chapter one introduction background of the study · chapter one introduction background of the...
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CHAPTER ONE INTRODUCTION
Background of the Study
Admission of students into secondary school places on the schools
the responsibility for providing the students the necessary services that will
bring about the actualization of the educational objectives, which the nation
has set out to achieve. At the secondary school level, these services are
in the academic and non-academic areas. The academic services
constitute the curricular programmes, while the non-academic services
constitute the student personnel services programme of the school.
Student personnel services in this context, refers to all the non-
academic services rendered to the students at the school setting outside
the formal classroom instruction, for the purpose of healthy physical,
emotional, social and moral development as part of their preparation for a
responsible and productive adult life. These services are complementary
to the academic programme in making for a holistic and balanced
education of the students. While the task of intellectual and skill
development can be accomplished through curriculum planning and
implementation, the task of developing responsible attitudes and morals
can only be achieved through the provision and administration of student
personnel services. Although student personnel services has received
very little attention in professional literature and school administration,
Duffy (1990), Swartz, Russel Hunt and Reilly (2006), observe that it is an
administrative task area that is critical to the effective operation of any
school system. This assertion is also affirmed by Ndu, Ocho and Okeke
(1997) when they stress that in addition to curriculum implementation,
school administrators have a duty to provide adequate student personnel
services in their respective schools as the both services are
complementary to each other.
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Some goals of education as spelt out by the Federal Republic of
Nigeria (2004) in the National Policy on Education demand services that
are beyond classroom instruction for their actualization. An example of
such a goal is the inculcation of national values (p.8). The values include
respect for the worth and dignity of the individual, faith in man’s ability to
make rational decisions, moral and spiritual principle in interpersonal and
human relations and promotion of the physical, emotional and
psychological development of all children.
It is in realization of the symbiotic role of the curricular and co-
curricular services in the realization of educational objectives at the
secondary school level, that the Federal Republic of Nigeria (2002) in the
National Minimum Standard prescribes mandatory student personnel
services that school administration should make available to students in
tandem with the curricular offerings. Services that come under student
personnel services are many and varied. They include registration and
orientation of students, enrolment management, guidance and counselling
services and health care services. Others are social and recreational
services, disciplinary services municipal services such as potable water,
conveniences, catering services and dormitory accommodation. Also
included are periodic evaluation of students’ character and learning,
participation in school governance, special education services and
participation in school clubs and societies. The above identification of the
student personnel services are congruent with the views of Ezeocha
(1990) and Mgbodile (2003) on what constitutes the services. Ezeocha
went on to describe the services to be all the activities and services that
are rendered to students for the achievement of the educational objectives
which are not the normal classroom instruction. According to Mgbodile
(1986) student personnel services refers to all the activities of the principal,
teachers and other members geared towards making the pupils better
citizens of the society in which they live.
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Mgbodile (2003) has identified the objectives of student personnel
services to include the making of students think effectively, helping them to
communicate their thoughts clearly, enabling the students develop relevant
skills in judgement and decision making. Others are to help them play
their part as useful members of their homes and families, making the
pupils understand basic facts about health and sanitation, helping students
to appreciate their roles as citizens of Nigeria and the development of good
moral principles as well as the appreciation of their cultural heritage and
dignity of labour.
Although, the provision and administration of student personnel
services are supposed to rank paripasu with the curricular services
(teaching and learning), it appears that the personnel services have been
relegated in school administration. Among the reasons adduced by
Lindgren (1976) for the apparent relegation of student personnel services
in school administration is the fact that the entire school system is
examination-centred. Lindgren says that examination results are used to
provide answers to some basic questions concerning the goals of
education, such as progress in the investment in education and efficiency
of school management. In a similar view Adeyemo (1985) states that
examination result answers the question of how much the student has
learnt, where he or she should be placed and how effective the teacher
has been. It also answers the questions of how much of the educational
goals have been achieved and how effective the school administration has
been performing its role. Certificate examination results at all levels of
education are used as basis for graduation of candidates, award of
honours, employment in the labour market and for admission into higher
levels of educational institutions. It is no wonder then that examination is
seen by all concerned as a “do or die” affair.
The premium placed on the implementation of academic curriculum
at all levels of education, with emphasis on academic performance as
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determined by examination results, explains why majority of school
administrators and teachers seem to pay less attention to the provision of
student personnel services in their respective schools. It should be noted
that students personnel services are basic needs which must be satisfied
to a reasonable extent before students can be expected to make any
meaningful achievements in their academic pursuit. It is probable from the
observation of Ukpabi (1997) in Abia State and Okeke (2002) in Anambra
State that student personnel services in secondary schools are not
adequately catered for. This phenomenon appears also to be true among
secondary schools in Cross River State.
Personal observation from many public, mission and private
secondary schools around appears that they lack adequate potable water,
health care services, guidance and counselling services and social
services. Other apparent lack includes adequate orientation programmes,
effective enrolment services, discipline, evaluation, participation in school
governance and adequate accommodation and recreational facilities. For
the purpose of clarity, “public schools” in this context refers to schools
owned and managed by state or federal government, “mission schools”
refers to schools owned and managed by religious organizations, while
“private schools” refers to schools owned and managed by individuals or
groups outside government and religious organizations. Akpa (2005)
similarly defines public schools as schools built, controlled and funded by
government while private schools are those built, controlled and funded by
individuals, organization or communities.
Secondary schools in Cross River State can be categorized into
three; these are the public schools, the mission schools and the private
school. There are a total of 231 public secondary schools in the state with
5410 teachers as at May 2007. Mission and private schools that are five
years old and above and are registered with government are 35 and 61
respectively. While mission secondary schools have teaching staff
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strength of about 650, private secondary schools have a total of about 888
teaching staff.
On the academic performance side, it has also been observed that
secondary schools in the state have of recent, not been doing well in public
examinations. Records show that performance in Senior Secondary
School Certificate Examination (SSCE) for the past five years (2001-2005)
has been less than 10 per cent pass of registered students. A recent
circular from the Cross River State Ministry of Education
(MOE/SID/138,2007) decried the poor performance of secondary school
students in SSCE. The circular was addressed to some stakeholders in
education, including All Nigeria Conference of Principals of Secondary
Schools (ANCOPSS), the Nigeria Union of Teachers (NUT), all zonal
directors of education and all the executive secretaries of local government
education authorities. Tagged “Implementation of Quality Control in Cross
River State Education System”, the circular states inter alia “it is on record
that performance of students in WAEC examinations in terms of the
number of students who obtained 5 credits and above before the
introduction of the quality control measures was less than 6 per cent of the
total number of those who registered for the examination in the past
years”. This phenomenon of abysmal performance in public examinations
accounts for why the state cannot fill her quota in Joint Admissions and
Matriculation Board (JAMB) admissions into Federal Universities,
Polytechnics and Colleges of Education, as well as her inability to compete
favourably for federal appointments and other related opportunities.
On her part, the state government has taken some quality control
measures aimed at minimizing dwindling performance trend among
secondary schools in the state. The measures, which are far-reaching,
include, obtaining six credit passes, including English Language and
Mathematics by Senior Secondary Two (SSII) students in Mock WAEC
examinations conducted by the State Ministry of Education before a
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candidate is qualified to register for the actual WAEC examination. Senior
Secondary school one (SS I) are expexted to obtain an average pass of
55% in six subjects, including English Language and Mathematics before
they can be promoted to the next class. Promotion to a new class in the
Junior Secondary School is based on 55% average pass in ten subjects,
including English Language, Mathematics and Integrated Science.
Principals of Secondary Schools must ensure that regular teaching and
learning take place in their respective schools and as well report cases of
truancy and absenteeism to appropriate authority for sanctioning.
Principals are also to ensure that their schools obtain a minimum of 55%
pass in WAEC examinations or loose their positions.
Other measures include the introduction of library or reading period
on the school timetable, popularization of reading, literary, debating, press
and dramatic clubs in schools. Admission of new students without transfer
certificates and testimonials has been banned in secondary schools. The
state government has assumed the responsibility of paying WAEC
examination fees for students of state origin in public secondary schools.
Despite these apparently far reaching palliative measures taken by
the state government, statistics from the secondary education board show
that enrolment in public secondary schools in particular is on the decline.
For example, in August, 2005 enrolment in the 231 public secondary
school was 107290 students, but by May 2007 the enrolment has dropped
to 97236, showing a decrease of 9.4 per cent.
From the researcher’s observation as a longstanding teacher in the
Secondary School, there appears to be a high rate of absenteeism,
lateness to school, loitering and apathy among secondary school students
in the state. Many students stay away from school for a week or two after
resumption on the excuse that no teaching and learning take place during
this period. A visit to a school vicinity shows that long after classes are
supposed to have started, many students are still seen roaming around the
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environment as others are still seen coming from their houses. This
prevailing situation cast doubts on how efficacious the intervention
measures introduced by the government has been in instilling discipline
and commitment to learning among secondary school students in Cross
River State.
Based on the above, the researcher is often at a loss when
attempting to conjecture the factors responsible for obvious lack of interest
and commitment to learning among secondary school students in the
state. One likely factor that could be responsible for the problem of
secondary schools appears to be that the schools have lost their
attractiveness to students. It is from this point of view that the study wants
to evaluate the extent of implementation of students’ personnel services
among secondary schools in the state. This is based on the understanding
that students’ personnel services constitute the basic students need upon
whose satisfaction one is enabled to pursue “higher order” needs, which in
the case of students, are in the realms of academic achievements. The
effectiveness of the personnel services will be determined by the extent to
which the students are exposed to the component of each cluster of
services.
It is in realization of the importance of student personnel services
that the Federal Ministry of Education (2002), in the National Minimum
Standards for schools, specifies basic personnel services that secondary
schools nationwide must conform to before they are allowed to operate.
The personnel services specified and made mandatory for secondary
schools in the document include:
1. Each classroom shall have a minimum size of 144 square metres.
2. Assembly/Examination Hall shall be big enough to sit twice the
school enrolment
3. There shall be adequate boarding accommodation in boarding
schools
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4. There shall also be an equipped clinic or sickbay for boarding
schools and first aid box with teacher trained in it for day schools
5. There shall be a trained counsellor to attend to students career,
emotional and social needs
6. There shall be qualified nurse in charge of health clinic for
boarding schools and first aid teacher for day schools.
7. The document also specifies that schools must have flush or
ventilated improved pit toilet (VIP) in the ration of 1:40, separate
for boys and girls, play ground to engage ¼ of student population,
electricity or generating plant for operating machines and for
minimum comfort for both staff and students, and transport
services (bus) for use by staff and students. These are in addition
to the detail curricular requirements specified in the document.
Heads and proprietors of schools across the State are aware of this
important document. Also the Cross River State Government has
guidelines for establishment of educational institutions in the state. The
guidelines specify minimum requirements, which all intending secondary
schools must comply with before they are allowed to operate or be closed
down. The guidelines are not inconsistent with the national minimum
standard. Occasionally too, government gives directives to schools aimed
at supplementing the provisions of the guidelines for the purpose of
enhancing the quality of life and academic excellence in schools. For
example, circular (MOE/SID/85 VOL. 1/67 of 29th September, 2005) states
“as a follow up to His Excellency’s drive to ensure that the quality of
education can only be maintained if the health of our children is adequately
taken care of, all secondary school principals are hereby directed to
establish sickbays in their schools”.
Despite the acknowledged importance of student personnel services
by authors, government and school administrators, it is not certain which of
the acknowledged services are provided for secondary schools in the
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state. Also it is not clear the extent to which the available services are
provided among schools, and the problems (if any), confronting their
successful implementation.
Arising from these uncertainties, the researcher is motivated to
undertake an evaluation of the implementation of student personnel
services among secondary schools in Cross River State in terms of the
availability of the services and the extent to which the students are
exposed to the identified components of the services as contained in the
research instruments used for this study. This is done in the hope that the
outcome of the study will be beneficial to the secondary education system
in the state.
Statement of the Problem Adequate provision and administration of student personnel services
in secondary school is not only important but necessary for the
achievement of the desired educational goals of inculcating the right type
of values, attitude, skills and the development of mental and physical
abilities as equipment for producing good quality citizens for Nigeria (FRN,
2004). Arising from the researcher’s observation of happenings among
secondary schools in Cross River State, coupled with his daily interaction
with secondary school students and teachers, it appears the personnel
services provided and administered are far below the expected minimum
level.
Basic student personnel services include registration and orientation
of students, enrolment into classes, guidance and counselling services,
health, social and recreational services. Others are psychological,
disciplinary, convenience, library, evaluation services as well as
opportunities for participation in school governance, among others. While
observation in some schools shows that some of the services are
haphazardly provided, in others they are either very negligible or non-
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existent. For example, in a meeting with principals of secondary schools in
the state in October 2005, the then Commissioner for Education decried
the poor performance of the state in the West African School Certificate
Examination for many years. He conjecturally attributed the dismal
performance to a number of factors, including indiscipline, poor attitude to
learning and loitering among students, and lack of commitment on the part
of teachers to their duties. In a swift reaction, many principals blamed the
poor performance on the poor operational environment such as inadequate
staffing, lack of basic infrastructure and poor maintenance of some
students’ personnel services in secondary schools. They said that
students and staff cannot be expected to perform well in the midst of
physical, social and environmental inadequacies. This recent observation
agrees with the views of Ezeocha (1990:265) when he said, “… students’
personnel services do not exist beyond the minimum level in secondary
schools”.
The apparent low morale of secondary school students in the state
appears to be further accentuated by recent state government policy which
has extended school closing hour from 2.00p.m. to 3.00p.m. The policy
makes no provision for mid day meals, transport services and other
incentives to make the elongated school day pleasurable. Students now
return from school late, hungry and tired on daily basis. This has brought
about escapism, absenteeism and withdrawal of many students who
cannot withstand the rigours of elongation in school hours.
Educational problems of the state could be many. These may
include inadequate number and spread of schools, inadequate teacher
supply, poor curriculum implementation, poor school infrastructure, poor
funding and inadequate student personnel services. Evaluation of student
personnel services in secondary schools in Cross River State is the focus
of this study
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Put in a question form, the problem of this study is, “What is the
extent of the implementation of orientation programme, routine and
disciplinary services, health and counseling service, municipal services
and participant in co-curricular activities and school governance among
public, mission and private secondary school in Cross River State? Purpose of the Study
The general purpose of the study was to evaluate the administration
of student personnel services in secondary schools in Cross River State.
Specifically the study sought to:
1. Evaluate the extent of orientation programme among secondary
schools in Cross River State
2. Determine the extent of the routine and disciplinary services
administered to secondary school students in Cross River State
3. Determine the extent of the health services administered to
secondary school students in Cross River State.
4. Find out the extent of the guidance and counselling services
administered to secondary school students in Cross River State
5. Determine the extent to which municipal services are provided to
secondary school students in Cross River State
6. Ascertain the extent of secondary school students participation in
co-curricular activities in Cross River State
7. Ascertain the extent of participation in school governance by
secondary school students in Cross River State
8. Find out the structures put in place among secondary schools in
Cross River State to ensure effective administration of student
personnel services.
9. Find out the constraints to the administration of student personnel
services among secondary schools in Cross River State.
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Significance of the Study
The findings of this study will be of benefit to the entire Nigerian
society, agencies and individuals responsible for education in general, the
Cross River State Ministry of Education, Cross River State Secondary
Education Board, Proprietors of mission an private secondary schools,
principals, teachers and students in a number of ways.
It will provide empirical information and date base that will enable
educational planners, administrators and policy makers at the Cross River
State Ministry of Education and Secondary Education Board to gain better
understanding of the state of the provision and administration of student
personnel services among secondary schools in the State. Such
information and knowledge will guide educational planners in their
subsequent plans and projection for schools. The administrators of
secondary schools will from the study be better informed of the state of the
human and material needs of secondary school as well as the personnel
services provided for students. The information provided will guide them in
taking proactive measures to minimize inadequacies discovered.
From the findings of the study, the inspectorate unit will be properly
guided when granting approval for the operation of new secondary schools
and during her routine inspection of existing ones.
By identifying and highlighting some constraints faced by school
heads in the provision and administration of students’ personnel services,
and by providing suggested solutions to the problems, school heads will
gain insight into some aspects of their school problems and be placed in a
better position on how to solve them. Proprietors of mission and private
schools will also benefit from the findings of the study and the suggested
solutions on an important aspect of their school life they may have been
neglecting. The understanding which the result of the study will provide
may serve as an eye-opener on the relevance of student personnel
services to school proprietors.
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Students in Cross River State secondary schools in particular will
immensely benefit from this study because the resultant awareness of the
value and state of student personnel services by educational planners,
administrators, policy makers and school heads will bring about their
improvement, which will consequently make the school environment more
conducive for teaching, learning and habitation by students. This will
rekindle the waning interest of students in school attendance and learning.
The world of academia, will benefit from the contributions which the
findings of this study will make to the corpus of knowledge as it will provide
information and data base for discussion, citation and further academic
researches. The general public will through this study get to understand
the symbiosis existing between the student personnel services and the
curricular programme of secondary schools and will be better placed to
provide their wards with their demands outside the curricular areas of
school life.
Scope of the Study
The study is delimited to all public, mission and private secondary
schools in Cross River State that are five years old and above. School
covered in the study must have come into existence not later than
September 2002. The content scope will cover an evaluation of the
provision and administration of orientation programme, routine and
disciplinary services, health and counselling services, as well as the
provision of municipal services, co-curricular activities and participation in
school governance by students of public, mission and private secondary
schools in Cross River State. The study will also cover the administrative
structure put in place for effective administration of student personnel
services and how the structures are made functional by school heads.
Constraints on the implementation of student personnel services will also
form an aspect of the study. The evaluation will be based on the opinion of
principals, teachers and the use of observation checklist.
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Research Questions
The following research questions guided the Study:
1. To what extent are secondary school students in Cross River State
exposed to the components of orientation programme during
orientation exercise?
2. To what extent are routine and disciplinary services administered to
secondary school students in Cross River State?
3. How effective are the health services administered to secondary
school students in Cross River State?
4. How effective are the guidance and counselling services that are
administered to secondary school students in Cross River State?
5. To what extent are municipal services administered to secondary
school students in Cross River State?
6. To what extent do Cross River State Secondary school students
participate in co-curricular activities?
7. What is the extent of Cross River State’s Secondary School
students participation in school governance?
8. What are the structures put in place among secondary schools in
Cross River State to ensure effective administration of student
personnel Services?
9. What are the constraints to the administration of student personnel
services among secondary schools in Cross River State?
Research Hypotheses
The researcher generated and used the following null hypotheses to
test the data collected for the study:
1. There is no significant difference (P< .05) between Urban and rural
secondary schools in the administration of student personnel
services in Cross River State
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2. There is no significant difference (P< .05) among public, mission
and private secondary schools in the administration of student
personnel services in Cross River State
3. There is no significant difference (P< .05) between urban and rural
secondary schools in Cross River State on what constitutes
constraints on the administration of student personnel services
4. There is no significant difference (P< .05) among public, mission
and private secondary schools in Cross River State on what
constitutes constraints on the administration of student personnel
services.
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CHAPTER TWO REVIEW OF LITERATURE
The review of related literature for this study is carried out under the
following sub-headings:
-Conceptual/Theoretical framework
Concept of Evaluation
Nature and Types of evaluation
Goals and Importance of Evaluation
Concept and meaning of student personnel administration
Objectives of Student personnel administration
Importance of Student Personnel administration
Student Personnel Services in Secondary Schools
Models of Evaluations
Goal-based model
Context, input, process and Product (CIPP) model
Input, Process, Output/Outcome (IPO) Model
Training Validation Systems (TVS) Model
Performance Objectives Congruence Model
-Standard of evaluation
-Review of empirical Studies
-Summary of Literature Review
Conceptual Framework Concept of Evaluation
The term evaluation forms the key concept in this literature review.
The term is often confused with appraisal and used interchangeably. This
is not the case in this study. Hornby (2000) in the Oxford Advanced
Learners English Dictionary defines evaluation as “a judgement or decision
that is arrived at after assessing the amount, quality or value of something
or somebody”. Appraisal is also defined by the same dictionary as “The
action of judging the value, quantity or nature of something or somebody.
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Although evaluation and appraisal have similar meaning, there is a
distinction between them. This study centers on evaluation. This will
become clearer when we go into a detail study of the concept of
evaluation.
Dressel (1976:9) says “Evaluation is the collection and interpretation,
through systematic and formal means, of relevant information which serves
the basis for rational judgement in decision situation”. Sommerlac (1992)
views evaluation as any activity that throughout the planning and delivery
of innovative programmes enables those involved to learn and make
judgement about the starting assumptions, implementation processes, and
outcomes of the innovation concerned. Igwe (2001) defines evaluation as
the measuring of the outcome of a process which could be teaching,
learning or a project.
On his part, Patton (1988) in Martinez (2005:2) defines evaluation as
“… the systematic collection of information about the activities,
characteristics and outcomes of programmes, personnel and products for
use by specific people to reduce uncertainties, improve effectiveness and
make decisions with regard to what these programmes, personnel or
products are doing”. Patton emphasizes that evaluation must involve a
systematic collection of information on a broad range of topics. The
information collected must be for use by specific people on a variety of
purposes.
Patton’s definition is comprehensive, flexible and broad, thus,
recognizing the variations and complexities of the field of evaluation. The
food and Agricultural Organisation (FAO) (1981:1) defines evaluation as
“an assessment, as objective as possible, of how the project is going, how
well participants are doing and what effect it is having on intended
beneficiaries.”
Bloom (1971) sees evaluation as a systematic collection of evidence
to determine whether in fact certain changes are taking place in learners
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as well as to determine the degree of change in the learners. Onwuka
(1984) in line with Bloom, defines evaluation as the collection of
information and evidence by individuals, groups, institutions and
government on what affects their lives and those of others for the purpose
of decision-making. Thus, evaluation from this point of view, is the
collection and use of information to make judgements and decisions about
programmes and activities. Operationally, evaluation could be defined as
a process involving a systematic collection, analysis and interpretation of
data on a project, programme or activity with a view to determine the
extent or otherwise of how the objective for embarking on the project,
programme or activity has been achieved.
Nature of Evaluation
Dressel (1976) points out that evaluation involves all of the following
activities:
Identifying and examining the values inherent in the programme,
policy or procedure to be evaluated,
Formulating or clarifying the objectives, goals or purpose of the
programme
Determining the criteria for measuring success and,
Defining, obtaining and analyzing and interpreting data and other
information
Evaluation also entails:
Determining and explaining the extent of success or failure of a
programme,
Indicating the relationship between experiences during the
programme and the outcome of the programme. This involves
assessing the impact of the programme on the various programme
variables. The nature of evaluation according to Dressel also
implies
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Identifying unplanned and undesirable effects of a programme (side
effects), on target population,
Determining the impact of the programme and the impact of the
external uncontrolled variables;
Recommending the alteration, replacement or discontinuance of the
programme is also part of evaluation. This becomes necessary
when a programme is found to have grossly fallen short of the
desired expectations.
Under impact assessment, evaluation should point out the value,
benefits or social utility of the programme and of the objectives and
process of evaluation itself.
Ideally, research based judgement should form the preferred basis for
decision-making. Dressel says that this ideal is not always achieved, and
some times it is not even desirable because the immediacy and complexity
of many educational issues defy attack by many researchers methodology.
Pure educational research is usually concerned with basic theory
development and with expanding knowledge and understanding. Moreso,
researchers frequently set up control groups, which destroy the reality of
the educational environment and can lead to simple, unworkable solutions
to complex problems. It should be understood that decision-making is a
more complex phenomenon than it appears to be. Hence, decision-
making cannot be left entirely to evaluation report because it involves
social, political, financial and at times value considerations, which do not
form part of the mediate evaluation task. It has impact on persons, groups
and programmes than anticipated. The affected groups are bound to react
positively or negatively.
Types of Evaluation
Bloom (1971) and Cronbach (1980) have identified two types of
evaluation, namely formative and summative evaluations. Formative
evaluation is developmental in nature and is usually carried out during the
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process of giving instruction, developing the product or executing a
programme. Its main aim is to improve on the quality and the development
of an on-going programme or activity. Formative evaluation makes a
strong case for programme success by ensuring that inherent problems or
deficiencies that pose a danger to programme success are identified and
corrected along side programme execution. Summative evaluation comes
after the total execution of a programme or an activity. It is a summing up
of performances in all facets of a programme over a defined period of time.
It portrays level of performance, achievement or failure of programme from
attaining set goals. This method of evaluation is used for accountability,
certification or selection. It uses well-defined evaluation designs, which
according to Scriven (1980) are as non-destructive and non-reactive as
possible and are concerned with a wide range of issues, implications,
politics, costs and competing options. The instruments used are publicly
accepted, reliable, valid and they reflect the concerns of sponsors and
decision makers.
Stafflebean et al (1971) have identified four types of evaluation:
1. Planning or developmental evaluation. This form of evaluation is an
assessment undertaken to determine needs or deficiencies of a
people or place, and to devise objectives or goals to meet the
identified needs. It includes defining and describing the
environment, identifying unmet needs, unused opportunities and
both needed and available resources. It also involves identifying
and diagnosing sources of deficiencies in meeting needs and as
well seeking to predict deficiencies in future.
2. Input evaluation: This requires identifying and appraising the
potentials of individuals and agencies in the problem area,
comparing and analyzing strategies for achieving goals, formulating
designs for implementation, estimating immediate staff, resources
and cost as well as difficulties. It also requires projecting the
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requirements into years ahead. Input evaluation serves as an aid in
making decisions about how to use resources to attain programme
goals.
3. Process evaluation. This is similar to formative evaluation earlier
identified. It provides continuing or periodic feedback so that those
responsible for the programme planning and operation can review
it. It detects errors in procedure or implementation, identifies
sources of difficulties, provides information for programme review or
improvement, appraises staff commitment and adequacy in the use
of resources and projects additional resources requirement not
included at inception.
4. Output evaluation: This also is an equivalent of summative
evaluation. It assesses attainment at the end of a project or at
appropriate stage within it and observes correspondence and
discrepancies between original objectives and actual attainment,
unintended results and suggestions as to possible causal factors,
provides information or suggestions for decision to alter or replace
previous planning input and process decision, provision for quality
control and suggestion for continuing, modification or termination of
programme.
Goals of Evaluation
The goals of evaluation of educational programmes could be many
and varied. They include the production of records that are appropriate for
the purposes of the teacher as an aid to instruction and to the school in
preparing transcripts and report, to facilitate teaching and learning, to
provide feedback in a continuous sequence into the larger questions of
curriculum development and school policy and to provide incentives for
those students who are not otherwise motivated. Other goals or objectives
of evaluations also include the determination of the extent of student
learning, assessing the appropriateness of instructional materials, deciding
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on the transfer of learning, determining effects of services provided and to
evaluate the rate of returns on investment (M|C Evoy and Buller, 1990:72-
4).
To use evaluation as incentive for behaviour modification for the
learners, Russon and Wanous (1973) advocate the application of the
principles of which the teacher rewards what the student does right, and
ignores or pays less attention to what a student does wrong.
Importance of evaluation of educational programmes
It is not only important but necessary to evaluate every programme
that an individual or group embark upon, especially an educational
programme because without evaluation, it is not possible to determine the
extent of a programme’s success or failure.
On why it is important to evaluate educational programmes, Russon
and Wanous (1973) say that evaluation serves as an indicator of student’s
progress, a device for motivating student’s efforts, a check on the teaching
process and an administrative tool.
Also, Astin (1990) holds the view that for school graduates to enter
the labour market, the society does demand an evidence of good training
and proficiency. This societal expectation is fulfilled by way of evaluation
report which comes in the form of test or examination result, Test or
examination results usually determine the quality of certificate and
consequently the type of job one gets.
On why it is necessary to evaluate, Dressel (1976) says that a
programme is usually undertaken with certain ends in view. Such
programmes are usually guided by hunches or hypotheses about the best
means of attaining these ends. During evaluation, it may be discovered
that both the result and the processes differ from what was intended.
Following the evaluation result, it may become necessary to do any or all
of the following:
23
1. Decisions may have to be made regarding intended ends.
Objectives may require alteration or clarification. Some objectives,
more realistic and equally desirable may be found.
2. Decisions may be made regarding intended means.
Implementation process may have been ineffective or required
some clarification or refinement or both. Teachers employed may
not have been effective, or cost of the programme may have been
too high. Alternative procedure with relative merit over the
previous ones may have been found.
3. Decisions may have to be made regarding actual ends. This will
require appraising attainment, judging the level of satisfaction and
establishing quality control arrangement.
4. Decisions may have to be made regarding actual means. The
process used during implementation may have differed from or
been in conflict with those intended. This may have arisen from
conscious adjustments and improvements or regression to
habitual or inferior practices. Consequently, the following
decisions may be taken concerning the project or programme
evaluation.
1. Affirmation of the statusquo. This affirms the operating pattern the
goals of the programme and of the staff employed. Affirmation
confirms programme validity and imply continuity. It also implies
that cooperation and support should be given to it.
2. Reconsideration and possible redefinition of goal, objectives or
clients served
3. Review or alteration of the means or processes used, including
specific programme elements, strategies, sequences and format.
4. Redefinition and possible reassignment of functions, duties,
responsibilities and patterns of performance;
24
5. Review, clarification, alteration of norms, rules, policies and
standards;
6. Change in resource allocation. This may affect budget or staff or
both
7. Redefinition of roles and assignment of individuals or alteration of
organizational structure, and
8. Reconsideration of priorities and ordering of activities.
In line with Dressel and Astin’s goal for evaluation, it is hoped
that the evaluation of students’ personnel services in Cross River State
secondary schools will provide empirical records or data that will be used
to judge how compliant the state secondary education system is in relation
to the National Minimum Standards on the topic being studied. The
records so provided will serve as basis for policy decision by educational
planners and administrators on issues affecting students personnel
services. The records from this evaluation study may also provide insight
into some related problems confronting the secondary education system in
the state. Some of these problems as earlier identified include apparent
apathy, poor academic performance, dwindling enrolment in public
schools, truancy and escapism among students. The resultant policy shift
in favour of student personnel services, which might emanate from this
study will serve as incentive for students, teachers and school
administrators who had in several public fora complained of the
inadequacies in school environment and services provided to students.
The following programmes usually form the focus of evaluation:
1. Educational programmes: Factors taken into consideration during
evaluation are the physical facilities, equipment, human resources
and the entire school environment. It also involves students
learning in the cognitive, affective and psychomotor domains, as
well as the curriculum content, objective and mode of
implementation. It covers also the mode of instruction and the
25
instructor traits, which comprise their number in relation to the
number of students, their qualifications, ranks and their mix. It
also covers instructional services such as the library, laboratory,
educational technology and other developmental program me.
2. Research programmes: Research programmes that form the
focus of evaluation include disciplined-based research, applied
research, project undertaken through special grants or contracts
and those involving curriculum instruction and student learning.
3. Services rendered to the public or community also form a focus of
evaluation of educational institutions. In this area, the searchlight
include dissemination of research findings, training provided on
non-credit basis and consultancy programmes provided.
4. Institutional operations, management and administration: This
covers educationally related services and processes such as
admission, placement, library, student personnel and housing,
among others.
Evaluation is a quality control mechanism in a system. The use
of tests or examinations and the award of grades are used to maintain
standards in a school system. Evaluation also serves a means for
continuous improvement of a system. Objectives and appropriate learning
processes may not be clear from the beginning, but they become more
specific and clear during or through evaluation.
Where objectives are clearly stated from the start, evaluation serve
to promote progress towards the achievement of stated goals through
rational experimental approach. In school evaluation, Igwe (2001) says
that the criteria should be participation of children of the same age cohort,
quality of teachers, scope of curriculum, performance in external
examinations and quality of school equipment and facilities.
The decisions that emanate from evaluation can only be as good as
evaluation itself. Hence, the final step in the evaluation procedure is an
26
evaluation of the evaluation. This second evaluation is an audit. It is being
increasingly required to validate the evaluation programme in question.
Dressel (1976) says that in this second evaluation, the auditor is to affirm
to the grantor that the evaluation fulfills intents of the contract, that the data
or statistical analysis presented are correct, and that the conclusions
reached are adequate and are warranted by the evaluation procedure.
Such audits are a response to the increasing demand for accountability by
external funding agencies who are reasonably concerned that an audit
made or directly arranged by the project administrator may be unduly
orient, highly biased or deliberately selective to make the project look
good.
The scientific criteria for an evaluation audit are the validity, reliability
and objectivity of the evaluation. The criteria are interrelated and
supportive of each other. Validity is of two types, internal and external
validity.
Internal validity is the correspondence between reality and
evaluation. Unless evaluation produces results, which relate outcome to
process, the evaluation is misleading and useless because no information
is provided to suggest improvement by alteration of the process. Attempt
to evaluate quality of a programme only by appraising the impact and
process lack internal validity.
External validity on the other hand is the extent to which evaluation is
generalizable to other similar events. The result of any evaluation that lack
external validity is only history because it provides no basis for planning.
Reliability concerns the replicability of either the programme or evaluation
procedure and their results. Unless the details of the evaluation procedure
and of the programme being evaluated are recorded, replicability is not
possible.
Objectivity requires that those responsible for carrying out a programme do
not make evaluations, which are biased by their own involvement. It
27
requires that the evidence collected be available for examination and
analysis by others. If competent persons differently interpret these data,
objectivity is lacking.
Denga (1987) says that at the school setting, evaluation is a process
which determines whether or not teachers and students are attaining the
goals of school. He said that daily assignments, class discussions and
practical in laboratory and workshops exhibit ability and typical behaviour
that provide data for evaluation.
Among others, Denga (1987) has identified the following as functions of
school evaluation:
1. It helps the learners to realize how he should change or develop his
behaviour
2. As reinforcement, evaluation helps the learners attain satisfaction
when he is doing well;
3. It provides a basis for subsequent decisions about the learner.
What courses he is ready for, what remedial treatment he needs,
what job or college to recommend him to;
4. It serves as a feedback to the teacher by helping him to judge how
adequate his teaching methods are, and
5. It provides information for administrative judgement.
For any evaluation to be truly helpful and fulfill the expected
functions it must meet the criteria of validity, accuracy and usefulness for
diagnosis. Validity is a foremost requirement in evaluation.
A procedure is valid if it describes truly an aspect of the pupils
performance that is a goal of instruction. Many objectives are stated in
terms of typical behaviour. A valid test for objective must sample
adequately the situation included within the objective.
Accuracy is a primary consideration when important and irreversible
decisions are to be made. To get a dependable measure of knowledge or
skill, it is necessary to use a large number of items. For system
28
programme or student evaluation to be useful, it must have a diagnostic
value. A diagnostic evaluation tells what has been accomplished correctly
and what is wrong, not merely assigning grades or scores.
Still on the importance of evaluation, Martinez (2005) has pointed
out that: Evaluation can and should be used as an ongoing management
and learning tool to improve organizations’ effectiveness. The critical
elements of evaluation form a chain process in organization. Chain
process is presented thus:
Fig 1: Chain process in evaluation
Evaluation Data Information Good decision
Good Management Results
(Adopted from Martinez 2005)
Evaluation produces correct information, which leads to sound
decisions on programme implementation. It also results in critical
programme improvement in areas where lapses are discovered or
sponsoring agencies require evaluation result to answer questions about
the long term impact of the project for which the funds are expended.
External evaluation, in particular, produces information on identified
operating problems, which managers critically need to forge ahead with the
project. Some of these operating problems cannot be fully diagnosed or
observed through the findings of internal evaluation. Programme
evaluation conducted on a regular basis can greatly improve the
management and effectiveness of an organization and its programmes.
Also, stressing on why it is necessary to evaluate, Merill (2005) and
Fisher and Cole (1993) point out that: Evaluation provides important
feedback for administrators and, managers of organization about
programmes and their processes. Thorough evaluation helps both the
organization and the individual to identify strength and weaknesses in their
respective contributions. The knowledge by programme operators that the
29
programme is being evaluated provides for greater accountability of
organizational resources, evaluation report acts as an incentive to all
members of the organization – positive result boost morale of programme
operators and funding and negative report acts as a warning for better
performance and surveillance. Outcome evaluation is a valuable tool for
demonstrating programme quality and effectiveness.
Concept and meaning of student-personnel services
Student personnel services refer to those school services that
supplement and support the instructional programme of a school. Duffy
(1990) says that although students personnel services has received very
little attention in professional literature and school administration, it
remains an administrative function that is critical to the effective operation
of any school system. In many countries of the world, including Nigeria,
students’ personnel services have not assumed a status of a department
within education ministry. It is merely seen as part and parcel of school
administrative function. In many places it is submerged under the
guidance services.
Except in schools with very small enrolments, the main role of the
administrator in pupil personnel services is one of integrating these
services with instruction and coordinating the various kinds of personnel
services provided (Campbell, Bridges and Nystrand, 1977). The type of
pupil-personnel services provided at the school level and their functions
depend on:
a. the level of the school, whether primary or secondary
b. the size and complexity of the school, i.e. the number of
students with cases requiring special attention,
c. the allocation of services within the district or zone, i.e.
whether there are specialists personnel and facilities within
the area to provide the needed services.
30
Other scholars apart from Duffy have given various definitions of what
constitutes student personnel services. Mgbodile (1986:176) defines
student personnel services as “all the activities of the principal and other
staff members geared towards making the pupil better citizens of the
society, in which they live”. Ezeocha (1992:235) defines it as “…all the
activities and services that are rendered to the students for the
achievement of educational objectives outside the normal classroom
instruction”. On his part, Okeke (2002) defines student personnel services
to be all those special classroom supporting services outside the curricular
offerings that impinge upon the maturation of the self of the students. The
four interesting selfs of a student identified include an intellectual self, a
physical self, an emotional self and social self. Campbel (1977) agrees
with the view that student personnel services embrace all the
administrative and non-curricular functions within the school system that
supplement classroom instruction.
Student personnel services from the foregoing, could therefore be
defined as the application of managerial process in student administration
vis-à-vis the provision of physical facilities, social services and amenities
that enhance and complement the curricular programme of the school.
Variations of what services constitute the pupil personnel function
have existed in the past and still exist today but a typical list of services to
be classified under student-personnel programme, according to Duffy
(1990) includes, guidance and counselling, health services, special
education services, school psychology, speech and hearing services and
school social work. Other authors have included pupil accounting or
attendance, medical services, pupil discipline, admission and school
census (Campbell et al 1977, Deroche & Kaiser 1980, Kimbrogugh and
Nunnery, 1976).
Ndu, Ocho, Okeke (1997) and Nwankwo (1981) have identified
student personnel services to include among others, library services,
31
recreational facilities for games and sports, clubs and societies for training
pupils in traits and character development. Some important school clubs
and societies identified are boys scout, girls guide, temperance society and
other religious organizations for character development. Educational clubs
include historical society, cultural society, geographical society, and literary
society. The professional societies include farmers clubs, junior engineers,
technicians and scientist (jets) clubs, geographical society among others.
Ovard (1960) identified student personnel services to include
admission and classification of students, assignment of students to
educational programmes, supervision of students discipline, guidance and
counselling services, orientation of new students, school attendance and
its related problems, health and safety programmes as well as services
that cater for the persons social and emotional adjustment of students.
From the brief literature so far reviewed the list of what constitute
student-personnel services could be endless. Some districts or states
might even include gifted and talented education (gate) as well as
compensatory education programme in their list. However, there are some
high or low incidence cases in student personnel services. Some low
incidence cases such as speech, sight or hearing services at the moment
are provided at district or zonal levels in Nigeria, while high incidence
cases are expected to be included in the student personnel services of
each school.
The Federal Republic of Nigeria (2002) under the guidelines on
minimum standard in schools nationwide has identified those basic
personnel services that shall be provided in all secondary schools (both
government and private). The services identified covers areas such as
number and qualification of staff, essential school records, accommodation
and amenities such as certified potable water, equipped health clinic or
sickbay, adequate toilets, spacious play ground, electricity or generating
set and transport services. Others include adequate laboratories,
32
workshops, studios, library and security outfit like fence and fire fighting
equipment.
Objectives of Student personnel services
The objectives of students’ personnel services according to Fafunwa
(1971), Ukeje (1992) and Mgbodile (2003) include making the students
think effectively and communicate their thoughts clearly. These qualities
are developed through participation in co-curricular programmes like
debate and school governance. Other objectives of the services are to
enable students develop relevant skills in judgement and decision-making.
When students’ leaders are given authority to maintain discipline and
control over their colleagues they are by this opportunity made to develop
their skills in leadership and decision-making.
The administration of student personnel services also helps students
to play their part as useful members of their homes, families and society.
Participation in voluntary activities like boys scout, girls’ guide, red cross or
red crescent societies and participation in religious and social activities
develops the above-mentioned skill in the students. Other objectives of
student personnel administration are the helping of students to understand
basic facts about health and sanitation, the development of good moral
principle, appreciation of their cultural heritage, the appreciation of the
dignity of labour and healthy physical development.
It is for the achievement of the above-stated objectives that the
National Minimum Standard (2002) prescribe some mandatory services
outside teaching and learning that secondary schools are to administer to
their students. The federal and state inspectorate units of the Ministry of
Education are charged with the routine inspection of schools and ensuring
that the mandatory personnel services are administered in all federal, state
and private secondary schools across Nigeria. Services like guidance and
counselling, school health programme promote the psychological and
physical well being of students. These services also enable students
33
make right career choices bearing in their minds their strength and
weaknesses. The accommodation and catering services trains the
youngsters in tolerance, peaceful cohabitation, sanitation, good health and
eating habit. This study believes that the exposure of students to the
components of the personnel services will enable them to derive the
benefits specified under each service. Therefore evaluation of student
personnel services in this study is based on the extent of the students
exposure to the identified component of the services in the research
instruments.
Importance of Student personnel services
Odor (1995) on his part noted that classroom instruction only
develops one out of the four selves earlier identified under the meaning of
student personnel services. He said that it is the student personnel
services that develop the other three selves in the pupil. He then
proceeded to highlight the importance of student personnel administration
to include the following: student personnel services enables the
government; proprietors and school administrators take inventory of pupils
for purposes of providing staff and facilities. It makes for proper record
keeping, administration, placement and progress of pupils. The
administration of student personnel services provides students with health
services which makes for healthy living and active citizenship, while the
guidance and counseling services that it provides shapes student study
habits, emotional and psychological outlook and choice of career. The
services make it possible to identify the different categories of students
such as the handicapped, the gifted, the average and slow learners so that
adequate care could be taken of each class. The services also help to
mould the character, habits and instill discipline in the students, which
makes a calm and achievement-oriented school environment and acts as a
foundation for a future crime-free and dedicated life. It enables students to
develop latent qualities such as leadership skills, cooperation,
34
sportsmanship, oratory, etc. through participation in clubs, societies and
student unionism. Student personnel services in the area of games and
sports help develop participants’ skills and prepare them for sporting
career and meaningful utilization of leisure time in later life.
In a related development, Ukeje (1992:285-86) encourages students
participation in the services provided by the school because of some of the
following permanent and temporary values it affords them. It provides a
channel through which a student is educated in civic responsibilities and
ideals and attitudes of good citizenship, it also helps in developing goodwill
friendliness and fellowship between students and departments. The
service reduces the need of supervision and pressure by staff, thus,
relieving them for more professional duties; and bring about increased
happiness of school life for students. Through the services the discipline
and morale tone of the school is improved, opportunity and means are
created for students to solve their own problems, and development of ideal
of right conduct, self-control, cooperative efficiency and fairness is
enhanced. The student personnel services in addition provide for training
in leadership, and as well prepare students to appreciate the necessity for
and the virtues of fair and ethical cooperation demanded in adult and
business life. The development of a sense of individual responsibility for
the welfare of all group interest, the development of habits of and skill in,
substituting behaviour that is socially ethical in the place of individualistic
behaviour in situations in which social and civil demands conflict with
individual instinctive reactions and provision of valuable training in
situations, which are similar to those to be met in later life… make the
provision of student personnel services a necessity for all students.
Furthermore, Ezeocha (1992) says that although the objectives of
secondary education may differ from one nation to another because of
their development need, differences in ideology or philosophy of education,
but the objectives of student personnel services are basic and appear to
35
be universal. They include: the making of the student think effectively and
creatively, communicate their ideas clearly, develop skills of relevant
judgement and making students play their part as useful members of their
homes and families. Other objectives of the services are the making of
students understand basic facts about health and sanitation, making them
understand and appreciate their roles as citizens of their sovereign country
and making them to understand and appreciate their cultural heritage. It
also enables students to develop love for school, participate actively in
school activity and stimulates regularity and punctuality in school
attendance (Anukam 2001).
When properly administered student personnel services can also
help the beneficiary to recognize the dignity of labour and the acquisition of
vocational skills. Other benefits of the services are the development of
ethical character, appreciation of the use of leisure and understanding of
the world outside their environment. Membership of clubs make students
develop scientific attitude toward problem-solving as well as making them
live as integrated individuals both in school and in adulthood.
From the above analysis, it is clear that student personnel services
is strategic in secondary education programme. The realization of articles
I & ii of the World Declaration on Education (1990) otherwise known as the
Jomtien Declaration on Education for All (EFA) which emphasizes meeting
the basic learning needs, broadening the means and scope of basic
education and enhancing the environment for learning cannot be achieved
without the provision of basic personnel services in our educational
institution as a whole, and secondary school in particular.
The Jomtien declaration makes education the right of every person –
child, youth and adult, and also makes it mandatory that the education in
every country shall be able to meet the basic learning needs of
participants. The learning needs comprise both essential learning tools
and the basic learning content. The learning tools included literacy, oral
36
expression, numeracy and problem-solving techniques, while knowledge,
skills, values and attitudes make up the basic learning content. Provision
of basic education is considered an imperative because it will enable
beneficiaries acquire survival skills in their environment, develop their full
capacities, live and work in dignity. Basic education will also enable
beneficiaries to participate fully in development, improve the quality of their
own lives, make informed decisions and continue learning in adult life.
The provision of basic student personnel services in all secondary
school across the country must form the foundation on which basic
education is built. As it has been noted, basic secondary education is
holistic. It requires the development of the whole personality – the
physical, social, emotional, spiritual and the cognitive components. This
development cannot be achieved through the implementation of the
academic curriculum alone, hence, the imperative of pupil personnel
services.
Student personnel services in secondary schools
This review shall cover the following pupil-personnel services
rendered in secondary schools:
a. Student admission and orientation
b. Student personnel accounting records
c. Classroom accommodation and library services
d. Guidance and counselling services
e. School health services
f. Student discipline
g. Municipal services
h. School playground, games and sporting facilities
i. Access to electricity or generating set
j. Workshop/Studios
37
Admission and orientation
Admission into secondary school had been by competitive national
or state entrance examinations whose results have been used as basis for
selection and placement of students into schools, often times, of their
choice. Private schools equally conduct their individual entrance
examinations for selecting their students.
Pupils who could not gain admission into any public or private
secondary schools went into learning trades of various sorts or
occupations of their choice. It could be observed that the limited
opportunity for primary and secondary education has been responsible for
the social, economic and technological backwardness of Nigeria. with the
doors of primary and secondary schools opened for all children of school
age on account of the UBE, it is hoped that Nigeria will join the committee
of progressive nations of the world.
Factors taken into consideration for admission into secondary
schools include age and maturity, residence, physical and mental health.
The general policy, according to Ukeje (1992) is to admit children who can
be accommodated socially and who are at an appropriate age and stage of
maturity to benefit from secondary education programme. With the
boarding school system being phased out from state schools, except
federal unity schools and a few private schools, admission into state
secondary schools is on neighbourhood or proximity basis. This makes it
imperative for every town or village to struggle for its own high school or to
be provided with one, if the UBE scheme is to succeed. On admission,
students are usually required to present certificate of good health from
recognized health officers before they can be registered. This is to prevent
the registration of students with physical, mental or psychological cases
that will prevent them from doing well in the school or make them
dangerous or obnoxious to other students. Candidates whose physical,
38
mental or psychological condition cannot allow them benefit from common
secondary schools are supposed to be sent to special schools.
Orientation programme for fresh students is supposed to be
conducted soon after the admission has been concluded. This is a
programme where newly admitted students are formally introduced into the
various programmes, facilities, codes and regulations of the school. it
affords them the opportunity to interact with the principal, the vice heads of
department and other school officers like the bursar, librarian, guidance
counsellor, school nurse and other officers deemed necessary for
introduction. The orientation programme is also used to enable the various
heads of department and division speak on the various services they
provide and how students can benefit from them.
During the programme students are usually taken round the school
and introduced to various places of interest like the library, the health
center, the laboratories, the studios, workshops, source of water supply,
toilets, classrooms, dormitory and other places. It provides the opportunity
for initiating the new entrants into the culture of the school. It is a period
for inducting them into the rules and regulation of the school as well as the
culture and traditions of their new society.
After the orientation, classification of students into their various
streams or grouping can be done using different criteria. The federal
government of Nigeria (2002:5) in the national minimum standards
recommends that the ideal number of pupils per class should not exceed
30 and 45 in the primary and secondary schools respectively. Bearing the
number of pupils per class in mind, classification can also be done,
according to Ukeje (1992), using homogenous characteristics such as
mental ability, chronological age, physical maturity and interest. Using
mental ability, pupils can be classified into slow, regular and accelerated
learning groups based on a single criterion of achievement, intelligence
quotience or other similar factors. To retain the advantages of this
39
grouping periodic adjustment of members should be done as learning and
other abilities develop. Remedial grouping could also be done to assist
students who show some learning deficiencies to bridge their learning gap.
At the general school level, students could be grouped into ‘houses’
with each house having a housemaster and other officials. The grouping
into houses is for easy administration, competition and general discipline.
The house system can be very effective if properly organized.
Student personnel accounting records
The development in size and complexity of modern school system
makes record-keeping an essential component of school management.
Without adequate records, no school teacher or administrator can be able
to give adequate account of his students individually and collectively.
School records according to Ogbiji (2004) performs the following functions
in relation to student accounting:
1. accurate school records enable school supervisors to objectively
assess students staff performance and as well guide them to take
relevant decisions.
2. school records also act as important source of information to
employers on the ex=-students of the school they may wish to
employ. Such records tell of their academic performance, character,
and act as reference sources to school officers.
3. the records also provide information to higher educational
institutions on the scholastic achievements of their applicants
seeking admissions.
4. they also provide parents with information on the academic
progress, behaviour and social relationship of their wards
5. the records also help to facilitate movement of children from one
school to another and also serve as information bank on the pupils
6. records such as timetable helps to regulate school activities
40
7. records are the raw materials with which the school head can use to
make his requests, take decisions and plan activities for the school.
Nwankwo (1982), Farrant (1981), Mbiti (1984).
Some of such important student records include: admission
register, attendance register, log book, punishment book, students’
dossiers, health records, examination result sheets, test records and cash
records.
The admission register contains names of all the students enrolled
into the school on yearly basis. The record shows vital information
concerning the student such as name, date of admission, admission
number, progress, name of parents, address, date and reasons for leaving
school. The attendance register, unlike the admission register, is kept for
each class by the class teacher for marking daily attendance of students.
It is usually marked twice each day, morning and afternoon, to determine
the regularity of students. The logbook contains a brief summary of major
events taking place in the school such as resumption or closing date,
principal or teachers’ absence from school, commencement of
examination, sporting programme, visit of important personality,
misconduct of student or teacher, death of a school community member.
The punishment book should contain the name of student punished and
the offence committed. Student dossier is a record of his/her academic
progress, showing records of test and examinations taken and the grades
made. Students are expected to have individual dossiers from where their
results can be detached and given to them on termly basis. Other
important student accounting records are health, counselling and health
records (see Aderounmu and Ahiametalor, 1985)
Classroom accommodation and library services
Classrooms and libraries constitute the academic nerve centers of
educational institutions. Classrooms are venues that formal teaching and
learning taken place. Classrooms should be spacious, well ventilated and
41
equipped with adequate seats, chalkboard and other teaching and learning
facilities. Crowded and poorly equipped classrooms make teaching and
learning difficult as they are rowdy, inaccessible for the teacher and class-
control is usually difficult. It is even worse when a classroom is leaking,
poorly furnished or lacking in basic amenities that promote learning. Iyaiye
(2001) says that such depreciation discourages school attendance and the
major cause of the emergence of private schools. The national minimum
standards stipulates a maximum of 45 students per classroom in
secondary schools.
The school library is essential even in primary and secondary
schools. The aims of the school library at the primary and secondary
school, according to Ukeje (1992) are to provide books for leisure reading
as well as reference and information books so that students can consult
them as the need arises, to develop in the students a lasting love for books
and encourage them to read at home and encourage personal collection of
books and to encourage responsibility and cooperation in taking care of
borrowed books and returning them promptly as at when due. Ideally, a
school library is expected to be located in a more serene part of the
school compound, preferably some distance away from the classroom. It
should contain books relevant to the subject and needs of students. There
should be books for general information, references and those
recommended by the various subject teachers, the Ministry of Education
and the examination bodies.
The national minimum standards recommends that each secondary
school should have a well-stocked school library supervised by a teacher,
librarian and a library attendant with a basic book collection stipulated as
follows:
42
Student enrolment Number of book
Up to 500 1,500
500 – 1,000 3,000
1,000 – 1,500 5,000
The library should be well ventilated, lighted and with good
accommodation for reading capable of taking about 20% of the student
population per sitting. Opportunity should be created on the school
timetable for each class to be brought to the library and be introduced to
the arrangements, sections and collection of books there. If this is done, it
will develop students’ interest in going to ready in the library. It should be
kept open beyond the normal school hours for students use.
Guidance and counselling services
Guidance and counselling is one of the personnel services that
should be made available to secondary school students. Nwachukwu
(2000) defines guidance as the systematic professional process of helping
the individual through educative and interpretative procedures to gain a
better understanding of his own characteristics and potentials and to relate
himself more satisfactorily to social requirements and opportunities, in
accord with social and moral values.
On their part, Shertzer and Sstone (1981:40) define guidance as “…
the process of helping individuals to understand themselves and their
world”. Denga (1986:2) defines guidance as “… a cluster of formalized
educational services designed by the school to assist students to achieve
self understanding which is necessary for them to attain the fullest self
development and self realization of their potentials”.
Nwachukwu (2000) notes that in the school setting the needs and
problems of the self-situational relationship of students are felt in three key
areas of educational preference, vocational outlooks and personal-social
relations. He posits that for any meaningful positive change to take place
43
in Nigerian education system in the contemporary technological era, there
must be a three-pronged intervention approach to help the school child
from these areas of needs. In a related view Effiom and Ejue (1998:8)
highlight the goals of school guidance and counselling services to include
the reduction of academic problem. This is done by gearing students
toward the selection of learning experiences that are congruent with their
abilities and by exposing them to effective study techniques. This
approach goes a long way to reducing academic problems among
students; it also reduces personal, social and psychological problems of
students. Through guidance services students will develop a working
relationship that is free of hate, threat and worries and would maintain
healthy relationship with peers, staff and the entire members of the school
community. To reduce vocational problems; the service gears students
towards choosing a vocation that is consistent with their abilities and
interest. In so doing it reduces vocational problems. Counselling equally
reduces disciplinary problems; by helping both students and staff to
understand, appreciate and accept school rules and regulations.
Nwachuku summarizes the benefits of school guidance by saying that it
equips the student with life skills to understand his own unique
characteristics and the processes of growth and development. It also
enables the individual to understand his unique environment and life
circumstances, the demand of such environment makes on his person as
well as the self-situational responses within control and command.
The Nigeria government has for about two decades now
acknowledged the importance of guidance and counselling services in
educational institutions. To that effect all public and private schools at all
levels are expected to have school counselors. The services of school
guidance counselors are most critical at the secondary school level for the
fact that students at this level are experiencing the fasted physical and
physiological development with their concomitant problems that require
44
counselling. The tennage and adolescent characteristics of wanting
independence, authority and recognition are prevalent during this period,
hence, the need for counselling. This is a stage where the students need
to make vocational choices such as choosing their subjects for the final
examination and preparing for entry into tertiary educational institutions.
Counselling at this stage is important so that their abilities and interests
can guide them in making these choices.
As important as guidance and counselling services are shown to be
at the secondary school level, it has not been established how many public
and private secondary schools in Cross River State provide these services
to their students. The study will therefore investigate how many schools
have or do not have career counselors with offices for providing the
services to students.
School health services
School health services refer to those services that take care of the
health needs of members of the school community, particularly the pupil or
students. The services are diagnostic, curative, referral, preventive, and
educative. The objectives of the services according to Achalu (2001:55)
are to understand each child’s health needs and develop high level health
for each child, to prevent defects, disorders and continuously appraise a
child’s health, to develop in each child positive health awareness and
reduction in the incidence of diseases. To develop healthful personal
practices and attitudes and to provide emergency measures, healthy
school environment and maintenance of good sanitary practices and
surrounding. The services expected to be provided under school health
services include the appraisal of the health status of pupils and school
personnel. Counselling pupils, parents and others concerning appraisal
findings, encouraging the correction of remedial defects and the proper
adjustment of those identified as not remediable. In addition, the
programme assists in the identification and education of handicapped
45
pupils, helps to prevent and control diseases and provides emergency
services for injury or sudden illness.
Udo and Ajala (1987) observe that in addition to heredity and family
background the school is a continuing institution for the pupils to develop
sound mental health practices. The school does this by providing
experiences, which lead to the development of total individual through self-
actualization, human relationship, economic efficiency and civic
responsibility. School experiences are also designed to enhance growth
and development, stimulate learning and development of good behaviour
and practices. Therefore, every school programme, curricular and co-
curricular, should be designed and executed with the intent of assisting
students to satisfy their basic needs of love, acceptance, security,
independence, faith and self-control. If the health needs of the pupils are
integrated into all school programmes and activities, it will ensure total
health for the students, which the World Health Organisation (WHO)
defines in, Odey (1998:6) as “… the state of complete physical, mental and
social well-being, not merely absence of disease or infirmity”.
Healthcare services are a priority need not only for secondary school
students but also for humanity in general. It is because of this awareness
that the national minimum standards makes it mandatory for primary and
secondary schools to provide health services for their students. It
recommends that all boarding schools must have “, Health care centres
with trained nurses while day schools should first aid box and a trained first
aid teachers…”
The Cross River State Government has in a letter No.
MOE/S.D/85/1/67 of September, 2005 instructed all secondary schools to
have sickbays. The Ministry of Health has in the same letter been
instructed to post nurses to secondary schools in the state. It is the onus
of this study to investigate how many of the secondary schools in the state
46
have complied with the national requirement as well as the directive from
the state government.
School discipline
The word ‘discipline’ is crucial in every human society. It is
responsible for peace, order and good governance of society. Discipline
may mean different things to different people depending on how it is used.
Ezeocha (1989) and Akubue (1991) broadly characterize discipline as a
functional product of orderliness, self-control, self-restraints, respect for
self and others, perseverance, tolerance and recognition of human dignity.
In the school context discipline is the quality of character, which produces
peace, order, self-control and respect for self and others.
Discipline is one of the services provided to secondary school
students by the school authorities. The objective of school discipline
according to Ukeje (1992) is to build up a level of self-control in the
students so that proper habits will be followed without the use of authority,
self-control that will provide a serene and conducive atmosphere for work
in the various school programmes and activities. Thus in a disciplined
school, calm and decency will prevail in classrooms and library, none will
encroach on the right of others in the playground auditorium and cafeteria,
students will be responsible for their own action and conduct, and proper
rules of behaviour will be followed.
Attitudes of school leaders that promote discipline include exhibiting
behaviour that earns the leaders respect and confidence from his
followers. For example, when the principal is seen to be working for the
good of the school, recognizes and encourages special abilities of the
group and makes more wise decision than bad ones. Frankness in
admitting error also promotes discipline. A confession that one was
uniformed in taking the wrong decision is disarming, and a request for help
in securing information is an excellent basis for good teamwork. Discipline
ensures that a conference between the principal and students is carried
47
out with fairness and firmness and with an attitude of goodwill. Use of
commendation rather condemnation develops positive rather than negative
attitude towards discipline. Accepting responsibility for carrying out
decisions once they have been reached between principal and staff serves
as a catalyst for discipline to prevail in the school. Obedience should be
based upon understanding the goals of the group and should be voluntary
rather than a compulsion. Let reformation of character be the objective of
punishment.
To encourage students to be disciplined and well-behaved, school
authorities should develop school ideals and spirit, develop favourable
relations with staff and students, remove temptations and possibility of
misbehaviour and reward good behaviour promptly.
Ukeje (1992) says that acts which can lead to misbehaviour by students
includes subject matter and assignment being too easy or below students’
maturity level, subject matter and assignment being too difficult, leading to
the frustration of less able ones. Indiscipline is also triggered when
teachers’ explanation and vocabulary are too high and sophisticated for
the level of the students. Assignments that are not well planned or clear
to students can lead to their frustration and antagonism.
Secondary education, in the overall purpose of education in Nigeria
is not only for the development or inculcation of knowledge and skills, but
also the inculcation of the right type of values and attitudes for the survival
of the individual and the Nigerian society (FGN 2004:8). Discipline is a
value that is cherished by all. The responsibility of inculcating discipline in
the younger generation, in the secondary school, rests on the school head
and his staff.
The study will investigate what proactive measures have been put in
place by school heads to ensure discipline among secondary school
students in Cross River State of Nigeria. In particular, indices that
promotes students discipline such as: provision of students with school
48
rules and regulations, engaging students in school governance, provision
of games and sporting facilities and students participation in school sports
will come into focus. Participation of students in school clubs and religious
programmes and having students’ disciplinary committee in place, will also
be investigated.
Municipal services
Potable water supply, electricity and conveniences and toilet
facilities are among the amenities that the Federal Ministry of Education
(2002), in the national minimum standards, recommends as mandatory for
all primary and secondary schools. The document stipulates that certified
potable water supply must be made available to schools for use by staff
and students. Water is the essence of life and clean source of drinking
and consumable water supply is essential to stem the tide of water-borne
diseases like typhoid fever, cholera, bithazia and guinea worm infestation.
It is for this reason that secondary schools are expected to provide
sufficient certified potable water for members of the school community.
Students are not to be allowed to drink water from open wells, public
streams or rivers because of obvious health hazards associated with
drinking from uncertified sources of water.
The study will investigate the number of schools under study that provide
functional certified potable water for use by staff and students.
Provision of toilet facilities is a mandatory requirement from the
inception of any primary or secondary school. The national minimum
standards stipulates that toilets should be in the ratio of 1:40 pupils and
should be either water closet or ventilated improved pit (VIP) type in
convenient locations on the premises. There should be separate toilets for
boys and girls and for male and female teachers. The danger of
indiscriminate defecation on the school premises are obvious hence, the
necessity of toilet facilities. Use of toilets also provides training for
students in decency and observation of health rules. Investigating the
49
availability and nature of toilet facilities among secondary schools in Cross
River State forms part of this study.
In a technological era the use of electricity cannot be
overemphasized. Secondary schools need electricity or generating plant
to operate the different machines that perform essential services in the
school. The computer units, studios and workshops machines,
refrigerators, fans and air-conditioners need electricity to operate for the
services of the school and the comfort of staff and students. It is for this
reasons that the Federal ministry of Education (2002) in the national
minimum standards makes access to electricity or possession of a
generating plant an ideal mandatory requirement for the operation of a
secondary school.
In the same vein, schools offering introductory technology, technical
subjects, home economics and fine arts must have well equipped standard
workshops and or studios to ensure that students have access to the tools
to attain minimum skill development level. Students offering technical
subjects without access to workshop and studios cannot attain the required
level of proficiency in their training. The study will therefore evaluate how
many secondary schools in Cross River State comply with these minimum
requirements of electricity and workshop availability in secondary schools.
Co-curricular activities
The national minimum standard makes it mandatory for all schools
to have playground from their inception. It stipulates that the playground
should be capable of accommodating ¼ of the students’ population.
Boarding schools are also expected to provide indoor game facilities. Day
schools that cannot provide playground within the school premises must
have it within walking distance from the school.
Secondary schools in particular are also expected to provide
facilities for games and sports, appoint games masters and games
prefects and make participation in games and sports a regular feature of
50
the school programme. The benefits derivable from games and sports are
numerous, among which are stimulation of the muscle, the heart and the
entire body system, healthy physical, emotional and social growth, good
opportunity for tissue respiration and excretion and development of team
spirit. Participation in games and sports also provides opportunities for
developing skills that can become a source of livelihood in future; provides
opportunities for training in proper use of leisure time as students and later
as adults and also act as a means of national integration. It is the object of
this study to find out how many secondary schools in Cross River State
have sizeable playground, provide games and sporting facilities and have
regular games and sporting programmes for their students.
Students’ participation in school governance, which is an aspect of
co-curricular programme, is advocated for the various temporary and
permanent advantages that students derive from it. Ukeje (1992) has
listed those advantages to include the provision of avenue by which
students acquire, democratic principles, civic responsibility and good
citizenship spirit, and development of feelings of goodwill, friendliness and
fellowship between staff, students and department. Participation in school
governance equally makes the students more responsible, accountable
and less dependent on staff supervision. It improves school disciplinary
tone and increases the happiness of school life. It provides opportunities
for students to learn to solve their own problems, train in leadership,
develop a sense of cooperation and acts as preparation for responsibilities
in adult life.
Staff advisers who shall only play advisory role without taking over
power from students should guide student leaders. Student union
government provides an avenue for putting to practice what is theoretically
learnt in related disciplines.
There are also other co-curricular activities such as clubs and
societies that are open to students membership and participation.
51
Ezeocha (1990) has listed the clubs and societies to include dramatic
society, musical and choral society, debating society, geographical society
as well as science or jets (junior engineers, technicians and scientists)
club. There are also other school clubs such as literary and magazine
society, young farmers clubs, dancing and cultural society, boys scout and
girls guide, student Christian movement and red cross and red crescent
society.
Students’ participation in school clubs and societies extends the role
of the school beyond the confines of the classroom. Such activities
reinforce instructional programme and create opportunities for individual
students to meet their needs develop new interest and friendship, improve
on their talents and develop team and leadership spirit. Erismadu and
Nduka (1984) point out that some school clubs have extended their
activities to include areas such as clean up campaigns, philanthropic visits
to disabled homes, carrying out successful campaign against acts of
indiscipline by exposing offenders through cartoons and condemnation.
For successful and properly guided activities each of these societies
and clubs should have a staff adviser or patron. The staff adviser should
see to the general management of the club so that there is equal
opportunity for members to participate in clubs activities, so that only
minimal levies are imposed on members for running the clubs and so that
the club leaders are accountable to members. It is through membership
and participation in clubs and societies that lasting friendship between
fellow students and between teachers and students are established.
The study will therefore investigate the number of secondary schools
in Cross River State that engage students in school governance and have
school clubs and societies that students are actively participating in. As
has already been pointed out availability and participation of students in
such school programmes fills the vacuum left by classroom instruction and
contributes to building balanced school products for the society.
52
Models of evaluation
A model refers to a design, a standard or an ideal of something.
Hornby (2000) defines a model as a representation of something, a
particular design or type of product, a simple description of a system used
for explaining or calculating something or a system used as a basis for a
copy or a pattern. For our purpose, evaluation model refers to a description
of a pattern, design or format that can be used for evaluation. Okoro
(1991) says that evaluation model is a set of steps or system of thinking
which if followed will lead to the generation of information that can be used
by decision makers to improve educational programme. Evaluation
models thus, prescribes what evaluators should do in the course of
evaluating an activity, a programme or a system.
There are several evaluation models in use. Different models may
be suitable for different systems. Hence, Okoro (1991) advised that in
choosing an evaluation model, its complexity in terms of the user’s ability,
and appropriateness should be taken into consideration. Alkin and Ellet
(1979) say that some evaluation models are prescriptive, while others are
descriptive.
a. Prescriptive Model: This provides a set of rules, prescriptions and
prohibitions for evaluation. It provides a framework that should
guide evaluators by specifying what is to be done and how it should
be done.
b. Descriptive Model: This describes, explains and predicts
evaluation programme with a view to providing generalized
information to guide the evaluator.
Eseryel (2002) has identified four models of evaluation in use. These are
usually applied in the evaluation of training programmes.
1. Goal-based model: Eseryel (2002) attributed the goal-
based model of evaluation to Kirkpatrick and points out that
the model operates with four goals in view:
53
a. Reaction: This state gathers information or data on
participant’s reaction at the end of a training
programme,
b. Learning: The second goal is to assess whether the
learning objectives for the programme have been
achieved
c. Behaviour: The third goal is to assess the behaviour
of participants at the end of the programme to
determine whether their performance has improved as
a result of the training or education.
d. Results: The fourth and last goal is to compare cost
with benefit of programme to determine organizational
impact in terms of reduced cost, improved quality of
work and improved quantity of work.
2. Context, Input, process and product (C.I.P.P) Model:
This is one of the prescriptive models of evaluation. The model is
also carried out in four stages.
Context: This involves obtaining information about the situation of
the system, organization of environment to decide on educational needs
and to get programme objectives.
Input: This requires identifying educational strategies most likely to
achieve the desired result.
Process: assessing the implementation of the educational
programme to determine whether it is in line with set goals.
Product: Gathering information regarding the result of educational
intervention programme to interpret its worth or merit.
According to Vestal (1991), the CIPP model was developed in the
United States in the late 60s as an alternative to the objectives, testing and
experimental design form of evaluation that was prevalent at the time. The
model, which was developed by Stufflebean and others believes strongly
54
that the most important purpose of evaluation is to improve not to prove.
Against the traditional notion of evaluation as an instrument for
accountability or with-hunting, Stufflebean (1972) sees the CIPP model as
an instrument to be applied to help make programme work better for the
target group. The model embraces the application of formative and
summative evaluation model of Bloom (1971, 1980), Scriven (1980), and
Cronback (1980).
A full implementation of the CIPP model will yield answers to
questions on each of the four levels of operation such as:
a. What needs were addressed, how pervasive and important were
they, and to what extent were the project objectives reflective of
assessed needs? (Content information)
b. What procedural and budgeting plans were adopted to address the
needs, what alternatives were considered, why was one chosen
over the others, and to what extent was it reasonable, potentially
successful and cost effective? (Input information)
c. To what extent was the project plan implemented, and how and for
what reason did it have to be modified? (Process Information).
d. What results – positive and negative as well as intended and
unintended were observed, how did the various stakeholders judge
the worth and merit of the outcomes, and to what extent were the
needs of the target population met? (Product information).
The CIPP model is represented below:
55
Fig II: CIPP Model of Evaluation
3. Input, process, output, (outcome) (IPO) model is a variant of the
decision making models of Akin (1969), Stufflebean (1972), Thomson,
and Whittleman (1981), among others.
Like the other decision-making models, the IPO operates in four
levels:
b. Input: This is concerned with an evaluation of systems
performance indicators such as trainee or staff qualification,
availability of training materials, appropriateness or adequacy of
training.
c. Process. Having evaluated the system’s performance indicators,
the evaluators now designs development and delivery of training
programme to meet the need identified
d. Output. Here data is gathered from the training programme
provided
e. Outcomes. This is an evaluation of longer-term results associated
with improvement in the organizations bottom-line, its profitability
and competitiveness.
Content What is to be done
Product: The Result or Contribution to Society
Input: Teachers and Students
Process: How they interact and what they do
56
4. Training, validation, system (TVS) Model is also one of the
decision-making models of evaluation. Like other sister models, it is
made up of four levels:
a. Situation analysis. This involves collecting data from the
environment or organization to ascertain current level of need or
performance and using it to decide desirable level in terms of
development or performance
b. Intervention programme. Identifying reasons for the gap between
the present and the desirable and providing an intervention
programme that can remedy the situation
c. Impact Assessment. Data is collected from the pre and post-test
and analysed to determine impact of remedial measures.
d. Value Assessment. Differences between the pre- and post
intervention programme is measured and quantified in monetary
terms.
Fig. III: Goal-based models of evaluation 1 Goal-based model (1959),
Reaction: Gather data on participants after training programme
CIPP Model (1987) Content: Assess situation
IPO Model (1990) Input: Evaluation system performance indices
TVS Model (1984) Situation: Collect data and decide current needs
2 Learning: Assess whether learning objectives are met
Input: Identify programme that can provide solution to the situation
Process: Plan design and deliver programme
Intervention: Suggest an intervention programme
3. Behaviour: Assess whether performance have changed
Process: Assess implementation process
Output: use data collected to decide outcome of programme
Value: Quantify value of programme in monetary terms
4. Results: Assess Cost Vs benefit of Programme
Product: Gather data and decide worth of programme
Outcomes: Use data collected to decide longer term effect of programme
Value: qualify value of programme in monetary terms
Goal-based and system-based approaches to evaluation: adapted from Eseryel (2002:94)
Patton (1982) says that evaluation models in general prescribe what
evaluators ought to do and explains how to conduct a particular type of
57
evaluation. He said that each taxonomy of evaluation model is
distinguishable by the audience – the evaluation addressees, the outcome
they examine, the typical question they ask and the methods they employ.
He identified the following taxonomy of evaluation models: system
analysis model, behavioural objectives approach model, goal-free
evaluation model, art criticism approach, accreditation model, transaction
approach and decision making model.
The behavioural objectives and decision-making models had earlier
been treated in this review. On goal-free model, Patton points out that it is
not necessary to evaluate only with regards to goals and objectives hence,
“goal free valuation” and Eolithic or process” evaluations are certainly
possible.
In fact, Patton (1982) says that goals and objectives often constrain
or limit an evaluation unnecessarily. This opinion is affirmed by Burns and
Bartlett (1993), who said, “there are inherent biases in approaching an
evaluation using present goals and objectives”. Instead, they suggest that
the evaluator should establish multiple values and criteria on which to base
such an analysis.
On “Eolithic” or Process Evaluation, Patton says that rather than
looking at how present goals are achieved, the evaluator is directed to
consider how ends can flow from means. This is done by the evaluator
beginning by examining what exist in the natural setting and then attain
whatever outcomes one can with the resources at hand. In Eolithic
evaluation goals are discovered as the process progresses. The
participants only look around them to see what’s available and then do
whatever they can with whatever they find. What they do moves them
towards emerging goals that are discovered in and grow out of the
environment in which they find themselves.
Richard (1985) in The Evaluation of Cultural Action identified a
model of evaluation, which he calls “Illuminative evaluation”. This is a
58
custom built research strategy which: lacks formal statements of
objectives, avoids (but does not exclude) statistical procedures, employs
subjective methods, is interested in the informing function of evaluation,
avoids the usual grading function of evaluation.
Richards states that illuminative evaluations are wholistic in
approach, attending closely to the various context of the programme being
evaluated and seeking to portray it as a working whole. It is aimed at
providing all concerned with a programme with a genuinely helpful report
that might take many different forms and draws on many diverse sources
and methods, but it is designed to inform, to interest and to add to their
understanding.
Performance objective congruence model
Tyler (1969) formulated this approach in his work. He conceived
evaluation as the process of determining the extent to which the
educational objectives of a school programme are achieved. The
application of this model involves: identification of educational or
programme objective, definition of educational or programme objective in
behavioural terms, and measurement of achievement using standardized
or evaluator constructed instrument.
The result of evaluation from data collected are compared with the
objectives identified to determine the extent to which performance is
congruent with standard expectations. Discrepancies between
performance and set objectives would lead to modification of
implementation process with a view to correcting deficiencies. Some of
the strands of this model include Provus discrepancy model, Popham’s
instructional objectives approach and Hammoud evaluation model.
Although, the Tylerian model has been criticized for its rigidity by
promoting an inflexible approach to education, yet its merits lies in the
specification of activities which are central to any evaluation programme.
59
An evaluation programme is only worthwhile to the extent in which it
achieves intended objectives.
It is important to note that performance objectives congruence model
of Tyler is the model that is adopted for this study. The model is
considered adequate because this study centers on the evaluation of
Minimum Standard. The National Minimum Standard stipulates the
minimum requirements for the operation of nursery, primary and secondary
schools in Nigeria. the requirements of the minimum standards are used
as basis for evaluating students’ personnel services in Cross River State
Public, Mission and Private secondary schools.
Standard of evaluation
The Federal Republic of Nigeria under the auspices of the federal
inspectorate services of the Federal Ministry of Education (2002) published
the national minimum standards as a guide for the operation of nursery,
primary and secondary schools in Nigeria. The antecedent of the 2002
minimum standards dates back to decree 16 of 1985 on the minimum
standards for primary and secondary schools nationwide. The aims of the
decree were to: provide guidelines on general and specific principles of
inspection and monitoring of schools; provide tools for evaluating the
efficiency of school management, guide proprietors in providing funds for
the school, use the guide for accrediting schools (see FGN 2002, and
Ojogwu, 2001).
In order to put the guideline into operation, the national council on
education (NCE) and the Joint Consultative Committee on Education
(JCCE) decided to set up a subcommittee of the JCCE to work out the
details. It was not until 1998 that the sub-committee was set up to handle
the exercise. The present document is a harmonization of the Proposals
of the Federal Inspectorate Service, the Federal Ministry of Education
(1998) and the responses from various states on the Federal Ministry of
60
Education proposal. The document was finally approved and adopted for
use by schools nationwide by NCE in September, 2002.
The content of the document which forms the basic student
personnel services that must be put in place for the purpose of operating
secondary school anywhere in Nigeria include the following: staff
requirement. Teachers shall be graduate in education, principals should
be a graduate in education with a minimum of ten years cognate
experience, there shall be a trained counsellor to attend to students career,
emotional and social needs, there shall be qualified nurse in charge of
health clinic for boarding schools and first aid teacher in days of schools.
School Records: Those that have direct dealing with students
include admission, progress and withdrawal register, class attendance
register, national curriculum, examination, syllabus, school prospectus,
with rules and regulations and students records. Accommodation,
classroom shall possess a minimum of 144m2 , assembly/examination hall
shall be big enough to sit twice the school enrolment, adequate dormitory
accommodation in boarding school.
Amenities: They shall include: certified potable water supply in
sufficient quantity, equipped clinic or sickbay for boarding school and first
aid box with teachers trained in it for day schools, VIP toilets (1:40 pupils)
separate for boys and girls, playground to engage ¼ student population,
electricity or generating set for operating machines and minimum human
comfort, transport: (bus) for use by staff and students
Review of Empirical Studies
A number of researches have been undertaken in some areas
related to this study. Okeke (2002) carried out a study on strategies for
improving student personnel services administration in Onitsha Education
Zone of Anambra State of Nigeria. The purpose of the study was to
establish through the opinion of secondary school principals and teachers
the strategies for improving the administration of student personnel
61
services in four areas, namely boarding/feeding, health services, discipline
and guidance and counselling services.
The study formulated four research questions and two null
hypotheses from which a 22-items questionnaire was drawn. Sample size
comprised 25 secondary school principals and 400 teachers. The findings
were that, to improve the boarding/feeding system, students should be
involved in making their own feeding arrangement and school authorities
should ensure that balanced diet is provided. From the study, health
services in secondary school could be improved through the use of
resident and mobile doctors, organization of health talks and the use of
health programme like immunization and conducting routine tests on
students. On improving school discipline, it was found that problems need
to be treated according to the students background, school activities
should be geared towards ensuring socially acceptable behaviour pattern
through self-discipline, rights and responsibilities of individuals should be
acknowledged and respected, teachers should be of good examples for
students to emulates, students should be involved in decisions and policies
that affect them and should be provided recreational activities on school
premises. To improve guidance and counselling services in school,
counselors should have comfortable office accommodation and adequate
tools to work with, make students aware of the services in schools, involve
counselors in orientation programme and career day for students.
In a related study, Sambe (1991) carried out a study on the effect of
extra-curricular activities on the academic performance of primary school
pupils in Kwande Local Government Area of Benue State. His objective
was to find out the effects of pupils participation in games and sports on
their academic performance.
Four research questions with four hypotheses were used for the study. A
sample of 300 pupils from 10 primary schools, 30 selected from each
62
school in the area was used. The study combined the use of questionnaire
with interviews schedule involving 50 teachers.
Of the four hypotheses used, two were upheld. This revealed that
there were no significant differences in academic performance between
pupils who took part in sports and those who did not. Also, that girls who
do sports do not perform significantly better in academics than those who
do not. The interview schedule shows that pupils who do sports develop
better social relationship than those who do not. The study strongly
recommended the encouragement of sports in schools for its physical,
physiological and social values.
In another study, Bassey (1991) carried out a study on the effect of
indiscipline on academic performance of secondary school students in
Ugep Local Government Area of Cross River State.
The purpose of the study was to find out whether indisciplined students
perform poorer in their academics than their disciplined counterparts. Five
research questions and three hypotheses were used. The finding revealed
that disciplined students perform better than their indisciplined
counterparts, but that the difference was not statistically significant. It also
shows that there is no significant variation between male and female
indiscipline students in their academic performance.
It recommends various ways of ensuring discipline in secondary
schools, stressing that punishment in the case of indiscipline should be
corrective and reformatory rather than retributive. He recommends
students participation in school governance, sports and club activities as a
way of developing self-discipline as against externally imposed discipline.
Amadi (1990) studied the status of health education programme
among secondary schools in Cross River State. The objective of the study
was to determine the effectiveness in the teaching of health education and
the provision of health education facilities in the state secondary schools.
63
The study involves a population of 2329 secondary school teachers
in the state. Stratified random sampling was used to select 452 teachers
used for the study. The findings of the study were that only 18% of
teachers involved in teaching health education in the secondary schools
were qualified, i.e. had degrees in physical and health education. The rest
were teachers drawn from other school subjects. The popular feeling
among the respondents was that health education could as well be
presented through other school subjects like biology, physical education,
home economics and social studies and that good health habits could be
inculcated through environmental sanitation and instruction on health
education. They did not see provision of health facilities as a priority in
health education.
Kalu (1997) studied “the implementation of student personnel
services in state-owned secondary schools of Abia State”. The objectives
of the study was to determine the extent of implementation of student
personnel services in secondary schools in Abia State.
The study surveyed 90 schools from which 386 teachers where
sampled from 144 secondary schools and 3985 teachers in the state.
From the study, the following findings were made:
1. secondary school teachers of Aba and Umuahia education zones
agreed that some student personnel services in the area of
enrolment management and conduct of school routine exist in state-
owned secondary schools of the state.
2. the findings show that some services such as enrolment,
management, school routine were implemented to a great extent
while students’ personnel needs such as health, counselling, etc.,
were implemented to a very little extent among others.
64
Summary of Literature Review
The literature reviewed centred on evaluation and student personnel
services which form the key concepts in this study. Evaluation is defined
as the collection and interpretation through systematic and formal means
of relevant information which serves the basis for rational judgement in
decision situation. By its nature, evaluation involves identifying and
examining the value inherent in a programme, formulating the objectives of
a programme, determining the criteria for measuring success and
obtaining, analyzing and interpreting data and other information on a
programme.
Types of evaluation include formative and summative evaluation,
planning or developmental evaluation, input, process and output
evaluation. The goals of evaluation, among others, are the production of
records that aid instruction, preparation of transcripts and reports and
provision of feedback to stake-holders in education. The scientific criteria
for evaluation are validity, reliability and objectivity.
Among the several models of evaluation are the prescriptive and
descriptive models, context, input, process and product (CIPP) model,
Input, process, output (IPO) model and the training validation systems
(TVS) model. The objective congruence model of Tyler is the one
considered appropriate for use in this study.
Student personnel administration is defined as all the non-curricular
services which are administered to students in a school setting for the
65
purpose of healthy physical, emotional, social and psychological
development. The objectives of the services are to make the students
think effectively, help them to communicate their thoughts clearly, enable
them to develop relevant skills in judgement and help them understand
and appreciate basic facts about health, sanitation, citizenship roles and
good morals.
The importance of student personnel services include provision of
education in civic responsibilities, development of goodwill and friendship
among students and the increased happiness of school life. The services
also help in improvement of discipline and moral tone of the school,
development of right conduct, self control, leadership skills and use of
leisure time. The services that come under student personnel
administration include students admission and orientation programme,
guidance and counselling services, health services, disciplinary services,
provision of municipal services and provision of recreational facilities and
services. Others are participation in decision-making of the school and
transport service.
The review include five empirical studies in areas related to the topic
of this research. They include a study carried out by Okeke (2002) on
improving student personnel services administration among secondary
schools in Onitsha Education Zone of Anambra State and another study on
the effects of co-curricular activities on academic performance among
66
primary school pupils in Benue State by Sambe (1991). Other empirical
studies are those of Amadi (1990) on the status of health education
programme among secondary schools in Cross River State, the effects of
discipline on academic performance among secondary schools in Ugep
Local Government Area of Cross River State, and that of Kalu (1997) on
the implementation of student personnel services in state-owned
secondary schools of Abia State.
From the empirical studies reviewed, none has treated wholistically
the evaluation of student personnel services among primary or secondary
schools in Cross River State. The two studies carried out in Cross River
State only deal with the effects of discipline on academic performance and
the status of health education in secondary schools. Moreso, the two
studies were carried out nearly two decades ago (1990, 1991). It is the
conviction of this researcher that an evaluation of student personnel
services among secondary schools in Cross River State is not an exercise
in futility.
67
CHAPTER THREE
RESEARCH METHOD
This chapter presents the procedures that was used in this study.
This is done under the following headings: Research design, area of the
study, population of the study, sample and sampling technique,
instruments for data collection, validation of the instruments, reliability of
the instruments, method of data collection and method of data analysis.
Research Design
The design adopted for this study is an evaluative survey. It was
meant to evaluate student personnel services in Cross River State
Secondary Schools. The choice of evaluative survey was predicated
according to Ali (1996) on the fact that it is a study which sought to
evaluate what is provided or the present status of student personnel
services in Cross River State public, mission and private secondary
schools. Moreso, it was based on sampling of respondents opinion on the
status of the provision and management of student personnel services in
schools. Also, according to Kerlinger (1979), survey study lend
themselves to the study of small and large population, and are best
adapted to the accurate assessment of personnel, social facts, beliefs and
attitudes.
Area of the study
The study was deliminated to Cross River State and covered all
public, mission and private secondary schools of five years old and above.
Cross River State is one of the “educationally disadvantaged” States of
Nigeria. This means that in comparison with some states of Nigeria, Cross
River State was educationally lacking in terms of school enrolment,
number and spread of schools, qualified candidates for admission into
68
federal government colleges, and tertiary institutions as well as insufficient
qualified manpower to fill her quota in federal appointments. Cross River
State was chosen for this study because earlier studies and observation
from the researcher shows that the secondary school system was
experiencing dwindling enrolment, apparent apathy in school attendance
by students, absenteeism and poor examination results in SSCE and other
similar examinations. Amidst these problems, there is no established
evidence of how well the schools are provided for in terms of student
personnel services and infrastructure.
Geographically, the state belongs to the south-south geo-political
zone of Nigeria. It is bounded in the north by Benue and Ebonyi States, in
the south by the Niger Delta Creeks, in the east by Cameroon Republic
and in the West by Akwa Ibom and Abia States.
Politically, the state is divided into eighteen local government
councils and has a land mass of over 85,000 square kilometers. The state
traverses a distance of over 400 kilometre from the famous Obudu Cattle
Ranch Resort in the north to the disputed Bakassi Peninsula in the south.
According to the 2006 National Population Census, Cross River State has
a population of 2.8 million people but less than 5% of this population is
enrolled in secondary school.
Population of the Study
The population of the study comprised of all public, mission and
private secondary schools of five years old and above in the state. This is
because the National Minimum Standard prescribes five years duration for
schools to reach their ideal state in which most of the pupils personnel
services should be provided. This translates to 231 public schools, 35
mission schools, and 61 private schools. This gives a total of 327 schools
with about 6929 teachers.
69
Table 1: Population of Schools used for study
Ownership No. of Schools No. of Principals
No. of Teachers
Public 231 231 5382
Mission 35 35 659
Private 61 61 888
Total 327 327 6929
Sample and sampling technique
Comprehensive sample techniques was adopted for principals
because the number was relatively small while cluster sampling technique
was adopted for teachers. This is so because all the principals of 231
public schools, 35 mission school and 61 private schools were used for the
study. On the part of teacher 10 percent of them were sampled from
public, mission and private schools. This gives a sample population of 538,
66 and 88 from public, mission and private schools respectively. The
percentage of samples adopted was considered adequate because Mkpa
(1997) advocated that when the study population runs into several
thousands, a sample of between 5 – 20 percent is ideal.
Table 2: Sample Distribution of Respondents
Status of Schools No. of
Principals
No. of Teachers Total
Public Schools 231 538 769
Mission Schools 35 66 101
Private Schools 61 88 149
Total 327 692 1019
Stratified proportionate random sampling technique described by
Nworgu (1991) and Ali (1996) to be ideal in giving a fair and equitable
70
representation of subjects relative to the population and guarantees that
minority constituents of the population are represented, were used for the
study. Hence, three (3) teachers each from 179 public schools, 22 mission
schools and 29 private schools were sampled. To get the list of schools
for sampling teachers, names of all schools in each category (public,
mission and private) were written and rolled into balls from where 179
public, 22 mission and 29 private schools were randomly drawn. For list of
schools used in each category, see appendix eight.
Instrument for data collection
Two instruments were used for data collection in this study. They
were structured questionnaire tagged ‘Student Personnel Services
Questionnaire” (SPSQ) and a checklist. In developing the questionnaire,
the researcher consulted literature from where he drew relevant items on
the implementation of student personnel services, bearing in mind the nine
research questions used for the study. The SPSQ contains nine clusters
with a total of 52 items. It was built on a four-point modified Likert Scale
with responses for most varying from cluster to cluster as indicated on the
instrument. For example cluster “A” has responses of Very Great Extent
(VGE), Great Extent (GE), Little Extent (LE) and Very Little Extent (VLE)
with scoring weight of 4, 3, 2, and 1 respectively.
Part A of the SPSQ sought information on the personal data of the
respondents such as name of school, ownership, location of school,
qualification and years of teaching experience. Section B was concerned
with gathering information on the relevant items of student personnel
services being investigated. They were student orientation programme,
routine and disciplinary services, health, guidance and counselling
services, municipal services co-curricular activities, and student
participation in school governance. Other items of Section B were
structures put in place in the school system to ensure administration of
student personnel services and constraints on implementation of student
71
personnel services. Each of these items formed a cluster in the
instrument.
The checklist contained a list of 30 items on student personnel
services and amenities, which the National Minimum Standard (2002) and
the Cross River State guidelines on the operation of secondary schools
expect to be provided in each secondary school for the benefits of
students. In each school visited, the researcher looked for each item and
ticked (_/) for their presence or (x) for absence. Validation of the instruments
The student personnel services questionnaire and the checklist were
both subjected to face validation by three (3) experts in educational
research, comprising of two in educational administration and planning and
one in measurement and evaluation from Faculty of Education, University
of Nigeria, Nsukka. The experts were requested to review and criticize the
various items on the instruments in terms of their clarity, relevance,
appropriateness of language and response pattern as they relate to the
study. Their criticisms, suggestions and modifications were incorporated
into the relevant items to give the instruments their present structure and
content (See appendix one).
Reliability of the Instrument
In order to determine the reliability of the Student Personnel
Services Questionnaire (SPSQ), twenty (20) copies were produced and
served once on five (5) principals and fifteen (15) secondary school
teachers in Akwa Ibom State. Using Cronbach Alpha formula, a reliability
co-efficient was obtained for each of the clusters as follows:
A: (.703), B. (.792), C. (.788), D. (.853), E. (.806), F. (.663), G. (.789),
H. (.874) and J. (.852). The scores were computed for all the clusters
thus, giving the internal reliability coefficient of .961. The value obtained
was considered high enough which led the researcher to conclude that the
instrument is reliable (see appendix ten for details).
72
Method of Data Collection
The researcher, along with three research assistants administered
the instruments on the respondents. Direct Delivery Technique (DDT) or
On the Spot Collection Method was adopted in data collection. This
implies that the respondents were expected to fill and return the
instruments to the researcher or his assistants on the spot. This approach
enabled the researcher to answer questions or give explanations to
respondents where necessary. The three assistants, all of who were
graduate secondary school teachers, were trained on how to administer
the questionnaire and the checklist on the respondents and collect them
back.
A total of 1019 questionnaires were produced and administered on
327 principals and 692 secondary school teachers drawn from public,
mission and private secondary schools in the state. 327 checklists were
used at the rate of one per school. For details of sample distribution of
respondents see Table 2. On the return rate, 311 questionnaires from
principals and 653 from teachers representing 95.1% and 94.36%
respectively were returned. On the whole 964 questionnaires amounting
to 94.60% were returned.
Method of Data Analysis
The data collected were collated, coded, tallied and analysed using
mean, t-test and Analysis of Variance (ANOVA). Mean statistics was used
in analyzing the research question, t-test for hypotheses 1 and 3 and
analysis of variance for hypotheses 2 and 4.
A mean score of 2.5 and above for any item was considered and
regarded as adequate while anything below 2.5 was considered negative.
Based on the four-point rating scale, the values assigned to the scores on
the descending order were 4, 3, 2, and 1. Summing up the nominal values
and dividing it by the total number of scaling items determines the cut-off
point.
73
CHAPTER FOUR RESULTS
This chapter presents the findings of the study in line with the nine
research questions and four null hypotheses that guided the study. The
results are presented in the order of the research questions and
hypotheses used for the study. The major findings of the study are also
presented in this chapter.
Research Question One
To what extent are secondary school students in Cross River State
exposed to the components of orientation programme during their
orientation exercise?
The data for providing answers to the above research question are
presented on table three below.
74
Table 3: Opinion of the Urban and Rural Teachers on the extent of students exposure to the components of Orientation Programme in
Secondary schools
S/N Questionnaire Item Urban Rural Grand
Mean
Dec
isio
n
X S.D X S.D X X
1. There is yearly orientation
programme for new students
2.77 1.0 2.88 0.96 2.83 GE
2. Fresh students are provided
with school rules and
regulations
2.80 0.81 2.67 0.82 2.74 GE
3. Students are introduced to
important places and
personalities in the school
2.97 0.89 2.85 0.87 2.91 GE
4. Academic and non-academic
programmes are equally
introduced to students
2.80 1.06 3.00 0.87 2.90 GE
Table 3 presents the mean ratings of urban and rural secondary
school teachers on the extent of orientation programmes for fresh (new)
students in secondary schools in Cross River State. Looking at the table it
can be observed that all the items are highly rated by both categories of
the respondents. The mean ratings of urban teachers for item 1-4 are
2.77, 2.80, 2.97 and 2.80 respectively. Also the mean ratings of the rural
teachers for the corresponding items are 2.88, 2.67, 2.85 and 3.00. These
mean ratings are quite above the cut-off point of 2.50. This is a clear
indication that in their opinion the orientation programme for newly
admitted students into secondary schools in Cross River State is covers a
75
wide extent of the school life. This includes yearly orientation programme
for new students, provision of school rules and regulations, introduction of
students to important places and personalities within the school as well as
the introduction of the academic and non-academic programmes of the
school.
Research Question Two
To what extent are routine and disciplinary services administered to
secondary school students in Cross River State?
The data for providing answers to the above research question are
presented on table 4 below:
Table 4: Mean Ratings of the Urban and Rural Secondary School Teachers on the extent of routine and disciplinary services
administered to students of Cross River State Secondary Schools
S/N Questionnaire Item Urban Rural Grand
Mean
Dec
isio
n
X S.D X S.D X X
5. Regular morning and afternoon assemblies are held in the school
3.30 1.12 3.82 0.53 3.56 VGE
6. Lateness to school is
checked and discouraged
3.23 0.97 3.61 0.56 3.42 GE
7. Principals, teachers and prefects take part in conducting assemblies
3.03 1.19 3.70 0.53 3.37 GE
8. Conformity to school rules is
enforced among students
3.07 0.94 3.55 0.62 3.31 GE
9. Students are represented in
the disciplinary committee
2.67 1.01 2.79 0.96 2.73 GE
76
10. Students are aware of the
procedure for handling
disciplinary cases
2.77 0.97 2.88 0.82 2.83 GE
Table 4 presents the mean ratings of urban and rural secondary school
teachers on the extent of routine and disciplinary services administered to
secondary school students in Cross River State. From the table, it can be
observed that both categories of respondents have a high opinion on the
extent of the routine and disciplinary services that are rendered to
students. The opinion ranges between very great extent (VGE) to great
extent (GE). This implies that both urban and rural teachers are of the
view that regular morning and afternoon assemblies are held in the school
to a very great extent. Lateness is checked and discouraged among
students to a very great extent, principals, teachers and prefects take part
in the assemblies. Students are represented in the disciplinary committee
of their schools and are equally aware of the procedure for handling
disciplinary cases in their schools.
Research Question Three
How effective are the health services that are administered to
secondary school students in Cross River State?
77
Table 5: Mean ratings of the urban and rural teachers on the effectiveness of the health services for secondary schools in Cross
River State
S/N Questionnaire Item Urban Rural Grand
Mean
Dec
isio
n
X S.D X S.D X X
11 There is functional health
services for students in the
school
2.00 1.05 1.85 0.94 1.93 NE
12 The Officer incharge of health
service is a trained
professional
2.10 1.21 1.70 0.88 1.90 NE
13 The health officer periodically
organizes health education
programme for students
1.97 0.89 1.97 1.07 1.97 NE
14 Students with health problem
benefit from the health center
1.87 0.94 1.79 1.02 1.83 NE
Table 5 presents the mean ratings of urban and rural secondary school
teachers on the effectiveness of the health services provided for secondary
school students in Cross River State. From the table, we can see that
items 11, 12, 13, 14 are poorly rated by the urban and rural teachers.
Whereas the urban teachers rated these items 2.00, 2.10, 1.97 and 1.87,
the rural teachers rated them 1.85, 1.70, 1.97 and 1.87 respectively.
These are below the minimum of 2.5 cut off point for the study. This
implies that Cross River State Secondary Schools lack functional health
services, and trained professionals; health officers do not organize health
education services for students. It also implies that students with health
78
problems cannot be attended to in schools. Thus there is ineffective health
services in Cross River State secondary schools.
Research Question four
How effective are the guidance and counselling services that are
administered to secondary school students in Cross River State?
79
Table 6: Mean ratings of the urban and rural secondary school teachers on the effectiveness of the guidance and counselling
services for secondary school students in Cross River State.
S/N Questionnaire Item Urban Rural Grand
Mean
Dec
isio
n
X S.D X S.D X X
15 The school has a trained
counsellor
2.63 1.35 2.61 1.32 2.62 E
16 The counsellor has a
furnished office
2.50 1.31 3.24 1.12 2.87 E
17 The counsellor periodically
carries out need survey
among students
2.30 1.24 2.79 0.93 2.55 E
18 Periodic group counselling is
organized for students
2.64 1.35 2.80 0.77 2.72 E
19 Students equally benefit from
individual counselling
2.57 1.04 2.97 0.78 2.77 E
Table 6 presents the mean ratings of the urban and rural secondary
school teachers on the effectiveness of the guidance and counselling
services for secondary schools students in Cross River State. As can be
seen on the table, all the items (15-19) have grand means of 2.62, 2.87,
2.55, 2.72, and 2.77 respectively. These show that majority of schools
have trained counselors, that counselors have furnished offices, that
students benefit from both group and individual counselling. The
counselling services provided are of average ratings. Hence there is
effective counseling services among secondary schools in Cross River
State.
80
Research Question Five
To what extent are municipal services (potable water, conveniences,
dormitory accommodation, catering services administered to secondary
school students in Cross River State?
Table 7: Mean ratings of the urban and Rural Teachers on the extent of municipal services in Secondary schools
S/N Questionnaire Item Urban Rural Grand Mean
Dec
isio
n
X S.D X S.D X X
20 School has regular supply of
tap or borehole water
2.00 1.11 2.18 0.88 2.09 LE
21 There are flush or ventilated
improve pit (VIP) in the school
1.93 0.98 1.72 0.87 1.83 LE
22 The toilets are separate and
adequate for boys and girls
2.93 1.04 2.81 1.30 2.87 GE
23 School has a regular source
of power supply
1.97 1.10 1.61 1.12 1.79 LE
24 Adequate dormitories are
provided for boarders
1.53 0.86 1.75 1.17 1.64 LE
25 There is well-organised
catering services for boarding
students
1.40 0.81 1.48 0.91 1.44 LE
Table 7 presents the mean ratings of the opinion of urban and rural
secondary school teachers on the extent of the municipal services
provided for secondary schools in Cross River State. As can be seen from
81
the table, there is a generally poor rating by the respondents regarding the
provision of municipal services for both urban and rural secondary schools
in the state. Item 20 with a rating of 2.00 and 2.18 for urban and rural
schools respectively, shows that there is inadequate supply of certified
water for students. Only pipe-borne and borehole water are sources of
water considered certified by the National Minimum Standard. Grossly
lacking in the schools being studied are standard toilets facilities. This is
reflected in item 21 with a mean rating of 1.93 for urban teachers and 1.72
for rural teachers. Item 22 with mean rating of 2.93 and 2.81 for urban and
rural teachers respectively shows that there are adequate and separate
traditional toilets in schools. Secondary schools in the state equally lack
regular source of electricity supply as depicted by the ratings of 1.97 and
1.61. Items 24 and 25 which sample opinion on the adequacy of boarding
facilities and catering services also show that the services are inadequate
among secondary schools in the state. The mean ratings for item 24 is
1.53 and 1.75 while those of item 25 are 1.40 and 1.48 for urban and rural
teachers respectively. On the whole the table shows that municipal
services for secondary schools in Cross River State are at very low level.
Research Question six
To what extent do Cross River State secondary school students
participate in co-curricular activities?
82
Table 8: Mean ratings of the extent of participation of Cross River State secondary school participation in co-curricular activities.
S/N Questionnaire Item Urban Rural Grand Mean
Dec
isio
n
X S.D X S.D X X
26 School has a play ground
large enough to
accommodate ¼ of the
student population
2.47 1.04 3.06 1.06 2.77 GE
27 The school engages actively
in games and sports
2.70 1.12 2.96 0.85 2.83 GE
28 Inter-house sports
programme is held annually
2.57 1.14 2.82 0.77 2.70 GE
29 School has active
professional and academic
clubs
3.00 0.91 3.00 0.81 3.00 GE
30 Therer are social, religious
and moral societies for
students
2.57 1.04 2.97 0.77 2.77 GE
31 Staff advisers exist for each
club/society
2.67 0.80 3.06 0.75 2.87 GE
Table 8 presents the mean ratings of urban and rural secondary
school teachers on the extent of participation in co-curricular activities by
secondary school students in Cross River State. The six items on the
table reveal an average rating for most co-curricular programmes in
schools. Item 26 however shows that while there is inadequate
83
playground on the opinion of urban teachers their rural counterparts rate it
highly.
The table shows that on the average, schools engage their students
actively in games and sports and as well hold annual inter-house sports
programme. The existence of professional and academic clubs is highly
rated by both urban and rural teachers. Respondents have average rating
for the existence of social, religious and moral societies for students as
well as the appointment of staff advisers for school clubs and societies.
Each item on the table has a grand mean of above 2.50.
Research Question seven
What is the extent of Cross River State’s secondary school students
participation in school governance?
84
Table 9: Mean ratings of urban and rural secondary school teachers
on the extent of participation of secondary school students in school governance.
S/N Questionnaire Item Urban Rural Grand Mean
Dec
isio
n
X S.D X S.D X X
32 Prefects are appointed and
assigned portfolios
2.87 1.40 3.42 0.71 3.15 GE
33 Students are represented in
the welfare, sanitation,
disciplinary, etc., committees
of the school
2.60 0.97 3.03 0.95 2.82 GE
34 Students leaders are allowed
to maintain discipline among
fellow students
2.93 0.98 3.18 0.73 3.06 GE
35 School clubs, societies and
student-based organizations
are headed by students
2.57 1.04 3.12 0.82 2.85 GE
Table 9 shows the rating of respondents on the extent of
participation of secondary school students in school governance in Cross
River State. All the four items on the subject reveal average rating; with
teachers in the rural areas rating each item slightly higher than their urban
counterparts. This shows that there is a high rate of participation of Cross
River State Secondary school students in school governance. Hence,
prefect or student leaders are appointed and assigned offices within which
to function. There are student representatives in various school
85
committees such as welfare, sanitation, discipline, among others.
Students are equally allowed to maintain discipline among their peers.
School clubs, societies and student-based organizations are also headed
by students.
Research Question eight
What are the structures put in place among secondary schools in
Cross River State to ensure effective administration of student personnel
services?
86
Table 10: Mean ratings on the structures available among secondary schools to ensure administration of student personnel services
S/N Questionnaire Item Urban Rural Grand
Mean
Dec
isio
n
X S.D X S.D X X
36 Vice-principals take charge of
student personnel services
3.00 1.29 3.12 0.71 3.06 A
37 School officers are appointed
to be in charge of different
students’ personnel services
2.90 0.92 3.45 0.71 3.18 A
38 Guidance and counselling
staff take charge of student
orientation programme
3.27 1.10 3.18 0.85 3.23
A
39 Physical and health education
staff take charge of games
and sports
3.07 0.91 3.36 0.78 3.22 A
40 Schools have disciplinary
committees in charge of
student behaviour problems
3.03 1.31 3.30 0.53 3.17 A
41 Patrons are appointed to be
in charge of student societies
and clubs
3.00 1.14 3.15 0.67 3.08 A
42 School prefects assist in the
governance of the school
3.23 1.10 3.24 0.66 3.24 A
Table 10 presents the mean ratings of urban and rural secondary
school teachers on structures put in place at the secondary school level to
87
ensure the administration of student personnel services in Cross River
State. As can be observed there is high rating for all the items under this
cluster. All the items have mean ratings of more than 3.00. Thus,
respondents strongly agree that vice principals supervise the provision and
administration of student personnel services. Respondents also hold a
high opinion that school officers (staff) are appointed to oversee the
administration of different personnel services. Consequently guidance and
counselling staff take charge of student orientation programme, while
health and physical education masters take charge of games and sports.
Committees take charge of disciplinary problems just as patrons are
appointed over different societies and clubs. Student leaders also assist in
the maintenance of law and order in the school.
Research Question Nine
What are the constraints to the administration of student personnel
services among secondary schools in Cross River State?
88
Table 11: Perception of urban and rural secondary schools teachers on the constraints to the administration of students’ personnel
services among secondary schools in Cross River State
S/N Questionnaire Item Urban Rural Grand
Mean
Dec
isio
n
X S.D X S.D X X
43 School rules and regulations
are not made available to
students
2.40 1.10 2.88 0.93 2.64 A
44 School has no trained health
personnel
2.50 1.20 3.21 0.86 2.86 A
45 There is no equipped health
center in school
2.60 21.13 3.36 0.96 2.98 A
46 School has no guidance
counsellor
1.73 0.94 2.12 1.24 1.93 D
47 School lacks adequate
facilities and equipment for
games and sports
2.60 0.28 3.30 0.85 3.00 A
48 School has no source of
regular power supply
2.53 1.38 3.42 0.75 2.78 A
49 There is no provision for boarding and catering services in the school
2.47 1.36 3.32 0.93 2.90 A
50 The school lacks adequate funds for providing sports equipment and other services to students
2.63 1.33 3.52 0.76 3.08 A
51 Parents do not cooperate
with school on disciplinary
issues
2.53 1.11 3.03 0.47 2.78 A
89
52 Parents are reluctant to fund
their wards co-curricular
activities
2.57 1.14 3.18 0.58 2.88 A
Table 11 presents the mean ratings of urban and rural secondary school
teachers on the problems confronting the implementation of student
personnel services in Cross River State Secondary Schools. As can be
seen from the ten items on the table, respondents are of the view that 90%
(9/10) of the listed items constitute a problem to the implementation of
student personnel service. While urban teachers marginally agree (2.40)
that school rules and regulations are made available to students, their rural
counterparts clearly disagree (2.88). Both urban and rural teachers agree
that there are no trained health personnel (2.50 and 3.21) posted to
schools. The both categories of respondents agree that secondary
schools in the state have no equipped health centers. They however
disagree (1.73 and 2.12) that there are no trained counselors in school. It
is also the opinion of respondents (2.60 and 3.30) that there are
inadequate facilities for games and sporting activities in schools.
Item 48 indicated that schools in both urban (2.53) and rural (3.42)
setting lack adequate source of power supply. The same opinion also
applies to the provision of boarding and catering services in rural schools.
Item 50 shows that funding for the provision of pupils’ personnel services is
a problem for the two categories of school. Respondents also indicate that
parents are reluctant to do cooperate with school on disciplinary matters,
as well as on the funding of their wards co-curricular activities.
Hypothesis One: There is no significant difference (P<.05) between the
mean ratings of urban and rural secondary school teachers on the
administration of student personnel services in Cross River State.
90
To test the above null hypothesis, a t-test opinion scores of the rural
and urban secondary school teachers were computed and the result is
shown on table 11 below for clusters A – H
Table 12: Summary of t-test for hypothesis one S/N Questionnaire item Group N X SD t.cal. t-crit Dec.
Cluster A: Orientation
1. There is yearly orientation programme
for new students in my school
Urban
Rural
231
461
2.77
2.88
1.01
0.96
.452
1.96
Ns
2. Fresh students are provided with
school rules and regulations
Urban
Rural
231
461
2.80
2.57
0.81
0.82
,652
1.96
NS
3. During orientation programme students
are introduced to important places and
personalities in the school
Urban
Rural
231
461
2.97
2.84
0.89
0.87
.533
1.96
NS
4. The academic and non-academic
progreammes of the school are equally
introduced to students
Urban
Rural
231
461
2.80
3.00
1.06
0.87
.822
1.96
NS
5. Regular morning and afternoon
assemblies are held in the school
Urban
Rural
231
461
3.30
3.82
1.12
0.53
-2.386
1.96
NS
6 Lateness to school is checked and
discouraged
Urban
Rural
231
461
3.23
3.61
0.97
0.56
-1.891
1.96
NS
7 Principals, teachers and prefects take
part in conducting assemblies
Urban
Rural
231
461
3.03
3.70
1.19
0.53
-2908 1.96 NS
8. Conformity to school rules and
regulations is enforcedamong students
Urban
Rural
231
461
3,07
3.55
0.94
0.62
-2.908
1.96
NS
9. Students are represented in the
disciplinary Committee
Urban
Rural
231
461
2.60
2.79
0.99
0.96
-.626
1.96
NS
10. Students are aware of the procedure
for handling disciplinary cases
Urban
Rural
231
461
2.77
2.88
0.97
0.82
-.497
1.96
Ns
Cluster C: Health Education Services
11 There is functional health services for
students in the school
Urban
Rural
231
461
2.00
1.85
1.05
0.94
.604
1.96
NS
12 The officer in charge of health service
is a trained professional
Urban
Rural
231
461
2.10
1.71
1.21
0.88
1.517
1.96
NS
13 The health officer periodically Urban 231 1.97 0.89
-012
91
organizes health education programme
for students
Rural
461
1.97
1.07
1.96
NS
14 Students with health problems benefit
from the health center
Urban
Rural
231
461
1.87
1.79
0.94
1.2
.318 1.96 NS
Cluster D. Guidance And Counselling
Services
15 The school has a trained counsellor Urban
Rural
231
461
2.63
2.61
1.35
1.32
.081
1.96
NS
16 The counsellor has a furnished office Urban
Rural
231
461
2.50
3.24
1.31
1.12
-2.429
1.96
NS
17 The counsellor periodically carries out
need survey among students.
Urban
Rural
231
461
2.30
2.79
1.24
.93
-1.782
1.96
NS
18 Periodic group counselling is organized
for students
Urban
Rural
231
461
2.76
2.81
1.04
1.01
-199
1.96
NS
19 Students equally benefit from individual
counselling.
Urban
Rural
231
461
3.43
2.70
1.13
1.02
-1.128
1.96
NS
Cluster E. Municipal services
20 School has regular supply of tap or
borehole water
Urban
Rural
231
461
2.00
2.18
1.11
0.88
-.721
1.96
NS
21 There are flush or V.I.P. Toilets in the
school
Urban
Rural
231
461
1.93
1.73
0.98
0.88
.881
1.96
NS
22 Toilets are separate and adequate for
boys and girls
Urban
Rural
231
461
2.93
2.82
1.04
1.30
.333
1.96
NS
23 School has regular source of power
supply.
Urban
Rural
231
461
1.97
1.61
1.09
1.02
1.291
1.96
NS
24 Adequate dormitories are provided for
boarders
Urban
Rural
231
461
1.53
1.76
0.86
1.17
-858
1.96
NS
25 There is well organized catering
services for boarding students
Urban
Rural
231
461
1.40
1.48
0.81
0.91
-.390
1.96
NS
Cluster F. Co-Curricular activities
26 School has a play ground that can
accommodate ¼ of the students’
population.
Urban
Rural
231
461
2.46
3.06
1.04
1.06
-2.241
1.96
NS
27 The school engages actively in games
and sports
Urban
Rural
231
461
2.70
2.97
1.02
0.85
-1.085
1.96
NS
28 Inter-house sports programme is held Urban 231 2.57 1.14 -1.138
92
annually Rural 461 2.81 0.77 1.96 NS
29 School has active professional and
academic clubs
Urban
Rural
231
461
3.00
3.00
0.91
0.81
.140
1.96
NS
30 There are social, religious and moral
societies for students
Urban
Rural
231
461
2.57
2.97
1.04
0.77
-1.759
1.96
NS
31 Staff advisers exit for each club/society Urban
Rural
231
461
2.67
3.06
0.80
0.75
-2.118
1.96
NS
Cluster G School governance
32 Prefects are appointed and assigned
portfolios
Urban
Rural
231
461
2.87
3.42
1.14
0.71
-2.360
1.96
NS
33 Students are represented in the
welfare, sanitation etc. committee
Urban
Rural
231
461
2.60
3.03
0.97
0.95
-1.778
1.96
NS
34 Student leaders are allowed to maintain
discipline among fellow students
Urban
Rural
231
461
2.93
3.18
0.96
0.73
-1.150
1.96
NS
35 School clubs, societies and
organizations are headed by students
Urban
Rural
231
461
2.57
3.12
1.04
0.82
-2.361
1.96
NS
Cluster H: Structures for administration
of student personnel services
36 Vice-principal take charge of students
personnel services
Urban
Rural
231
461
3.00
3.12
1.28
0.70
-471
1.96
NS
37 School officers are appointed to
oversee different student services
Urban
Rural
231
461
2.90
3.45
0.92
0.71
-2.685
1.96
NS
38 Guidance and counselling staff take
charge of orientation programme
Urban
Rural
231
461
3.26
3.18
0.98
0.85
.369
1.96
NS
39 Physical and health education staff
take charge of games and sports
Urban
Rural
231
461
3.06
3.36
0.91
0.78
-1.394
1.96
NS
40 Schools have disciplinary committee
charged with student behaviour
problems
Urban
Rural
231
461
3.03
3.30
1.31
0.53
-1.097
1.96
NS
41 Patrons are appointed over students/
societies clubs
Urban
Rural
231
461
3.00
3.15
1.14
0.67
-649
1.96
NS
42 School prefects assist in school
governance
Urban
Rural
231
461
3.23
3.24
1.10
0.66
-040
1.96
NS
From the result of the analysis shown on table 12, the null
hypothesis is accepted. This is because all the calculated t.value are
93
below the table t of 1.96 which shows that there is no significant difference
between the opinion of urban and rural secondary school teachers on the
administration of student personnel services in Cross River State.
All the four items under the cluster on orientation services have
t.values of -.452, .652, .533 and -.822, which are quite below the critical
value of 1.96. Also all the six items on routine and disciplinary services
have t-test values of -.2386, -1.891, -2.908, -2.403, -.626 and -.497.
The nine items under health and counselling services have
calculated t.value of .604, 1.517, -.012, .318, .081, -2.429, -1.782, -1.99
and –1.128. these values are below the critical value of 1.96, showing that
there is no significant difference between the opinions of the urban and
rural teachers.
All the six items on municipal services have calculated t. values of -
.721, .881, .333, 1.291, .858 and -.390 which are also quite below the table
value of 1.96. the same is true of all the ten item on co-curricular activities
and school governance as these items have calculated t. values of –2.241,
-1.085, -1.138, .140, -1.759, -2.118, -2360, -1.778, -1.150 and –2.361.
The remaining seven items on structures for administration of student
personnel services have calculated t-values of -.471, -2.685, .369, -1.394,
-1.097, -.649 and -.040.
The findings therefore show that there is no significant difference
between the urban and rural secondary schools on the administration of
students personnel services in Cross River State.
Hypothesis two
There is no significant difference (P<.05) among public, mission and
private secondary schools on the provision and administration of student
personnel services in Cross River State.
To test the null hypothesis, a one way analysis of variance was
computed and the result is shown on table 12 below.
94
Table 13: One way analysis of variance for hypothesis two
S/N Description Sum of squares
df Mean square
F-ratio Sign
1 Between groups
Within group
6.698
52.381
2
60
3.349
.873
3.836 .027
2 Between groups
Within groups
11.079
29.333
2
60
5.540
.489
11.331 .000
3 Between groups
Within group
3.714
43.714
2
60
1.857
.729
2.549
.087
4 Between groups
Within groups
5.429
52.000
2
60
2714
.867
3.132
.051
5 Between groups
Within group
2.952
46.476
2
60
1.476
.775
1.906
.158
6 Between groups
Within groups
.668
38.762
2
60
.333
.646
.516
.600
7 Between groups
Within group
1.143
55.714
2
60
.571
.929
.615
.544
8 Between groups
Within groups
.127
41.524
2
60
.063
.692
.092
.912
9 Between groups
Within group
4.952
53.905
2
60
2.476
.898
2.756
.072
10 Between groups
Within groups
4.698
44.381
2
60
2.349
.740
3.176
.049
11 Between groups
Within group
6.222
54.381
2
60
3.111
.906
3.433
.039
12 Between groups
Within groups
10.889
59.333
2
60
5.444
.989
5.506
.006
13 Between groups 8.508 2 4.254
95
Within groups 51.429 60 .857 4.963 .010
14 Between groups
Within group
6.889
52.190
2
60
3.444
.870
3.960
.024
15 Between groups
Within groups
3.714
105.143
2
60
1.857
1.752
1.060
.353
16 Between groups
Within groups
6.222
92.000
2
60
3.111
1.533
2.029
.140
17 Between groups
Within group
3.937
71.619
2
60
1.968
1.194
1.649
.201
18 Between groups
Within groups
11.841
52.476
2
60
5.921
.875
6.770
.002
19 Between groups
Within groups
5.810
47.619
2
60
2.905
.794
3.660
.032
20 Between groups
Within group
.857
60.571
2
60
.429
1.010
.425
.656
21 Between groups
Within groups
.508
52.571
2
60
.254
.876
.290
.749
22 Between groups
Within group
9.556
77.429
2
60
4.778
1.290
3.702
.030
23 Between groups
Within groups
12.794
64.095
2
60
6.397
1.068
5.988
.004
24 Between groups
Within groups
3.175
63.143
2
60
1.487
1.052
1.508
.230
25 Between groups
Within group
1.365
44.190
2
60
.683
.737
.927
.401
26 Between groups
Within groups
.794
72.095
2
60
.397
1.202
.330
.720
27 Between groups .984 2 .492
96
Within group 59.429 60 .990 .497 .611
28 Between groups
Within groups
.222
57.048
2
60
.111
.951
.117
.890
29 Between groups
Within groups
.889
44.095
2
60
.444
.951
.605
.550
30 Between groups
Within group
1.175
51.174
2
60
.444
.735
.681
.510
31 Between groups
Within groups
1.651
37.33
2
60
.587
.862
1.327
.273
32 Between groups
Within groups
.032
58.381
2
60
.016
.973
.016
.984
33 Between groups
Within groups
2.413
56.667
2
60
1.206
.944
1.277
.286
34 Between groups
Within groups
1.175
44.571
2
60
.587
.743
.791
.458
35 Between groups
Within groups
2.000
55.714
2
60
1.000
.929
1.077
.347
36 Between groups
Within groups
2.127
61.619
2
60
1.063
1.027
1.036
.361
37 Between groups
Within groups
2.667
43.048
2
60
1.333
.717
1.858
.165
38 Between groups
Within groups
8.222
42.667
2
60
4.111
.711
5.781
.005
39 Between groups
Within groups
4.698
40.190
2
60
2.349
.670
3.507
.036
40 Between groups
Within groups
.603
58.476
2
60
.302
.975
.309
.735
41 Between groups
Within groups
4.794
47.810
2
60
2.397
.797
3.008
.057
97
42 Between groups
Within groups
1.524
47.905
2
60
.762
.798
.954
.391
As shown on table 13 above, the calculated or obtained f-ratio values for
items 2, 12, 13, 14, 18, 23 and 38 are 11.331, 5.506, 4.963, 3.960, 6.770,
5.988, 5.781 respectively, while the f-critical or table value is 3.89. This
means that the f-calculated are greater than the f-critical (3.89), implying
that these items are rejected.
In effect, it implies that there is a significant difference among public,
mission and private secondary schools on providing fresh students with
school rules and regulation, health services provided, in availability of
guidance and counselling staff and their roles.
As can be observed from the table, the calculated or observed f-ratio
for all the other 35 items are quite below the critical or table f-ratio of 3.89
which is required for rejecting a null hypothesis. Thus, the null hypothesis,
which states that there is no significant difference among public, mission
and private secondary schools on the provision and administration of
student personnel services in Cross River State is largely upheld or
accepted. This means that there is no significant difference between the
three categories of respondents on the provision and administration of
student personnel services such as orientation programme, routine and
disciplinary services, municipal services, co-curricular activities, school
governance and administrative structures geared towards effective
discharge of student personnel services.
Hypothesis three
There is no significant difference (P<.05) between the mean ratings
of urban and rural secondary schools teachers on what constitutes
constraints on the provision and implementation of student personnel
services in Cross River State.
98
To test the above null hypothesis, a t-test computation of the
differences between the mean opinion scores of the urban and rural
secondary schools teachers was undertaken and the result is shown on
table 14 below
Table 14: T-test Computation for hypothesis three S/N Questionnaire item Group N X SD t.cal. t-crit Dec.
43. School rules and regulations are not
made available to students
Urban
Rural
231
461
2.40
2.88
1.10
0.93
-1.872
1.96
Ns
44 School has no trained health personnel Urban
Rural
231
461
2.50
3.21
1.20
0.86
-2.734
1.96
NS
45. There is no equipped health center in
the school
Urban
Rural
231
461
2.60
3.36
1.13
0.96
-2.892
1.96
NS
46 School has no guidance counsellor Urban
Rural
231
461
1.73
2.12
0.94
1.24
-1.383
1.96
NS
47. School lacks adequate facilities and
equipment for games and sports
Urban
Rural
231
461
2.60
3.30
1.28
0.85
-2.598
1.96
NS
48. School has no source of regular power
supply
Urban
Rural
231
461
2.53
3.42
1.38
0.75
-3.217
1.96
NS
49. There is no provision for boarding and
catering services in the school
Urban
Rural
231
461
2.47
3.42
1.36
0.94
-3.282 1.96 NS
50 School lacks adequate funds for
providing sports equipment and other
services to students
Urban
Rural
231
461
2.63
3.51
1.34
0.75
-3.282
1.96
NS
51 Parents do not cooperate with the
school on disciplinary issues
Urban
Rural
231
461
2.53
3.03
1.11
0.47
-2.362
1.96
NS
52 Parents are reluctant to fund their
wards co-curricular activities
Urban
Rural
231
461
2.57
3.18
1.14
0.58
-2.741
1.96
Ns
Data on table 14 above shows that the null hypothesis is accepted. This is
because all the mean ratings of the ten items under the cluster are below
the critical t-value of 1.96, which is needed to reject a null hypothesis. This
implies that there is no significant difference between the opinions of the
urban and rural secondary school teachers on what constitute constraints
99
to the provision and implementation of student personnel services in Cross
River State.
All the item (43-52) have calculated t-value of –1.872, -2.734, -
2.892, -1.383, -2.598, -3.217, -3.282, -3.282, -2.362, and –2.741
respectively. This shows that both the urban and rural secondary school
teachers do not significantly differ in their opinions concerning the non-
provision of school rules and regulations to students during their
orientation, the lack of trained health personnel in schools, the absence of
equipped health center and the inadequacy of guidance counselors for
students. The same congruence of opinion applies for lack of adequate
facilities for games and sports, absence of regular power supply, no
provision for boarding and catering services in schools and inadequate
funding of schools, which affects sports and other services in secondary
schools. Finally, respondents share similar opinion on the non-cooperation
of parents on disciplinary issues and reluctance to provide funds for their
wards’ co-curricular activities. Hypothesis four
There is no significant difference (P<.05) among public, mission and
private secondary schools on what constitutes constraints on the provision
and implementation of student personnel services in Cross River State.
To test the above null hypothesis, a one-way analysis of variance
was computed and the results is shown on table 15.
100
Table 15: One-way analysis of variance for hypothesis four
S/N Description Sum of square
Df Mean Square
F-ratio
Sign
43 Between Groups Within Group
7.841 56.476
2 60
3.961 .975
4.023
.023
44
Between Groups Within Group
10.032 62.952
2 60
5.016 1.049
4.781
.012
45 Between Groups Within Group
16.381 59.619
2 60
8.190 .994
8.243
.001
46 Between Groups Within Group
1.175 76.571
2 60
.587 1.276
.460
.633
47 Between Groups Within Group
6.222 71.714
2 60
3.111 1.195
2.603
.082
48 Between Groups Within Group
6.095 79.905
2 60
3.048 1.332
2.228
.110
49 Between Groups Within Group
13.841 82.095
2 60
6.921 1.368
5.058
.009
50 Between Groups Within Group
7.714 73.714
2 60
3.857 1.229
3.140
.050
51 Between Groups Within Group
2.317 44.00
2 60
1.159 .733
1.580
.214
52 Between Groups Within Group
.984 53.238
2 60
.492
.887 .555
.557
Data on table 15 above shows that four out of the ten items under
this hypothesis have calculated f-ratio of 4.023, 4.781, 8.243, and 5.058,
which are greater than the f-critical of 3.89 for accepting a null hypothesis.
These items (43, 44, 45 and 49) show that there is a significant difference
between public, mission and private secondary schools in the constraints
they face in providing students (new) with copies of school rules and
regulations, trained health personnel, equipped health center and the
provision of boarding and catering services.
Conversely, six of the ten items have calculated f-ratio of .460,
2.603, 2.288, 3.140, 1.580 and .555, which are below the critical f-ratio of
3.89 needed to reject a null hypothesis. Hence, there is no significant
101
difference among public, mission and private secondary schools on the
constraints they face in the provision and administration of students
personnel services. The items show that there is o significant difference
among the three groups of schools with regard to the difficulty in getting
guidance counsellor, procurement of facilities and equipment for games
and sports, source of power supply, funds for providing needed services to
students and getting the support of parents on disciplinary issues and
funding of wards co-curricular needs.
Summary of findings
1. To a very large extent orientation programme is carried out
among secondary schools in Cross River State for newly
admitted students.
2. To a very great extent, routine and disciplinary services are
administered to secondary school students in Cross River State.
3. There are no effective health care services for secondary school
students in Cross River State. This includes the lack of health
centers, health personnel and health care services in schools.
While the role of guidance counselors is known among students,
their availability and role in school are merely marginal.
4. Municipal services in the urban and rural secondary schools in
Cross River State are grossly lacking. Hence schools lack
regular supply of tap or borehole water, there are no flush or
V.I.P. toilets in schools, no regular source of electricity,
inadequate residential accommodation and catering services in
schools. The study however shows that there are adequate and
separate traditional toilets for both boys and girls in schools.
5. There is great participation in co-curricular activities by secondary
school students in urban and rural areas in Cross River State.
102
6. To a great extent urban and rural secondary schools students
participate in school governance.
7. It is strongly agreed by secondary school teachers in the urban
and rural setting that adequate structures are put in place for
effective administration of students personnel services. These
include saddling the vice principals with the duty of supervising
adequate rendering of students’ personnel services, appointment
of school officers to take charge of different students personnel
services, in accordance with their expertise and appointment of
student leaders who work under staff supervision.
8. The constraints to the implementation of student personnel
services in the urban and rural secondary schools in the state
include non-availability of school rules and regulation during
orientation programme, inadequacy of health facilities and
personnel in schools, inadequacy of facilities and equipment for
games and sports and absence of regular power supply.
9. There is no significant difference between urban and rural
secondary schools in administration of student personnel
services in Cross River State.
10. There is significant differences among public, omission and
private secondary schools in the provision of school rules and
regulations to fresh students, in the provision of health services,
electricity supply and in the role played by guidance counselors.
11. There is no significant differences between urban and rural
secondary schools on the constraints to the provision and
implementation of students personnel services.
103
12. There are however no significant differences between the three
groups of schools on constraints to the provision of personnel
services such as lack of guidance counselors, inadequate
facilities for games and sports, irregular sources of power supply,
inadequate funding for sports and other students needs, as well
as parents reluctance to co-operate on disciplinary issues and
funding of co-curricular activities of their wards.
104
CHAPTER FIVE DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS,
RECOMMENDATIONS AND SUMMARY
This chapter discusses the results of the study presented in chapter
four. Conclusions are drawn on the basis of the findings, implications for
the study are highlighted and recommendations are made. The chapter
also identifies limitations of the study and makes suggestions for further
study.
Discussion of results
The major findings of the study arranged in line with the research
questions and hypotheses, which guided the study, are discussed below.
orientation programme
Evidence from the study shows that to a large extent orientation,
programme is carried out for newly admitted students into secondary
schools in Cross River State. Students are exposure to the various
components of orientation programme. Public, mission and private
secondary schools all have yearly orientation programme for fresh
students, during which school rules and regulations are provided, students
are introduced to important places, personalities and programmes of the
school. This finding is in line with the provision of the Federal Republic of
Nigeria (2002) in the National Minimum Standards, which makes student
personnel services, a mandatory service to be rendered to students. The
services include registration and orientation of students, enrolment
management, guidance and counselling services among others. The
provision is in line with the views of education management experts like
Ndu, Ocho and Okeke (1997) who stress that school administrators have a
duty to provide adequate discipline as a functional product of orderliness,
self-control, respect for self and others, perseverance, tolerance and
recognition of human dignity.
105
Health care services
The study found that there are no effective health care services for
secondary school students in Cross River State. This includes lack of
health clinics, health personnel and health services.
This finding shows that secondary schools in the state are not measuring
up with the stipulation of the National Minimum Standard (2002) which
expects all boarding schools of five years and above to have health clinics
with qualified health officers (nurse) and non-boarding schools to have
sickbays and first aid box with a staff trained in first aid administration. The
non-availability of health services in secondary schools deprives the
students of the benefits such as the understanding of their health needs,
prevention of defects, disorders and the development of positive health
awareness and reduction in the incidence of diseases (Achalu, 2001). The
finding is in agreement with that of Ukpabi (1997), who carried out a similar
study in Abia State of Nigeria and found out that the schools lack adequate
health and counselling services.
Municipal services
Municipal services in all categories of secondary schools in Cross
River State are found to be grossly lacking and ineffective. Schools lack
regular supply of tap or borehole water; there are no flush or V.I.P. toilets,
no regular source of power for operating school equipment and minimum
comfort of staff and students. There is virtual absence of boarding and
catering services in schools.
This finding is not surprising, judging from the overall development of
the state. Accessibility to potable drinking water is still lacking in a greater
part of the state. Even privately owned commercial boreholes are lacking
except in a few urban centers of Calabar, Ugep, Ikom, Ogoja, and Obudu.
Absence and irregular power supply is prevalent in both urban and rural
areas of the State.
106
In comparison with the requirement of the National Minimum
Standard (2002), secondary schools of five years old and above are
supposed to reach their “ideal state” in which they should have adequate
municipal services. Included in these services are regular and sufficient
supply of tap or borehole water, flush or V.I.P toilets, regular supply of
energy for operating school equipment in laboratory, workshops, studios
and for minimum human comfort. The absence of municipal services
among secondary schools in the state shows that schools still depend on
water from streams or open wells, use traditional pit toilets and operate
under adverse climatic and technological conditions with attendant health
hazards and technological backwardness. This finding is similar to what
Okeke (2002) found concerning the state of student personnel services in
Anambra State.
This condition affects the health and productivity level of both staff
and students. It is not surprising that a recent circular
(MOE/SIDF/138,2007) decried the poor performance of the state in SSCE.
The circular revealed that for the past five years (200 – 2005), the state
has consistently scored below 10% in SSCE results. This has brought
about the introduction of :Quality Control Measures: from the Ministry of
Education for all secondary schools in the state. Accordingly all secondary
schools in the state now dismiss by 3.00 p.m. daily instead of 2.00 p.m.,
mock examination for SSCE students is now centrally conducted,
examination results for all classes are now moderated by the State Ministry
of Education. Also principals and staff are under intense pressure to
improve their student performance or get sacked.
Co-curricular activities
There are indications from the study that secondary schools
students in the State greatly participate in co-curricular activities. This is
with respect to all locations in the state. Hence, urban and rural schools,
public, mission and private schools actively participate in games, sports
107
and club activities. The findings is in line with the National Minimum
Standard (2002), which makes it mandatory for each secondary school to
have a playground capable of accommodating at least ¼ of their student
population. Participation in games and sports provide opportunities for
students to let off steam and stimulate effective functioning of the muscles,
mind and the heart. Udoh and Ajala (1987) pointed out that participation in
co-curricular activities enable students to satisfy their basic need of love,
acceptance, security, independence, faith and self-control. Odey (1996)
also affirmed that participation in games and sports is a means of
integrating health needs into other school programmes that can being
about total health for the students.
Other aspects of co-curricular activities include school clubs and
societies, social and religious programmes. Some of the clubs are
professional, while others are academic. Hence, there are clubs like the
Young Farmers Club, dramatic, choral, musical debating, JETS and
societies like Red Cross Society, Girls Guide, and religious organizations.
Students’ participation in school clubs and societies extends the role of the
school beyond the confines of the classroom. It also reinforces
instructional programmes and create opportunities for individual students
to meet their needs, develop new interests and friendship, improve on their
talents and develop team and leadership spirits.
School governance
The study also revealed that, to a very great extent, secondary
school students in Cross River State participate in school governance. To
this effect, prefects are appointed and assigned portfolios; students are
represented in disciplinary, sanitation, welfare and other relevant
committees of their respective schools. They are also appointed heads of
students-based organizations and also given powers to maintain discipline
among their colleagues under staff supervision.
108
Ukeje (1992) listed the advantages of students’ participation in
school governance to include the acquisition of democratic principles, civil
responsibility, good citizenship spirit and the development of goodwill,
friendliness and fellowship between staff and students. Ukeje added that
participation in school governance makes students more responsible
accountable, less dependent on staff supervision and improves disciplinary
tone and the happiness of school life. This finding is in line with the
objective of secondary education, which is not only to prepare students for
higher education but to develop skillful and responsible citizens for the
nation and the labour market (FRN, 2004). Participation in school
governance cuts across rural and urban schools, public, mission and
private schools.
Structures for implementing student personnel services
It is also evident from the study that structures are put in place in the
three categories of secondary schools in the state to ensure the
administration of student personnel services. Included in the structure is
the appointment of vice principal who are to ensure the administration of
student personnel services, appointment of student leaders over different
aspects of students services.
Appointment of school officers and student leaders to oversee
different aspects of student personnel services is in line with the principle
of division of labour which narrows the scope of the functions of each
officer and enables him to concentrate on the details of his schedule. This
practice reduces the workload on the principal and makes room for
efficiency in service.
Constraints to student personnel services
This study revealed some constraints to the implementation of
student personnel services among secondary schools in Cross River
State. Among the constraints is the inability of schools to provide their new
students with school rules and regulations during the orientation
109
programme. When students have no access to rules and regulations that
govern their conduct and relationship, it becomes difficult to hold them
responsible for offences which they are not aware of. The inability of
schools to avail their new students this important compass may be due to
the generally poor financial state of schools in the state or the feeling by
school heads that funds for producing the document could be put into other
more worthwhile services in the school.
Inadequacy of health facilities and personnel are prominent
constraints to the well-being of secondary school students in the state.
The study found out that most secondary schools in the state have no
health clinics, personnel or drugs. Achalu (2001) states that school health
services should be diagnostic, curative, and referral, preventive and
educative. With virtual absence of trained health personnel in schools, the
students can hardly benefit from any of the above-mentioned services that
will promote their well being.
Other constraints to the implementation of student personnel
services are inadequate facilities for games and sports and absence of
regular power supply. Although there are indications that students take
active part in games and sports, most schools lack adequate sporting
facilities and equipment. Majority of schools visited do not have standard
pitches for different games. These include substandard football,
badminton, hockey, table tennis pitches and the lack of equipment for the
different games. Despite the enthusiasm of students in games and sports,
the lack of facilities and equipment for them acts as a hindrance.
It is by the provision of adequate games and sporting facilities in
schools that active participation can be encouraged. The benefits
derivable from games and sports are enormous. Apart from recreating the
participants, it provides opportunities for developing skills that can become
a source of livelihood, use of leisure time and national integration. While
most schools in the state possess the National Minimum Space
110
requirement for games and sports, the funding is far below expectation.
Public, mission and private schools agree that they have problems funding
games and sports. The unwillingness of parents to sponsor their wards
co-curricular activities and the apparent non-encouragement of sports by
the state governments may have greatly contributed to poor funding of
games and sports in secondary school in the state.
All categories of secondary schools in the state have irregular power
supply. No group of school has affirmed that they h ave regular source of
power supply. This is understandable from the fact that the state is largely
underdeveloped. Majority of the population and schools are found in rural
areas that have no access to electricity and potable water supply. Even
within towns, the performance of public energy supply has been very
irregular and unpredictable. This has brought about a boom in private
electricity which is costly to procure and maintain. Majority of schools are
not financially buoyant enough to maintain private power plant.
The consequence of non-electrification of our schools is great. It
shows that most schools are operating behind the contemporary age of
power-based technology. Consequently, computers, studios, workshop
engines, fans, air conditioners and other power-propelled machines cannot
be operated for teaching, and learning. Schools operating under this
environmental condition find it hard to compete favourably with their
counterparts in a better-enhanced technological environment.
It is evident from the study that boarding and catering services are
virtually lacking among secondary schools in the state. This is not
surprising because government policy of mass education has de-
emphasized the boarding school system. Rather, the emphasis is on
neighbourhood schools, where pupils can attend from their homes. It is
aimed at cutting down expenses on dormitory accommodation, catering
services and employment of catering staff. That this phenomenon has cut
across mission and private school, with private schools being worst off, is
111
cause for concern. While government still provides boarding facilities for a
few model schools, the facility is virtually absent among private schools.
Mission schools equally have a few boarding schools.
Proprietors of schools must have learnt from experience that
majority of parents in the state are not financially viable enough to keep
their children in boarding schools where they pay fees of over N150,000
(One hundred and fifty thousand naira) per annum. Parents would prefer
to send their children to neighbourhood government secondary schools
that are virtually tuition free or to similar mission or private schools where
they pay tuitions fee of less than N30,000 (thirty thousand naira) per
annum.
The monitoring and evaluation of public, mission and private
secondary schools ensure that there is conformity to minimum standard in
the area of physical infrastructure, curricular offerings, manpower
requirements and student personnel services. This factor accounts for “no
difference” finding between the opinions of urban and rural secondary
schools teachers on the provision of student personnel services, the
apparent urban advantage not withstanding.
It is however evident from the study that there was a significant
difference among public, mission and private secondary schools in the
provision and administration of student personnel services in Cross River
State. In specific terms, the finding showed that there were significant
differences among public, mission and private secondary schools in the
provision of fresh students with school rules and regulations, in the health
services provided and guidance counselors. The finding however revealed
that there is no significant differences between public, mission and private
secondary schools in services like orientation programme, routine and
disciplinary services, municipal services, co-curricular programme, student
participation in school governance and in structures put in place to ensure
effective discharge of student personnel services. A post hoc test of the
112
items in question revealed that private secondary schools deviate
negatively from public and mission schools in the provision of the affected
personnel services.
There was no significant difference between urban and rural
secondary schools on what constitutes constraints to the implementation of
student personnel services in Cross River State. In effect, both urban and
rural secondary schools have problems with providing school rules and
regulations to their students during orientation programme. Both
categories of schools had difficulty in providing health services to their
students, lack of guidance counselors and equally lack facilities for games
and sports. The two groups of schools lacked regular power supply,
boarding and catering services and had difficulty with parents over
disciplinary issues and funding of wards co-curricular activities. These
findings agree with the findings of similar studies undertaken by Bassey
(1991), Ukpabi (1997), and Okeke (2002) who carried out similar studies in
Cross River State, Abia State and Anambra State respectively.
The difficulties encountered by schools bother on finance. Money is
needed to provide rules and regulations, health facilities, personnel and
drugs as well as games and sporting facilities and equipment. The same
also applies to power supply, boarding and catering services as well as
funding of wards co-curricular activities. Issues bothering on finance are
usually problematic, not only to schools but also to individuals, state and
other organizations. Money is often a limitation to human desires and
efforts, secondary schools not being exception. The finding however
shows that the difficulties that schools face in providing student personnel
services is not due to location of schools.
There were significant difference (P<.05) among public, mission and
private secondary schools on what constitute constraints to the provision
and implementation of student personnel services in Cross River State.
113
Four out of the ten items on table 15 show that there were significant
differences among public, mission and private secondary schools in
providing new students with copies of school rules and regulations, health
services, health personnel and boarding services.
Six other items show that the three categories of schools faced
similar problems on providing personnel services to their students. The
common problems were in the areas of guidance counselors, facilities and
equipment for games and sports, sources of power supply, funding for
sports and other needs of students and with parents over disciplinary
issues and funding of wards co-curricular activities outside the usual
school fees. The differences among the three categories of school (public,
mission and private) may not be due to financial difficulties. The possible
cause of the differences may be due to differences in policy among the
three groups of school.
Conclusion
Based on the findings of the study, the following conclusions are
drawn:
1. Orientation programme is to a large extent carried out for fresh
students of public, mission and private secondary schools in Cross
River State. This is in terms of its yearly organization, introduction
of students to important places, personalities and programmes of
the school.
2. To a very great extent, routine and disciplinary services are
administered to secondary school students in Cross River State.
Morning and afternoon assemblies are held regularly, punctuality is
encouraged, obedience to rules and regulation is enforced and
disciplinary committees are in place.
114
3. There are no effective health care services for secondary school
students in Cross River State. Health clinics and personnel are
lacking in most schools.
4. Municipal services are grossly lacking among secondary schools in
Cross River State. Schools lack certified source of water supply,
power supply is both lacking and irregular, boarding and catering
services are grossly lacking.
5. Secondary school students participate actively in co-curricular
activities in Cross River State. Weekly and annual sports fiesta are
held, clubs and societies abound in schools with students full
participation.
6. Secondary school students in Cross River State participate actively
in school governance. Prefects are appointed and assigned
schedules students head student-based organizations.
7. There is no significant difference between urban and rural
secondary schools in the provision and administration of student
personnel services in the state. School location is not an advantage
or a barrier in the administration of student personnel services.
8. There are significant differences among public, mission and private
secondary schools in the administration of student personnel
services in Cross River State. The differences are in the provision
of school rules and regulations to fresh student, health services,
electricity supply and in the role played by guidance counselors.
Implications of the Study
The findings of this research work have a number of educational
implications. Prominent among the implications is that students personnel
services are recognized and accepted as worthwhile services that should
be rendered to students alongside the curricular services.
115
Another important implication is that public, mission and private
secondary schools recognize orientation programmes as a starting point in
the initiation of new entrants into the culture of a school. Hence all groups
of schools conduct orientation programmes at the beginning of each
school year.
Implicit in the study is that public, mission and private secondary
schools have common parameters by which they carry out routine and
disciplinary services in schools. These parameters include checking of
punctuality, holding regular morning and afternoon assemblies,
appointment of school and student officers to check misbheaviour and
setting up of disciplinary committees to handle cases of misconduct,
amongst others.
Findings from this study imply that there is no effective healthcare
service for secondary school students in Cross River State. This is
derivable from the fact that schools lack health clinics and personnel. It
further implies that secondary school students in the state do not enjoy
health education programmes. This disadvantage is capable of affecting
the physical, social and mental health of the students. This has
implications for improvement in healthcare services in schools.
Another implication of this study is that secondary school students in
Cross River State are operating in a physical environment that is below
optimum for human development. This is because schools lack potable
water, modern toilets, regular source of electricity supply, residential
accommodation and catering services. This has implication for
improvement in school facilities and services.
It can also be deduced that secondary schools students in Cross
River State take active part in games and sports but lack adequate
infrastructure, equipment and sponsorship to excel. One can also infer
from the study that active participation of students in games, sports and
other co-curricular activities positively shapes their character and social
116
disposition. This finding has implication for improvement in games and
sporting facilities in schools.
The active participation of students in school governance has
implication for effective monitoring and supervision by staff advisers and
patrons to prevent them from acting ultra-vire. It also implies good
upbringing for assumption of responsible positions in the society.
The similarity in administrative structure for ensuring the
administration of student personnel services among public, mission and
private secondary schools has implication for cooperation among the three
groups of schools. It also implies that no group of school is running a
parallel system as all are under the supervision of the inspectorate unit of
the Ministry of Education.
That there is no significant difference between urban and rural
secondary schools in the provision and administration of student personnel
services implies that location is not an advantage or a barrier in the
administration of personnel services to students. The significant
differences observed among public, mission and private secondary
schools in the provision of some personnel services has implication for
effective monitoring kby inspectorate unit to ensure uniformity of directives
or guidelines from the Ministry of Education.
The similarity among the three groups of schools on the constraints
to the administration of students personnel services such as lack of
guidance and counselling teachers, non-availability or irregular power
supply, poor funding for games and co-curricular activities and virtual
absence of boarding and catering services has a number of implications.
There is need for training or employment of more teachers in guidance and
counselling and special education services in schools. There is need for
electrification of rural areas so that schools can have access to power
supply. There is also need for improvement in the public power supply to
minimize expenditure on private power plant. Games, sporting and co-
117
curricular programmes in secondary schools in Cross River State need
better funding. There is need for increase and improvement in boarding
and catering services in the secondary school system.
The apparent non-cooperation of parents with school authorities
over their wards’ disciplinary cases and funding of co-curricular activities
has implication for more effective organization of the schools Parent
Teacher Association (P.T.A.) and a more vibrant school-community
relationship.
Recommendation
From the findings of the study, the following recommendations
made:
1. Principals and school proprietors should ensure that gray areas in
students orientation programme, such as the non-availability of
school rules and regulations to new students are taken care of
2. Government should ensure that earlier directives given to principals
to establish sickbays in their schools and to the Ministry of Health to
post nurses to secondary schools is complied with
3. The Ministry of Education should liaise with the Ministry of Health to
plan and carry out health education programme for secondary
schools in the State.
4. Municipal services in secondary schools should be improved.
Principals and proprietors should provide potable water, flush or
V.I.P. toilets and regular source of power supply in schools
5. Government should ensure the training of more teachers in
guidance and counselling and ensure that those already in service
of schools are better equipped.
6. The inspectorate Unit of the Ministry of Education should ensure
that there is harmony among public, mission and private secondary
118
schools in the provision and administration of student personnel
services.
7. Games and sports should be encouraged among secondary
schools in the state through the provision of standard pitches and
equipment, funding and sponsorship by government, proprietors
and sports-loving individuals,
8. Ministry of Education should create a forum by which all principals
of secondary schools in the state can meet and articulate their
needs, share common problems and receive directives on issues
affecting their school system. This will prevent running of parallel
system by any group of school.
Limitations of the Study
1. The seriousness with which the respondents gave their opinion
could not be guaranteed. It is not certain whether the respondents
read through the instrument well before giving their opinion.
2. The differences in the ownership and location of schools under
study could be a limitation to a study of this nature. Generalizing
the opinion of respondents from public, mission and private
schools on the same issue may not show the true state of any
given service. More so, rural and urban location differ from social
services.
3. The sampling of the respondents may not be truly representative
of the entire population.
Suggestions for Further Study
Studies could also be carried out in the following related areas:
1. An evaluation of student personnel services in the South-South
geopolitical zone of Nigeria
119
2. An evaluation of student personnel administration among state-
owned secondary schools in Cross River State
3. Improving student personnel services administration in private
secondary schools in Nigeria
4. An evaluation of student personnel services administration among
tertiary schools in south-south geopolitical zone of Nigeria
120
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APPENDIX I
Department of Educational Foundations University of Nigeria, Nsukka.
Dear Respondent An evaluation of the implementation of student personnel services in public, mission and private secondary schools in Cross River State. I am a postgraduate student of the above address. My area of research is on the above stated topic. The purpose of the study is to appraise the extent of implementation of student personnel service among public, mission and private secondary schools in Cross River State. This is to request you to kindly supply the information as it applies to your school on the attached questionnaire. Please, be assured that all the information supplied by you will be treated in strictly confidentiality and used exclusively for the research purpose. Thanks for your cooperation. Yours faithfully, Joseph E. Ogbiji (Researcher).
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127
RESEARCH INSTRUMENT (1)
STUDENT PERSONNEL SERVICES QUESTIONNAIRE (SPSQ) SECTION A; PERSONAL INFORMATION
Please tick (v) or fill in appropriate column
1. Name of
School………………………………………………………………………..
2. Ownership of School: Government( ) Mission ( ) Private ( )
3. Location of School: Urban ( ) Rural( )
4. Years of teaching or administrative experience of respondent
0-9 years ( ) 10 years and above ( )
5. Status of respondent: Teacher ( ) Principal ( )
SECTION B:
Key to abbreviations used
1. VGE - Very Great Extent
GE - Great Extent
LE - Little Extent
VLE - Very Little Extent
2. VE - Very Effective
E - Effective
LE - Less Effective
NE - Not Effect
3. SA - Strongly Agree
A - Agree
D - Disagree
SD - Strongly Disagree
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Please tick (_/) under appropriate column to indicate your opinion on the
issue raised
S/N Cluster A: Student Orientation Programme VGE GE LE VLE
1. There is yearly orientation programme for new
students in my school
2. Fresh students are provided with school rules and
regulations
3. During the programme students are introduced to
important places and personalities in the school
4. The academic and non-academic programmes of the
school are equally introduced to students
Cluster B: Routine and Disciplinary Services VGE GE LE VLE
5. Regular morning and afternoon assemblies are held
in the school
6. Lateness to school is checked and discouraged
7. Principals, teachersd and prefects take part in
conducting assemblies
8. Conformity to school rules and regulation is enforced
among students
9. Students are represented in the disciplinary
committee
10 Students are aware of the procedure for handling
disciplinary cases
Cluster C: Health Services VE E LE NE
11 There is a functional health service for students in
the school
12 The officer in charge of the health service is a trained
professional
13 The health officer periodically organizes health
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education/awareness programme for students
14 Students with health problems benefit from the
health center
Cluster D: Guidance and Counselling Services VE E LE NE
15 The school has a trained counsellor
16 The counsellor has a furnished office
17 The counsellor periodically carries out need survey
among students
18 Periodic group counselling is also organized for
students
19 Students equally benefit from individual counselling
Cluster E: Municipal Service (potable water,
conveniences, catering services and dormitory accommodation)
VGE GE LE VLE
20 School has regular supply of tap or borehole water
21 There are flush or ventilated improved pit (VIP)
toilets in the school
22 The toilets are separate and adequate for boys and
girls
23 The school has regular source of power supply
24 Adequate dormitories are provided for boards
25 There is well organized catering services for
boarding students
Cluster F: Co-Curricular Activities VGE GE LE VLE
26 School has a playground large enough to
accommodate ¼ of the students population
27 The school engages actively in games and sports
28 Inter-house sports programme is held annually
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29 School has active professional and academic clubs
(eg. JETS, debate, quiz) for students
30 There are social, religious and moral societies for
students
31 Staff advisers exist for each club/society
Cluster E: School governance VGE GE LE VLE
32 Prefects are appointed and assigned portfolio
33 Students are represented in the welfare, sanitation,
disciplinary, etc., committee of the school
34 Students leaders are allowed to maintain discipline
among fellow students
35 School clubs, societies and student-based
organizations are headed by students
Cluster H: Structures put in place to ensure
administration of student personnel services
SA A D SD
36 Vice Principals take charge of student personnel
services
37 School officers are appointed to be in charge of
different students personnel services
38 Guidance and counselling staff are in charge of
students orientation programme
39 Physical and health education staff take charge of
games and sports
40 Schools have disciplinary committee in charge of
students behavioural problems
41 Patrons are appointed to be in charge of student
societies and clubs
42 School prefects assist in the governance of the
school
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Cluster I: Constraints to Implementation of
Student Personnel Services
SA A D SD
43 School rules and regulations are not made available
to students
44 School has no trained health personnel
45 There is no equipped health center in the school
46 School has no guidance counsellor
47 School lacks adequate facilities and equipment for
games and sports
48 School has no source of regular power supply
49 There is no provision for boarding and catering
services in the school
50 The school lacks adequate funds for providing sports
equipment, and other services to students
51 Parents do not cooperate with the school on
disciplinary issues
52 Parents are reluctant to fund their wards co-curricular
activities
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APPENDIX II A CHECKLIST ON APPRAISAL OF STUDENT PERSONNEL SERVICES
IN CROSS RIVER STATE SECONDARY SCHOOLS
Name of School………………………………………………………………
Ownership: Public ( ) Mission ( ) Private( ) Location: Urban ( ) Rural ( )
Nature of School: Day ( ) Boarding ( )
Please indicate which of these are available in your school
S/N Statement Yes No
Records
1. Admission Register
2. Class Atendance Register
3, School prospectus
4. School Rules and Regulations
5. Student individual files
Health Services
6. Health center: Equipped clinic
7. School Nurse (Trained)
8. Facilities at the Health center
9. Drugs available
Guidance and Counselling
10 School Counsellor
11 Counselling Office
12 Furniture in the Office
Amenities
13 Flush or VIP toilets
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14 Separate toilets (boys and girls)
15 Certified Water supply
16 Playground within school compound
17 Pitchers for different games
18 School linked to national grid
19 Functional generating set
20 School bus
21 School Library
22 Library (Stocked with relevant books) and adequate
reading space
23 Staff Librarian
Accommodation
24 Assembly Hall
25 Adequate Classrooms
26 Dormitory
27 List of prefects and their portfolios
28 List of Clubs and societies
29 Student leader for each club/society
30 Staff patron for each Club/society
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APPENDIX III GUIDELINES ON MINIMUM STANDARDS IN SCHOOLS NATIONWIDE
S/N ITEM DESCRIPTION MANDATORY IDEAL OPTIMAL REMARKS 1 Minimum Number of Pupils Per
Class i. Pre- Primary
ii. Primary
iii. Secondary
20 40 40
10 30 45
20 35 35
The ideal should be achieved within the next ten years The ideal should be achieved within the next ten years The ideal should be achieved within the next ten years
2 PUPIL-TEACHER RATIO
i. Pre- Primary
ii. Primary
iii. Secondary
20.1 40.1 40.1
10.1 40.1 45.1
20.1 35.1 35.1
The ideal should be achieved within the next five years The ideal should be achieved within the next five years The ideal should be achieved within the next five years
3 Maximum Number of weeks per year for all level
39 42 45 The ideal should be achieved within the five years
4a TEACHING QUALIFICATION
i. Pre- Primary
ii. Primary
iii. Secondary
NCE NCE Graduate Edu.
Graduate in Edu Graduate in Edu M.Ed.
Graduate in Edu Graduate in Edu M.Ed.
National council on education decision too be implemented Ditto Ditto
4b Qualification for principal/head teachers
i. Pre- Primary
NCE + 5 years Teaching
10 years
The ideal should be achieved within
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ii. Primary
iii. Secondary
Experience NCE + years teaching B.Sc. Ed. B.A.Ed B. Ed PGDE + 10 years experience
teaching
Experience 10 years teaching Experience 10 years teaching Experience
10 years
the next ten years Ditto The ideal should be achieved within the next ten years
5 Records (i) Certificate of Registration
(ii) Site Plan (iii) Admin Progr/Withdrawal
Reg. (iv) Class Attendance Reg (v) Punishment
book/Rewards/Commendation books for outstanding performance
(vi) Log book (vii) Diaries (viii) Inspection Reports file (ix) National curr./Exam
syllabus, National Policy of Education Document
(x) Account records showing every item of income and expenditure
(xi) Stores inventory records (xii) School prospectus (xiii) Staff records (xiv) Students records (xv) Staff movement book (xvi) Visitors book
V V V V V V V V V V V V V V V V
- - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - -
To be implemented from the inception of the school Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto Ditto
6 ACCOMMODATION
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(i) Pre-Primary Classroom 144M2 for blackboard and teacher’s table, 2/3 for pupil lighting and ventilation
(ii) 2.42 internal space, 0.8m2
of floor space per pupil (iii) Primary and Secondary
school-144m2 internal space, 1/3 for blackboard and teachers table 2/3 for class space pupils
(iv) Primary Desk space 0.45m2 x 0.37m sitting space – not less than 0.23m2 per pupils
(v) Secondary Desk space – 0.6m x 0.45m internal space not less than 2.43m3 floor space 0.8m
(vi) Minimum number of pupils
Pre-primary Primary
Secondary (vii) minimum Dormitory
Requirements a. Ceiling 12m2 3.5m
above Floor level b. Fire fighting
equipment
V V V V V V 1,200 V
- - - - - - 720 1,200 -
- - - - - - 1500 - -
Requirements to be fulfilled from the inception of the school Ditto Mandatory requirements to be fulfilled from inception Ditto Ditto The ideal should be achieved within the next tem years Mandatory requirements to be fulfilled from inception Ditto
7 AMENITIES (i) Water supply Pre-Primary Primary Secondary (ii) Self-Sufficiency in water
supply on the compound: Pre-Primary
Primary Secondary
V V V V V
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(iii) Equipped clinic and sickbay staffed with a qualified resident nurse for boarding schools
(iv) First Aid box and trained first aid teachers for day schools:
Pre-Primary Primary Secondary
(v) Toilet 1.40 pupils either
water closet or ventilated improved pit (VIP) type in convenient locations on the premises
Pre-Primary Primary Secondary
separate toilets for boys and
girls, also for male and female teachers
(vi) Playground
(a) to engage ¼ of
students population indoor game facilities must be provided in boarding schools
(b) Playground within walking distance for day schools must be provided
(vii) Electricity supply (generating set) for machines and for minimum comfort of staff and students especially in secondary schools
(viii) Transport: School bus for use of staff and students for official use especially boarding schools
Pre-Primary
V V V V VIP VIP VIP V V V V
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V V
Primary Secondary
8 LABORATORIES
(i) Science comer in every classroom Pre-primary Primary (ii) All purpose science laboratory Pre-primary Primary
(iii) Secondary Every school must have a
separate well equipped standard lab for integrated science, Biology, Agric Science, Chemistry and Physics
(iv) Fire fighting equipment installed in all laboratories (v) Workshops All schools offering Introductory technology,
Technical subjects, home economics or arts must have well equipped standard workshop to ensure students have access to the tools to attend minimum skill level.
(vi) Library Well stocked reading comer Pre-primary Primary Secondary A 2-Classroom sized library for a 500 pupil school pre-primary, primary Secondary A well stocked school library supervised by a teacher, librarian and library attendant with a basic book collection
- - - - v v v - - - Number of titles
- - - - - - - - - -
- - - - - - - - - -
Mandatory requirements should be fulfilled from inception. Ideal should be achieved within the next five years Mandatory requirements to be achieved within 5 years Mandatory requirements to be achieved within 5 years Mandatory requirements to be achieved within 5 years Mandatory requirements to be achieved within 5 years Ideal to be achieved within 5 years Mandatory
139
stipulated as follows Student Enrolment Up to 500 500-1000 1000-1500
1500 3000 5000
-
-
requirements to be achieved within 5 years
9 ADMINISTRATIVE BLOCK
Primary Primary schools should have at least a well designed and easily accessible head teacher’s office, redemption room and a book store. Secondary The administrative block should comprise of a well designed and easily accessible offices for the principal, vice principal, bursar and common staff room big enough to seat all staff at staff meetings Offices for head of departments/heads of subjects, supplementary staff may be located within the classroom blocks. The principal’s office and adjoining reception room in particular must be well ventilated, burglar-proofed and well furnished and attractive enough to host the governor, commissioners of education Assembly/Examination Hall Primary – Secondary All schools must have a hall big enough to seat twice the total enrolment of students. This may be in form of multi-purpose assembly hall or a group of adjoining classrooms with
- - - -
- - - -
- - - -
To be achieved within 5 years Mandatory requirements from the inception of the school Mandatory requirements from the inception of the school Ideal requirements
140
moveable partitions and a raised platform at one end.
within 5 years
10 KITCHEN AND DINNING HALL
All boarding schools must have a well furnished dinning hall big enough to seat all students simultaneously at meals A well-equipped kitchen adjoining the dinning hall
- - - Mandatory from the inception of the school
1 Fire fighting equipment and
potable water must be provided
within the premises of the kitchen
and dinning hall building(s)
- - - Mandatory from the inception of the school
11 SPECIAL BUILDING
Burglar proofed and secure central store, students common room or welfare center for meetings and for receiving visitors is required
- - - Mandatory from the inception of the school
12 STAFF QUARTERS
On site, living accommodation for the principal, vice principal boarding housemaster, 1:80 students, matron, staff nurse, games maters, head cook, catering supervisor, one hall of the number of cooks, electrician, plumber, security men, must be provided
- - - Mandatory from the inception of the school
13 FENCING
Perimeter fence in block work hedge, shrubs, wire – chain should demarcate every school compound to discourage
To be achieved within five years
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encroachment Pre-Primary Primary Secondary
- - -
- - -
- - -
14a PHYSICAL STRUCTURE
Adequate Agriculture farm lands for crops and animal rearing for rural schools
- - - Mandatory Requirements to be achieved within 5 years
14b Urban schools should have a plot
of land for practical
demonstrations and for a few farm
animals
Pre-Primary Primary Secondary
- - -
- - -
- - -
Ideal and mandatory requirements to be achieved within 5 years
15 PUBLICATION
Every school must be given a copy of these guidelines
- - - Mandatory Requirement from inception
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APPENDIX IV
GUIDELINES FOR THE ESTABLISHMENT OF PRIVATE EDUCATIONAL INSTITUTIONS IN CROSS RIVER STATE (2001
The National Policy on Education provides room for private participation in the field of Education with a view to helping in advancement of Educational standards in the nation. In consideration of quality control and maintenance of acceptable standards, definite guidelines have been set aside for the establishment of private schools.
A: ESTABLISHMENT OF NURSERY/PRIMARY SCHOOL
1. SITE
The proposed site of the school must be inspected to ensure that it is spacious enough to accommodate a 6 classroom blocks, and a sizeable playground. It has also be easily acceptable. A survey map and site plan is then presented for examination.
2. Building
A|l schools buildings have to be permanent concrete structures that can stand the test of time. Inspection reports from the building division of the Ministry of Works establish a durability of the structures.
1. Number of Classrooms.
Nursery school: A standard 4-classroom block is acceptable for a start. In addition to this the following are expected:
a. A Head Teacher’s Office
b. A sickbay
c. A flush toilet
Primary School: A standard 6 classroom block is expected. This building should in addition have the following:
a. Head Teacher’s Office.
b. A Store
c. A library
d. A flush toilet or VIP (External)
143
2. Teaching Aid (Instructional Materials)
In consideration of the absolute importance of Teaching Aids in the Teaching and Learning process, proprietors are expected to provide a variety of instructional materials ranging from this simple counting sticks and bottle tops to more complex Audio Visual Materials. These aids are subject to regular inspection to ensure suitability variety and availability
OTHER REQUIREMENTS
It is also expected that the following will be provided:
a. Drinking water from a borehole or nearby spring
b. First Aid Box for simple medication
c. Light
d. Nature corner
5. GAMES FACILITIES
this is also a very important aspect in the educational life of the child. The school therefore needs to provide a variety of game facilities eg. Balls, swings, merry-go-rounds, sea saws, slides, wheels, tyres, footballs, etc.
Establishment of Secondary School
Site: The land must be topographically good enough and of at least 2 hectares in size.
INFRASTRUCTURE
The proprietor is expected to provide
a. A 6-classroom block with a store, a staff room, a library and the principals office
b. A multipurpose laboratory
c. Principal’s house
OTHERS
LIKE the case of nursery/primary schools, the following are also expected:
a. Good source of drinking water
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b. Medical center
c. Good toilets
d. Adequate games facilities
B . ADMINISTRATIVE PROCEDURES
The Ministry of Education demands that the following steps be followed before a school is granted approval to operate
1. An application form is purchased at the cost of N5000 paid to the Account Department of the Ministry of Education
2. On completion, the form is submitted to the supervisory directorate of the Ministry of Local Government where the school is to be located
3. An inspection of facilities is carried out and a report submitted through the Zonal Director to the Commissioner for Education for approval
4. When approval is granted, the proprietor is made to pay a registration fee of N8000 to the Account Department of the Ministry
5. There is an annual renewal fee of N2000 for all primary schools. The various charges for the operation of private schools have since been reviewed upwards but not yet approved for implementation. Below is Management Decision
REVISED FEE CHARGES FOR THE ESTABLISHMENT OF SCHOOLS IN CROSS RIVER STATE
URBAN AREAS
1. Registration of New Secondary School - N50,000
2. Registration of New Primary School - N50,000
3. Registration of Computer Study Centre - N25,000
4. Operation of illegal School - - N50,000
5. Annual Renewal Fees
a. Secondary School - N10,000
b. N/P - N10,000
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c. Computer Schools - N5,000
RURAL AREAS
1. Registration of New Secondary School - N15,000
2. Registration of New Primary/Nursery School - N15,000
3. Annual Renewal fee - N5,000
PROLIFERATION OF PRIVATE SCHOOLS
Management did schedule Tuesday 25th January, 2005 for a meeting with Executive of Association of Proprietors of Private Schools (APPENDIN). The meeting was actually held where both the Ministry and APPENDIN robbed minds on the way forward for the school system. Both agreed to be partners in the fight to prevent the operation of illegal schools as well as ensuring that standard area maintained in the existing ones.
CLOSURE OF ILLEGAL SCHOOLS
Steps taken so far
1. Collection of lists of illegal school from Zonal Director, Calabar covering Calabar South and Calabar municipality.
2. Colosure of identified illegal schools (letters forwarded to individual proprietors by Zonal Director)
3. Letters of warning forwarded to the same schools by the Ministry of Education
4. Radio announcements on closure of illegal schools and warning to parents,
5. Liaison with Law Enforcement Agencies to ensure compliance.
146
APPENDIX V
CROSS RIVER STATE OF NIGERIA
OFFICE OF THE DIRECTOR INSPECTORATE
MINISTRY OF EDUCATION HEADQUARTERS
BLOCK A, MICHAEL ANI SECRETARIAT
HOPE WADDLE AVENUE
P.M.B 1007
CALABAR
Our Ref: MOE/SID/125/Vol. 1/ 15th October, 2006.
The Zonal Director
Zonal Education Office
----------------------------
ENFORCEMENT OF QUAITY CONTROL MEASURE
I am directed by the Commission of Education to refer to the above subject and to draw your attention to the fact that the State Ministry of Education in line with the revitalized and repackaged Federal Inspectorate Services is committed to ensuring that educational standards improve in Cross River State. To this goal, a number of quality assurance measures have been put in place to ensure that the products of our educational system compete favourably and even excel the products from other educational system of the federation.
As quality assurance agents, it is incumbent on you to enforce all quality assurance measures that have been put in place. For the avoidance of doubt, be reminded of the following indicators:
1. Students who fail in any final examination must repeat such classes
2. Students who fail the mock examination must not be promoted to SS3 and registered for WAEC examination
147
3. Mock examination is compulsory for public and private schools
4. Private schools must not admit students who fail in public schools into higher classes
5. Pupils in primary 4 class must pass a reading test before proceeding to the next class
6. Private primary schools must be inspected and approved before introducing the JSS 1-3 programme in line with the UBE policy.
Be informed all that the Ministry has produced a number of information manuals that contain details on quality assurance measures put in place for the entire school systems. Please, avail yourself of these flyers.
Anthony A. Bisong (KSM)
Director Inspector
For: Commissioner for Education
148
APPENDIX VI
GOVERNMENT OF CROSS RIVER STATE NIGERIA
QUALITY CONTROL AND QUALITY ASSURANCE IN THE CROSS RIVER STATE SCHOOL SYSSTEM
Ministry of Education Headquarters Calabar Background
Sequel to the State Government’s determination to ensure quality in the education sector, a number of proactive solutions to identified educational problems have been provided in recent time. Such government efforts are in the area of A. Various inceptives to teachers namely
Tax exemption Difficult station allowance Promotions Motorcycle allowance Payment of arrears of allowances
b. Production and distribution of textbooks to students c. Payment of WAEC Examination fees for State indigenes d. Training and retraining of teachers e. Supply of Science and Technical equipments to schools f. Construction and renovation of dilapidated structures g. Deployment of civil servants to teach, etc., etc. Observation: In spite of the above efforts and huge investment by government, the dismal performance of our students particularly in external examinations and the unenviable position of the state in the examination malpractice ladder has become an embarrassment to the state and therefore a cause for serious concern. Government can no longer tolerate this ugly situation, hence, the resolve to maintain zero tolerance in the bid to achieve academic excellence in the school system. Accordingly, government has decided to carry its quality control measures a little further with the following policy
149
directives, which must be implemented by all administrators of public schools without any excuse whatsoever. NEW GOVERNMENT POLICY DIRECTIVES
Six (6) credits including English and Mathematics in Mock Promotion
Examination required for a student to move from SSII to SSIII 55% average must be obtained in 6 subjects including English and
Mathematics for a student to move from SSI to SSII 55% average in 10 subjects including English Language,
Mathematics and Integrated Science must be obtained for promotion from JSSI to JSSII
50% performance in WAEC Examination must be obtained for principals to continue to retain their posts
Students who fail must be made to repeat such classes. Only qualified students should be promoted even if they are few
Principals are to ensure that teaching and learning take place and all cases of truancy and absenteeism by teachers should be reported to the appropriate authority. Principals who fail to do so will be kheld responsible.
School should introduce Library/Reading period in the timetable to supervise the class teacher
Extra hour should also be observed under the supervision of teachers as prep
Reading clubs, literary and debating societies, press club and dramatic societies should be popularized in schools
Teachers who cannot cope with teaching in the secondary schools should be recommended by principals for redeployment to the primary school system
Principals must query errant teachers and report truancy and lack of dedication to duty to the ministry
Principals are now empowered to issue clearance to banks before teachers under them receive their salaries
Principals must not admit new students without transfer certificatesd and testimonials.
To ensure that pupils in primary 4 pass reading tests before proceeding to the next class, inspectors are to carry out frequent on the spot reading tests while doing school inspection to ensure compliance
The mode of examination in primary school is to change from purely objective tests to both objectives and written (subjective).
150
CONCLUSION
While government will continue to give priority attention to the welfare of teachers, this is however a clarion call to all stakeholders to put all hands on deck so that collectively, we can turn around the fortunes of our educational system.
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APPENDIX VII
CROSS RIVER STATE OF NIGERIA OFFICE OF THE DIRECTOR INSPECTORATE MINISTRY OF EDUCATION HEADQUARTERS
BLOCK A, MICHAEL ANI SECRETARIAT HOPE WADDLE AVENUE
P.M. 1007 CALABAR
Our Ref: MOE/SID/85/Vol. 67 29th September, 2005 The Commissioner Ministry of Health Michael Ani Secretariat Calabar ESTABLISHMENT OF SICKBAYS IN SCHOOLS
Arising from His Excellency’s intention with Principals of Secondary schools in Cross River State, all Secondary school principals were directed to establish sickbays in their schools This is as a follow up to His Excellency’s drive to ensure that the quality of Education can only be maintained if the health of our children is adequately taken care of. Consequently, I am directed to request you to post qualified Health Officers to man these sickbays in the schools. Thanks for cooperation. Mrs. Mary-Theresa Ikwen (mni) Permanent Secretary For: Commission for Education.
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APPENDIX VIII LIST OF SCHOOLS USED FOR SAMPLING
1. PUBLIC SCHOOL
S/N Name of School Location 1. Agbo Comprehensive Secondary School Egboronyi 2. Community Secondary School Adadama 3. Community Secondary School Itigidi 4. Community Secondary School Usumutung 5. Edanafa Commercial Secondary School Ediba 6. Community Secondary School Igbo-Imabana 7. County Secondary Schol Ebijakara 8. Government Secondary School Akamkpa 9. Community Secondary School Old Netim 10 Community Secondary School Iko Esai 11 Onun Comprehensive High School Mbarakom 12 Comprehensive High School Iwuru Central 13 Comprehensive High School Owai 14 Government Comprehensive High School Ayaebam 15 Model High School Uyanga 16 Government Day School Akamkpa 17 Community Secondary school Ikot Ewa 18 Secondary School Ikot Edem Odo 19 Government Secondary School Ikot Eneyo 20 Community Secondary School Ikot Effanga 21 Biase Secondary School Ehom 22 Community Secondary School Adim 24 Community Secondary School Akpet 25. Community Secondary School Abini 26. Comprehensive High School Ikot Okpora 27. Comprhensive High School Abayong 28 Comprehensive High School Akpet I 29 Boki Comprehensive Secondary School Okundi 30 Buda Comprehensive Secondary School Kakwagom 31 Community Secondary school Abo 32 Community Secondary school Boje 33 Community Secondary school Katchan 34 Community Secondary school Nsadop 33 Community Secondary school Okwabang 34 Community Secondary school Bateriko 35 Community Secondary school Okwabang 36 Secondary School Bateriko
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37 Secondary Commercial School Bekpor 38 Secondary Commercial School Kakwagom 39 Trinity Secondary School Bashua 40 Comprehensive High School Buanchor 41 Government Secondary School Bangan 42 Government Secondary School Kanyanga 43 Bekwarra Secondary school Abuochichi 44 Community Secondary School Afrike 45 Community Secondary school Gakem 46 Community Secondary school Ukpah 47 Community Secondary school Ugboro 48 Army Day Secondary School Ikot Ansa 49 Estate Secondary School Ikot Ansa 50 West African People’s Institute Calabar 51 Government College Ikot Ansa 52 Comprehensive High School Nasarawa 53 Nation Youth Service Secondary School Calabar 54 Government Sec. School, Federal Housing Calabar 55 Government Sec. School State Housing Calabar 56 Government Secondary School Ikot Effanga Mkpa 57 Government Secondary School Akim Qua 58 Government Girls’ Secondary School Big Qua Town 59 Government Secondary School Henshaw Town 60 Government Secondary School Anantigha 61 Pin Margaret Secondary Commercial Sch. Calabar 62 Government Secondary School Idang 63 Government Secondary School Ikom 64 Enoghi Secondary School Ikom 65 Velos Secondary Commercial Sec. School Ikom 66 Abayom Community Secondary School Edor 67 Army Day Secondary School Afi 68 Community Secondary school Okanga 69 Community Secondary sch, Akparabong Ikom 70 Community Secondary school Nde 71 Community Secondary school Okuni 72 Comprehensive Secondary School Ofutop 73 Yala Community Secondary school Ikom 74 Community Secondary school Balep 75 Community Secondary school Nta 76 Community Secondary school Sankwala 77 Community Secondary school Bendi 78 Community Secondary school Keting 79 Community Secondary school Busi
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80 Utanga Community Secondary school Utanga 81 Community Secondary school Besenge 82 Royal Community Secondary school Obanliku 83 Government Secondary School Kukare 84 Government Secondary School Bishiri 85 Begiading Grammar Secondary School Allege 86 Allege Community Secondary school Ubanga 87 Community Secondary school Ubanga 88 Community Secondary school Utugwang 89 Comprehensive Secondary School Ukpe 90 Angiaba Secondary School Akorshie 91 Government Secondary School Obudu 92 Ukpada Community Secondary School Ukpada 93 Secondary Commercial School Bedia 94 Community Secondary school Bebuawhan 95 Comprehensive Secondary School Okorogung 96 Comprehensive Secondary School Igwo 97 Government Secondary School Ikom 98 Bebuastuan Community Secondary Sch Obudu 99 Community Secondary school Betukwel 100 Community Secondary school Bebuatsuan 101 Government Secondary School Creek Town 102 Comprehensive Secondary School Akpap Okoyong 103 Dan Archibong Memorial Sec. School Usung Esuk 104 Secondary Commercial School Odot Ediong 105 Community Secondary school Ukwa Ibom` 106 Comprehensive Secondary School Eniong Abatim 107 Comprehensive High School Ikoneto 108 Comprehensive High School Adiabo 109 Government Comprehensive High School Odukpani 110 Government Secondary School Asang Eniong 111 Community Secondary school Ofodua 112 Community Secondary school Adun 113 Community Secondary school Apiapum 114 Comprehensive Secondary School Mbembe 115 Okum East Secondary School Ochon 116 Government Secondary School Iyamoyong 117 Community Secondary school Yala 118 Community Secondary school Ogurude 119 Unity High School Ababene 120 Community High School Eja 121 Egara Comprehensive High School Iyamitet 122 Ekajuk Community Secondary school Bansara
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123 Government Girls’ High School Bansara 124 Mbube East Secondary School Mbube 125 Mbube West Secondary School Mbube 126 Nkum Ibil Secondary School Ibil 127 Ntol Comprehensive High School Ekajuk 128 St. Thomas College Ogoja 129 Army Day Secondary School Ogoja 130 Community Secondary school Nwang 131 Government Comprehensive Sec. School Mfom 132 Government Science School Egbe 133 Government Science School Ishibori 134 Ayiga Community Secondary School Okodung 135 Comprehensive Secondary School Ekori 136 Comprehensive Secondary School Nko 137 Community Secondary school Agoi Ibami 138 Community Secondary school Ekukune 139 Community Secondary school Nko 140 Community Secondary school Ugep 141 Girls Secondary School Ugep 142 Community Secondary school Idomi 143 Community Secondary school Mkpani 144 Community Secondary school Iyima 145 Dr. Okoi Arikpo Secondary School Ugep 146 Tekoma Science Secondary School Agoi Ekpo 147 Comprehensive Secondary School Nfuma 148 Igbeku Comprehensive Secondary School Imaje 149 Dr. Offoboche Secondary School Okuku 150 Secondary Grammar School Oeyiowu 151 Secondary Grammar School Wanakom 152 Community Secondary school Alifokpa 153 Yala Secondary Community School Okpoma 154 Community Secondary school Ijegu Yala 155 Community Secondary school Wanikande 156 Community Secondary school Gabu 157 Community High School Ugaga 158 Government Comprehensive High School Anyoube 159 Community Secondary school Uchu 160 Comprehensive High School Ework 161 Community Secondary school Ijegu Yache 162 Government Secondary School Wanihem 163 Government Secondary School Wagada 164 Model Secondary Schook Okpoma 165 Nkum Ibor Secondary School Nkum
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166 Comprehensive Secondary School Kutiang 167 Model Secondary School Obudu 168 Community Secondary school Okuni 169 Comprehensive Secondary School Ofutop 170 Community Secondary school Okanga 171 Community Secondary school Cattle Ranch 172 Community Secondary school Etomi 173 Community Secondary school Nsofang 174 Ejagham Secondary School Abijang 175 Etung Community Secondary school Bendeghe Ekiem 176 Community Secondary school Abia 177 Government Secondary School Ekimkae 178 Government Secondary School Agbokim Water Falls 179 Government Secondary School Effraya 180 Community Secondary school Wula 2. MISSION SECONDARY SCHOOL S/N Name of School Location 1. StellaMaris Seminary Uyanga 2. Mary Immaculate Juniorate Akpabuyo 3. Methodist Secondary School Bekwarra 4. St. Joseph Secondary School Bekwarra 5. Our Lord’s Comprehensive Academy Boki 6. World of Promise High School Calabar 7. St. Patrick’s College Calabar 8. Hope Waddle Training Institute Calabar 9. Holy Child Secondary School Calabar 10 Sacred Hearts Girls College Calabar 11 St. Patrick’s Secondary Comm. School Ikom 12 Godbey Secondary Com. School Obanliku 13 Christian Secondary School Apiapum 14 Announciate Girls Juniorate Ogoja 15 St. Catherine’s Institute Ogoja 16 St. Brenderan Secondary School Obubra 17 St. Joseph’s Secondary School Yakurr 18 Presbyterian Secondary School Mkpani 19 St. Patrick’s Technical College Ugep 20 Mary Knoll Secondary School Okuku 21 Mount Carmel Secondary School Ogoja 22 Maranatha College and Seminary Ikom
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3. PRIVATE SECONDARY SCHOOLS S/N Name of School Location 1. Jepu Best Centre Ifunkpa-Akamkpa 2. Trinity Community College Bekwarra 3. Kare Peterson Secondary School Ehom-Biase 4. Community High School Olum-Boki 5. Community Secondary School Butatong 6. Commercial Secondary School Calabar 7. Access High School Calabar 8. Nico Vocational Secondary School Calabar 9. Zenith High School Calabar 10 Unique High Secondary School Calabar 11 Hill Crest High School Calabar 12 Emilis Secondary Commercial School Calabar 13 De Wis College Calabar 14 Duke Town Secondary School Calabar 15 Enzy Garden Secondary School Ikom 16 Vellos Secondary Commercial School Ikom 17 Nogak Secondary School Ikom 18 Model Secondary School Nkirira-Obudu 19 Adaumbe Secondary School Obudu 20 Unity Secondary School Ukwortung – Obudu 21 Akim Akim Model School Odukpani 22 Youth secondary commercial Ogoja 23 State High School Igoli-Ogoja 24 Amazing Secondary School Igoli-Ogoja 25 Vision Secondary School Ugep 26 Elder Ofem Secondary School Mkpani 27 Holy Standard College Ugep 28 Vedan Secondary School Okuku 29 Ochumode Secondary School Ochumofana-Yala 4. SCHOOLS USED FOR RELIABILITY OF RESEARCH INSTRUMENT IN AKWA IBOM STATE S/N Name of School Location 1. Community Secondary School, Ibiaku Itam Itu L.G.A. 2. Government Secondary School, Ndone Ebom Uyo L.G.A 3. Etinan Institute Etinan L.G.A. 4. Methodist Boys High School, Oron Oron 5. Cornelia Corneli College Uyo
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APPENDIX IX
MODIFICATION OF THE INSTRUMENT
Following the validation of the instrument, the following amendment became necessary: 1. The 54 item questionnaire was reduced to 52 2. Item 17, which read “the counsellor regularly and actively performs
his role among students” was modified to “the counsellor regularly and actively performs his duties”.
3. Response to cluster A was changed from Very Often, Often,
Sometimes and Never to Very Great Extent, Great Extent, Little Extent, Very Little Extent. Also response to Cluster B was changed from Very Frequent, Often, Sometimes and Never to Very Great Extent, Great Extent, Little Extent and Very Little Extent. In the same way response to cluster D was changed from Strongly Agree, Agree, Disagree and Strongly Disagree to Very Effective, Effective, Less Effective and Not Effective.
4. The checklist and observation schedule were merged into a checklist 5. Research question 3 which combined guidance and counselling with
health services was separated into two, also research question 5, which combined co-curricular activities with school governance was divided into two. This now brings the total number of research questions from seven to nine.