveries.
46
Nwosu’s study is related to this study in the sense that both studies adopted
proportionate stratified random sampling technique in selecting the sample for their
studies. Both studies are also related from the angle that they used the same instrument
(questionnaire) for data collection and they also used the same descriptive statistics
(mean and standard deviations) to answer their research questions. More so, both
studies are concerned, among other things, with the provision of infrastructural
facilities for secondary schools.
Ikhare (2012) carried out an appraisal of the provision and management of
infrastructural facilities and equipment in secondary schools in Bayelsa state. The
general purpose of the study was to appraise the provision and management of
infrastructural facilities and equipment in secondary schools in Bayelsa State. The
study used descriptive survey design and it was guided by two research questions and
two corresponding null hypotheses. The population of the study consisted of 5,363
subjects (248 principals and 5,115 teachers in the 248 public secondary schools in
Bayelsa state). The sample for the study consisted of 1,750 respondents, made up of
120 principals and 1,630 teachers, who were selected through proportionate stratified
random sampling technique. The instrument for data collection was a researcher-
developed structured questionnaire, and the data collected from the respondents using
this questionnaire were analyzed. Mean and standard deviations were used to answer
the research questions, while the corresponding null hypotheses were tested with t-test
statistics at 0.05 level of significance.
The findings of the study revealed that classrooms for teaching and learning,
libraries laboratories and laboratory equipment, toilets, urinaries, office furniture,
desks for classrooms, sporting facilities/equipment, information and communication
47
technology (ICT) equipment, steel cabinets for files, staff rooms, students’ dormitories
are to a little extent provided in the secondary schools of Bayelsa State. The findings
of the study also showed that the available infrastructural facilities and equipment in
the schools lack adequate care and maintenance, and are generally in deplorable states
hence, teaching and learning activities are conducted in unconducive and deplorable
environments.
Ikhare’s study is related to the present study because both studies adopted
descriptive survey design and they also used the same sampling technique to select
their study samples. These studies are also related by using the same instrument to
collect the needed data needed for their studies; they used the same descriptive
statistics to answer their research questions, and also used the same t-test statistics to
test their null hypotheses. In addition to these similarities, both studies are concerned,
among other things, with the provision of infrastructural facilities in secondary
schools.
Studies on Provision of Relevant Curriculum
A study was carried out by Emecheta (2009) on Teachers’ Perception of the
Relevance of Secondary Schools Curriculum in Imo State. The general purpose of the
study was to determine the perception of teachers on the relevance of secondary
schools curriculum in Imo state. The design of the study was a descriptive survey
design and the study was guided by two research questions. The population of the
study consisted of 11,317 teachers in the 316 secondary schools in Imo State. The
sample of the study consisted of 1,500 subjects which were selected through
proportionate stratified sampling technique. The instrument used for data collection
48
was a questionnaire that underwent validity and reliability tests. Mean and standard
deviation were used to answer the research questions. The findings of the study
revealed that, in the perception of teachers, the secondary schools curriculum is not
relevant because it is not periodically revised and up-dated so as to continually reflect
the interests and aspirations of both learners and the society; the curriculum also lacks
adequate and necessary reforms which are supposed to provide for innovations in
instructional delivery and learning as informed by international best practices. The
curriculum also does not suit the learners with special needs, and appropriate learning
and instructional materials are not adequately used in the process of implementing the
curriculum, among others. Emecheta’s study is related to the present study because
both studies used the same proportionate stratified random sampling technique to
select their study sample. These studies are also related by using the same instrument
for data collection which is a questionnaire that underwent validity and reliability tests.
The relationship of both studies also lies in the fact that they used the same descriptive
statistics of mean and standard deviation to answer their research questions. Above all,
these studies are related by being concerned, among others, with curriculum relevance
in secondary schools.
A study was also carried out by Cassidy (2010) on the strategies for ensuring
the relevance of the curriculum of colleges in Alberta, Canada. The general purpose of
the study was to determine the strategies for ensuring the relevance of the curriculum
of colleges in Alberta, Canada. The study used a descriptive survey research design
and was guided by two research questions. The population of the study was 27
principals in the 27 colleges in Alberta and they were all used for the study. The
instrument for data collection was a questionnaire which was developed by the
49
researcher and subjected to validity and reliability tests. Descriptive statistics (which
included mean and standard deviation) were used to answer the research questions.
The findings of the study showed that the strategies for ensuring the relevance of the
curriculum of colleges in Alberta include: constant review of the curriculum to
continually meet the range of needs and interests of learners, ensuring that the college
provides a broad range of curricular opportunities which accommodate the educational
needs of individuals and the society in general, ensuring that the infrastructural
facilities and instructional materials are adequate and well utilized to promote learning,
among others. The above study is related to this study because both studies adopted the
same instrument for data collection which is a questionnaire. These studies are also
related by using the same descriptive statistics to answer their research questions.
Above all, these studies are related by being concerned, among others, with curriculum
relevance in educational intuitions.
Studies on Effective Teaching and Learning (Teaching Methodologies Adopted)
Study was conducted by Fasien (2011) on the practical administrative measures
for achieving effective teaching and learning in secondary schools in Rivers State. The
purpose of the study was to ascertain the practical administrative measures for
achieving effective teaching and learning in secondary schools in Rivers State. The
study was guided by two research questions and two null hypotheses. A descriptive
survey design was adopted for the study. The study population consisted of 976
subjects, comprising 36 principals and 940 teachers. To select the sample for the study,
proportionate stratified random sampling technique was employed and a sample of 200
respondents were selected and used for the study. The instrument for data collection
was a structured questionnaire developed by the researcher.
50
The data for the study were collected by the researcher and three research
assistants. Mean and standard deviation were used to answer the research questions,
while the corresponding null hypotheses were tested with t-test statistics. The findings
of the study showed that the practical administrative measures for achieving effective
teaching and learning in secondary schools in Rivers State are: adequate provision of
qualified and competent teachers in secondary schools, making adequate preparations
for lessons by teachers, writing and using appropriate notes of lessons for teaching,
adequate provision and effective use of appropriate teaching aids and instructional
materials in secondary schools, having continuous assessment for students in order to
ensure that sufficient progress is being made in their learning endeavour, and ensuring
that students participate fully in class activities with the assistance of the teachers.
Fasien’s study is related to the present study in view of the fact that both studies
adopted the same sampling technique in selecting their study samples. These studies
are also related by using the same instrument for data collection which is a structured
questionnaire. These studies also used the same descriptive statistics to answer their
research questions and used the same t-test statistics to test their null hypotheses. They
are, therefore, related studies. Moreso, both studies are concerned, among others, with
teaching and learning in secondary schools hence, their relationship.
In a similar study, Wike (2011) investigated the strategies for assuring effective
teaching and learning in tertiary institutions in Nassarawa State. The general purpose
of the study was to determine the strategies for assuring effective teaching and learning
in tertiary institutions in Nassarawa State. The study adopted a descriptive survey
design, and was guided by three research questions. The population of the study
consisted of 693 lecturers in the four tertiary institutions in Nassarawa State. Simple
51
random sampling technique was used to select 200 subjects as sample for the study.
The instrument for data collection was a researcher-developed questionnaire that was
validated by two experts in Educational Administration and Planning at the University
of Abuja, and tested for reliability using Cronbach’s alpha method of reliability
estimate. Means and standard deviation were used to answer the research questions.
The findings of the study showed that the strategies for assuring effective
teaching and learning in tertiary institutions in Nassarawa State include: increased
funding of tertiary institutions in order to enable them have enough funds to provide
the infrastructural facilities, equipment and instructional materials which are required
for effective teaching and learning. It also includes ensuring that the lecturers
employed in the tertiary institutions have the required knowledge, skills and
competencies to perform maximally; organizing periodic in-service and on-the-job
training and development programmes for staff in order to improve and update their
knowledge. The strategies for assuring effective teaching and learning in Nassarawa
State include also the provision of good working conditions and welfare needs of staff
so as to motivate them for maximum performance; maintaining discipline and control
among staff; having periodic staff performance appraisal so as to identify the strengths
and weaknesses of staff and take measures to improve them; and having regular
supervision which will help to improve teaching and learning.
Although Wike’s study was carried out in tertiary institutions, it is, however,
related to the present study in the sense that both studies used the same instrument, for
data collection. These studies also used the same Cronbach’s alpha method of
reliability estimate to determine the internal consistency of their instruments, and they
also used the same descriptive statistics to answer their reach questions. Above all,
52
these studies are, among others, concerned with teaching and learning in educational
institutions, hence, their relationship.
Studies on Effective School Management
A study was carried out by Mussonat (2009) on the measures for ensuring
effective school management in secondary schools in Mbabane, Swaziland. The
general purpose of the study was to ascertain the measures for ensuring effective
school management in secondary schools in Mbabane, Swaziland. The study adopted a
descriptive survey design and was guided by two research questions and corresponding
null hypotheses. The population of the study consisted of 100 male and female
principals in the 100 secondary schools in Mbabane, and they were all used for the
study. Data for the study were collected using questionnaire that underwent validity
and reliability tests. The data collected from the respondents were analyzed using
descriptive statistics of mean and standard deviations to answer the research questions,
while t-test statistics was used to test the null hypotheses that guided the study. The
findings of the study showed that the measures for ensuring effective school
management in secondary schools in Mbabane include: ensuring that schools are
administered by qualified school administrators; proper management of school funds
for the effective and efficient management of their human and material resources;
transparency in the recruitment and selection of school administrators; constant re-
training of school administrators in order to constantly improve their knowledge and
skills and make them adaptable to changing situations; adequate motivation of school
administrators and staff for effective performance; maintaining discipline and control
among school administrators and their staff and adequate provision of the facilities and
materials required for effective school operation.
53
The above study is related to the present study in the sense that both studies
used questionnaire to collect data from their respondents, they also used the same
descriptive statistics of mean and standard deviation to answer their research questions,
these studies also used the same t-test statistic to test their null hypotheses. Therefore,
these studies are related. In addition to these facts, both studies are concerned, among
others, with school management in secondary schools.
The constraints to effective management of secondary schools in Anambra State
were investigated by Chika (2011). The general purpose of the study was to determine
the constraints to effective management of secondary schools in Anambra State. The
study adopted a descriptive survey design and was guided by two research questions
and one null hypothesis. The population of the study consisted of all the 325 principals
in 325 secondary schools in Anambra State. The sample of the study consisted of 120
subjects which were selected through proportionate stratified random sampling
technique. The instrument for data collection was a researcher-developed questionnaire
which was subjected to validity and reliability tests. Means and standard deviations
were used to answer the research questions, while t-test statistics was used to test the
single null hypothesis of the study at 0.05 level of significance.
The results of data analysis showed that the constraints to effective management
of secondary schools in Anambra State were: insufficient funds for the effective
management of the schools; inadequate training of principals in school management;
misappropriation of funds for effective school management; and political interference
in the management of secondary schools. Other constraints include: inadequate
motivation of school administrators and their staff for effective performance of their
duties; inadequate infrastructural facilities and materials required for effective
54
management of schools; indiscipline among school administrators, their staff and
students; and lack of staff training and development programmes for principals and
teachers to improve their knowledge, skills and competencies and make them
adaptable to changing situations.
Chika’s study is related to this study in the sense that both studies used the same
sampling technique to select their study samples. They also used the same instrument
to collect data for their studies which was a questionnaire developed by the
researchers, and they also used the same descriptive and inferential statistical tools to
answer their research questions and test their null hypotheses, respectively.
Studies on Provision of Learners’ Welfare Needs
The measures for providing the welfare needs of students in colleges in
Glasgow were studied by Clarke (2010). The general purpose of the study was to
determine the measures for providing the welfare needs of students in colleges in
Glasgow. The study was guided by two research questions, and it adopted a descriptive
survey research design. The population of the study consisted of 25 college principals
in the 25 colleges in Glasgow and the entire population was used for the study due to
its manageable size. A questionnaire was the instrument used for data collection. Mean
and standard deviations were used to answer the two research questions that guided the
study, while t-test statistics was used to test the single null hypothesis of the study at
0.05 level of significance.
The results of data analysis showed that the measures for providing the welfare
needs of students in colleges in Glasgow include: providing good sanitation, first aid
and other health-care services to students; providing a safe and conducive learning
environment for students; making available guidance and counselling services to
55
students; encouraging students’ inter-personal relationships; provision of social
services such as clubs, unions and recreational facilities to students; provision of
convenience services such as toilets and urinary where students can ease themselves
when they are pressed; and provision of good school canteen for students.
Clarke’s study is related to the present study because both studies used the same
instrument for data collection. Both studies are also related by using the same
descriptive statistical tools which include mean and standard deviation to answer their
research questions. Moreso, both studies were concerned, among others, with the
provision of learners’ welfare needs in educational institutions and they are, therefore,
related studies.
In another related study, Inyang (2011) carried out an appraisal of the provision
of the welfare needs of students in secondary schools in Cross River State. The general
purpose of the study was to appraise the provision of the welfare needs of students in
secondary schools in Cross River State. To carry out the study, a descriptive survey
design was adopted and three research questions guided the study. The population of
the study consisted of 280 male and female principals in 280 secondary schools in
Cross River State. The study sample consisted of 100 subjects which were selected
through proportionate stratified random sampling technique. The instrument for data
collection was a questionnaire developed by the researcher validated, and tested for
reliability. Data collected using the questionnaire were analysed using mean and
standard deviations. The results of the analysis were used to answer the research
questions.
The findings of the study indicated, among others, that the welfare needs of
students such as: adequate provision of facilities and materials necessary for their
56
effective learning, good sanitation and first aid facilities, guidance and counselling
services, social and recreational services, good school canteen, toilets and urinaries
were, to a little extent, provided for students in secondary schools in Cross River state.
Inyang’s study is related to the present study in the sense that both studies adopted the
same evaluative survey design and also used the same sampling technique to select
their study samples. These studies are also related by using the same instrument for
data collection and the same descriptive statistics to answer their research questions. In
addition to these similarities, both studies were also concerned, among others, with the
provision of learners’ welfare needs in secondary schools and they are, therefore,
related studies.
Studies on Maintenance of School-Community Relationship
Njoku (2009) carried out a study on principals’ strategies for maintaining
school-community relationship in public secondary schools in Imo State. The general
purpose of the study was to determine the principals’ strategies for maintaining school-
community relationship in public secondary schools in Imo State. Three research
questions and three null hypotheses guided the study. The descriptive survey research
design was adopted for the study. The study population was 307 principals in 307
public secondary schools in Imo State. A sample of 200 principals was selected for the
study using proportionate stratified random sampling technique. The instrument for
data collection was a 30-item questionnaire that were validated by two experts and
tested for reliability using Cronbach’s alpha method. Means and standard deviations
were used to answer the research questions, while the null hypotheses were tested with
z-test statistics.
57
The findings of the study showed that the strategies used by principals in
maintaining school-community relationship in public secondary schools in Imo State
include: giving frequent information to the community on what goes on in the school,
informing parents about their children’s/wards’ academic progress, maintaining
frequent contact with parents and other community bodies, involving community
representatives in the planning and implementation of school programmes and
activities, encouraging the participation of members of the community in school
events, making the school facilities/resources available for community use on demand,
participation of the principal and his staff in important community functions and
celebrations, and involving parents in solving academic and social problems of
students
Njoku’s study is related to this study because both studies used the same
sampling technique to select their study samples, they also used the same instrument
for data collection which was a questionnaire and they also used the same descriptive
statistics to answer their research questions. In addition to these similarities, both
studies were, among others, concerned with school-community relationship in
secondary schools. Therefore, they are related studies.
Walter (2012) carried out a study on measures for maintaining school-
community relationship in Oxford Colleges. The general purpose of the study was to
find out the measures for maintaining school-community relationship in Oxford
colleges. The study was guided by two research questions, and it adopted a descriptive
survey research design. The population of the study was 89 college principals in 89
colleges in Oxford, and the entire population was used for the study due to its
manageable size. The instrument for data collection was a questionnaire designed by
58
the researcher, while mean and standard deviations were used to answer the research
questions. The findings of the study showed that the measures for maintaining school-
community relationship in Oxford colleges were: collaborating with the community in
the management of the College, encouraging the study of certain aspects of the
community, liasing with the community to improve school administration, achieving
the goals of the college as expected by the community, giving members of the
community opportunities to be part of the college and to know what happens in it,
maintaining frequent contact with parents to help the college in tackling severe
problems, and involvement and participation of the college in community events and
activities.
Walter’s study has relevance to the present study in the sense that the
instrument which it used for data collection and the descriptive statistics which it used
to answer its research questions were adopted by the present study. In addition to these
facts, both studies were concerned, among others, with school-community relationship
in educational institutions and they are, therefore, related studies.
Summary of Literature Review
The review of literature for this study was done based on: conceptual
framework, theoretical framework, and review of related empirical studies. In the
conceptual framework, assessment was seen as a process of ascertaining and making
value judgments on the extent to which educational programmes, projects or activities
meet established criteria and performance standards. Quality was seen as the
maintenance of high levels of efficiency and effectiveness in the determination and
attainment of organizational goals. Quality assurance was viewed as a concept which
59
covers all policies and activities carried out in an organization to ensure the effective
realization of its goals, while secondary schools were conceptualized as educational
institutions where children receive education after primary education and before the
tertiary stage.
The theoretical framework of the review of literature for this study covered the
review of some evaluation models, namely, the discrepancy evaluation model, goal-
based evaluation model and countenance evaluation model. The review focused
specifically on the proponents of the evaluation models, their fundamental
assumptions, and their specific relevance to the present study. The discrepancy
evaluation model was adjudged very appropriate for this study which focuses on the
assessment of the quality assurance practices in secondary schools in North-Central
States, Nigeria. The review of related empirical studies was a review of studies which
are in varied ways related to the present study. The studies reviewed were organized
and presented in relation to the specific purposes of this study.
In reviewing the literature for this study, the researcher observed that no study
has been carried out to assess the extent of adherence to quality assurance practices in
secondary schools in North-Central States, Nigeria. Therefore, there is need for this
study in order to empirically assess the extent of adherence to quality assurance
practices in secondary schools in this area. This is actually the gap which the present
study seeks to fill.
60
CHAPTER THREE
RESEARCH METHOD
This chapter presents the method and procedures adopted in carrying out the
study and they are discussed under the following sub-headings: Design of the study,
area of the study, population of the study, sample and sampling technique, instrument
for data collection, validation of the instrument, reliability of the instrument, method of
data collection, and method of data analysis
Design of the Study
Descriptive survey design was adopted for the study. According to Nworgu
(2006). Studies which adopt descriptive survey design is adopted by studies which
aim at collecting data and describing in a systematic manner, the characteristics,
features or facts about a given population. These research designs are only interested in
describing certain variables in relation to the population. Consequently, this design is
deemed appropriate for this study as it aims at assessing the quality assurance practices
in secondary schools by generating verifiable and reliable data concerning how these
practices are carried out in comparison with established guidelines for their
implementation.
Area of the Study
The study was carried out in North-Central States, Nigeria. North-Central
States, Nigeria consist of six states, namely: Benue, Kogi, Kwara, Nassarawa, Niger,
and Plateau states. (See Appendix A Pg. 98 for the map of Nigeria and the six States).
The Federal Capital Territory, Abuja which is not a state is situated in the Zone.
However, the peculiarity and uniqueness of the Federal Capital Territory excluded it
from this study. The North-Central States, Nigeria are characterized by heterogeneity
59
61
and diversity of people, who are Islamic, Christian and Traditionalists. They are
mainly agrarian (farmers of crops, husbandry of animals, pastoralists, and fishermen).
Other of occupations of people in the zone include civil service and military.
Educationally, each state is divided into three education zones. The study area
comprises nine educational zones. Based on the records from the 2014/2015 school
year, there are a total of 1837 secondary schools in the study area (Ministry of
Education (MOE): Makurdi, Lokoja, Ilorin , Lafia, Minna and Jos, 2014/2015).
This study needs to be carried out in secondary schools in North-Central States
because of perceived lack of trained evaluators, as well as irregular, ineffective and
inefficient evaluation. This calls for an assessment of quality assurance practices in the
areas, so as to empirically determine the extent to which these schools adhere to the
Federal Inspectorate Services (FIS) guidelines for quality assurance practices.
Population of the Study
The population of the study is 2304 Subjects. Available statistics at the time of
this investigation showed that this population comprises of 1837 principals of
secondary schools and 467 school evaluators [those who monitor activities in schools]
in North-Central States, Nigeria (Planning, Research and Statistics Units, Secondary
Schools Management Boards; and Ministries of Education in North-Central States,
Nigeria), [See Appendix C].
The choice of principals and school evaluators as the population of this study is
based on the views of Echendu (2007) and Fatiregun (2013) that they are the people
that carry out quality assurance practices in secondary schools and also see to it that
62
these practices are properly carried out. Therefore, these are the people that can
provide all the information relevant for to this study.
Sample and Sampling Technique
The total sample size of 1208 respondents (960 principals of secondary schools
and 248 school evaluators) were sampled for the study. The stratified random sampling
technique was used to generate the sample size. Out of the six states of the North-
Central Zone, three states were selected (Benue, Kogi and Nasarawa). Stratified
random sampling was used in order to give every state equal chance of being selected
for the study. Thus, out of 1837 principals, 960 were selected, and out of 467 school
evaluators, 248 were sampled, making a study sample size of 1208 (See Table, App. C. )
Instrument for Data Collection
A structured questionnaire was the instrument for collecting the data for the
study. This instrument was personally developed by the researcher through the review
of relevant literature. The questionnaire was titled “Assessment of Quality Assurance
Practices Questionnaire” (AQAPQ) and it is divided into two parts, Parts A and B. Part
A comprised 3 items designed to obtain information on the personal data of the
respondents which include: Category of Respondent (Principal or Evaluator), the name
of their school, state, gender and professional status. Part B, on the other hand,
comprised 42 items arranged in six clusters, Clusters A – F, and they were designed to
obtain information relevant to the research problems.
Cluster A comprised 11 items designed to obtain information on the extent of
adherence to the FIS guidelines on provision of infrastructural facilities in secondary
schools. Cluster B comprised 7 items on the relevant curriculum in secondary schools.
Cluster C had 9 items on the extent of adherence to the FIS guidelines on effective
63
teaching and learning in secondary schools. Cluster D consisted of 5 items designed to
obtain information on the extent of adherence to the FIS guidelines on school
management in secondary schools. Cluster E also consisted of 5 items aimed at finding
out the extent of adherence to the FIS guidelines on provision of learners’ welfare
needs in secondary schools, and Cluster F had 7 items that were used to seek
information on the extent of adherence to the FIS guidelines on maintenance of school-
community relationship in secondary schools.
The response mode of the instrument was structured along a modified four-
point rating scale as follows: Very High Extent (VHE), 4 points; High Extent (HE), 3
points; Low Extent (LE), 2 points; Very Low Extent (VLE), 1 point. The use of the
four-point rating scale was aimed at identifying the respondent’s level of agreement or
disagreement to the questionnaire items (See Appendix C, Pg. 116).
Validation of the Instrument
In order to ascertain the validity of the instrument, its initial draft was face
validated by the three experts: two from the Department of in Educational
Administration and Planning, and one from the Department of Measurement and
Evaluation, all in the University of Nigeria, Nsukka. The experts were requested to
examine the instrument in terms of the relevance of the contents and clarity of the
statements in relation to the research questions and specific purposes of the study.
They were also requested to advise the researcher on the suitability of the rating scale.
Based on their expert observations and recommendations, some items of the
questionnaire were modified. Thus, the observations, comments and contributions of
these experts were incorporated in the modification and production of the final draft of
64
the instrument before its administration to the target respondents (See Appendix D, Pg.
126).
Reliability of the Instrument
The reliability of the instrument was ascertained by trial-testing it on 20
subjects in Enugu State. This comprised 10 secondary school principals and 10 school
evaluators that were not involved in the study but have the same characteristics with
the specified population for the study.
Cronbach’s Alpha method of reliability estimate was used to determine the
internal consistency of the items and sections. The reliability estimates generated for
Clusters A – F were .77, .67, .76, .92, .93, .91 respectively. These values were high
enough to consider the instrument reliable in collecting the required data for the study
(See Appendix E, P141).
Method of Data Collection
Direct Delivery and Retrieval Technique (DDRT) was used by the researcher
and six research assistants to collect the data for the study. The researcher intimated
the research assistants on the procedures for administering the questionnaire to the
respondents as well as for retrieving them upon completion. Significantly, the research
assistants were requested to administer the questionnaire to the target respondents in
their various schools and offices. They requested these respondents to complete the
questionnaires on the spot for immediate retrieval. This was to ensure prompt
administration and return of the questionnaire in order to avoid repeated visits to
65
retrieve them. 1,200 copies of the instrument were retrieved out of 1,208. The retrieved
copies were used for the analysis.
Method of Data Analysis
The data collected from the respondents were analyzed with descriptive and
inferential statistics. The descriptive statistics used were means and standard
deviations, to answer the research questions. In view of the fact that the four-point
rating scale was used for the instrument, the decision on the extent of adherence was
based on the real limit of the number corresponding with the obtained mean score.
Thus, a mean score of 1.00 – 1.49 indicated Very Low Extent; a mean score of 1.50 –
2.49 indicated Low Extent, a mean score of 2.50 – 3.49 was considered high extent;
while a mean score of 3.50 – 4.00 was considered Very High Extent.
In addition, the t-test inferential statistics was used to test the corresponding null
hypotheses; each was tested at 0.05 level of significance.
66
CHAPTER FOUR
RESULTS
The results of the data collected and analyzed for the research questions and
hypotheses are presented in this chapter. The results are presented in line with the
research questions and hypotheses that guided the study.
Research Question One
To what extent do Secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on provision of infrastructural facilities in secondary schools?
Table 1: Mean ratings and standard deviations of principals and
evaluators on the extent Secondary primary schools in North-Central
States, Nigeria adhere to the FIS guidelines on provision of infrastructural
facilities in secondary schools
N = 1208
Principals = 931 Evaluators = 269 Overall
S/N Item Statement SD Dec.
SD Dec. SD Dec.
1 School buildings including toilets and
grounds are well maintained 2.24 0.89
2.38 0.85 2.31 0.89
LE
2 Sporting facilities are available and
well utilized 2.46 0.79
2.36 0.79 2.44 0.79
LE
3 There are separate toilet facilities for
students and teachers 2.63 0.97
2.61 0.94 2.63 0.96
HE
4 All areas of the school are accessible
to learners with special needs 2.38 0.96
2.26 0.91 2.36 0.95
LE
5 There are adequate provision for
school safety in cases of fire out break
and other emergencies
2.27 1.05 2.08 0.89 2.23 1.02
LE
6 ICT facility is available and used for
teaching and learning 2.26 1.02
2.13 0.94 2.23 1.00
LE
7 There is demarcation of the school
compound to prevent encroachment. 2.81 1.01
2.46 1.00 2.73 1.02
HE
8 Classrooms are available and used for
effective teaching and learning. 2.52 0.92
2.50 0.82 2.51 0.90
HE
9 Laboratories and workshops are
adequate for the enhancement of
teaching and learning processes.
2.47 0.96 2.36 0.86 2.45 0.94
LE
10. Laboratories and workshop equipment
are adequate 2.58 0.96
2.56 0.89 2.58 0.95 HE
11 There are adequate desks and chairs in
classrooms for students use. 2.29 0.99
2.26 0.89 2.28 0.97 LE
Cluster Mean 2.54 0.65 2.41 0.56 2.51 0.63
HE
Note: = Mean, SD = Standard Deviation, Dec. = Decision
67
The data on table 1 show the means and standard deviations of the opinions of
principals and evaluators on the extent secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of infrastructural facilities in
secondary schools. Results showed that items 3, 7, 8 and 9 had mean ratings of 2.63,
2.73, 2.51 and 2.58, with standard deviations of 0.96, 1.02, 0.90 and 0.95 respectively.
These mean ratings are within the range of 2.50 – 3.49, this means that to a high
extent, the respondents agreed that: there are separate toilet facilities for students and
teachers; there is demarcation of the school compound to prevent encroachment;
classrooms are available and used for effective teaching and learning, and there are
adequate desks and chairs in classrooms for students use. Results also show that items
1, 2, 4, 5, 6, 8b, and 9b had mean ratings of 2.31, 2.44, 2.36, 2.23, 2.23, 2.45 and 2.28
with standard deviations of 0.89, 0.79, 0.95, 1.02, 1.00, 0.94 and 0.97 respectively.
These mean ratings are within 1.50 – 2.49 for low extent. This means that to a low
extent, school buildings [including toilets] are well maintained, sporting facilities are
available and well utilized, all areas of the school are accessible to learners with
special needs, there are adequate provision for school safety in cases of fire out break
and other emergencies, ICT facility is available and used for teaching and learning,
laboratories and workshops are adequate for the enhancement of teaching and learning
processes, and laboratories and workshop equipment are adequate. However, the
cluster mean of 2.43 with standard deviation of 0.63 shows that the secondary schools
in North-Central States, Nigeria adhere to the FIS guidelines on provision of
infrastructural facilities in secondary schools to a low extent.
68
Research Question Two
To what extent do secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of relevant curriculum in secondary schools?
Table 2: Mean ratings and standard deviations of principals and evaluators on
the extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of relevant curriculum in secondary schools
N = 1208
Principals = 931 Evaluators = 269 Overall
S/N Item Statement SD Dec. SD Dec. SD Dec.
10 The curriculum is broad and
caters for the interest,
aptitudes and particular needs
of learners
2.91 0.79 HE 2.88 0.77 HE 2.90 0.79 HE
11 The curriculum meets external
requirements 2.85 0.84 HE 2.83 0.81 HE 2.85 0.84 HE
12 The curriculum is also
responsive to local
circumstances in the
secondary schools
2.88 0.81 HE 2.78 0.77 HE 2.86 0.80 HE
13 The quantity of infrastructural
facilities in the school meet
the needs of the curriculum
2.56 0.81 HE 2.46 0.73 HE 2.54 0.80 HE
14 The quality and quantity of
equipment in the school meet
the needs of the curriculum
2.57 0.89 HE 2.44 0.76 HE 2.54 0.86 HE
15 The quantity of instructional
materials in the school meet
the needs of the curriculum
2.46 0.88 LE 2.38 0.82 LE 2.44 0.87 LE
16 Learners including those with
special needs have access to
all curricular options
2.53 0.98 HE 2.39 0.94 HE 2.50 0.97 HE
Cluster Mean 2.68 0.57 HE 2.59 0.54 HE 2.66 0.57 HE
Note: = Mean, SD = Standard Deviation, Dec. = Decision
The data on table 2 show the means and standard deviations of principals and
evaluators on the extent secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on provision of relevant curriculum in secondary schools. The data
show that items 10, 11, 12, 13, 14 and 16 had mean ratings of 2.90, 2.85, 2.86, 2.54,
2.54 and 2.50 with standard deviations of 0.84, 0.80, 0.80, 0.86 and 0.97 respectively.
69
These mean ratings are within the range of 2.50 – 3.49 implying that to a high extent,
the curriculum is broad and caters for the interest, aptitudes and particular needs of
learners; the curriculum meets external requirements; the curriculum is also responsive
to local circumstances in the secondary schools; the quantity of infrastructural facilities
in the school meet the needs of the curriculum; the quality and quantity of equipment
in the school meet the needs of the curriculum and learners including those with
special needs have access to all curricular options. However, item 15 with a mean
rating of 2.44, shows that the quantity of instructional materials in the school meet the
needs of the curriculum to a low extent. The cluster mean of 2.66 with standard
deviation of 0.57 means that the secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on provision of relevant curriculum in secondary schools
to a high extent.
70
Research Question Three
To what extent do secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on effective teaching in secondary schools?
Table 3: Mean ratings and standard deviation of principals and evaluators on the
extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on effective teaching in secondary schools N =
1208
Principals = 931 Evaluators = 269 Overall
S/N Item Statement SD Dec. SD Dec. SD Dec.
17 Junior Secondary Schools students (JSS)
are taught by qualified teachers with a
minimum of Nigeria Certificate in
Education (NCE) Certificates.
3.28 0.89 HE 3.13 0.90 HE 3.25 0.90 HE
18 Every teacher in the Senior Secondary
School (SSS) level has a minimum
qualification of bachelor’s degree in
relevant subjects
2.71 0.91 HE 2.72 0.87 HE 2.71 0.90 HE
19 No secondary school learner is taught in a
class larger than 40 2.53 0.96
HE 2.38 0.90 HE 2.50 0.95 HE
20 Every learner is continuously assessed to
check whether sufficient progress is being
made
2.71 0.89 HE 2.58 0.84 HE 2.68 0.88 HE
21 Every learner participates fully in class
activities with the support of the teacher 2.76 0.86
HE 2.68 0.75 HE 2.74 0.84 HE
22 Every learner has a minimum of 180 days
schooling per year 2.83 0.95
HE 2.64 0.84 HE 2.78 0.93 HE
23 Every learner has access to appropriate
instructional materials 2.46 0.88
LE 2.38 0.84 LE 2.44 0.87 LE
24 All learners with special needs receive
appropriate education 2.48 0.96
LE 2.36 0.86 LE 2.45 0.94 LE
25 The acquisition of knowledge and skills
are emphasized in the teaching and
learning process
2.76 0.96 HE 2.73 0.91 HE 2.75 0.95 HE
Cluster Mean 2.72 0.56 HE 2.61 0.58 HE 2.70 0.57 HE
Note: = Mean, SD = Standard Deviation, Dec. = Decision
The data on table 3 show the mean and standard deviations of principals and evaluators
on the extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on effective teaching in secondary schools. Results show that items 17 – 22
and 25 had mean ratings of 3.25, 2.71, 2.50, 2.68, 2.74, 2.78 and 2.75, with standard
deviations of 0.90, 0.90, 0.95, 0.88, 0.84, 0.93 and 0.95 respectively. These mean
71
ratings are within the range of 2.50 – 3.49 for high extent. These mean that the
respondents agreed that to a high extent, Junior Secondary Schools (JSS) are taught by
qualified teachers with a minimum of Nigeria Certificate in Education (NCE)
Certificates; every teacher in the Senior Secondary School (SSS) level has a minimum
qualification of bachelor’s degree in relevant subjects; no secondary school learner is
taught in a class larger than 40; every learner is continuously assessed to check
whether sufficient progress is being made; every learner participates fully in class
activities with the support of the teacher; every learner has a minimum of 180 days
schooling per year, and the acquisition of knowledge and skills are emphasized in the
teaching and learning process. However, items 23 and 24 with mean ratings of 2.44
and 2.45 respectively, show that to a low extent, every learner has access to
appropriate instructional materials, and all learners with special needs receive
appropriate education. The cluster mean of 2.70 with standard deviation of 0.57 means
that the secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of effective teaching in secondary schools to a high extent.
72
Research Question Four
To what extent do secondary schools in North-Central States, Nigeria follow the FIS
guidelines on effective school management in secondary schools?
Table 4: Mean ratings and standard deviations of principals and evaluators on
the extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on effective school management in secondary schools
N = 1208
Principals = 931 Evaluators = 269 Overall
S/N Item Statement SD Dec. SD Dec. SD Dec.
26 All school administrators’ and
leaders’ efforts are geared
towards improving the
achievement of the learners in
their care
3.11 0.82 HE 2.99 0.87 HE 3.09 0.84 HE
27 The school actively engages in
school self-evaluation 2.84 0.79 HE 2.76 0.82 HE 2.82 0.80 HE
28 The school has a school
development plan which is based
on its vision and mission
2.83 0.87 HE 2.74 0.85 HE 2.81 0.87 HE
29 The school has a school-based
management committee which
actively supports school’s
improvement
2.83 0.90 HE 2.72 0.86 HE 2.81 0.89 HE
30 The financial resources of the
school are effectively deployed
to achieve school goals and
objectives
2.84 0.93 HE 2.67 0.81 HE 2.80 0.91 HE
Cluster Mean 2.89 0.61 HE 2.77 0.62 HE 2.86 0.62 HE
Note: = Mean, SD = Standard Deviation, Dec. = Decision
The data on table 4 show the means and standard deviations of principals and
evaluators on the extent secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on effective school management in secondary schools. The data
shows that all the items had mean ratings within the range of 2.50 – 3.49 for high
extent. These mean ratings reveal that the respondents agreed that to a high extent, all
73
school administrators’ and leaders’ efforts are geared towards improving the
achievement of the learners in their care; the schools actively engage in self-
evaluation; the schools have school development plans which are based on their
visions and missions; the schools have school-based management committees which
actively support schools’ improvement, and the financial resources of the schools are
effectively deployed to achieve school goals and objectives. The cluster mean of 2.86
with a standard deviation of 0.62 indicate that the secondary schools in North-Central
States, Nigeria follow the FIS guidelines on effective school management in secondary
schools to a high extent.
74
Research Question Five
To what extent do secondary schools in North-Central States, Nigeria follow the FIS
guidelines on provision of learners’ welfare needs in secondary school?
Table 5: Mean ratings and standard deviations of principals and evaluators on
the extent secondary schools in North-Central States, Nigeria follow the FIS
guidelines on provision of learners’ welfare needs in secondary schools
N = 1208
Principals = 931 Evaluators = 269 Overall
S/N Item Statement SD Dec. SD Dec. SD Dec.
31 There is a safe working and
learning environment for
learners and teachers
3.05 0.82 HE 2.76 0.86 HE 2.98 0.84 HE
32 The school surrounding are
kept clean and tidy 2.95 0.82 HE 2.77 0.79 HE 2.91 0.81 HE
33 The school has access to
first aid facilities 2.73 0.90 HE 2.58 0.85 HE 2.70 0.89 HE
34 The school provides
guidance and counseling
services for students
2.51 0.99 HE 2.49 0.91 HE 2.51 0.97 HE
35 There are safe and balanced
meals provided for students 2.14 1.44 LE 2.11 0.95 LE 2.13 1.34 LE
Cluster Mean 2.67 0.66 HE 2.54 0.62 HE 2.64 0.65 HE
Note: = Mean, SD = Standard Deviation, Dec. = Decision
The data on table 5 show the means and standard deviations of principals and
evaluators on the extent secondary schools in North-Central States, Nigeria adhere to
the FIS guidelines on provision of learners’ welfare needs in secondary schools. The
data show that items 31-34 had mean ratings of 2.98, 2.91, 2.70 and 2.51, with
standard deviations of 0.84, 0.81, 0.89 and 0.97 respectively. These mean ratings are
within the range of 2.50 – 3.49 for high extent. This implies that mean the respondents
agreed that to a high extent: there is a safe working and learning environment for
learners and teachers; the school surrounding are kept clean and tidy; the schools have
75
access to first aid facilities, and the schools provide guidance and counseling services
for students. However, item 35, with a mean rating of 2.13, shows that to a low extent,
there are safe and balanced meals provided for students. The cluster mean of 2.64 with
standard deviation of 0.65 means that the secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of learners’ welfare needs in
secondary schools to a high extent.
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Research Question Six
To what extent do secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on maintenance of effective school-community relationship in secondary
schools?
Table 6: Mean ratings and standard deviations of principals and evaluators on
the extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on maintenance of effective school-community relationship in
secondary schools
N = 1208
Principals = 931 Evaluators = 269 Overall
S/N Item Statement SD Dec.
SD Dec. SD Dec.
36 Parents are informed about their
children’s progress 2.92 0.96
HE 2.86 0.87 HE 2.91 0.94 HE
37 Parents give feedback to the school
about their children’s’
performances in school
2.49 0.86 LE 2.38 0.80 LE 2.46 0.85 LE
38 There is cooperation between
teachers and parents in the
upbringing of students
2.69 0.94 HE 2.75 0.78 HE 2.71 0.90 HE
39 Parents help the school in solving
academic and social problems of
learners
2.53 0.96 HE 2.56 0.84 HE 2.54 0.93 HE
40 There is frequent contact between
parents and the school 2.57 0.95
HE 2.57 0.86 HE 2.57 0.93 HE
41 Both the school and parents are
involved in the planning of the
school programmes and activities
2.39 0.99 LE 2.26 0.91 LE 2.36 0.98 LE
42 Both parents and community
members are encouraged to
participate in school events
2.67 0.93 HE 2.49 0.91 HE 2.63 0.93 HE
Cluster Mean 2.61 0.71 HE 2.55 0.62 HE 2.59 0.69 HE
Note: = Mean, SD = Standard Deviation, Dec. = Decision
Data on table 6 show the means and standard deviations of principals and evaluators
on the extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on maintenance of effective school-community relationship in secondary
schools. Results showed that items 36, 38, 39, 40 and 42 had mean ratings of 2.91,
2.71, 2.54, 2.57 and 2.63, with standard deviations of 0.94, 0.90, 0.93, 0.93 and 0.93
respectively. These mean ratings are within the range of 2.50 – 3.49 for high extent.
These mean that respondents agreed that to a high extent: parents are informed about
77
their children’s progress; there is cooperation between teachers and parents in the
upbringing of students; parents help the school in solving academic and social
problems of learners; there is frequent contact between parents and the school; and
both parents and community members are encouraged to participate in school events.
However, items 37 and 41 had mean ratings of 2.46 and 2.36, with standard deviations
of 0.85 and 0.98 respectively. These mean that to a low extent: parents give feedback
to the school about their children’s performances in school, and both the school and
parents are involved in the planning of the school programmes and activities. The
cluster mean of 2.59 with standard deviation of 0.69 implying that the secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines on maintenance
of effective school-community relationship in secondary schools to a high extent.
78
Hypothesis One
There is no significant deference between the mean ratings of principals and evaluators on the
extent to which secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of infrastructural facilities in secondary schools.
Table 7: t-test analysis of the mean ratings of principals and evaluators on the extent to
which secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on provision of infrastructural facilities in secondary schools
S/N Item Statement Status
SD t-cal Df Sig Dec
1 School buildings including toilets and grounds are
maintained
Principals
Evaluators
2.24
2.38
0.89
0.85 -2.98 1206 0.00 S
2 Sporting facilities are available and well utilized Principals
Evaluators
2.46
2.36
0.79
0.79 1.79 1206 0.07 NS
3 There are separate toilet facilities for students and
teachers
Principals
Evaluators
2.63
2.61
0.97
0.94 0.43 1206 0.67 NS
4 All areas of the school are accessible to learners with
special needs
Principals
Evaluators
2.38
2.26
0.96
0.91 1.97 1206 0.04 S
5 There are adequate provision for school safety in cases of
fire out break and other emergencies
Principals
Evaluators
2.27
2.08
1.05
0.89 2.63 1206 0.01 S
6 ICT facility is available and used for teaching and
learning
Principals
Evaluators
2.26
2.13
1.02
0.94 1.88 1206 0.06 NS
7 There is demarcation of the school compound to prevent
encroachment.
Principals
Evaluators
2.81
2.46
1.01
1.00 5.08 1206 0.00 S
8 Classrooms are available and used for effective teaching
and learning.
Principals
Evaluators
2.52
2.50
0.92
0.82 1.65 1206 0.00 NS
8b Laboratories and workshops are adequate for the
enhancement of teaching and learning processes.
Principals
Evaluators
2.47
2.36
0.96
0.86 1.64 1206 0.10 NS
9 There are adequate desks and chairs in classrooms for
students use.
Principals
Evaluators
2.58
2.56
0.96
0.89 0.40 1206 0.69 NS
9b Laboratories and workshop equipment are adequate. Principals
Evaluators
2.29
2.26
0.99
0.89 0.42 1206 0.67 NS
Cluster t Principals
Evaluators
2.54
2.41
0.65
0.56 2.99 1206 0.00 S
α = 0.05
79
Table 7 shows the t-test analysis of the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on provision of infrastructural facilities in secondary
schools. The data reveal that there is a significant difference on items 1, 4, 5 and 7 with
probability values less than 0.05 set as level of significance. However, there was no
significant difference on items 2, 3, 6, 8, 8b, 9 and 9b, with probability values above
0.05. Results from table 7 showed that the cluster t-value of 2.99, with a degree of
freedom of 1206, and a probability value of 0.00, were obtained. Since the probability
value of 0.00 is less than 0.05 set as level of significance, the null hypothesis which
stated that there is no significant deference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on provision of infrastructural facilities in secondary
schools is rejected. Inference drawn therefore is that the principals and evaluators
differed in their opinions on the extent to which secondary schools in North-Central
States, Nigeria adhere to the FIS guidelines on provision of infrastructural facilities in
secondary schools with the principals having a higher mean rating.
80
Hypothesis Two
There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on provision of relevant curriculum in secondary schools
Table 8: t-test analysis of the mean ratings of principals and evaluators on the
extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on provision of relevant curriculum in secondary schools
S/N Item Statement Status
SD t-cal Df Sig Dec
10 The curriculum is broad and caters for the interest
aptitudes and particular needs of learners
Principals
Evaluators
2.91
2.88
0.79
0.77
0.58 1206 0.56 NS
11 The curriculum meets external requirements Principals
Evaluators
2.85
2.83
0.84
0.81
0.35 1206 0.72 NS
12 The curriculum is also responsive to local
circumstances in the secondary schools
Principals
Evaluators
2.88
2.78
0.81
0.77
1.87 1206 0.06 NS
13 The quantity of infrastructural facilities in the school
meet the needs of the curriculum
Principals
Evaluators
2.56
2.46
0.81
0.73
1.86 1206 0.06 NS
14 The quality and quantity of equipment in the school
meet the needs of the curriculum
Principals
Evaluators
2.57
2.44
0.89
0.76
2.22 1206 0.03 S
15 The quantity of instructional materials in the school
meet the needs of the curriculum
Principals
Evaluators
2.46
2.38
0.88
0.82
1.29 1206 0.19 NS
16 Learners including those with special needs have
access to all curricular options
Principals
Evaluators
2.53
2.39
0.98
0.94
2.22 1206 0.03 S
Cluster t Principals
Evaluators
2.68
2.59
0.57
0.54
2.25 1206 0.03 S
α = 0.05
Table 8 shows the t-test analysis of the mean ratings of principals and evaluators on
the extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on provision of relevant curriculum in secondary schools. Results
81
showed that there was a significant difference on items 14 and 16, with probability
values less than 0.05. However, there was no significant difference on items 10, 11, 12,
13 and 15, with probability values above 0.05. Results from Table 8 showed that the
cluster t-value of 2.25, with a degree of freedom of 1206, and a probability value of
0.03, were obtain. Since the probability value of 0.03 is less than 0.05 set as level of
significance, the null hypothesis which stated that there is no significant deference
between the mean ratings of principals and evaluators on the extent to which secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines on provision of
relevant curriculum in secondary schools is rejected. Inference drawn therefore is that
the principals and evaluators differed in their opinions on the extent to which
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines on
provision of relevant curriculum in secondary schools with the principals having a
higher mean rating.
82
Hypothesis Three
There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on effective teaching in secondary schools.
Table 9: t-test analysis of the mean ratings of principals and evaluators on the
extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective teaching in secondary schools
S/N Item Statement Status
SD t-cal Df Sig Dec
17 Junior Secondary Schools (JSS) are taught by qualified
teachers with a minimum of Nigeria Certificate in
Education (NCE) Certificates.
Principals
Evaluators
3.28
3.13
0.89
0.90
2.42 1206 0.02 S
18 Every teacher in the Senior Secondary School (SSS)
level has a minimum qualification of bachelor’s degree
in relevant subjects
Principals
Evaluators
2.71
2.72
0.91
0.87
-0.17 1206 0.86 NS
19 No secondary school learner is taught in a class larger
than 40
Principals
Evaluators
2.53
2.38
0.96
0.90
2.37 1206 0.02 S
20 Every learner is continuously assessed to check
whether sufficient progress is being made
Principals
Evaluators
2.71
2.58
0.89
0.84
2.06 1206 0.04 S
21 Every learner participates fully in class activities with
the support of the teacher
Principals
Evaluators
2.76
2.68
0.86
0.75
1.33 1206 0.18 NS
22 Every learner has a minimum of 180 days schooling
per year
Principals
Evaluators
2.83
2.64
0.95
0.84
3.06 1206 0.00 S
23 Every learner has access to appropriate instructional
materials
Principals
Evaluators
2.46
2.38
0.88
0.84
1.44 1206 0.15 NS
24 All learners with special needs receive appropriate
education
Principals
Evaluators
2.48
2.36
0.96
0.86
1.81 1206 0.07 NS
25 The acquisition of knowledge and skills are
emphasized in the teaching and learning process
Principals
Evaluators
2.76
2.73
0.96
0.91
0.49 1206 0.63 NS
Cluster t Principals
Evaluators
2.72
2.61
0.56
0.58
2.69 1206 0.00 S
α = 0.05
83
Table 9 shows the t-test analysis of the mean ratings of principals and evaluators on
the extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective teaching in secondary schools. Results showed that there
was a significant difference on items 17, 19, 20 and 22 which had probability values
less than 0.05 level of significance. However, there was no significant difference on
items 18, 21, 23, 24 and 25, with probability values above 0.05 level of significance.
Results from Table 9 also showed that the cluster t-value of 2.69, with a degree of
freedom of 1206, and a probability value of 0.00, were obtain. Since the probability
value of 0.00 is less than 0.05 set as level of significance, the null hypothesis which
stated that there is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on effective teaching in secondary schools is rejected.
Inference drawn therefore is that there was a significant difference between the mean
ratings of principals and evaluators on the extent to which secondary schools in North-
Central States, Nigeria adhere to the FIS guidelines on effective teaching in secondary
schools with the principals having a higher mean rating.
84
Hypothesis Four
There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
follow the FIS guidelines on effective school management in secondary schools.
Table 10: t-test analysis of the mean ratings of principals and evaluators on the
extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective school management in secondary schools
S/N Item Statement Status
SD t-cal Df Sig Dec
26 All school administrators and leaders efforts are geared
towards improving the achievement of the learners in
their care
Principals
Evaluators
3.11
2.99
0.82
0.87
2.11 1206 0.03 S
27 The school actively engages in school self-evaluationPrincipals
Evaluators
2.84
2.76
0.79
0.82
1.51 1206 0.13 NS
28 The school has a school development plan which is
based on its vision and mission
Principals
Evaluators
2.83
2.74
0.87
0.85
1.52 1206 0.13 NS
29 The school has a school-based management committee
which actively supports school’s improvement
Principals
Evaluators
2.83
2.72
0.90
0.86
1.79 1206 0.07 NS
30 The financial resources of the school are effectively
deployed to achieve school goals and objectives
Principals
Evaluators
2.84
2.67
0.93
0.81
2.70 1206 0.00 S
Cluster t Principals
Evaluators
2.89
2.77
0.61
0.62
2.71 1206 0.00 S
α = 0.05
Table 10 shows the t-test analysis of the mean ratings of principals and evaluators on
the extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective school management in secondary schools. Results showed
that there was a significant difference on items 26 and 30, with probability values less
than 0.05 level of significance. However, there was no significant difference on items
27, 28 and 29 with probability values above 0.05 level of significance. Results from
Table 10 also showed that the cluster t-value of 2.71, with a degree of freedom of
85
1206, and a probability value of 0.00 were obtained. Since the probability value of
0.00 is less than 0.05 set as level of significance, the null hypothesis which stated that
there is no significant difference between the mean ratings of principals and evaluators
on the extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on effective school management in secondary schools is rejected.
Inference drawn therefore is that there was a significant difference between the mean
ratings of principals and evaluators on the extent to which secondary schools in North-
Central States, Nigeria adhere to the FIS guidelines on effective school management in
secondary schools with the principals having a higher mean rating.
86
Hypothesis Five
There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
follow the FIS guidelines on provision of learners’ welfare needs in secondary schools.
Table 11: t-test analysis of the mean ratings of principals and evaluators on the
extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on provision of learners’ welfare needs in secondary schools
S/N Item Statement Status
SD t-cal Df Sig Dec
31 There is a safe working and learning environment for
learners and teachers
Principals
Evaluators
3.05
2.76
0.82
0.86
5.06 1206 0.00 S
32 The school surrounding are kept clean and tidy Principals
Evaluators
2.95
2.77
0.82
0.79
3.18 1206 0.00 S
33 The school has access to first aid facilities Principals
Evaluators
2.73
2.58
0.90
0.85
2.47 1206 0.01 S
34 The school provides guidance and counseling services
for students
Principals
Evaluators
2.51
2.49
0.99
0.91
0.26 1206 0.79 NS
35 There are safe and balanced meals provided for
students
Principals
Evaluators
2.14
2.11
1.44
0.95
0.35 1206 0.72 NS
Cluster t Principals
Evaluators
2.67
2.54
0.66
0.62
2.99 1206 0.00 S
α = 0.05
Table 11 shows the t-test analysis of the mean ratings of principals and evaluators on
the extent to which secondary schools in North-Central-States of Nigeria adhere to the
FIS guidelines on provision of learners’ welfare needs in secondary schools. Result
showed that there was a significant difference on items 31, 32 and 33 with probability
values less than 0.05 level of significance. However, there was no significant
difference on items 34 and 35, with probability values above 0.05 level of significance.
87
Results from Table 11 showed that the cluster t-value of 2.99, with a degree of
freedom of 1206, and a probability value of 0.00, were obtained. Since the probability
value of 0.00 is less than 0.05 set as level of significance, the null hypothesis which
states that there is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on provision of learners’ welfare needs in secondary
schools is rejected. Inference drawn therefore is that there was a significant difference
between the mean ratings of principals and evaluators on the extent to which secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines on provision of
learners’ welfare needs in secondary schools with the principals having a higher mean
rating.
88
Hypothesis Six
There is no significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on maintenance of school-community relationship in
secondary schools.
Table 12: t-test analysis of the mean ratings of principals and evaluators on the
extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on maintenance of school-community relationship in secondary
schools
S/N Item Statement Status
SD t-cal Df Sig Dec
36 Parents are informed about their children’s progressPrincipals
Evaluators
2.92
2.86
0.96
0.87
1.02 1206 0.31 NS
37 Parents give feedback to the school about their
children’s’ performances in school
Principals
Evaluators
2.49
2.38
0.86
0.80
1.98 1206 0.05 S
38 There is cooperation between teachers and parents in
the upbringing of students
Principals
Evaluators
2.69
2.75
0.94
0.78
-0.99 1206 0.32 NS
39 Parents help the school in solving academic and
problems of learners
Principals
Evaluators
2.53
2.56
0.96
0.84
-0.43 1206 0.66 NS
40 There is frequent contact between parents and the
school
Principals
Evaluators
2.57
2.57
0.95
0.86
0.06 1206 0.95 NS
41 Both the school and parents are involved in the
planning of the school programmes and activities
Principals
Evaluators
2.39
2.26
0.99
0.91
1.90 1206 0.06 NS
42 Both parents and community members are encouraged
to participate in school events
Principals
Evaluators
2.67
2.49
0.93
0.91
2.89 1206 0.00 S
Cluster t Principals
Evaluators
2.61
2.55
0.71
0.62
1.22 1206 0.22 NS
α = 0.05
89
Table 12 shows the t-test analysis of the mean ratings of principals and evaluators on
the extent to which secondary schools in North-Central States, Nigeria adhere to the
FIS guidelines on maintenance of school-community relationship in secondary
schools. Results showed that there was a significant difference on items 37 and 42,
with probability values less than 0.05 level of significance. However, there was no
significant difference on items 36, 38, 39, 40 and 41 with probability values above
0.05 level of significance. Results from Table 12 also showed that the cluster t-value of
1.22, with a degree of freedom of 1206, and a probability value of 0.22, were obtained.
Since the probability value of 0.22 is greater than 0.05 set as level of significance, the
null hypothesis which stated that there is no significant deference between the mean
ratings of principals and evaluators on the extent to which secondary schools in North-
Central States, Nigeria adhere to the FIS guidelines on maintenance of school-
community relationship in secondary schools is not rejected. Inference drawn therefore
is that the principals and evaluators have the same opinion on the extent to which
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines on
maintenance of school-community relationship in secondary schools.
Summary of Findings
This section presents the summary of the findings of the study based on the research
questions and the tested hypotheses. The summary of the results obtained showed that:
1. The secondary schools in North-Central States, Nigeria adhered to the FIS
guidelines on provision of infrastructural facilities in secondary schools to a
low extent.
90
2. The finding of the study showed that the secondary schools in North-Central
States, Nigeria adhered to the FIS guidelines on provision of relevant
curriculum in secondary schools to a high extent.
3. Result showed that the secondary schools in North-Central States, Nigeria
adhered to the FIS guidelines on provision of effective teaching and learning
in secondary schools to a high extent.
4. The secondary schools in North-Central States, Nigeria followed the FIS
guidelines on effective school management in secondary schools to a high
extent.
5. The secondary schools in North-Central States, Nigeria adhered to the FIS
guidelines on provision of learners’ welfare needs in secondary schools to a
high extent.
6. The finding of the study showed that the secondary schools in North-Central
States, Nigeria adhered to the FIS guidelines on maintenance of effective
school-community relationship in secondary schools to a high extent.
7. The principals and evaluators differed in their opinion on the extent to which
secondary schools in North-Central States, Nigeria adhered to the FIS
guidelines on provision of infrastructural facilities in secondary schools with
the principals having a higher mean rating.
8. The principals and evaluators differed in their opinion on the extent to which
secondary schools in North-Central States, Nigeria adhered to the FIS
91
guidelines on provision of relevant curriculum in secondary schools with the
principals having a higher mean rating.
9. There is a significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhered to the FIS guidelines on effective teaching in secondary
schools with the principals having a higher mean rating.
10. There is a significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhered to the FIS guidelines on effective school management in
secondary schools with the principals having a higher mean rating.
11. There is a significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhered to the FIS guidelines on provision of learners’ welfare
needs in secondary schools with the principals having a higher mean rating.
12. The principals and evaluators had the same opinion on the extent to which
secondary schools in North-Central States, Nigeria adhered to the FIS
guidelines on maintenance of school-community relationship in secondary
schools.
92
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS,
LIMITATIONS, SUGGESTIONS FOR FURTHER STUDIES AND SUMMARY
OF THE STUDY
This chapter discusses the results presented in chapter four, the conclusions, the
implications of the study, and recommendations. The chapter also presents the
limitations of the study, suggestions for further research, as well as the summary of the
study.
Discussions of the results
The findings of the study were discussed in line with the research questions and
hypotheses that guided the study.
The extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of infrastructural facilities in secondary schools
The result as presented on table 1 showed the mean and standard deviations of
the opinions of the principals and evaluators on the extent secondary schools in North-
Central States, Nigeria adhere to the FIS guidelines on provision of infrastructural
facilities in secondary schools. Based on the results, it was inferred that the secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines on provision of
infrastructural facilities in secondary schools to a low extent. The finding of the study
showed that the school buildings including toilets and grounds were not well
maintained, sporting facilities were not available and the available ones were not well
utilized, among others. These findings are in agreement with the findings of Nwosu
(2010) who carried out a study on the extent of provision of infrastructural facilities
and equipment in secondary schools in Anambra state and found that the
91
93
infrastructural facilities and equipment required for effective teaching and learning
[which include classrooms, laboratories, workshops, libraries, audio and visual aids]
were not adequately provided and maintained in the secondary schools of Anambra
State. The findings of the study is also in agreement with the findings of Ikhare (2012)
who carried out a study on the appraisal of the provision and management of
infrastructural facilities and equipment in secondary schools in Bayelsa state and found
that the available infrastructural facilities and equipment in the schools lack adequate
care and maintenance and are generally in deplorable states hence, teaching and
learning activities are conducted in unconducive and deplorable environments. The
findings from the test of hypothesis one showed that the principals and evaluators had
different opinions on the extent secondary schools in North-Central States, Nigeria
adhere to the FIS guidelines on provision of infrastructural facilities in secondary,
schools which led to the rejection of the null hypotheses. For hypothesis one, it was
concluded therefore that there was a significant difference in the mean rating of
principals and evaluators on the extent secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of infrastructural facilities in
secondary schools with the principals having a higher mean ratings.
The extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of relevant curriculum in secondary schools
The results in table 2 showed the mean and standard deviations of principals
and evaluators on the extent secondary schools in North-Central States, Nigeria adhere
to the FIS guidelines on provision of relevant curriculum in secondary schools.
Evidence from the result showed that to a high extent, the curriculum is broad and
caters for the interest, aptitudes and particular needs of learners, the curriculum meets
94
external requirements and is also responsive to local circumstances in the secondary
schools, the quantity of infrastructural facilities in the school meet the needs of the
curriculum, among others. The finding of the study disagreed with the views of
Emecheta (2009) who carried out a study on teachers’ Perception of the Relevance of
Secondary Schools Curriculum in Imo State and found out that the secondary school
curriculum is not relevant because it is not periodically revised and updated so as to
continually reflect the interests and aspirations of both learners and the society.
Emecheta also found that the curriculum also lacks adequate and necessary reforms
which are supposed to provide for innovations in instructional delivery and learning as
informed by international best practices. The curriculum also does not suit the learners
with special needs, and appropriate learning and instructional materials are not
adequately used in the process of implementing the curriculum, among others. The
finding from the test of hypothesis two (2) showed that the principals and evaluators
had different views and opinions on the extent secondary schools in North-Central
States, Nigeria adhere to the FIS guidelines on provision of relevant curriculum in
secondary schools which led to the rejection of the null hypotheses. For hypothesis two
(2), inference drawn therefore was that, there is a significant difference in the mean
ratings of principals and evaluators on the extent secondary schools in North-Central
States, Nigeria adhere to the FIS guidelines on provision of relevant curriculum in
secondary schools with the principals having a higher mean ratings.
Based on the differences in the opinions of principals and evaluators, various
factors can be used to explain thus regarding the extent to which the schools in North-
Central States, Nigeria adhere to FIS guidelines on provision of relevant curriculum;
one of such factors is negative attitude to collection of data for research which makes
95
many respondents to research questionnaires to think that to say the truth about actual
situation regarding the object of research is to betray their institution friends and
relations.
The extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on effective teaching in secondary schools
The results in Table 3 showed the mean and standard deviations of principals
and evaluators on the extent secondary schools in North-Central States, Nigeria adhere
to the FIS guidelines on effective teaching in secondary schools. Result showed that to
a high extent, Junior Secondary Schools (JSS) were taught by qualified teachers with a
minimum of Nigeria Certificate in Education (NCE) Certificates, every teacher in the
Senior Secondary School (SSS) level had a minimum qualification of bachelor’s
degree in relevant subjects, no secondary school student was taught in a class larger
than 40, and every learner was continuously assessed to check whether sufficient
progress was made, among others. These findings are in line with the submissions of
Fasien (2011) who conducted a study on the practical administrative measures for
achieving effective teaching and learning in secondary schools in Rivers State, and
found out that the practical administrative measures for achieving effective teaching
and learning in secondary schools in Rivers State were adequate provision of qualified
and competent teachers in secondary schools, making adequate preparations for
lessons by teachers, writing and using appropriate notes of lessons for teaching,
adequate provision and effective use of appropriate teaching aids and infrastructural
materials in secondary schools, having continuous assessment for students in order to
ensure that sufficient progress was made in their learning endeavour and ensuring that
students participate fully in class activities with the assistance of the teachers. The
96
finding from the test of hypothesis three showed that the principals and evaluators had
different views and opinions on the extent secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on effective teaching in secondary schools which
led to the rejection of hypothesis three (3). Hence, there was a significant difference in
the mean ratings of principals and evaluators on the extent secondary schools in North-
Central States, Nigeria adhere to the FIS guidelines on effective teaching in secondary
schools with the principals having a higher mean ratings.
Extent secondary schools in North-Central States, Nigeria follow the FIS
guidelines on effective school management in secondary schools
The findings of the study as presented in Table 4 showed the mean and standard
deviations of principals and evaluators on the extent secondary schools in North-
Central States, Nigeria adhere to the FIS guidelines on effective school management in
secondary schools. The result showed that to a high extent, all school administrators
and leaders’ efforts are geared towards improving the achievement of the learners in
their care, the schools actively engage in self-evaluation and had school development
plans which were based on their visions and missions. Also the findings also showed
that the schools had school-based management committees which actively support
schools’ improvements, and the financial resources of the schools are effectively
deployed to achieve school goals and objectives. The finding from the test of
hypothesis four showed that the principals and evaluators had different views on the
extent secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on effective school management in secondary schools which led to the rejection of
hypothesis four.
97
The findings of the study are in agreement with the findings of Mussonat (2009) who
carried out a study on the measures for ensuring effective school management in
secondary schools in Mbabane, Swaziland, and found out that the measures for
ensuring effective school management in secondary schools include: ensuring that
schools are administered by qualified school administrators; proper management of
school funds for the effective and efficient management of the human and material
resources; transparency in the recruitment and selection of school administrators;
constant re-training of school administrators in order to constantly improve their
knowledge and skills and make them adaptable to changing situations; maintaining
discipline and control among school administrators and their staff and adequate
provision of the facilities and materials required for effective school operation. The
finding of the study showed therefore that to a high extent, the secondary schools in
North-Central States, Nigeria adhere to the FIS guidelines on effective school
management in secondary schools.
Extent secondary schools in North-Central States, Nigeria follow the FIS
guidelines on provision of learners’ welfare needs in secondary school
The results in Table 5 showed the mean and standard deviations of principals
and evaluators on the extent secondary schools in North-Central States, Nigeria adhere
to the FIS guidelines on provision of learners’ welfare needs in secondary schools.
Results showed that to a high extent, there is a safe working and learning environment
for learners and teachers, the school surroundings were kept clean and tidy, the schools
had access to first aid facilities, and the schools provide guidance and counseling
services for students. The findings of the study are in line with the findings of Clarke
(2010) who investigated the measures for providing the welfare needs of students in
98
colleges in Glasgow and found that the measures for providing the welfare needs of
students in colleges include: providing good sanitation, first aid and other health-care
services to students; providing safe and conducive learning environment for students;
making available guidance and counselling services to students; encouraging students
inter-personal relationships; provision of social services such as clubs, unions and
recreational facilities to students; provision of convenience services such as toilets and
urinary where students can ease themselves when pressed; and provision of good
school canteen for students. However, the findings of the study disagreed with the
findings of Inyang (2011) who carried out a study on the appraisal of the provision of
the welfare needs of students in secondary schools in Cross River State and found out
among other things, that the welfare needs of students such as: adequate provision of
facilities and materials necessary for their effective learning, good sanitation and first
aid facilities, guidance and counselling services, social and recreational services, good
school canteen, toilets and urinaries, were provided to a low extent. The test of
hypothesis five also showed that there was a significant difference in the mean ratings
of principals and evaluators on the extent secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of learners’ welfare needs in
secondary schools which also led to the rejection of hypothesis five.
The extent secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on maintenance of effective school-community relationship in
secondary schools.
The results in Table 6 showed the mean and standard deviations of principals
and evaluators on the extent secondary schools in North-Central States, Nigeria adhere
to the FIS guidelines on maintenance of effective school-community relationship in
99
secondary schools. The result showed that to a high extent, parents were informed
about their children’s progress, there is cooperation between teachers and parents in
the upbringing of students, parents help the school in solving academic and social
problems of learners, there were frequent contacts between parents and the school and
both parents and community members were encouraged to participate in school events.
The findings of the study agree with the results of a study carried out by Njoku (2009)
on principals’ strategies for maintaining school-community relationship in public
secondary schools in Imo State, and found that the strategies used by principals in
maintaining school-community relationship in public secondary schools in Imo State
include: giving frequent information to the community on what goes on in the school,
informing parents about their children’s/wards’ academic progress, maintaining
frequent contacts with parents and other community bodies, involving community
representatives in planning and implementation of school programmes and activities,
encouraging the participation of members of the community in school events, making
the school facilities/resources available for community use on demand, among others.
Walter (2012), also carried out a study on measures for maintaining school-community
relationship in Oxford colleges and found that the measures for maintaining school-
community relationship in Oxford colleges were: collaborating with the community in
the management of the College, encouraging the study of certain aspects of the
community like in the college curriculum, liasing with the community to improve
school administration, achieving the goals of the college as expected by the
community, giving members of the community opportunities to be part of the college
among others’. The findings of the test of hypothesis six showed that there was no
significant difference in the mean ratings of principals and evaluators on the extent
100
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines on
maintenance of effective school-community relationship in secondary schools. This
means that hypothesis six was not rejected.
Conclusions
Based on the results of the study, the following conclusions were made:
• The secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of infrastructural facilities in secondary schools to a low
extent.
• The secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of relevant curriculum, provision of effective teaching,
effective school management, provision of learners’ welfare needs and
maintenance of effective school-community relationship in secondary schools
to a high extent.
• The principals and evaluators differed in their opinion on the extent to which
secondary schools in North-Central States, Nigeria adhere to the FIS guidelines
on provision of infrastructural facilities and on provision of relevant curriculum
in secondary schools.
• There was a significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on effective teaching and effective school
management in secondary schools with the principals having higher mean
ratings.
101
• There was a significant difference between the mean ratings of principals and
evaluators on the extent to which secondary schools in North-Central States,
Nigeria adhere to the FIS guidelines on provision of learners’ welfare needs in
secondary schools with the principals having a higher mean rating.
• The principals and evaluators had the same opinion on the extent to which
secondary in North-Central States, Nigeria adhere to the FIS guidelines on
maintenance of school-community relationship in secondary schools.
Implications of the Findings
The findings of this study have tremendous implications on Principals of
secondary schools, Federal Inspectorate Service (FIS), students, educational policy-
makers and future researchers. The implications are discussed below.
The secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of infrastructural facilities in secondary schools to a low
extent. This implies that the provision of infrastructural facilities in secondary schools
is not done as laid down by FIS. Thus the findings of this study are supposed to serve
as eye openers to principals of secondary schools in the area that they are lagging
behind in their duties regarding the provision of infrastructural facilities. The
implications of these findings to FIS is that the FIS now has some objective research
findings on the basis of which they can monitor the activities going on in the
secondary schools in North-Central States, Nigeria.
The secondary schools in North-Central States, Nigeria adhere to the FIS
guidelines on provision of relevant curriculum, provision of effective teaching,
effective school management, provision of learners’ welfare needs and maintenance of
102
effective school-community relationship in secondary schools to a high extent. This
implies that to some extent, the secondary schools adhere to the FIS guidelines.
The principals and evaluators differed significantly in their opinion on the
extent to which secondary schools in North-Central States, Nigeria adhered to the FIS
guidelines on provision of infrastructural facilities, provision of relevant curriculum,
effective teaching and effective school management in secondary schools. It implies
that there is to a high extent a non-harmonious relationship between principals and
evaluators in the educational system.
Recommendations
On the basis of the findings of this study, the following recommendations were made:
1. Principals should always provide feedback to the Federal Inspectorate
Service on the extent to which they adhere to the established FIS guidelines
for quality assurance practices in secondary schools.
2. The Federal Inspectorate Service should monitor effectively the compliance
of secondary schools to its guidelines on quality assurance practices.
3. The Federal Ministry of Education to provide a more relevant curriculum so
that the students who are now produced by secondary schools in Nigeria will
be better prepared for useful living within the society and for higher
education.
4. The government [federal, states and local government] should provide
enough fund to the secondary schools in North-Central states so that quality
assurance measures in secondary schools in North-Central States, Nigeria
will be more effectively and properly carried out.
103
5. There should be a harmonious relationship between principals and
evaluators in the educational system.
Limitation
1. Limitation that the researcher encountered was the security situation in the
North- central States, especially Plateau, Nassarawa and Benue States. As soon as the
questionnaires were distributed, some areas became impossible to travel to because of
incessant attacks by gunmen. However, the researcher and his team were able to meet
their respondents in some safe areas of Nassarawa and Benue States and almost all the
questionnaires were retrieved with the exception eight (8) copies.
Suggestions for Further Research
Based on the findings of this study, the following suggestions were considered for
further investigations:
� The study is purely on public secondary schools in the North-central States. A
comparison of Private and public secondary schools in the study area should be
researched.
� Other variables like effective management of resources in secondary schools in
the North- Central States should be researched.
� Further research is needed on policy initiative on private partnership in funding
public schools in South East of Nigeria.
Summary of the Study
The general purpose of this study was to assess quality assurance practices in
secondary schools in North-Central States, Nigeria. Specifically, six purposes, six
research questions, and six null hypotheses guided the study.
104
Descriptive survey design was used to carry out the study. The study was
carried out in North-Central States, Nigeria consisting of six states, namely: Benue,
Kogi, Kwara, Nassarawa, Niger, and Plateau states. The population of the study was
2304 subjects. A total sample of 1200 respondents (931 principals of secondary
schools and 269 school evaluators) were selected using stratified random sampling
technique. A structured questionnaire was the instrument for collecting the data for the
study. This instrument was personally developed by the researcher through the review
of relevant literature. In order to ascertain the validity of the instrument, its initial draft
was face-validated by three experts, two in Department of Educational Administration
and Planning, and one from the Department of Measurement and Evaluation, all from
the University of Nigeria, Nsukka. The experts were requested to examine the
instrument in terms of the relevance of the contents and clarity of the statements and in
relation to the research questions and specific purposes of the study.
The reliability of the instrument was ascertained by trial-testing it on 20
subjects in Enugu State. Cronbach’s Alpha technique of reliability estimate was used
to determine the internal consistency of the items. The reliability estimates generated
for Clusters A – F were .77, .67, .76, .92, .93, .91 respectively. Direct Delivery and
Retrieval Technique (DDRT) was used by the researcher and six research assistants to
collect the data for the study. Data collected from the respondents were analyzed with
descriptive and inferential statistics. The descriptive statistics [which involved the use
of mean score and standard deviations] were used to answer the research questions.
The t-test statistic was used to test the corresponding null hypotheses of the study at
0.05 level of significance. The findings of the study showed that: the secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines on provision of
105
infrastructural facilities in secondary schools to a low extent. It was also found out that
the secondary schools in North-Central States, Nigeria adhere to the FIS guidelines on
provision of relevant curriculum, provision of effective teaching, effective school
management, provision of learners’ welfare needs, and maintenance of effective
school-community relationship in secondary schools to a high extent. The principals
and evaluators differed significantly in their opinions on the extent to which secondary
schools in North-Central States, Nigeria adhere to the FIS guidelines on provision of
infrastructural facilities and on provision of relevant curriculum in secondary schools.
It was recommended among others that the Federal Inspectorate Service should
monitor effectively the compliance of secondary schools to its guidelines on quality
assurance practices. This will guide the educational policy-makers in formulating
relevant policies aimed at improving quality assurance practices in secondary schools
for the effective and efficient delivery of quality education in secondary schools.
106
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Yahaya, A. (2011). Appraisal of the management of secondary schools in North-
Central Zone of Nigeria. (Unpublished doctoral thesis). University of Nigeria,
Nsukka.
114
115
APPENDIX A
Department of Education Foundations,
University of Nigeria, Nsukka.
27th October, 2014
Dear Sir/Madam,
A REQUEST TO RESPOND TO A QUESTIONNAIRE
I am a Post-graduate student of the above-named department and university. I
am carrying out an assessment of the extent of quality assurance practices in
Secondary Schools in North-Central States, Nigeria. The attached questionnaire is
aimed at obtaining the required data for the study.
You are most humbly requested to respond to the items of the questionnaire as
objectively as possible, your responses will be treated with utmost confidentiality and
restricted strictly to this research.
Thank you for your anticipated co-operation and assistance.
Yours faithfully,
Mmuo, Maria C.
PG/Ph.D/03/34375
(Researcher)
116
QUESTIONNAIRE
ASSESSMENT OF QUALITY ASSURANCE PRACTICES QUESTIONNAIRE
(AQAPQ)
PART A: PERSONAL DATA OF RESPONDENTS
Kindly complete or tick (√) in the option that correspond to your opinion.
Name of School: _____________________________________________
State:_______________________________________________________
Gender: Male Female
Professional Status: Principal Evaluator
PART B: QUESTIONNAIRE ITEMS
Instruction: Please indicate your opinions on the following items by ticking (√) in the boxes
that you consider appropriate.
Please be informed that:
VHE = Very High Extent (4 points)
HE = High Extent (3 points)
LE = Low Extent (2 points)
VLE = Very Low Extent (1 point)
CLUSTER A:
Extent of Adherence to the Guidelines on Adequate Provision of Infrastructural Facilities in
Secondary School
S/N ITEMS VHEHE LE VLE
1 School buildings including toilets and grounds are well maintained
2 Sporting facilities are available and well utilized
3 There are separate toilet facilities for students and teachers
4 All areas of the school are accessible to learners with special needs
5 There are adequate provision for school safety in cases of fire out break
and other emergencies
6 ICT facility is available and used for teaching and learning
7 There is demarcation of the school compound to prevent encroachment.
8 Classrooms are available and used for effective teaching and learning.
8b Laboratories and workshops are adequate for the enhancement of
teaching and learning processes.
9 There are adequate desks and chairs in classrooms for students
use.
9b Laboratories and workshop equipment are adequate.
Cluster B:
Extent of Adherence to the Guidelines on Provision and use of Relevant Curriculum
S/N ITEMS VHE HE LE VLE
10 The curriculum is broad and caters for the interest aptitudes
and particular needs of learners
11 The curriculum meets external requirements
12 The curriculum is also responsive to local circumstances in
the secondary schools
117
13 The quantity of infrastructural facilities in the school meet the
needs of the curriculum
14 The quality and quantity of equipment in the school meet the
needs of the curriculum
15 The quantity of instructional materials in the school meet the
needs of the curriculum
16 Learners including those with special needs have access to all
curricular options
Cluster C:
Extent of Adherence to the Guidelines on Effective Teaching
and Learning
VHE HE LE VLE
17 Junior Secondary Schools (JSS) are taught by qualified teachers
with a minimum of Nigeria Certificate in Education (NCE)
Certificates.
18 Every teacher in the Senior Secondary School (SSS) level has a
minimum qualification of bachelor’s degree in relevant subjects
19 No secondary school learner is taught in a class larger than 40
20 Every learner is continuously assessed to check whether
sufficient progress is being made
21 Every learner participates fully in class activities with the
support of the teacher
22 Every learner has a minimum of 180 days schooling per year
23 Every learner has access to appropriate instructional materials
24 All learners with special needs receive appropriate education
25 The acquisition of knowledge and skills are emphasized in the
teaching and learning process
Cluster D:
Extent of Adherence to the Guidelines on Effective School
Management
VHE HE LE VLE
26 All school administrators and leaders efforts are geared towards
improving the achievement of the learners in their care
27 The school actively engages in school self-evaluation
28 The school has a school development plan which is based on
its vision and mission
29 The school has a school-based management committee which
actively supports school’s improvement
30 The financial resources of the school are effectively deployed
to achieve school goals and objectives
Cluster E:
Extent of Adherence to the Guidelines on Provision of
Learners’ Welfare Need
VHE HE LE VLE
31 There is a safe working and learning environment for learners
and teachers
32 The school surrounding are kept clean and tidy
33 The school has access to first aid facilities
34 The school provides guidance and counseling services for students
35 There are safe and balanced meals provided for students
Cluster F:
Extent of Adherence to the Guidelines on Maintenance of
Effective School-Community Relationship
VHE HE LE VLE
36 Parents are informed about their children’s progress
118
37 Parents give feedback to the school about their children’s’
performances in school
38 There is cooperation between teachers and parents in the
upbringing of students
39 Parents help the school in solving academic and social problems
of learners
40 There is frequent contact between parents and the school
41 Both the school and parents are involved in the planning of the
school programmes and activities
42 Both parents and community members are encouraged to participate in
school events
119
APPENDIX B (128-131)
THE BENCHMARK
A Handbook on Quality Assurance Practices for Basic and Secondary Education in
Nigeria
A Blue-Print
By
Federal Inspectorate Service (FIS)
Ministry of Education
January, 2010
Specific Areas for this work: From Chapter 3 – Educational Standard
120
APPENDIX C (132-147)
POPULATION DISTRIBUTION OF RESPONDENTS
(Available Statistics at the Time of this Investigation)
S/N STATE PRINCIPALS EVALUATORS TOTAL
1 Benue 305 78 383
2 Kogi 335 68 403
3 Kwara 380 73 453
4 Nasarawa 320 102 422
5 Niger 247 70 317
6 Plateau 250 76 326
Total 1,837 467 2304
Source: Research, Planning and Statistics Division, Ministry of Education of each
state 2014/2015 Academic Session
The population for the study is 2304 respondents made up of 1837 principals of
secondary schools and 467 school evaluators. Three states were used for the sampling,
Benue, Kogi and Nasarawa. Stratified random sampling technique was used.
Therefore, the study sample is 1208 comprising 931 principals and 277 evaluators. See
the list of schools.
121
SCIENCE/TECHNICAL SCHOOLS KOGI
1. Government Science Secondary School Ogori
2. Government Science Secondary School Adogo
3. Local Government Science School Ajaokuta
4. AMCO Abdulazeez Memorial College Okene
5. Government Girls Science Secondary School Otutu Okene
6. Government Science Secondary School Ogaminana
7. Government Technical College Oboro
8. Ihima Comprehensive Secondary School Ihima
9. Ebira Mushim Secondary School EMSS Okene
10. Okene Community Secondary School Eika Okene
11. Government Science Secondary School Onyedega
12. Government Secondary School GSS Idah
13. Government Technical College Idah
14. St. Peters College Idah
15. Government Sc. Special College Ajaka
16. Government Science Secondary School Aloma
17. Government Science Secondary School Egume
18. Oshada Boys Secondary School (OISS) Ajaka
19. Government Science Secondary School Dekina
20. Government Science Secondary School Oduma
21. St. Charles College Ankpa
22. Government Technical College Ankpa
23. Government Girls Secondary School (GGSS) Okaba
24. Government Science Secondary School Abejikolo
25. Government Science Secondary School Icheke
26. Government Secondary School Ogodu
27. Ogugu Comprehensive Science Secondary School Ogugu
28. Government Special Science Secondary School Imani
29. Government Science Secondary School Akpanya
30. St. Monica’s Girls College Kabba
31. GSSC Okedayo
32. Iyara Anglican Science Secondary School Iyara
33. Government Special Science Secondary School Egbedega
34. Government Science Secondary School Iyamoye
35. OCSS Okoyi-Ponya
36. Government Technical College Mopa
37. Government Special Science Secondary School Mopa
38. Ayede Amoro Secondary School Mopa
39. Government Science Secondary School Isonlu
40. Titicomb College Egbe
41. OCSS Akutupa
42. Government Science Secondary School Kotonkarifi.
43. Government Science Secondary School Lokoja
(OTHER LISTS OF PUBLIC SCHOOLS IN BENUE AND KOGI STATES ARE
CONTAINED IN THE HARD COPY).
122
NAME OF SECONDARY SCHOOLS SAMPLED IN NASARAWA STATE
1. Government Special Science College, Lafia
2. Nasarawa Secondary School, Lafia
3. Government Secondary School, Ombi
4. Government college, lafia
5. Government Secondary School, Shabu
6. Government Secondary School, Lafia
7. Government Secondary School, Kwandere
8. Government Secondary School, Akurba
9. Government Secondary School, Maina
10. Government Secondary School, Agyaragu
11. Government Secondary School, Bakinrijiya
12. Government Secondary School, Tundun Kauri
13. Government Secondary School, Bukan Sidi
14. Government Secondary School, Nasarawa Eggon
15. National High School, Lafia
16. Government Secondary School, Doma
17. Government Secondary School, Akwanga
18. Government Secondary School, Mada
19. Government Secondary School, Keffi
20. Government Secondary School, Wamba
21. Government Secondary School, Asakyo
22. Government Secondary School, Mararaba
23. Government Secondary School, Shaba Central
24. ERCC Secondary School, Lafia
25. Standard Basic School Karu, Nasarawa State
26. Government Secondary School, Shagu
27. Government Secondary School, Akwuruba
28. Government Secondary School, Tuidun Amba
29. Government Secondary School, Guguge Sabo
30. Government Secondary School, Marmara
31. Government Secondary School, Laminga
32. Government Secondary School, Tammah
33. Government Junior Secondary School, Dogon Dutse
34. Government Secondary School, Kafar Kudu
123
35. Government Secondary School, Ara
36. Government Secondary School, Kurudu
37. Government Junior Secondary School, Gora
38. Government Secondary School, Nasarawa Central
39. Government College, Nasarawa
40. Government Secondary School, Kwarra
41. Government Secondary School, Agwatashi
42. Government College, Keffi
43. Government Pivotal Teacher’s, Keffi
44. Government Secondary School, Aarm Barracks, Za
45. Government Secondary School, Kofar Hausa
46. Government Secondary School, Sabon-Gari, Keffi
47. Government Secondary School, Yelwa, Keffi
48. Government College Obi Area
49. Government Junior Secondary School, Akaha
50. Government Secondary School, Agyaragu Central
51. Government Secondary School, Adudu Central
52. Government Secondary School, Kpangwa
53. Government Secondary School, Obi
54. Government Secondary School, Duduguru
55. Government Secondary School, Atabulu
56. Government Secondary School, Kadun Koro
57. Government Secondary School, Akanga
58. Government Secondary School, Oloscho
59. Government Secondary School, Musha
60. Government Secondary School, Mararaba Gurku
61. Government Day Secondary School, Aso Pada
62. Government Junior Secondary School, Nyanya Gbagyi
63. Government Secondary School, Gurku
64. Government Junior Secondary School, Jankawa
65. Government Secondary School, Kabusu
66. Government Science School, Karu
67. Government Secondary School, Koroduma Central
68. Government Technical Secondary School, Bakin Ado
69. Government Secondary School, Ngbukulu
124
70. Government Secondary School, Galie
71. Government Secondary School, Kagbu
72. Government Secondary School, Mada Station
73. Government Secondary School, Udbe
74. Government Secondary School, Washo
75. Government Secondary School, Burumburum
76. Government Secondary School, Ogbagi
77. Government Secondary School, Wanyen
78. Government Junior Secondary School, Wakama
79. Government Secondary School, Assan
80. Government Secondary School, Walko
81. Government Secondary School, Mararaba Akunza
82. Government Secondary School, Efugobingba
83. Government Junior Secondary School, Iwashi, Doma Area
84. Government Secondary School, Doka
85. Government Girl’s College, Wamba
86. Government Secondary School, Ribi
87. Government Secondary School, Okpatta
88. Government Secondary School, Kanji
89. Government Junior Secondary School, Owaza
90. Government Secondary School, Mama
91. Government Secondary School, Muggu-Gha
92. Government Secondary School, Nakere
93. Government Junior Secondary School, Watta
94. Government Secondary School, Arum, Sarki
95. Government Junior Secondary School, Aloce (RCM)
96. Government Secondary School Akwanga, Central
97. Government Junior School, Buku
98. Government Junior Secondary School, Anzahiakola
99. Nana Community Secondary School, Kagbu
100. Government Secondary School, Lazzinkefi
125
APPENDIX D
A MAP OF NIGERIA SHOWING THE NORTH-CENTRAL STATES
The North-Central States have boundary in the East by the North-East States and the
Republic of Cameroon, in the West by Republic of Benin, in the North by the North-
East and North-West states, and in the South by the South-West, South-South and
South-East states of Nigeria.
Indication of North-Central States on the Map:
Note: The light green region on the map shows the North Central States:
1. Benue
2. kogi
3. Kwara
4. Nasarawa
5. Niger
6. Plateau
126
APPENDIX E
DISTRIBUTION OF TEACHERS IN PUBLIC SECONDARY SCHOOLS BY
QUALIFICATION, SEX AND LOCAL GOVERNMENT IN KOGI STATE
(AS A SAMPLE FROM 2009-2015)
127
APPENDIX F
RELIABILITY ANALYSIS)
� ADHERENCE TO GUIDELINES ON ADEQUATE PROVSION OF
INFRASTRUCTURAL FACILITIES
� ADHERENCE TO GUIDELINES ON PROVISION OF RELEVANT
CURRICULUM
� ADHERENCE TO GUIDELINES ON EFFECTIVE TEACHING AND
LEARNING
� ADHERENCE TO GUIDELINES ON PROVISION OF LEARNER’S
WELFARE NEED
� ADHERENCE TO GUIDELINES ON EFFECTIVE SCHOOL
MANAGEMENT
� ADHERENCE TO GUIDELINES ON MAINTENANCE OF EFFECTIVE
COMMUNITY RELATION
128
APPENDIX G
DATA ANALYSIS OUTPUT
� T-Test;
� HYPOTHESIS 1, group statistic, independent sample test
� HYPOTHESIS 2, group statistic, independent sample test
� HYPOTHESIS 3, group statistic, independent sample test
� HYPOTHESIS 4, group statistic, independent sample test
� HYPOTHESIS 5, group statistic, independent sample test
� HYPOTHESIS 6, group statistic, independent sample test