4.5.1 Teaching/Learning Materials
Teaching/learning materials referred to materials that aids the learning process. This includes textbooks, charts, maps, exercise books and photographs. The study sought to assess the adequacy of teaching learning materials in public primary schools.
Information gathered from pupils questionnaire and head teachers interview guide showed a state of inadequacy of textbooks.220(55%) of pupils shared textbooks in the ratio of 1:4 thus contravening the government policy (pupils textbook ratio) as was observed by Ezeh et. Al (2008) that pupils textbook ratio was supposed to be 1:3 in lower and 1:2 in upper primary. The shared textbooks were only recorded under one pupil for accountability purposes as a result many pupils were found not to access any textbook as shown on table 4.5 below.
48 Table 4.5: % of Textbook available to Pupils School No. of Pupil No. of Pupils without any textbook % without any text book No of pupils with at least one textbook % with at least one textbooks A 74 21 28.4% 53 71.6 B 72 9 12.5% 63 87.5 C 84 8 9.5% 76 90.5 D 83 7 8.4 76 91.6 E 87 12 13.8 75 86.2 MEAN 80 12 15.0 68 85
In table 4.5 above only 68(85%) of the pupils access at least one textbooks on average. However school D had the highest number 76(91.6%) of pupils with at least one textbook while school A had the least with 53(71.6%) pupils accessing at least one textbook. Out of the total number of pupils sampled 12(15%)of pupils did not have any textbooks. This is a clear indication that 12(15%) of the pupils sampled were not able to do private studies at home due to lack of textbooks. This in turn affects academic achievement as was observed by Michaelowa (2001) and Olembo J.A and Cameroon J (1986).
4.5.2 Physical Facilities
Physical facilities referred to school structures and equipment that provides good learning environment. The study sought to assess the adequacy of facilities such as desk, classrooms, toilets, libraries, playgrounds and water points. Table 4.6 shows desk pupil ratio in schools.
49 Table 4.6: Desk Pupil Ratio in Schools
School Desks No. of pupils 1:2 1:3 1:4
A 23 74 √ B 18 72 √ C 28 84 √ D 42 83 √ E 44 87 √ Mean 31 80
The finding indicated that 2(40%) of the sampled schools had a desk pupils ratio of 1:2, the remaining 3(60%) of the schools had a ratio of between 1:3 and 1:4. Information gathered from the head teachers showed that only 2,(40%)of the sampled school had the recommended desk pupils ratio of 1:2.
Classroom
The researcher on the other had observed that 3(60%) of the schools had incomplete classrooms (being constructed or stalled). Surprisingly although some of the said buildings had no concrete floors, windows and doors, they were used as teaching facilities. The researcher further observed that all of the sampled schools had unpresentable classrooms in term of windows panes, doors, concrete floors, block walls, old paints and roofs with old iron sheets.
Library
It emerged from the teachers that all sampled schools had no library. According to the teachers, reference books were stored in cartons or shelves either in the deputy head teacher office or in the staffroom. 4(80%) of the sampled schools had a
50
playground though poorly maintained and dusty. Only 1(20%) did not have a playground due to its poor landscape.
Water point
All sampled schools had water points, however, 3(60%) of the sampled schools had water available daily. The water was however unsafe for drinking since it was not treated. The other 2(40%) of the schools had water available twice a week. Table 4.7 below tabulates the above information.
Table 4.7: Adequacy of Physical Facilities School No of
pupils
Classrooms Library Play ground water point Availability of water Daily Twice a week A 74 16 0 1 2300L √ B 72 14 0 0 1000L √ C 84 8 0 1 5000L √ D 83 10 0 1 40,000L √ E 87 12 0 1 2300L √ Mean 80 12 0 1 10120L
The study sought to assess the status of pupils toilet ratio. The information in table 4.8 and 4.9 below was achieved after calculation were done in every school based on the no of boys and girls toilets. The minimum number of toilets in public primary school should be in the ratio of 25:1 and 30:1 for girls and boys respectively.
51 Table 4.8: Boys Toilet Ratio per School
School No of boys No of toilets No of boys per toilets
A 344 8 43 B 320 10 32 C 372 12 31 D 315 9 35 E 225 9 25 Mean 315 7 34
In table 4.8 above almost all the schools recorded a high boy-toilet ratio than the expected ratio of 30:1. It is clear that 4(80%) of the schools did not meet the government requirement. Only school E (20%) had attained a boy-toilet ratio of 25:1 which is good in relation to the expected ratio. On average all the schools had a boy-toilet ratio of 34:1. This shows there was a need for construction of more toilets.
Table 4.9: Girls Toilet Ratio per School
School No of girls No of toilets No of girls per toilets
A 340 10 34 B 325 9 37 C 360 12 30 D 310 10 31 E 224 9 21 Mean 312 10 32
52
In table 4.9 above, all the schools recorded a higher girl toilet ratio except school E. The expected girl-toilet ratio is 25:1 according to the government requirement. 4(80%) of the sampled schools had high girl toilet ratio with unmaintained doors a case which is alarming given that girls requires more privacy especially during teenage. Generally it emerged from the respondent (pupils) that there were no separate toilets for lower primary and upper primary. This shows there is likely to be truancy among adolescent girls.
4.6 Teachers Effectiveness
Teachers effectiveness have great influence on pupils academic performance as it plays a crucial role in educational attainment because teachers interpret and implement educational curriculum and policies. The study sought to assess teachers effectiveness in public primary schools in terms of schemes of work and lesson plan preparation.
In the assessment of the same 38 classroom teachers and 5 head teachers information gathered from Teachers questionnaires and interview guide gave information as shown in table 4.10 below.
53
Table 4.10: % of teachers who prepared schemes of work School Teachers % of teachers who do
not prepare regularly
% of teachers who prepares regularly No. % No. % A 10 9 90 1 10 B 7 5 85.7 1 14.3 C 6 3 83.3 1 16.7 D 7 3 42.9 4 57.1 E 8 26 37.5 5 62.5 Total 38 26 68.4 12 31.6
The finding in table 4.10 above indicates that on average 26(68.4%) of teachers in all the sampled schools do not prepare schemes of work always. According to the study it was only 12(31.6%) of the sampled teachers on average who always prepare schemes of work. This affects academic achievement as was observed by Michaelowa (2001) and Olembo J.A and Cameroon. J (1986).
Lesson plan
The study further indicated the existence of a problem as far as lesson plan preparation was concerned. Table 4.11 shows the numbers of teachers who prepares/do not prepare lesson plans.
54
Table 4.11: % of Teachers who Prepares Lesson Plan Schools Teachers % of teachers without
lesson plan % of teachers with lesson plans No % No % A 10 9 90 1 10 B 7 6 85.7 1 14.3 C 6 5 83.3 1 16.7 D 7 3 42.9 4 57.1 E 8 3 37.5 5 62.5 Mean 6 26 68.4 12 31.6
The finding in table 4.11 above, shows a high percentage of teachers unpreparedness. It is clearly indicated from the table that school A had a more serious situation since 9(90%) of the sampled teachers do not prepare lesson plans. According to the study it was only 12(31.6%) of the teachers on average who prepares lesson plan. This clearly shows that teachers do not present their lessons chronologically in their respective lessons.
55
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction
In the preceding chapter, the collected data was analyzed and reported. This chapter gives summary conclusion, recommendations and suggestions for further research.