ISSN 1450-2267 Vol. 59 No 2 April, 2020, pp.107-122 http://www.europeanjournalofsocialsciences.com/
Universal basic Education Intervention (Ube) Programmes and the Quality of Social Studies Curriculum Content
Implementation in Yakurr Local Government Area of Cross River State of Nigeria
Edinyang, Sunday David Department of Social Science Education Faculty of Education, University of Calabar
Calabar-Nigeria
E-mail: [email protected] Tel: +2348036107294
Effiom, John Edwin
Department of Social Science Education Faculty of Education, University of Calabar
Calabar-Nigeria
E-mail: [email protected] Tel: +2348036811992
Odey, Edward Ogar
Department of Social Science Education Faculty of Education, University of Calabar
Calabar-Nigeria
E-mail: [email protected] Tel: +2348037923512
Ushie, Doris
Department of Social Science Education Faculty of Education, University of Calabar
Calabar-Nigeria E-mail: [email protected]
Tel: +2348069056394
Abstract
This study examined the Universal Basic Education (UBE) intervention program and the quality of Social Studies curriculum implementation in Yakurr Local Government Area of Cross River State, Nigeria. Two statements of hypotheses were formulated to guide the study. The literature review was carried out based on the variables under study. The survey research design was utilized. The stratified random sampling technique was in selecting the 199 respondents sampled for the study. A validated 20 items four points Likert scale questionnaire was the instrument used for data collection. The reliability estimate of the instrument ranged from 0.67-0.83 using the Cronbach Alpha reliability method. Data were analyzed using Pearson's Product Moment Correlation. The result of the study revealed that there is a significant relationship between Universal Basic Education (UBE) provision of
infrastructure to schools, improvement in teacher quality through training and retraining and the quality of Social Studies curriculum content implementation. It was recommended that UBE ought to be appropriately subsidized by the government in other to upgrade its compelling usage and increment in enrolment ought to be joined by the increment in the provision of physical assets and sufficient upkeep of accessible ones.
Keywords: Universal Basic Education (UBE), Programmes, Implementation, Curriculum, Social Studies, Training and retraining, Infrastructures
1.0. Background to the Study
The implementation of Social Studies education curriculum has remained a social process in nation- building and the maintenance of society for decades, it can be regarded as a weapon for the acquisition of skills, relevant knowledge, and values for surviving in a changing world. From a general perspective, education improves the development of any society, leading to a strong nation. Education can, therefore, be seen as the best legacy a country can give to its citizens. To pursue and bring about free, compulsory and universal basic education in Nigeria, the Universal Basic Education policy (hereafter UBE policy) was propelled by the government of Nigeria in September 1999, yet established as the Compulsory, Free Universal Basic Education Act in 2004 to upgrade the availability of education that is qualitative by guaranteeing continuous access to the nine years free and necessary fundamental education for each offspring of school age. The program is additionally intended to decrease the rates of school drop-out and cause quality education and proficiency in the system. As an approach reform measure of the government of Nigeria, the UBE is by Section 18 of the 1999 Constitution of the Federal Republic of Nigeria:
The government shall eradicate illiteracy; to this end, the government shall as and when practicable provide a free and compulsory universal primary education, free secondary education, and free adult literacy programs.
According to Popoola (2001), the goals of the UBE are to universalize access to essential education, induce a favorable learning condition, and minimize the absence of education in Nigeria inside the most limited conceivable time. In this way, Universal Basic Education is the center point of national improvement. The thought behind the UBE is that toward the finish of nine years of fundamental instruction, each Nigerian kid would have been appropriately prepared to contribute seriously to the improvement and development of his/her prompt society. This should be possible by placing without hesitation the aptitudes gained during the period.
The Act was to placed the program into law to empower all states and nearby government zones in the nation to uphold the execution of the program. The Federal Government sketched out nine execution rules to encourage the effective accomplishment of the expressed goals of the program.
These include open edification and social preparation for full network inclusion; information assortment and examination of human and material assets; arranging, observing and assessment;
educator enrollment, instruction, preparing, pre-preparing, inspiration; arrangement of infrastructural offices; arrangement of advanced educational plans; arrangement of course readings and instructional materials; improved subsidizing; and the executives of the whole procedure of the UBE program (FRN, 2004).
However, despite the adoption of the UBE, several researchers (Madugu, 2000: 6877; Adebola, 2007: 53; Labo-Popoola, et al., 2009: 252; Ejere, 2011: 221-226; and Duze, 2012: 38-44) have observed that many years after the policy was launched, it is still poorly implemented. They also identified various factors that may have contributed to the failure of the implementation of UBE.
These factors include inter alia inadequate and poor data; inadequacy of policy resources; discontinuity
and strife of jobs or duties because of numerous organizations engaged with the usage; and a lack of top-notch staff in the executing offices at the state and nearby government level. Different components influencing the execution and execution of UBE in Nigeria are social, financial and political variables.
Once more, of the nine rules, partners have communicated worries over absence of genuine consideration regarding the usage of the UBE program, particularly in four of the rules to be specific:
Provision of instructing/learning assets, open illumination and social preparation for full network contribution, Improvement of educator quality through in-administration preparing, Provision of infrastructural offices.
Upon business, instructors should be occasionally retrained for crisp information and abilities procurement so they can be enabled for the activity. Aside from instructor quality, the amount is another urgent perspective that identifies with educator accessibility in the educational system. For example, the normal instructor-student proportion in the elementary school in Yakurr Local Government Area is one educator to thirty-five understudies (1:35). Required educator student proportion at pre-essential is 1:20, essential 1:40, perfect instructor understudy proportion at pre- essential is 1:10 and essential 1:40 while the ideal student-instructor proportion at pre-essential is 1:20 and essential 1:35. Where the class is more than 35 understudies to one educator, it shows a deviation from the normal standard as stipulated in the Minimum Standards for Basic Education (2010:27). In most urban schools, particularly the government-funded schools, huge populaces have stayed a significant test bringing about the understudy educator proportion being over-enlarged. Be that as it may, most educators will not be presented on provincial schools because of the nonattendance of essential social courtesies.
Infrastructural offices are the equipment offices in the school configuration to encourage and animate instructive projects. They are the school structures, ground, library, lab, workshop, sport/games hardware, and transport offices among others. He further noticed that study hall, furniture gear, and other instructional materials are deficient and are not fit as a fiddle because of disregard. The accomplishment of a program, for example, the UBE relies to a great extent upon sufficient assembly and sharpening of individuals from the general public inside the country and urban areas. If appropriately done, activation and sharpening will draw in grassroots interest regarding preparing for assets, advancement, and the support of required hardware, offices, and foundations, which are all fundamental for the fruitful usage of the UBE program. Besides, neighborhood cooperation will prompt expanded understudy enrolment and the maintenance of the students in school.
Surveying the achievement of the UBE program is in this way significant as the appraisal will fill in as a guide and check. The pith of the present appraisal of the UBE program is hence, to set up an intentional instructive framework; and give a manual for taking future activities to guarantee the support of measures in the nation's instructive framework. Like each other venture, the achievement of the UBE program relies to a great extent upon the provision of sufficient assets and resources which incorporate legitimate employment of a qualified and satisfactory number of instructors and great practical infrastructures (FRN, 2004). It is against this foundation that this investigation examined the UBE intervention programs and the quality of Social Studies curriculum implementation in Yakurr Local Government Area of Cross River State, Nigeria.
1.2. Purpose of the Study
The major essence of this investigation is to examine the Universal Education Intervention Programmes and the quality of Social Studies curriculum implementation in Yakurr Local Government Area of Cross River State, Nigeria.
To be specific, the research tried to ;
1. Find out whether UBE provision of infrastructure to schools has any relationship with the quality of Social Studies curriculum content implementation
2. Find out whether the improvement of teacher quality through training and retraining has any
1.3. Statement of Hypotheses
The accompanying hypotheses were stated to guide the study
1. There is no significant relationship between Universal Basic Education (UBE) provision of infrastructure to schools and the quality of Social Studies curriculum content implementation 2. There is no significant relationship between Universal Basic Education (UBE) improvement
in teacher quality through training and retraining and the quality of Social Studies curriculum content implementation
2. Literature Review
2.1. Provision of Infrastructure and the Quality of Social Studies Curriculum Content Implementation
The execution of the UBE program requires the satisfactory provision of the essential assets, for example, human and material assets to adapt to the expanded enrolment being experienced because of the usage of the program. This is because when access to training is expanded without a comparing increment in the provision of fundamental assets, quality and guidelines will be unfavorably influenced. One of the significant assets required for successful usage of UBE is the material (physical) assets. Physical assets also called framework are significant assets that upgrade instructive exercises in the school. Physical assets incorporate libraries, recreational infrastructures, for example, latrines, refectories, playgrounds (Agabi, 2014). They are significant because they give settlement to every single other variable in educating.
Physical assets comprise physical things (substantial) which can be handily observed and evaluated. As per Ebong (2016), Physical assets incorporate the school plant, study halls, workplaces, recreational infrastructures, the condition that gives tasteful qualities to the school. They similarly incorporate plants, hardware, and materials vital for educating and learning processes. In the educational system, physical assets are especially required for successful instructing and learning.
There is the requirement for homerooms, seats, tables, work area, storage spaces, course books, writing slates, white sheets, journals, PCs and so on these things are fundamental in the educational system.
They are critical to the general accomplishment of the school scholarly projects. The important idea of physical assets makes them simple to be evaluated in other to decide if they are sufficient or not comparative with their pertinence in the educational system (Agabi, 2014). Lawanson and Gede (2011) distinguished four classes of physical infrastructures: infrastructural infrastructures, recreational infrastructures, private infrastructures, and universally useful infrastructures.
The research did by certain researchers has uncovered that there is a positive relationship between's the physical condition of the school and understudies' scholastic execution. (Onyeagbako, 2014). Physical infrastructures add to an exceptionally high degree, the nature of training got by the understudies. Where they are enough furnished and are joined with quality educators and great educational plans, the scholastic execution of the understudies will be incredibly improved. Physical infrastructures contribute enormously to quality training conveyance at the essential instruction level and they go far to decide the nature of the yield. Remembering the significance of physical assets in instruction administration conveyance, it is important to examine the degree to which accessible physical assets are used for viable usage of UBE and to recognize the components influencing the use of physical assets for the execution of UBE.
The provision of physical infrastructures or assets insufficient quality and amount are significant in the educational system. Scholastic projects can't be effectively executed without them. As per Earthman (2012), deficient physical assets in the school or their poor support hurt educators' viability. They additionally sway adversely on the scholastic execution of the understudies where they are not satisfactorily given. Asiabaka (2018) states that where there is a helpful domain for compelling instructing and figuring out how to occur, the school will record great participation, expanded educator
maintenance, and improved understudies' scholarly presentation. Concentrates by different researchers Asiabaka (2008) and Asodike (2015) have indicated that where physical assets are not enough accessible, the accompanying could be watched:
• Poor scholarly execution by understudies;
• The poor frame of mind and disciplinary issues among staff and understudies;
• Poor fixation coming about because of the low quality of air;
• The high pace of truancy among staff/understudies;
• Low assurance of educators/understudies;
• Poor work fulfillment;
• Poor focus and execution in the homeroom;
• Over-swarming.
Perceptions and concentrates by researchers like Asodike (2015), Eke (2010) and Asiabaka (2018) indicated that there is under the provision of assets particularly physical assets in open auxiliary schools in Nigeria. As indicated by them, this circumstance is aggravated by poor upkeep culture displayed by state-funded school chairmen. Lack of assets is a significant issue. On the off chance that an asset is used over its ability, its use turns into an issue. Where this is more than once encountered, the use of such an asset is being manhandled and this will expand mileage which thusly will lessen the life expectancy of such an asset.
An examination was led by Ugochukwu (2018) on Effective Implementation of Universal Basic Education in Rivers State: Role and Utilization of Physical Resources. An expressive overview configuration was received. Two research questions were raised to direct the examination while one invalid speculation was planned and tried at 0.05 degree of centrality. The number of inhabitants in the examination comprised of 249 JSS school in Rivers State. An example of 20 urban and 30 rustic JSS which spoke to 20% of the whole populace was drawn through the stratified irregular testing procedure. Perception plan and a poll titled, "Variables Affecting the Utilization of Physical Resources in the Implementation of UBE Questionnaire (FAUPRIUBEQ)" were utilized for information assortment. The instruments were approved and its unwavering quality tried, r = 0.78 through Pearson Product Moment Correlation Coefficient. While Kr20 was utilized to test the unwavering quality of the perception plan, r = 0.81. The mean and SD were utilized to respond to the exploration questions while the z-test was utilized to test the theory. The outcomes uncovered that insufficient provision of physical assets and poor preventive support culture are a portion of the components thwarting the use of physical assets. In light of the discoveries, the accompanying suggestions were made: UBE ought to be appropriately subsidized by the government in other to upgrade its successful usage and increment in enrolment ought to be joined by the increment in the provision of physical assets and satisfactory upkeep of accessible ones.
Halak (2010) distinguishes educational infrastructures as the principle factors adding to scholarly exhibitions in an educational system. Without these infrastructures, successful guidance and learning may not occur. Such infrastructures include school outfits, practice books, pencils/pens, course readings, structures, furniture and a domain that is helpful for learning. Denga (2010) sees that the presentation of UBE in 1976 achieved plenty of changes including an over-whelming increment in enrolment which brought about a lack of learning infrastructures. In a similar vein, Omojuwa (2009) takes note of that fundamental schoo1 infrastructures, for example, homerooms, libraries and play areas are hard to find.
Homerooms are stuffed and deficient with the end goal that numerous classes are held under trees and on open grounds. Sufficiently tragic, legitimate educating is impossible in these unconventional stopgap study halls since understudies' learning in amount and quality will be immaterial and poor because of the absence of infrastructures. The absence of a satisfactory foundation in the Nigerian instruction program is along these lines another issue with no dispute. The proof of incapacitated school structures is all over the place and unfortunately, now and again in places, one
doesn't expect; even in presumed government schools. The elementary schools are more awful hit.
Barrier (2003) reports that around 2,015-grade schools in the nation have no structures of any sort!
To additionally pressure the significance of showing infrastructures, Akpa (2007 p.46.) mourns, therefore: How can our youngsters appreciate possibilities inborn in these instructional infrastructures which remember producing for the kid logical demeanors, for example, trustworthiness, persistence and thankful emotions, helping a kid in a genuine circumstance as opposed to retention and spewing forth of realities lastly adding to the kid's information base, for example, imagination, watchfulness, liberality, exactness, and objectivity? Infrastructural infrastructures are significant parts of the schools and their nonattendance or deficient stockpile to schools could upset educators' presentation (Ker and Oluwole, 2016; Okon, 2017; Nnabuo, 2011).
In Yakurr Local Government Area, infrastructural infrastructures have been accounted for to be hard to come by. Maybe, these records for the poor usage of the UBE program experienced in the State. The National Policy on Education (FRN, 2014) underlines the requirement for giving frameworks in schools to instructing and learning. The significance of instructional materials in the successful usage of the UBE program in Nigeria can't be overemphasized. In any case, the serious issue with Nigerian training today is the absence of reading material and instructional materials. The circumstance can be contrasted with a rancher who wishes to have a feasible homestead yet he has no instruments for that.
2.2. Improvement in Teacher Quality through Training and Retraining and the Quality of Social Studies Curriculum Content Implementation
The particular goals of the Universal Basic Education as explained by the Federal Republic of Nigeria (FRN, 2013) incorporate among others, the provision of obligatory free and all-inclusive fundamental education for each Nigerian offspring of young and guaranteeing the procurement of the proper degrees of proficiency, numeracy, communicative and fundamental abilities just as the moral, good, security and urban qualities required for the laying of a strong establishment forever long learning. To accomplish these commendable targets, fundamental education in Nigeria needs very much prepared and devoted educators to actualize the educational plan and guarantee quality assistance conveyance. It isn't sufficiently only to enroll instructors for the program, however, to give nonstop in-administration programs or improvement programs for the educators to refresh their insight, abilities, and skill for them to work adequately and productively. Educational expert improvement is the provision of authoritative exercises planned for improving and expanding educators' skills, information, idea, frames of mind and conduct to empower them to satisfy the needs of the teaching profession(Akpan, 2012). It centers around improving the theoretical expertise – scholarly and capacities expected to make a superior showing.
Adeogun (2016) states that educators' advancement programs are related to the general improvement of instructors regarding conduct, frames of mind, abilities, information, and recognition and in the exhibition of their obligations. Alabi (2012) keeps up that the quick point of staff advancement is to improve the exhibition of those with instructing and the executives' duties, while a definitive point is an improvement of educating and learning forms. Subsequently, the Nigerian educators in essential instructive organizations ought to be urged to go to preparing programs for limit building and improvement. These can be accomplished by presenting them to in-administration preparing, for example, enlistment programs, ICT preparing, workshops, meetings, classes, and supplemental classes, especially for nonprofessional educators utilized to instruct in essential schools.
The nature of Social Studies educational plan usage relies, all things considered, upon the nature of instructors. Instructors are the most significant segment of any educational program usage since they are the individuals to shape the conduct, thinking and frame of mind of the understudies/understudies in the educating/learning circumstance. The nature of educators decides the nature of the usage of Social Studies and information conferred to the understudies and the nature of
learning results. If quality general fundamental training is to be accomplished, government and offices associated with the administration of UBE must make satisfactory arrangements for staff improvement programs. Quality Social Studies educational plan execution is that sort of training that is pertinent to the requirements of the students and the necessities of the general public. The training produces the total individual, an accomplished healthy person that is mentally, ethically, truly, genuinely and socially created. In this manner, the quality educational plan ought to be what instills in the students poise of work, regard, moral worth, strict resilience, independence political solidness, security, quality initiative and modern concordance (Majasan, 2008).
Quality Social Studies educational program usage enables the students with important aptitudes, information, thoughts, qualities, and demeanors required for the individual to settle on educated choices and carry on with a self-supporting life. To guarantee quality all-inclusive fundamental instruction in Nigeria we have to prepare and retrain our instructors. Right now information blast because of present-day innovations, especially PC and ICT, it becomes appropriate that educators be furnished with chances to refresh and improve their insight and abilities through instructor advancement programs. Akpan (2009) in his investigation revealed that instructor retraining programs separated from creating in the educator, fearlessness, it likewise enhances the instructors' showing strategy, class control, supervision of understudies, and information on topic and utilization of instructional materials. These upgrades showing viability and quality results.
Data and correspondence innovation (ICT) preparation is another significant part of the instructor improvement program. Instructors need ICT preparing to enhance their activity viability.
Right now information-driven society, educators need to obtain sound information on the most proficient method to utilize ICT devices to upgrade quality instructing and learning in schools.
Courses, meetings, and workshops open instructors to new showing methodologies and the utilization of present-day instructional guides in educating and learning. The educational plan of all-inclusive essential instruction is esteem stacked and along these lines requires educators with the imperative mastery for successful educational program content conveyance and introduction of the students to proper learning encounters. Obi (2010) in his examination found that instructors' advancement programs improve them both scholastically and expertly and separated from helping them to refresh their insight, it fills in as a spurring factor for educator effectiveness.
Scientists have indicated that representatives' preparation altogether identifies with work responsibility and efficiency. In an investigation did by Alabi (2011) in Oyo city it was discovered that educator improvement altogether identified with instructor efficiency. The specialist reasoned that instructors need to procure more information through in-administration preparation to improve their abilities. This discovering was upheld by the examination finding of Ogunrin (2011) who found that preparation and advancement of educators and other non-financial impetuses fundamentally identified with instructor execution. It could be concluded from these examination discoveries that getting instructors' administrations and building up their abilities and skills through proper staff advancement projects can persuade them to elevated levels of execution which could prompt accomplishment of value fundamental training.
In a related report directed by Bassey, Bassey, Ojua, and Ottong (2011) on the effect of preparing and retraining on educators' efficiency, it was discovered that a noteworthy relationship existed between preparing/retraining and profitability of instructors as far as timeliness to class, sorting out additional exercises for understudies, opportune accommodation of assessment evaluations and interest in extra-curricular exercises. These discoveries were in consonance with a prior investigation by Akpan (2008) who announced a huge positive connection between instructors' view of preparing and retraining programs and their frame of mind towards work. So also, the exploration discoveries of Hellriegel, Slocum, and Woodman (2012) and Coopey and Hartley (2011) concurred with this finding.
They found in their different investigations a critical connection between laborers' view of supplemental classes and their frame of mind towards work. These discoveries recommend that the
arrangement of instructors' advancement program and compelling organization of such projects go about as impetuses for the development of standard and nature of training.
Creener (2014) and Haron (215) revealed in their examinations that instructors' preparation and retraining set them up for the improvement of the instructive quality, academic procedures and school the board. Adeboyeje (2010) in his investigation contended that in-administration preparing for instructors no uncertainty creates in every educator his general training and individual culture, his capacity to educate and teach others and consciousness of standards which underline great human relations. Ejue (2011) detailed that in-administration programs for educators are worried about abilities in which workers have been prepared and with new imaginative aptitudes.
Etuk (2011) detailed a direct critical connection between in-administration preparation of instructors and quality all-inclusive fundamental training. The analyst saw quality fundamental instruction regarding the social importance of the item, for example, the capacity of the school leaver to utilize information obtained in school in post-school circumstances. Accordingly, the way a school- leaver shows certain abilities on collaboration with individuals and materials is characteristic of the nature of training which he/she got. Etuk (2011) in this way, accentuated the requirement for in- administration preparing for both new and old educators for the upgrade of value all-inclusive fundamental instruction in Nigeria. In a related report by Afolabi, Olorisade and Oguntunde (2012), it was discovered that a huge relationship existed between UBE preparing and the quality shown by the instructors' regarding educator's technique for educating, extemporization of showing helps the utilization of new exercise plan and students' scholarly presentation in grade schools. There was additionally a noteworthy connection between preparing assets made accessible for the preparation of educators and the nature of preparing got by UBE instructors in open elementary schools. At the end of the day, the preparation assets accessible altogether identified with educators' efficiency in open elementary schools. These discoveries portray the overall significance of in-administration preparing of instructors to upgrade efficiency, quality, and standard of general essential training.
Another part of an educator's development program that is important to upgrading quality all- inclusive essential instruction is ICT preparing for instructors. Scientists have uncovered that information obtained through ICT preparing for educators improved powerful instructing an d learning in schools (Akpan, 2008 and Mbakwem 2007). Borg (2012) in his investigation revealed a critical connection between educators' information on ICT proficiency and their activity execution.
This discovering depicted that the more proficient an educator in the utilization of ICT, the more gainful the instructor would be in his/her instructing work. In this manner, ICT preparing for instructors ought to be empowered for quality educating and learning in fundamental schools. This discovering was in concurrence with the exploration finding of Adeyemi (2010) who announced a huge positive relationship between's instructors' ICT use and their activity execution. In a comparable report by Olaolu, Abdulrahaman, and Habibatu (2012), it was discovered that a noteworthy relationship existed between educators' ICT ability and their activity adequacy. This discovery aligned with the examination finding of Rastogi and Malhotra (2013) who detailed a huge positive connection between educators' ICT aptitudes and instructing adequacy. The investigation likewise uncovered that instructors with high ICT aptitudes performed superior to those with low ICT abilities. It tends to be deducted from these discoveries that information on ICT makes showing simpler and result-arranged.
Data and correspondence are two significant procedures in the educating/learning circumstance.
In the study hall, information and abilities of ICT could be utilized to upgrade quality instructional conveyance. It could be utilized to get ready exercise plans, gather and break down understudies' accomplishments. (Onuma,2007). Akpan (2008) revealed that with information on ICT, educational program substance could be improved through inquiry in the web by educators. Wheeler (2000) in his examination announced that ICT improved productivity in the instructive procedure and affected changes in showing philosophy, appraisal of learning, understudy following, correspondence, and assessment. On the side of this, Becta (2004) opined that ICT furnished instructors with new advancements in training and in educating. Accordingly, right now information blast and regularly
expanding the number of students' enrolment in all-inclusive fundamental instruction, UBE educators should be prepared in the utilization of ICT apparatuses to advance quality training. Explores by Chike-okoli and Gambari (2017) uncovered that lone an insignificant number of instructors utilize ICT in educating, learning and school the board especially at the essential and auxiliary schools. While Jusuf (2015) detailed that instructors' ICT skill in Nigeria is beneath desire, Lee (2017) and Mumtaz (2010) in their examinations kept up that the measure of educators' close to home access to ICT, specialized help and sum and nature of preparing accessible resolved, as it was, the degree of ICT utilization by instructors.
Instructors' interest in meetings, classes, and workshops as parts of educator improvement program has been found to correspond decidedly with educator yield. Locke (2014) in his examination revealed that educators' ordinary participation in gatherings, courses and workshops brought about the progress of abilities and subsequently quality yield. It was additionally discovered that the more prominent the worth set on these parts of staff improvement, the higher the accomplishment of value yield. This discovering was by the aftereffect of a previous investigation by Bateman and Organ (2013) who found a solid positive connection between instructors' inclusion in courses and workshops and their yield. Therefore, the more educators partook in classes and workshops, the better the nature of yield regarding scholarly accomplishment.
Walton (2015) examined the impact of workshops on educators' activity management and announced a huge impact of workshops on instructors' yield. The specialist presumed that instructors ought to be furnished with chances to go to workshops to obtain and refresh their aptitudes for high profitability. Ekpela (2015) recognized reasons for the low-quality yield of instructors to incorporate ineptness as far as aptitudes update, participation at workshops/courses and gatherings. He kept up that educators ought to be urged to organize workshops participation to upgrade quality yield.
Subsequently, making open doors for engaged and supported improvement programs for educators will upgrade quality instructing and learning in essential training.
Akpan and Ita (2015) researched the connection between educators' expert training and quality Universal Basic Education. The examination territory was Lagos State. Three speculations were detailed to manage the investigation. Relationship configuration was utilized for the examination and basic irregular testing procedure was utilized to choose 500 educators from the essential and junior auxiliary schools for the investigation. Information for the investigation was gathered by the utilization of a scientists' created instrument titled "Educator Professional Development and Quality Universal Basic Education Questionnaire (TDPQUBEQ)". The instrument was a 4point Likert type scale and comprised of 20 things. The unwavering quality coefficient was .85, utilizing the Cronbach Alpha dependability technique. Pearson item minute connection measurements were utilized for information investigation. The discoveries of the investigation uncovered that educator support in enlistment program, ICT preparation, and classes/workshop altogether identified with quality Universal Basic Education in Lagos State. Introduced on these discoveries, it was prescribed that the administration and applicable organizations ought to increase exertion on the arrangement for educators' expert advancement through in-administration instruction to improve reasonable quality general fundamental training. The legislature and important organizations ought to give more chances to UBE educators to go to ICT preparing programs to be ICT consistent. This is important to upgrade their instructional conveyance adequacy.
3.0. Methodology
The research design utilized in this study is a survey research design. The area of the study is the Yakurr Local Government Area. The Local Government Area was created out of Obubra Local Government in 1987. It has its boundaries with Abi, Biase, Obubra and Akamkpa Local Government Areas. It comprises 13 wards and is inhabited by the people of Agoi, Ibami, Assiga, Mkpani, Ekon, Nko Ugep, and Idomi. The dominant language in Yakurr. The people are largely farmers and celebrate
the new yam festival. The most pronounced festival in Yakurr is "Leboku" the projected population of Yakurr is about 140,000.
Yakurr Local Government Area produces yam, cocoyam, Cassava, Plantain, Okro, Beans, Maize, and Pumpkin. Other Cash crops available in the area are palm, Cocoa, cashew and rubber.
There are quite several natural resources that abound in yakurr namely Kaolin, sand, glass and quartzite, dried coffee kola nut, Natural honey.
It is a popular cave in Ekori which can carry the whole village. The cave located between Mkpani and Ekori is like a hideout during the war period. Kosanmah River; it is blue though not drinkable. Nobody fishes there only a particular family sacrifices once in a while. The Yakurr people have the same traditional attire with the Igbos, both their men and women tie wrapper as the most popular dressing.
1. LEBOKU – The most popular festival in Yakurr
2. OBON – it is a traditional dance which men are initiated into at a particular age.
3. Ebitarbin – a traditional dance that identifies somebody as a man in the community.
4. WRESTLING
5. EKELEBI – A dance strictly for women after they have attained a certain age.
6. OBAM– War dance
The population of the study comprised the entire 1,324 primary six pupils from the 48 public primary schools in the Local Government Area. Stratified random sampling techniques were used in the study. 20% of primary schools and 15% of respondents were selected for the study. The sample of this study consists of 199 respondents out of 1,324 pupils from 9 primary schools out of 48 primary schools in the Local Government Area.
The instrument for data collection was a researcher-developed questionnaire. A questionnaire titled, Implementation of Universal Basic Education Programmes and Quality Education Questionnaire (IUBEPQEQ) was used for data collection. The questionnaire was divided into sections A, B and C.
Section A was designed to obtain information from respondents based on demographic variables such as age and sex. section B of the questionnaire is designed to obtain information from respondents based on the independent variables while Section C focused on quality education. Five items were used for each of the variables.
A total of 25 items were used for the independent variable. The Likert 5-point scale was used in the design of the questionnaire. It contains items such as strongly agree, agree, undecided, disagree, and strongly disagree while Section C focused on quality education. Five items were used for each of the variables. A total of 25 items were used for the independent variable. The Likert 5-point scale was used in the design of the questionnaire. It contains items such as strongly agree, agree, undecided, disagree, and strongly disagree. The reliability coefficient ranged between 0.67-0.83.
4.0. Results/Findings
To analyze the data for the study, the Pearson Product Moment Correlation was used. The result of the analysis is presented in Table One and two.
4.1. Hypothesis One
There is no significant relationship between UBE provision of infrastructural facilities and the quality of Social Studies Curriculum implementation. The dependent variable is the provision of infrastructural facilities while the independent variable is the quality of Social Studies Curriculum implementation. The items used in measuring this hypothesis were derived from questionnaire items 1- 5 and items 11-20. Pearson’s Product Moment Correlation Coefficient Analysis test statistic was employed in testing the hypothesis for this study.
The results of the analysis were presented in table 1. Results of analysis in table one indicated that the calculated r-value for the quality of Social Studies curriculum implementation (.625) is greater
than the critical r-value of .138 at 0.05 level of significance, with 197 degrees of freedom. This implied that the null hypothesis was rejected. Therefore, there is a significant relationship between UBE provision of infrastructural facilities and the quality of Social Studies Curriculum implementation. That is, the more infrastructural facilities are provided for teaching and learning, the higher the quality of Social Studies Curriculum implementation and the lesser infrastructural facilities are provided for teaching and learning, the lesser the quality of Social Studies Curriculum implementation in the study area. By these results, the null hypothesis is rejected and the alternate upheld.
Table 1: Pearson’s Product Moment Correlation Coefficient Analysis of the relationship between the provision of infrastructural facilities and the quality of Social Studies curriculum implementation (N=199)
Variables X SD r P-value
Infrastructural facilities (x): 14.234 5.5265 .625 .035
Quality of curriculum implementation (y): 15.558 4.8360
*significant at 0.05 level; df= 197; critical r-value = .138
There is no significant relationship between UBE improvement in teacher quality through in- service training and retraining and quality education. The dependent variable is the quality of education while the independent variable improvement of teacher quality through in-service training and the quality of Social Studies Curriculum implementation. The items used in measuring this hypothesis were derived from questionnaire items 6-10 and items 11-20. Pearson’s Product Moment Correlation Coefficient Analysis test statistic was employed in testing the hypothesis for this study. The results of the analysis were presented in table 2. Results of analysis in table two indicated that the calculated r- value for quality education (.535) is greater than the critical r-value of .138 at 0.05 level of significance, with 197 degrees of freedom. This implied that the null hypothesis was rejected.
Therefore, there is a significant relationship between improvement in teacher quality through in-service training and the quality of Social Studies Curriculum implementation. That is, the more in-service training is provided for teachers, the higher the quality of Social Studies curriculum implementation and the lesser in-service training provided for teachers, the lesser the quality of Social Studies Curriculum implementation in the study area. By these results, the null hypothesis is rejected and the alternate upheld.
Table 2: Pearson’s Product Moment Correlation Coefficient Analysis of relationship between improvement of teacher quality through in-service training and the quality of Social Studies Curriculum implementation (N=199)
Variables X SD r P-value
Teacher quality through 15.538 4.6242
in-service training (x): 0.535 .044
Quality of curriculum (y): 15.558 4.8360
*significant at 0.05 level; df= 197; critical r-value = .138
5.0. Discussion of Findings
5.1. Provision of Infrastructural Facilities and Quality Education
The result of hypothesis one revealed that there is a significant relationship between the provision of infrastructural facilities and the quality of Social Studies curriculum implementation. The finding is in tandem with the finding of Agabi (2014) that the implementation of the UBE program requires the satisfactory provision of the fundamental assets, for example, human and material assets to adapt to the expanded enrolment being experienced because of the usage of the program. This is because when
access to training is expanded without a comparing increment in the provision of essential assets, quality and guidelines will be antagonistically influenced. One of the significant assets required for compelling usage of UBE is the material (physical) assets. Physical assets also called framework are significant assets that improve instructive exercises in the school. Physical assets incorporate libraries, recreational infrastructure, for example, toilets, refectories, playgrounds.
The discovering additionally bolsters the finding of Ebong (2006) that physical assets incorporate the school plant, homerooms, frameworks, recreational infrastructure, the condition that gives tasteful qualities to the school. They similarly incorporate plant, gear, and materials fundamental for educating and learning process. In the educational system, physical assets are particularly required for powerful instructing and learning. There is the requirement for study halls, seats, tables, work area, storage spaces, reading material, writing slates, white sheets, journals, PCs and so forth these things are extremely important in the educational system. They are extremely essential to the general achievement of the school scholastic projects.
Onyeagbako (2014) kept up that physical infrastructure adds to an exceptionally high degree, the nature of training got by the understudies. Where they are enough furnished and are joined with quality instructors and great educational plans, the scholarly presentation of the understudies will be incredibly improved. Physical infrastructure contributes monstrously to quality instruction conveyance at the fundamental training level and they go far to decide the nature of the yield. Remembering the significance of physical assets in instruction administration conveyance, it is important to research the degree to which accessible physical assets are used for compelling execution of UBE and to recognize the variables influencing the usage of physical assets for the execution of UBE.
5.2. Improvement in Teacher Quality through in-Service Training and Retraining and the Quality of Social Studies Curriculum Implementation
The result of hypothesis two revealed that there is a significant relationship between improvement of teacher quality through in-service training and the quality of Social Studies Curriculum implementation. The finding is in line with the finding of Adeogun (2006) that instructors' advancement programs are related to the general improvement of educators as far as to conduct, frames of mind, abilities, information, and discernment and in the presentation of their obligations.
The discovering is likewise coupled with the finding of Alabi (2012) that the quick point of staff advancement is to improve the exhibition of those with educating and the executives' obligations, while a definitive point is an improvement of instructing and learning forms. In this way, the Nigerian instructors in essential instructive foundations ought to be urged to go to preparing programs for limit building and advancement. These can be accomplished by presenting them to in-administration preparing, for example, acceptance programs, ICT preparing, workshops, gatherings, classes, and supplemental classes, especially for nonprofessional instructors utilized to educate in essential schools.
Majasan (2008) additionally noticed that the nature of any instructive framework relies, as it were, upon the nature of educators. Educators are the most significant segment of any instructive framework since they are the individuals to shape the conduct, thinking, and mentality of the school children in the educating/learning circumstance. The nature of educators decides the nature of instructing and information bestowed to the school children and the nature of learning results. If quality widespread fundamental instruction is to be accomplished, government and organizations engaged with the administration of UBE must make satisfactory provision for staff development programs. Quality instruction is that sort of training that is significant to the requirements of the students and the necessities of the general public. The training produces the total individual, a knowledgeable healthy person that is mentally, ethically, truly, genuinely and socially created. Along these lines, quality training ought to be an instruction that instills in the students' nobility of work, regard, moral worth, strict resistance, confidence political soundness, security, quality administration, and modern congruity.
6.0. Conclusion
By the outcome got from this research, it was concluded that:
1. There is a significant relationship between Universal Basic Education (UBE) provision of infrastructure to schools and the quality of Social Studies curriculum content implementation 2. There is a significant relationship between Universal Basic Education (UBE) improvement in
teacher quality through training and retraining and the quality of Social Studies curriculum content implementation
7. Recommendations
From the discoveries of the investigation, the accompanying proposals were made:
1. Government and pertinent organizations ought to heighten exertion on the arrangement for educators' expert improvement through in-administration instruction to upgrade manageable quality all-inclusive fundamental training.
2. UBE ought to be appropriately subsidized by the government in other to upgrade its compelling usage and increment in enrolment ought to be joined by an increment in the provision of physical assets and sufficient upkeep of accessible ones.
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