DEVELOPMENT AND VALIDATION OF AN INSTRUMENT FOR MEASURING TEACHERS’ PERCEPTION OF THE IMPACT OF UNIVERSAL BASIC EDUCATION PROGRAMME ON GIRL-CHILD EDUCATION

Abstract

The study was designed to develop and validate an instrument for measuring teachers’ perception of the impact of Universal Basic Education programme on the girl-child education in Nsukka education zone of Enugu State. The influence of gender and school location was also determined. Four research questions were posed and two null hypotheses were formulated in line with the specific objectives of the study. Instrumentation research design was used for the study. The population for the study comprised 2065 primary school teachers in Nsukka education zone of Enugu State. Sample size of 412 primary school teachers was used for the study. The sample was obtained using multi-stage sampling technique. Teachers’ Perception Questionnaire which was developed by the researcher using various steps in instrument validation was used for the study. The developed instrument (TPQ) contained 36 items divided into three clusters. The instrument was validated by four experts, three from Department of Science Education (Measurement and Evaluation) and one from Universal Basic Education Board. The instrument was trial tested to determine the reliability using primary school teachers in Obollo education zone of Enugu State who are not part of the study, but share the same characteristics with the sampled subjects. An overall reliability coefficient of 0.86 was obtained using Cronbach alpha method. The data obtained for the study were analyzed using factor analysis in answering research question one, while research question two was answered using Cronbach alpha method. Mean and standard deviation were used to answer research question three and four while t-test was used to test the formulated hypotheses at 0.05 level of significance. The result of the study showed, among others things, that out of 36 items developed and subjected to factor analysis, 29 items survived the factor analysis and were accepted as valid items; the overall reliability coefficient of 0.83 was obtained for the 29 items that survived the factor loading. This obtained value of 0.83 indicates that the reliability of the instrument is high and reliable; there was no significant difference  in  the  mean  scores  of  male  and  female  teachers  in  the  developed instrument; location was not a significant factor on the items of the instrument (TPQ). Based on these findings of the study, the researcher recommended, among others, that curriculum designers should make use of TPQ to enable them to identify and consider the different socio- cultural bases of society in effort to redesign the UBE programme to suit the socio-cultural base of the Girl-Child. This could enhance the education of the Girl-Child in schools and TPQ should be used by the Federal Government to enhance the education of Girl-Child through UBE progrmme.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The Universal Basic Education (UBE) programme is a nine (9) year basic educational programme, which was launched and executed by the government and people of the Federal Republic of Nigeria to eradicate illiteracy,  Ignorance and poverty as well as stimulate and accelerate national development, political consciousness and national integration (UBEC, 2009). The commission expressed that Universal Basic Education (UBE) programme was introduced in 1999 by the Federal government of Nigeria as a reform aimed at providing greater access to, and ensuring quality of basic education throughout Nigeria. Former president Olusegun Obansanjo flagged off UBE on 30th  September 1999 in Sokoto, Sokoto state. The UBE programme is Nigeria’s strategy for the achievement of Education for All (EFA) and the education- elated Millennium Development Goals (MDGs).

Consequently, the implementation process of the programme has been on

since 1999, but progress was hampered by lack of an enabling law to execute certain aspects of the programme, until 26th  May 2004 when the president signed the UBE Bill into law following its passage by the National Assembly. According to Aluede (2006) the concept of the Universal Basic Education may not be a new idea totally. He further state that from all indications, the Universal Education can be regarded as an offshoot of the Universal Primary Education (UPE) scheme, which was launched in the country in 1976. As usual with Nigeria, this scheme was abandoned mid way. The fact that the scheme i.e, UPE had something to offer perhaps led to the re-

introduction of the programme in another name and concept known as Universal Basic Education in 1999. The Universal Basic Education (UBE) is a policy reform measure of the Federal government of Nigeria, aimed at rectifying distortions in the basic education. UBE is conceived to embrace formal education up to age 15 as well as adult and non- formal education including education of the marginalized groups within the Nigeria society.

The National Policy on Education, 2004 section 3 defines Basic Education as a type of education comprising 6 years of primary education and 3 years of junior secondary school. The policy stipulates that education shall be free and compulsory. This scheme shall include adult and non-formal educational programmes at primary and junior secondary school levels for both adults and out-of school youths. The UBE has three main components of universal, basic and education. Universal here means the programme is for every one irrespective of tribe, culture or race and class (Aluede 2006, Eddy & Akpan 2009). The term basic depicts that which is a fundamental or essential thing that must be given or had. It is on this factor that every  other  thing rests  without  it,  nothing  may  be  achieved.  It  is  the  root  for acquisition of any knowledge (Eddy & Akpan 2009) Hence, UBE can be seen as that type of education that every individual must have. It should not be a privilege but a right and it should be the sum total of an individual’s experience.

The Universal Basic Education commission in its annual report in 2005 listed the objectives of the Universal Basic Education to include ensuring unfettered access to  9  years  of  formal  basic  education,  the  provision  of  free,  Universal  Basic Education for every Nigerian child of school-going age, reducing drastically the

incidence of drop-out from the formal school system, through improved relevance, quality and efficiency and ensuring the acquisition of appropriate levels of literacy, innumeracy,   manipulative, communicative and life skills, as well as the ethical, moral and civic values needed for laying a solid foundation for life long learning. Accordingly, Yusuf and Ajere (2012) opined that the Universal Basic Education (UBE) programme is an educational programme aimed at eradicating illiteracy ignorance and poverty. They stated that it is in compliance with the declaration of the world conference on education for all (WCEFA) which was made in Jointien Thailand in 1990, and in Article, that every person-child, youth or adult-shall be able to benefit from educational opportunities designed to meet their basic needs.  This declaration was reaffirmed at the world summit for children also held in 1990, which stated that all children should have access to basic education by the year 2000. According to Unagha (2008) UBE is broader than UPE, which focused only on providing educational opportunities to primary school age children. UBE stresses the inclusion of girls and women and a number of underserved groups: the poor, street and working children, rural and remote, nomads’ minorities, refugees and the disabled. Accordingly, the world summit for children placed a lot of emphasis on raising the level of female literacy. In a bid to achieve education goals, the Dakar world Education forum was held a follow up meeting of the WCEFA where new sets of goals were set to be attained by the year 2005. The goals include:

–     Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;

–     Ensuring that by 2015 all children, with special emphasis on girls, children in difficult  circumstances  and  from  ethnic  minorities  have  access  to  and complete free and compulsory primary education of good quality

–     Ensuring that  the  learning needs of  all  young people and  adults are  met through equitable programme;

–     Achieving a  50  percent improvement in  levels of  adult  literacy by  2015 especially for women, and equitable access to basic and continuing education for all adults;

–     Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and equal access to and achievement in basic education of good quality;

–     Improving all aspects of the quality of education, and ensuring excellence for all, so that recognized and reasonable learning outcomes are achieved, especially in literacy, innumeracy and essential life skills.

Similarly, the Millennium Development Goals (MDGs) adopted in September

2000 at the United Nations Millennium Declaration, has two of the eight goals devoted to education. They are goals 2 (to achieve universal primary education) and goal 3 (to promote gender equality and empower women).  Wubon (2013) argued that although, the Universal Basic Education provides for primary and Early Secondary Education in Nigeria this initiative has not succeeded in bridging the gap between  girls  and  boys’  emolument  in  particular,  and  increased enrolment  and completion of secondary education in general. He noted that to date, the disparity

between girls and boy enrolment in secondary education remains a threat to government especially in achieving its Millennium Development Goals that seek to eliminate gender disparity in primary and secondary education preferably by 2005 and at all levels of education not later than 2015. Similarly, Offorma (2009) noted that it is true that many governments make provisions for the education of their citizens,  but  the  provisions  most  of  the  time  do  not  take  cognizance  of  the peculiarities of the girl-child. According to World Bank (2003) cited in Offorma (2009), more than 350 million people, over half Africa’s population, live below the poverty line of one dollar a day. This implies that poverty, too, excludes children, including the girl-child, from school. Early in 1997, the Bank identified 31 client countries in which gender disparities in basic education access were especially large. The majority of these countries appeared unlikely to meet the EFA goal of universal basic education.  She added that right to education, which is a fundamental human right,  is  frequently denied to  girls in some African countries. The  girl children appear to be the most vulnerable and most undervalued members of the society. Supporting the above, the then United Nations, Secretary General, Kofi Annan, stated  that  in  the  Africa,  when  families  have  to  make  choice,  due  to  limited resources, of educating either a girl or a, boy child, it is always the boy that is chosen to attend school. Similarly, Wubon (2013) states that in the past, education has not necessarily been a priority for the girl-child because of the cultural beliefs, poverty  and  added  that  it  is  believed  that  the  place  of  the  girl-child  is  in  her husband’s house; the male child was considered to be superior to girl-child in many aspects especially education and that is why in most cases, only the male child has

access to education. In view of these, the National summary of primary school statistics (2010) affirms that although, the Universal Basic Education provides for primary and early secondary education in Nigeria, this initiative has not succeeded in bridging the gaps between girls and boys’ enrolment in particular, and increased enrolment and completion of secondary education in general. Similarly, Mwangi (2004) wrote that despite the introduction of free primary education in the country which accounted for an increase in enrolment, a sizeable number of children, especially girls; still find themselves out of school owing to a number of reasons. The reasons are, demands for their labour in the homes such as assisting in looking after their young siblings, child marriage, doing house chores and death of mother and looking after the sick member of the family. Also, offorma (2009) noted that research has shown that millions of girls do not have access to school despite the concerted efforts to push the cause forward; Okeke, Nzewi and Njoku (2008) identified child labour, poverty and lack of sponsorship, quest for wealth, bereavement, truancy,  broken  home,  engagement  of  children  as  house  helps  as factors or the cog in the wheel of girls access to education in the UNICEF A-field made up of Abia, Akwa, Ibom, Anambra, Bayelsa, Benue, Cross River, Ebonyi, Enugu, Imo and Rivers states of Nigeria. According to Guttman (2009) girls still account for 60% of the estimated 113 million out of school children, and majority live in sub-Saharan Africa and South Asia. No wonder, the Jomtien conference of

1990  launched the  Education for  All  (EFA)  initiatives,  which  aimed  at  getting children into school within ten years. The question is what is the quality of education given to the girl-child that will help her to adapt to the knowledge based economy of

the 21st   century? Offorma (2009) expressed that to answer this question can be attempted  by  x-raying  what  happens  in  the  schools  today.  She  noted  that demotivated teachers, examination malpractice, gender biased curriculum, lack of school facilities and instructional materials, incessant strike actions are some of the variables affecting the quality of education given to children. Accordingly, Wamahiu (2008) saw quality education as not about how well a child was performing in school but a number of factors that enrich the well being of a child in school. She cited the issues of administration of discipline, corporal punishment, sexual harassment, child abuse and child labour as some of the things that lead to exclusion of groups of students from accessing quality education. United Nation statistics, National reports and studies initiated by non-governmental organizations in 2005 repeatedly showed that girls, as a group, had lower literacy rates, receive less health care, and are more impoverished than boys. This shows that the girl child education has not received adequate attention it deserves in respect to the objectives of the UBE programme. The objectives of the programe among others include:

–     the provision of free, Universal Basic Education for every Nigerian child of school- going age;

–    reducing drastically the incidence of drop-out from the formal school system

(through improved relevance, quality and efficiency);

–     ensuring   the   acquisition   of   appropriate   levels   of   literacy,   numeracy, manipulative, communicative and life skills, as well as ethical, moral and civic values needed for laying a solid foundation for life – long learning.

From the fore-going, it becomes pertinent to look at the input factors in the school system.  Every  organization  is  made  up  of  an  aggregate  of  inputs,  which  are processed to produce out put factors. The quality of input and processes involved account for the quality of output. The school systems as a system is a collection of inter- related and interdependent parts such that the interaction of parts affects the whole system. This made Ajayi and Omi (1992) cited in Ilusanya (2008) to state that educational organization as open system has inputs that include teachers, students, finances, facilities and equipments and all these inputs are converted through teaching,  learning,  admission  processing  and  school  programmes  to  desirable outputs such as educated school leavers that are better equipped to serve themselves and the society. Accordingly, Fadipe (2000) stated that the quality of the inputs influence, to a large extent the quality of output. In other words, the quality of the educational inputs like teachers, students and infrastructural facilities influence greatly the  output of  the education system. Hallak (1990) also emphasized that quality of the education system depends on the quality of teachers.  National policy on Education (2004) summed it up when it stated that no education can rise above the quality of its teachers. Scholars like, Senge (2000) defined a teacher as an expert who is capable of imparting knowledge that will help learners to build, identify and to  acquire  skills  that  will  be  used  to  face  the  challenges  in  life.  They  further explained that the teacher also provides the learners knowledge, skills and values that enhance development. Accordingly, Mbise (2003) defined a teacher as a person who  has  knowledge,  skills  and  special  training  in  teaching,  explaining  and educating. In other words, the teacher is the person who is capable of creating

behavioural change in terms of cognitive, psychomotor as well as affective domain. Supporting this view, Alio (2008) noted that attainment of any desired objectives depends on how well the teacher presents the learning experiences to the learners.

The implementation of UBE programme involves largely, the teachers in the school. Without teachers, the learning process will be hindered reqardless of whether or  not  there  is  availability  of  desks,  buildings  and  other  teaching and  learning materials. Federal Ministry of Education (2000) stated that teachers will always be an integral part of the process of conceptualization, planning and executing. This made Cranton (2008) to state that a teacher has knowledge and skills that other people do not have. It is the teacher who can justify as to why she/he has taught this and not that, why children should be here and not there and why a certain pupil has under stood and the other has not. In the context of the implementation of UBE programme, the teacher has the following roles to play: presentation of the materials and identification of the pupils’ potentials in the teaching process; keeps records related to pupils conduct, pupil’s personal history as well as academic   progress; maintains discipline and  builds attitude of patriotism among pupils, role model and facilitator in the learning and teaching process; determines relevant and appropriate teaching and learning facilities and also responsible for the assessment/evaluation of the existing curriculum.   As a result of the numerous tasks a teacher performs in imparting knowledge and shaping the character of students, determining teachers’ perception of the impact of Universal Basic education on the Girl-child education is necessary. Perception refers to the process whereby one becomes aware of what is within the immediate environment through the sense organs. According to Oladele

(2008) perception is the process of becoming aware of objects qualities, or relations by  way  of  the  sense  organs.    In  the  same  vein,  Ngwoke  (2004)  asserts  that perception refers to the map by which one interprets things or ideas. The individual learns to  know his world through his sense organs, but  what he perceives also depends on what he brings with his present needs and wishes as he faces the world. Based on the foregoing what is the perception of teachers towards the education of the girl-child for the actualization of the objectives of Universal Basic Education (UBE) in Nigeria According to offorma (2009), the girl- child is a biological female offspring from birth to eighteen years of age, this is the age before one becomes a young adult.  This  period  covers  crèche, nursery or  early  childhood (0-5  years) primary (6-12 years) and secondary school (12-18 years). She further stated that during this period, the girl- child is malleable, builds and develops her personality, character and is very dependent on the significant others, those on whom she models her behaviour through observation, repetition and imitation. Her physical, mental, social, spiritual and emotional development starts and progressed to get to the peak at the young adult stage. The above statements of scholars depict that the girl-child has some specialties and peculiarities that needs only professional teachers to tackle for optimuin realization of the objective of the UBE programe. Interestingly, the present study is principally, an organized search for an instrument which could be used, for develop the needed instrument.

The first possibility open to the researcher is to adapt an instrument for his work. Adaptation measuring teachers’ perception of the impact of UBE programme on girl-child Education. Thorndike and Haggen (1978) cited in Okeneke (2009)

appeared to be confronted by the same problem when they provided a list of possible steps to adopt in securing such needed instrument whenever a research worker is in need of one. They observed that whenever a research worker is confronted with scarcity of instrument for his work; he has the option to adopt or adapt an existing instrument or demands that an existing instrument for the same, similar or different purpose be modified to meet the present research requirement (Encarta 2007). In Enugu state there are no tests or instruments already in existence for measuring teachers’ perception on the impact of UBE programe on girl-child education. The only option left for the present work is to develop and validate an instrument based on some selected psychological constructs on the major components of the UBE. However, the process of developing and validating an instrument is in large part focused on reducing error in measurement process. The key indicators in developing an  instrument and  the  quality of  a  measuring instrument are  the  reliability and validity of the measures (Carole 2008) According to Mehrens and Lehmann (1978) reliability is defined as the degree of consistency between two measures of the same thing and defined validity as the degree to which a test is capable of achieving certain aims. On the other hand, Carole (2008) defined reliability as the consistency with which a measurement tool or method gathers information and validity is the extent to which the interpretations of the results of a test are warranted, which depends on the particular use the test is intended to serve. The present approach demands that an instrument sufficient enough to measure teachers’ perception on the impact of UBE programe on the girl-child education be developed using instrument development steps as contained in Thorndike and Haggen (1998) and Nwagu (2005).

Statement of the Problem

As noted, the Jonitien conference of 1990 launched the Education for All (EFA) initiative, which aimed at getting children into school within ten years and also stressed that the urgent priority was to ensure access to and improve the quality of  education  for  girls and  women.  Many  countries mapped  out  programmes to facilitate the implementation of the initiatives. Nigeria embarked on Universal Basic Education  which  is  goal  number  two  of  the  Millennium  Development  Goals (MDGs). Research has shown that despite the introduction of Universal Basic Education in the country which accounted for an increase in enrolment, a sizeable number of children, especially girls, still find themselves out of school owing to a number of reasons. These reasons are; demands for their labour in the homes such as assisting in looking after their young siblings, child marriage, doing house chores, death of mother, and looking after the sick member of the family.

That is a clear indication that the  girl-child does not  have full access to education, which is a fundamental human right, this account for low enrolments, retention and high dropout rate of the  girl-child in the school. As  a result,  the objectives of the UBE programme may not achieved. Then it becomes pertinent to seek for the teachers understanding of the true nature of the girl-child education as far as UBE Programme may concern. This is because the teacher cannot be implementing successfully without a valid and reliable construct developed for measuring  the  teachers’  perceptions  of  the  impact  of  UBE  on  the  girl-child education.  Reliability  and  validity  are  the  key  indicators  of  the  quality  of  a measuring instrument.  This  study  therefore  has  as  its  problem as  developing a

reliable and valid instrument for measuring teachers’ perception of the impact of UBE programme on the girl-child education. The teachers’ perception, Instrument developed and validated in this study is based on access to education and/or enrolment, retention and droop-out rate and other social factors influencing the girl- child education. Hence the girl-child education becomes elusive. The problem may, therefore, be  that  there  is  no  developed and  valid measuring instrument on the impacts of UBE programme as perceived by teachers. To the extent postulation is correct is the problem of this study.

Purpose of the Study

The  purpose  of  the  study  is  to  develop  and  validate  a  rating  scale  for measuring teachers’ perception of the Universal Basic education programme on the girl-child education. Specifically, the study intends to determine the:

1.  items of the instrument (TPQ) that survived factor analysis in terms of their factor loading

2.  internal consistency reliability coefficient of the instrument (TPQ)

3.  Influence of gender on the perception obtained from the Teachers’ Perception

Questionnaire (TPQ)?

4.   influence of school location on the perception obtained from the Teachers’

Perception Questionnaire (TPQ)?

Significance of the Study

The present study is of practical significant to the teachers, curriculum planers and government. The issues concerning the education of the girl-child, over the years has been generating wide-range of opinions from educators and policy makers.

The teacher as centre of education implementation has been on the cross-road as far as the education of girl-child is concerned. The result will enable the teacher to re- define his/her role, articulate better strategies that will enable the girl-child measure up with her male counter parts in all activities done in the classroom. Also the teacher become familiar with some of the peculiarities of the girl-child it will give him or her the ample opportunity to contribute effectively, collocation with the other stakeholders  in  redressing  the  negative  impacts  in  the  implementation of  UBE programme as it concerns the girl-child. Furthermore, the findings of this study will be  of  immense benefit to  the curriculum planers if  the  instrument is  valid and reliable as it will enable the curriculum planers, to identify some negative impact of UBE programme that led to gender – based curriculum. The curriculum will be modified to the goals of UBE programes in the country finally, the schools will be girl-child friendly; if the result is positive. It will enable the school to package activities that will enhance the increase in enrollment, access to quality education and achievement in school subjects. Also the work that will be done in establishing reliability and validity in this work would provide some insights into the methods and procedures of development and validation of a scale and other inventories.

Scope of the Study

This is delimited to  the development and  validation of  an instrument for measuring  the  teachers’  perception  of  the  impact  of  UBE  on  the  girl-  child education. The content coverage of this study is centered on: perceived impact of UBE  programmed  on  girl-child  education,  problems  of  successful  girl-child

education, and strategies for enhancing girl-child education as well as influence of gender and school location on the perception.

Research Questions

The following research questions were posed to guide the study.

1.  Which items of the instrument (TPQ) survived factor analysis in terms of their factor loading?

2.  What  is  the  internal  consistency  reliability  coefficient  of  the  instrument

(TPQ)?

3.  What is the influence of gender on the Teachers’ Perception of impact of

UBE.

4.  What is the influence of school location on the items of Teachers’ Perception

Questionnaire (TPQ)?

Hypotheses

The following hypotheses were formulated and were tested at .05 level of significance:

1.  There is no significant difference in the mean scores of male and female teachers on Teachers’ Perception Questionnaire (TPQ).

2.  There is  no  significant difference in  the  mean scores of  urban and  rural teachers on Teachers’ Perception Questionnaire (TPQ).

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