ABSTRACT
This study was designed to assess the facility needs in public primary schools in Onitsha education zone of Anambra state. To achieve the purpose of the study, five research questions were posed and two null hypotheses were formulated. Descriptive survey research design was used for the study. The population for the study comprised one hundred and twenty three (123) head teachers in the public primary schools in Onitsha education zone of Anambra State. All the 123 head teachers constitute the sample size of the study. This implies that no sampling technique was carried out in this study because the population was small and manageable. The instrument for data collection was a questionnaire titled “Facility Needs of Public Primary Schools” (FNPPS) developed by the researcher. The instrument was validated by experts in Science Education. The FNPPS was trial tested to determine the reliability using twenty five head teachers in Nnewi education zone of Anambra State who are not part of the study and reliability coefficient of 0.90 and 0.93 were obtained for cluster C and E respectively. The data obtained for the study were analyzed using percentage and frequency for answering research question one, two and four while research question three and five were answered using means and standard deviation. Chi-square (X2) and analysis of variance were used to test the null hypothesis one and two respectively. The findings of the study revealed that: all the facilities in the item statement are needed in public primary schools in Onitsha education zone of Anambra State; only 22 facilities needed in public primary schools in Onitsha education zone were available. The findings also revealed that the available facilities needed in Onitsha education zone of Anambra State are fairly adequate; only three (3) available facilities needed in public primary schools in Onitsha education zone are functional. Based on the findings of the study, it was recommended among others that; government should develop and implement a monitoring and evaluation system to enhance quality assurance in all public schools in the state; government and other proprietors of schools should equip schools with adequate facilities required for the implementation of stated objectives of primary school and government should provide adequate quality assurance funding at primary school level.
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CHAPTER ONE
INTRODUCTION
Background to the Study
Education is a conscious and purposeful effort directed towards the transmission of accumulated abilities, knowledge and attitudes from one generation to the other with ultimate intension of producing men and women who will be relevant and useful to themselves and the society. It can be regarded as the key that unlocks the development of personal and national potential and all kinds of rights and powers (Akindutire & Ekundayo, 2012). The increasing awareness of the importance of education to the upliftment of the individual and societal standards has awakened in people and nations a conscious effort at devoting their meager resources to acquiring qualitative education. Balogun (2010) opined that education is the light, without which, the whole world would be in darkness. It is the basis of scientific and technological breakthroughs and the basis of modernity, which have made all nations of the world accord immense priority to it. Therefore, the kind of education operated should bring about skill development as this will enable individuals to live and contribute meaningfully to the overall development of the society in which they live. Okolo (2010) asserted that education make individuals to function and be relevant not only to themselves but to their society irrespective of place, time and circumstances.
However, it is a known fact that the first stage of compulsory education, coming between the childhood education and secondary education is the primary education. Primary education is the first level of education where most Nigerian children come in contact with formal education and foundation for success of other levels of education (NPE, 2004). Primary education plays a crucial formative role in
the survival of the whole educational system. The National Policy on Education (NPE,
2004) refers to the education at this level as the education given in institutions for children aged 6 to 11 plus. The document added that since the rest of the education system is built upon it, the primary level is the key to the success or failure of the whole system. There is research evidence that successful adult intellectual development has its root in the early years of primary education (Gysbers & Henderson, 2005; Sink & Spencer, 2005). In line with the above view, Maduewesi (2005) stated that a sound primary education is a pre-requisite not only to sound secondary and tertiary education but to continuing education.
The objectives of primary education in Nigeria according to the Federal
Republic of Nigeria (FRN) National Policy on Education (2004), pg 25 include:
Inculcate permanent literacy and numeracy and ability to communicate effectively.
Lay a sound basis for scientific and reflective thinking
Give citizenship education as a basis for effective participation in contribution to the life of the society.
Mould character and develop sound attitude and morals in the child.
Develop in the child the ability to adapt to the Child’s changing environment.
Give the child opportunities for developing manipulative skills that will enable the child to function effectively in the society with the limit of the child’s capacity.
Provide the child with the basic tools for further education and advancement including preparation for trades and crafts in the locality.
To realize the above goals and objectives of primary school education and to provide primary school pupils with a window of opportunity in order to exploit their potential to the fullest capabilities, there is need to provide adequate and functional facilities for teaching and learning in public primary schools. These facilities when provided will provide education that is both qualitative and relevant to the pupils. Hence, Hallack (2009) saw school facilities as major determinants of academic achievements in the school system. Eddie (2000) lamented that lack of facilities is the major problem in Nigeria’s educational system. In the same vein, Anukam (2006) stated that the cumulative effect of poor facilities is poor motivation and low morale of teachers, which result in low quality work output.
Akande (1985) opined that learning can occur through one interaction with one’s environment. Environment here refers to facilities that are available to facilitate students learning outcome. It includes books, audio-visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, 1991 & Farombi, 1998). According to Oni (1992), facilities constitute a strategic factor in organizational functioning. This is so because they determine to a very large extent the smooth functioning of any social organization or system including education. Oni further stated that their availability, adequacy and relevance influence efficiency and high productivity. In his words, Farombi (1998) opined that the wealth of a nation or society could determine the quality of education in that land; emphasizing that a society that is wealthy will establish good schools with quality teachers, learning infrastructures that with such, students may learn with
ease thus bringing about good academic achievement. Writing on the role of facilities in teaching, Balogun (1982) submitted that no effective education programme can exist without equipment for teaching. This is because facilities enable the pupils to develop problem-solving skills. In their contribution, Ajayi and Ogunyemi (1990) reiterated that when facilities are provided to meet relative needs of a school system, students will not only have access to the reference materials mentioned by the teacher, but individual pupils will also learn at their own paces. The net effect of this is increased overall academic performance of the entire pupils.
Regrettable, most of the schools according to Ejionueme (2008) lack physical structures, good and psychological conducive buildings, library facilities, adventurous playing grounds, futures and good classrooms. Eze (2006) observed that cracked and dilapidated, decaying walls, sagging and blown-off roofs, broken doors and windows and bushy surroundings are common phenomenon in primary schools. Opara (2011) opined that most of primary schools did not have basic amenities like toilet and so on. This implies that these ramshackle facilities cannot produce useful materials. Mbakwem and Asiabaka (2007) lamented the unhealthy nature of the buildings, uncompleted, old and antiquated, sometimes dilapidated, overcrowded and unconducive classrooms, unsightly and unhygienic toilets, inadequate laboratories and workshops. Mbakwem and Asiabaka further stressed that pupils started learning in already deprived and disadvantaged school environment. In several primary and secondary schools in most parts of the country, the building were half completed or dilapidated.
Ajayi and Adeyemi (2011) observed that the inadequacy and uneven distribution of facilities may be ascribed to poor planning strategies arising from inadequate and poor statistics. Moreover, more funds are being committed to education by the government and still, there exist little or no change especially in area of facility needs. The maintenance of standard and assurance of adequate measures of quality control are now the concerns of all stakeholders in education. This means effective management of both human and needed facilities of public primary schools in Onitsha education zone has become necessary. Therefore, in order to inculcate the dream of the Federal Republic of Nigeria (FRN) National Policy on Education (2004), that says to build a just and egalitarian society, it is pertinent that physical facilities, equipment and materials should be functional for development of pupils at this level. This is why Tahar (2002) said that one of the important aspects of the Universal Basic Education (UBE) is to improve the quality of education, classrooms, and quality of teachers, which gears towards improving the quality of basic education. Therefore, the quantity, quality and the effectiveness of these facilities in the public primary schools need to be assessed in order to attain the goals and ambition for meeting the need of the people in the empowerment of education. Facilities in this study is refer to a building or are place that provides particular services or used for a particular teaching and learning purpose. Asiabaka (2008) affirmed that modern school environments put emphasis on the provision of facilities such as adequate and spacious classrooms, workshops/laboratories, computers, good water supply, functional libraries, transportation, and communication systems among others. Ajayi (2001) concluded
that all these facilities are needed in quantity and quality for attainment of the expected needs.
Need according to Nwobu (2004) is a condition in which there is discrepancy between acceptable state of affairs. Educational need is a discrepancy between a person’s present levels of capacities for effective performance. Pupils may desire different types of need such as physiological safety and security, love, esteem and self actualization (Ejiogu, 2002). All humans have a need to be respected and to have self- esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. This therefore, leads to poor performance of pupils in any given instruction. Hence, it is necessary to assess the facility needs in public primary schools in Anambra State.
Assessment is the systematic collection, review and use of information about educational programs to improve students’ learning. Okoro (2006) sees assessment as a form of evaluation that uses collected data for estimating the worth, quality or effectiveness of a program or project. Assessment according to Newton (2010) is the systematic process of collection, synthesis, interpretation and use of information to aid the teacher in decision making, done before, during and after instruction. In this study assessment implies determination of worth, quality, value and effectiveness of facilities needed in public primary schools in Onitsha education zone. This will help to identify facilities required and improve the old and dilapidated facilities for effective
teaching and learning geared towards improving pupils’ performance. From the foregoing therefore, it is important to assess the facilities needs in public primary schools in Anambra State since poor facility needs have been found to have effect on pupils’ academic achievement and the availability of the facility need will as well gear towards achieving the objectives of the public primary schools.
Statement of the Problem
Facilities are used for effective teaching and learning in primary schools. These facilities are needed for both the teachers and pupils for smooth running of the schools. The academic benefits as well as school economics, psychological and cultural well-being emanating from education of young learners cannot be sustained without enough and necessary facilities needed in primary school. Unfortunately, most public primary schools facilities in Onitsha education zone of Anambra State are still operating in an environment and settings which are incompatible to modern and innovative technology and this may result to poor academic achievement of pupils.
In several primary schools in most parts of the country, the buildings are either half completed or dilapidated. Population explosion, insufficient desks, overcrowded classrooms; inadequate learning materials characterize the entire system. These problems without doubt may impair the objectives of primary education as specified in the Federal Republic of Nigeria (FRN) policy on education. Based on the problems associated with poor facilities in the public primary schools, the researcher therefore, in tried to assess the facility needs in public primary schools in Onitsha education zone of Anambra State. Therefore, the question addressed as the problem of this study
is; what are the facility needs in public primary school in Onitsha education zone of
Anambra State?
Purpose of the Study
The purpose of the study is to assess facility needs in public primary schools in
Onitsha education zone of Anambra state. Specifically, the study seeks to:
1. Determine the facilities needed in public primary schools.
2. Assess the availability of facilities needed in public primary schools in Onitsha education zone.
3. Ascertain the adequacy of the available facilities in public primary schools.
4. Ascertain the functionability of the available facilities in the schools.
5. Determine the perceived impact of facility needs in teaching and learning in public primary schools.
Significance of the Study
The significance of this study is viewed from both theoretical and practical perspectives. Theoretically, the present study is anchored on Maslow’s theory of need. According to Maslow’s, individuals must meet the needs at the lower levels of the pyramid before they can successfully be motivated to tackle the next levels. This means that these needs are aroused in a specific order from lowest to highest, such that the lowest-order need must be fulfilled before the next order need is triggered and the process continues. According to Maslow, if people grew in an environment in which their needs are not met, they will be unlikely to function as healthy individuals or well-adjusted individuals. The findings of this study are believed to add to the existing knowledge of Maslow’s hierarchy of need theory.
In terms of the practical significance, the following will benefit from the study; school administrators, ministry of education and Anambra state basic education board. The findings will be of great importance to the schools administrators, by helping them to identify on the facilities needed that will positively influence teaching and learning in the public primary schools.
To the ministry of education, the study will help them to know the important of facilities needed in the schools and make adequate provision for the quantity, quality and usefulness of facilities in public primary schools in Onitsha education zone.
The study will help the Anambra state basic education board to periodically carry out supervision in the public primary schools to find out the setbacks, inadequate and also dilapidated facilities in the public primary schools as it affects teaching and learning.
Scope of the Study
The study is limited to the assessment of facility needs in public primary schools in Onitsha education zone of Anambra State. The assessment of the facility needs focused on its availability, adequacy, functionability and facilities needed in public primary schools in Onitsha education zone.
Research Questions
The following research questions were posed to guide the conduct of this study:
1. What are the facilities needed in public primary schools in Onitsha education zone?
2. What is the availability of facilities needed of public primary schools in
Onitsha education zone?
3. What is the adequacy of the available facilities in public primary schools in
Onitsha education zone?
4. What is the functionability of the available facilities in public primary schools in Onitsha education zone?
5. What are the impact of facility needs in teaching and learning in public primary schools?
Hypotheses
The following hypotheses were formulated and will be tested at 0.05 level of significance:
1. There is no significant difference in the mean responses of head teachers in the three local government areas of Onitsha education zone on the availability of facilities in public primary schools.
2. There is no significant difference in the mean responses of head teachers in the three local government areas of Onitsha education zone on the perceived impact of the facility needs in public primary schools.
This material content is developed to serve as a GUIDE for students to conduct academic research
ASSESSMENT OF FACILITY NEEDS IN PUBLIC PRIMARY SCHOOLS IN ONITSHA EDUCATION ZONE OF ANAMBRA STATE
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