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" The Nigerian national policy on education: "
V. U. Anyamene
C. B. Hayes
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1112510
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| Doc. No
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TLpq303573495
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| Main Entry
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C. B. Hayes
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V. U. Anyamene
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| Title & Author
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The Nigerian national policy on education:\ V. U. AnyameneC. B. Hayes
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| College
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New York University
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| Date
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1988
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| student score
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1988
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| Degree
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Ph.D.
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| Page No
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118
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| Abstract
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The study assessed the impact of the Nigerian national policy on education (NPE) on the quality of primary education in Anambra State. It covered the period 1976 through 1984. Six indices of quality were used: pupils' enrollment and retention rates, pupils' performance on the First School Leaving Certificate (FSLC) examination, teacher certification level, per pupil expenditure, and teacher-pupil ratios. Two hundred primary schools were randomly selected from the 23 local government areas (LGAs) that make up Anambra State. Half of this sample was derived from four designated urban centers and the other half was from the surrounding local government areas which constituted the rural component. Two-way analysis of variance test with repeated measures, Pearson product moment correlation (r), and multiple regression analysis were used in the treatment of the data. The ANOVA results on the FSLC examination showed significant main effects for both rural/urban schools (F(1, 198) = 21.96 usdp <usd.001) and for cohort (F(3, 594) = 5.69, usdp <usd.001). There was no significant interaction effect. The analysis of variance on pupil retention rates showed significant main effects due to cohort (F(3, 594) = 4.94, usdp <usd.002) and significant interaction effects between the cohort and the location (F(3, 594) = 512, usdp <usd.002). For the Pearson correlation (r) there was an inverse relationship between pupils' performance on the FSLC examination and pupil retention rates. Similar relationships were documented for teacher certification level, per pupil expenditure, and teacher-pupil ratios. The four independent variables (rural/urban schools, teacher certification level, per pupil expenditure, and teacher-pupil ratios) accounted for 9.3% variance in pupils' performance on the FSLC examination and 7.2% for pupil retention rates. The schools' performance on these indices of quality were mixed. Enrollment rates were high for cohorts I and II and thereafter declined for cohorts III and IV. Pupil retention rates, teacher certification level, per pupil expenditure, and teacher-pupil ratios showed progressive increases over the study period. Pupils' performance on the FSLC examination showed gradual but steady decline for the entire population. In sum, there is progress as more Nigerians at the grassroots are becoming literate and numerate as a direct consequence of this national policy on education.
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Education
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School administration
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