Faculty of Education

Department of Educational Foundations

DATA MANAGEMENT PRACTICES OF HEAD TEACHERS

IN OKIGWE EDUCATION ZONE OF IMO STATE

OGBUEHI, INNOCENT C.

PG/M.ED/08/49168

Digitally Signed by: Content manager’s Name

DN : CN = Weabmaster’s name

O = University of Nigeria, Nsukka

OU = Innovation Centre

Ezeh Remigius

i

TITLE PAGE

DATA MANAGEMENT PRACTICES OF HEAD TEACHERS IN

OKIGWE EDUCATION ZONE OF IMO STATE

A

RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,

NSUKKA.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF THE DEGREE OF MASTERS OF EDUCATION IN

EDUCATIONAL ADMINISTRATION AND PLANNING

BY

OGBUEHI, INNOCENT C.

PG/M.ED/08/49168

SUPERVISOR: DR. (MRS.) A.I. OBOEGBULEM

FEBRUARY, 2011.

ii

APPROVAL PAGE

THIS PROJECT HAS BEEN APPROVED BY THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA,

NSUKKA

BY

____________________ _____________________

SUPERVISOR INTERNAL EXAMINER

DR (MRS.) A.I. OBOEGBULEM DR. J.C. OMEJE

__________________ _________________________

EXTERNAL EXAMINER HEAD OF DEPARTMENT

PROF. G.C. UNACHUKWU PROF. I.C.S IFELUNNI

_________________________________

DEAN, FACULTY OF EDUCATION

PROF. S.A. EZEUDU

iii

CERTIFICATION

Ogbuehi Innocent Chukwumeziri a postgraduate student in the

Department of Educational Foundations with Registration number

PG/M.ED/08/49168, has satisfactorily completed the requirement for

courses and research work for the Degree of Master of Education in

Educational Administration and Planning.

The work embodied in the project is original and has not been

submitted in part or full for any other diploma or degree programme of this

University or to any other institution of higher learning.

_____________________ ____________________________

OGBUEHI INNOCENT C. DR. (MRS.) A.I. OBOEGBULEM

STUDENT SUPERVISOR

iv

DEDICATION

This work is dedicated to my parents Ichie S.A. Ogbuehi (Late) and

Nneoha, A I. Ogbuehi and my beloved siblings and entire family of Ichie

S.A Ogbuehi.

v

ACKNOWLEDGEMENTS

To the glory of God, the researcher wishes to express his sincere

gratitude to his supervisor, Dr. (Mrs.) A. I. Oboegbulem for her guidance

throughout the period of this work. In spite of her busy schedules, Dr.

Oboegbulem still found time to discuss and offer useful suggestions for the

improvement of this work.

The research also wishes to thank Prof. N.O Ogbonnaya, Dr. (Mrs.)

M.A. Obidoa, Dr. P. N. Onwuasoanya, Dr. G. T. U. Chiaha, , Dr. J.C. Omeje

for reading and streamlining the work at the proposal stage. To Prof. A. Ali,

the researcher is grateful for his contribution in exposing him to the world of

research. To all Head teachers and Assistant Head teachers in Okigwe

education zone of Imo State the researcher appreciate you.

This will not be complete if the researcher did not appreciate the

encouragement and moral support received from his friends, Ezenwa

Onyedineke, Christian, Eke Elias, Okwu Calistus, UBA, IBB, Nwajinka,

Ajuziogu Henry, Chibuzor Nwankwo and host of others.

The researcher also wishes to express appreciation to Chief

Chritopher Ogbuehi, Br. Betty Umegbulem, Mrs. Blessing Oko, Mr. Joseph

Ogbuehi, Mr. Okey Omache, Mr. Lazarus Ogbuehi.

vi

The researchers profound gratitude goes to his siblings and their

families, Mr. Samuel Ogbuehi, Mr. Moses Ogbuehi, Lolo Chiwendu Onuoha

for their love, encouragement and immeasurable financial support – towards

the successful completion of this work. Mosey I am very grateful and I

heartily say thank you very much.

Finally, I would not fail to thank my lovely and understanding wife

and daughter Mrs. Chikodi Innocent Ogbuehi and Miss Precious Innocent

Ogbuehi whom stood by me all these time despite my absence from the

home. Mention must also be made of my kind in-laws Chief Sir and Lolo

Godwin Iwunze and Chief Sir Julius Onuoha. I also say thank you to all who

supported me in any form especially Chizoba the typist. I am grateful to you

all.

vii

ABSTRACT

This study data management practices of head teachers in Okigwe education

zone of Imo State tries to investigated how head teachers in Okigwe zone

carries out data management. The need for this study arouses because of the

researchers personal encounter in the processes of collecting his first school

leaving certificate from his primary school in the zone and some other

noticeable problems associated with data management in the area. The entire

head teachers numbering 277 and 277 assistant head teachers making the

sample seize of 554 were used for data collection. The reliability coefficient

of the instrument was 0.96 using Cronbach Alpha while three experts two in

educational administration and planning and one from measurement and

evaluation carried out the face and content validation of the instrument. Four

research questions and four null hypothesis tested at 0.05 level of

significance guided the study. Mean and standard deviation were employed

to answer the research questions, while t-test statistics was used to test the

four null hypothesis. A twenty four item questionnaire on data management

practices of head teachers in Okigwe education zone of Imo State was used

to get information from 554 head teachers and assistant head teachers. Based

on the mean scores, the following results were obtained. That data collection

measures adopted by head teachers does not encourage good data

management practices. Head teachers were not keen to the use of data in

their school management. They were not exposed to data processing

measures. There were lack of government policies on data management

practices of schools, lack of facilities in terms of computers, shelves, data

bank and good filing system in their schools. Following recommendations

were made that the record keepers should be trained or retrained in the

modern system of record keeping. The head teachers need to be exposed to

the improved system of data management. The ministry of education should

design a data collection system in a very simple and unambiguous ways.

Head teachers should be involved in decision making of the government as

for them to have use for data they collect.

viii

TABLE OF CONTENTS

Title Page ................................................................................................ i

Approval Page ......................................................................................... ii

Certification ............................................................................................ iii

Dedication ............................................................................................... iv

Acknowledgement .................................................................................. v

Abstract ................................................................................................... vi

Table of Contents .................................................................................... vii

CHAPTER ONE: INTRODUCTION

Background of Study ............................................................................. 1

Statement of the Problem ....................................................................... 6

Purpose of the Study .............................................................................. 7

Significance of the Study ....................................................................... 8

Scope of the Study ................................................................................. 9

Research Questions ................................................................................. 10

Hypotheses ............................................................................................. 10

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Frame Work ..................................................................... 11

Concept of Management ........................................................................ 12

Concept of Data ...................................................................................... 14

Educational Data .................................................................................... 15

Sources of Data in Education ................................................................. 18

Concept of Data Management ............................................................... 21

Concept of Data Management Practices ................................................ 22

Types of Data in Public Primary Schools ............................................... 27

Importance of Data Management……………………………...……….36

ix

Computer and ICT Networking .............................................................. 39

Theoretical Frame Work...................................................................... 40

The system theory .................................................................................. 40

Review of Empirical Studies ............................................................... 41

Mmadu (2006): Problems of data management for educational

administration and planning in Ebonyi State secondary school ............. 41

Durosaro (2000): Issues and problems of data management in Nigeria

secondary school ..................................................................................... 42

Okezie (2000): Importance of record keeping and financial management

of head masters in Awkaa Education Zone of Anambra State ............... 43

Asiabaka and Mbakwem (2008): The use of data in facility management

of Imo State primary school.................................................................... 43

Summary of Reviewed literature ...................................................... 44

CHAPTER THREE: RESEARCH METHOD

Research Design...................................................................................... 45

Area of the Study ................................................................................... 45

Population of the Study ........................................................................... 46

Sample and Sampling Techniques ................................................ 46

Instrument for Data Collection .............................................................. 46

Validation of the Instrument .................................................................. 47

Reliability of the Instrument .................................................................. 47

Method of Data Collection .................................................................... 48

Method of Data Analysis ....................................................................... 48

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF

RESULT

Research Question I ................................................................................ 49

Research Question 2 ............................................................................... 50

x

Research Question 3 ............................................................................... 52

Research Question 4 ............................................................................... 54

Hypothesis 1............................................................................................ 56

Hypothesis 2............................................................................................ 57

Hypothesis 3............................................................................................ 58

Hypothesis 4............................................................................................ .59

Summary of the Findings ........................................................................ 60

CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY

Discussion of Findings ........................................................................... 62

Conclusion ............................................................................................. 67

Educational Implication of the Findings................................................. 68

Recommendations .................................................................................. 69

Limitation of the Study .......................................................................... 70

Suggestions for further Study ................................................................. 71

Summary of the Study ........................................................................... 71

References ............................................................................................... 74

APPENDICES

QUESTIONNAIRE

1

CHAPTER ONE

INTRODUCTION

Background of the Study

One of the most serious setback to educational development in

Nigeria is none availability of data or lack of authenticity where available

(Nwagwu, 2003). In the blue print put forward by the implementation

committee on the National Policy on Education 2004 it was noted that:

Difficulties are encountered in Nigeria in obtaining such basic data like the

population of students, the population of teachers, the number of

instructional materials available in schools, the number of school building to

be renovated and many others (Igwe, 2004). The state ministries of

education lack accurate data which affects its policies and programmes and

this is as a result of fabricated data supplied to the ministry by the school

head teachers (Federal Republic of Nigeria, 2004). According to Ikpe

(2002), statistical data on educational expenditure are not always available

and if available, they do not give a sufficient breakdown to make the data

valuable for most planning purposes in the ministry of education. Uyanga

(1993), opined that educational planners all over the developed economics of

the world, sets future educational target based on objectives identification,

people’s aspiration, problems of the society, needs and gaps in the field of

2

education. This is made possible through a careful examination of the past

and present efforts of stakeholders in education. In the absence of data, the

said examination degenerates into “the rule of thumb”. Aghenta (2000), put

it that most data obtained from head teachers are not factual but ambiguous,

they are not accessible on demand and this has caused failures in some

programmes carried out by the government. The administrators of the

current Universal Basic Education (UBE) programme needs accurate data to

be able to plan, organize and administer the programmes effectively. They

are bound to take various decisions which should be useful to the children,

school system and the society. This is decision sometimes becomes

impossible in the context of accurate data. From the above observation it is

imperative that there is need for data management awareness to the head

teachers who are the custodians of data in their various schools in Nigeria.

Data are simply referred to as statistics. Data are numerical measures

of phenomena and they are used in the process of scientific decision making.

Data are of common occurance in all discipline and fields of practice.

According to Ali (2006), data can be define as the raw, unorganized facts

that describes an institution, person, places, things, ideas and events which

becomes information after being processed. In Igbe (2005), data are referred

to as facts, figures. Letters, words, charts, symbols, images and several other

3

examples in the field of education, engineering, science and business.

Processed data are reduced to information that could be necessary for

decision making. According to Barch et al in Anyanwu (2000) data are

language, mathematical or symbols which are generally agreed upon to

represent people, object, event and concepts. Information on the other hand

is the result of modeling, formatting, organizing or converting data in a way

that increases the level of knowledge for its recipient. There are two

categories of data that can be kept by any educational institution. These are

the quantitative and qualitative data. Qualitative data are those data about the

values of the system, objective of the system and curriculum, of the system;

the quantitative data relates to quality, volumes and number.

Quantitative data are often referred to as statistics. It will be an impossible

task to plan and manage any organization in which data are not kept or

where data are carelessly kept. Nwadiani (1998), states that the management

and planning of any nations educational system depends greatly on the

quality of data collection, analysis, storage and retrieval. The education

system is a sure system of production and there is need for data to enhance

good input and output in the system.

The issue of data management practice is not negotiable in our

educational system. Considering the flaws in some laudable educational

4

programmes in Nigeria there is need to developed a good data management

system. Uwazwuike (2002), put it that the expected population of primary

school pupil was far below the actual population during the implementation

of the Universal Primary Education (UPE) programme of 1976 and this has

resulted to educational crises in the primary, secondary and even tertiary

levels of education because unqualified teachers were recruited to curb the

large number of pupil that turn up for the programme due to inaccurate data

used in implementing the programmes. There have been insufficient

teaching and learning materials in schools since UPE was launched resulting

to crash programmes, recruitment of adhoc teachers to meet the demands for

teachers in schools and many other problems came up of as a result

inaccurate data used in planning for the aforementioned programme

(Uwazwike, 2002). According to Asabaka (2007) there is a geometrical

increase of primary school pupil in Imo State and the government needs

accurate data that will enable it combat the problem of human and material

resources needed in schools. The need of data management is undisputable

at the primary school because failure in achieving the objectives of

education at the primary level is a failure in all other levels of education.

Primary school is the fulcrum for all other levels of education. Ndu (1991)

observed that no nation could produce the kind of citizens that would think

5

creatively and help solve problems facing humanity without sound primary

education. Thus primary education occupies a critical position in the

education system and its importance which ranges from thus:

- Inculcating permanent literacy and numeracy, and ability to

communicate effectively.

- Laying a sound basis for scientific and reflective thinking

- To give citizenship education as a basis for effective participation

in and contribution to the life of the society.

- To mould the character and develop sound attitude and morals in

the child.

- To give the child opportunities for developing manipulation skills

that will enable the child’s function effectively in the society.

To provide the child with basic tools for further educational advancement,

including preparation for trades and crafts of the locality (Federal Republic

of Nigeria, 2004). The above stated national goals of primary education can

only be realize with good primary education administration which is

dependent on a good data management practices of head teachers.

Data management practices of head teachers entails the process of

collection, processing, storing and retrieving of data for the operation of

educational programmes. Conceptually data management practices of head

6

teachers means the science of gathering, analyzing, storing and retrieving

educational data within and outside the educational institution by the head

teacher. The primary education being the bedrock of the child’s basic

education is a very vital aspect of the nation’s education system that deserve

to be handled with great care and caution (Durasaro, 2000). This means that

any error committed in the management of this level of education may

reverberate on other levels and thus seriously mar the lives of the people and

indeed the overall development of the nation. This is one good reason why

all the stakeholders including head teachers must show enough concern for

those issues that concerns the organization and management of the primary

school system. It is therefore necessary for the head teacher to always have

accurate and timely data at his disposal.

This study therefore will present a humble attempt of what data

management practices of head teachers is with a view to highlighting data

collection, data processing, data storage and data retrieval in Okigwe

education zone of Imo State.

Statement of the Problem

Data have been an indispensable tool in education management

because of its usage in planning. But despite this indisputable nature of data

in education, there have been lapses in its management. Head teachers are

7

among the stakeholders in education and they are the primary provider of

data to the government in carrying out most of its educational programmes

like the Universal Basic Education (UBE) programme.

The problem of this study emanated from the short-comings

associated with the use of data in management of education institutions. This

short-comings which ranges from improper record keeping, use of outdated

method in data processing, storage and retrieval. These have been a limiting

factor to the achievement of the envisaged goals of education. Thus, the

necessary data needed for school management are no where to be found,

such data includes; admission register, attendance register, school budget,

fees register, staff record book and host of others.

Therefore the problem of this study is to find out the data management

practices of head teachers since he/she is the key provider of data used by

the government in carrying out its educational programmes.

Purpose of the Study

The main purpose of this study is to find out how data are managed by

head teachers.

Specifically, the study seeks to:

Identify the types of data collected by school heads.

Find out how head teachers processes data.

8

Examine the data storage methods of head teachers.

Find out the data retrieval techniques prevalence among head teachers.

Significance of the Study

The benefits that shall come from this study are many. Specifically,

educational planners, the government, pupils, international organization and

future researchers will all benefit from this study.

The educational planners like the planning research and statistic unit

of the state Universal Basic Education Commission will enjoy the outcome

of this study because the head teacher will after this study be in good

position to supply the commission authentic data. This is because they will

be expose to measures of keeping good record. Also the education secretary

at the local government area who is also an educational planner will benefit

from this study because head teacher will be able to provide him with

accurate data.

The government of the state through the ministry of education will

know areas that primary schools needs its attention either financial or

otherwise through the outcome of this study. The government will be sure of

what she is expending money on. There will not be room for ghost workers

or government spending money on projects that does not exist. It will make

government budget efficient and reliable.

9

The pupil will benefit from this study because the government will

use data obtain from head teachers to make provision for them in accordance

with their population. It will help government to supply them instructional

materials and other things needed in the school based on their population.

Facilities like classrooms, desk, chairs, library and others will be provided

using the accurate population of the pupils.

International organization like UNCEF, UNESCO, UNDP and others

who contributes to the growth of education in Nigeria will be able to receive

account from their benefactors. This study will expose the stakeholders

whom these organizations deals with to render good account.

The findings of this study will be a leverage to future researcher who

will find it interesting to carryout a further study on this or on other study

related to this study.

Scope of the Study

This study will be carried out in Okigwe education zone of Imo State

involving public primary schools in the zone. Okigwe education zone is in

the northern part of Imo State made up of six local government areas

namely; Obowo local government area, Onuimo local government area,

Ehimembano local government area, Isialambano local government area,

Ihite Uboma local government area and Okigwe local government area.

10

The study will focus on data collection, data processing, data storage

and data retrieval systems of head teachers.

Research Questions

To guide the study the following research questions were posed.

1. What types of data are collected by head teachers?

2. What are the data processing measures used by head teachers?

3. How do head teachers store their school data?

4. What are the data retrieval techniques used by head teacher?

Hypotheses

The following hypotheses are formulated to guide the study and will

be tested at 0.05 level of significance.

Ho1: There is no significant difference between the mean rating of head

teachers and assistant head teachers on types of data collected.

Ho2: There is no significant difference between the mean rating of head

teachers and assistant head teacher about data processing.

Ho3: There is no significant difference between the mean rating of head

teachers and assistant head teacher about data storage.

Ho4: There is no significant difference between the mean rating of head

teachers and assistant head teachers about data retrieval.

11

CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviews related literature under the following sub

headings:

Conceptual Framework

Theoretical Framework

Review of Empirical Studies

Summary of Literature Review

Conceptual Frame Work

Concept of management

Concept of data

Educational data

Sources of data

Concept of data management

Concept of data management practices;

Types of Data in public Primary Schools

The role of the primary school Head teacher

Computer and ICT Networking

Importance of data management

Theoretical Frame Work

12

System theory

Review of Empirical Studies

Mmadu (2006): Problems of data management for educational

administration and planning in Ebonyi State secondary schools.

Durosaro (2000): Issues and problems of data management in Nigeria

secondary schools.

Okezie (2000): Importance of record keeping and financial management of

head masters in Awkaa Education zone of Anambra State.

Asiabaka and Mbakwem (2008): The use of data in facility management of

Imo State primary schools.

Summary of Literature Review

Concept of Management

There are various uses of the term management which could mean

different things to different people in different context. Some use the term to

mean a field of study or an academic discipline. Mullins (1999) defines

management as a process of coordinating all resources “through the process

of planning, organizing, leading and controlling in order to attain stated

objectives” from this context, management becomes very crucial for the

success or failure of a business.

13

Duncan (1995) noted that effective coordination does not just happen but is

“brought about by individual who posses the knowledge and skills to

synchronize the actions of numerous people and channel those actions

towards common goal” persons who accomplish the task are called mangers,

and the knowledge and skill the use are referred to broadly as the field of

management. Supporting these points, Nwadiani (1998) described

management as a variety of sequential and related activities that are designed

and carried out in order to effectively and efficiently achieve the goals of

teaching and learning in relation to the needs of the society. The

achievement could be through effective planning, organizing, coordinating,

supervising, directing, motivating, controlling, budgeting and evaluating

programmes as well as undertaking of risk and handling of uncertainty.

Relating the above concept to this study, one will find out that there is

need for data to achieve efficiency in management. It has been observed that

management plays a significant role in any organization. The head teacher is

the sole coordinator of activities in the primary school and he also exercises

managerial powers. His power will yield good result if his able to works

with good information. And this good information is dependent on accurate

and timely data.

14

Concept of Data

In the words of Olubor (2003) data are the raw, unorganized facts that

describes institutions, persons, places, things, ideas and events. Igbe (1995)

says that data includes facts, figures, letters, words, charts, symbols, images

and several other examples in the field of education, engineering, science

and business, data is a very popular term used in every activities. He opined

that when processed data are reduced to a piece of information that could be

necessary for management to make decisions.

Anyanwu (2000) defined data as language, mathematical or symbols, which

are generally agreed upon to represent people, object, events and concepts.

The Macmillan dictionary of modern economics (1986), put it as observation

on the numerical magnitude of economic phenomenon such as national

income, unemployment or the retail price level.

Oxford advanced learner’s dictionary (1991), defines data as facts or

information used in deciding or discussing something. Data turns to

information when it has been processed into a form that is meaningful to the

recipient or user and is of or perceived value in current decision process.

Information must add to knowledge but must be relevant to some event or

process.

15

Relating the concept of data to the study, education authorities

requires prompt account of activities, issues, persons, facilities from the

managers and this can not be achieved without data. The head teacher most

be aware of what data is and the components of it. His/her knowledge of

data will expose him to how he can obtain them and equally be able to use

them in his management of the school.

Educational Data

From the words of Dorosaro (2004), educational data are simply the

records gathered about operations of the education system. Educational data

could be qualitative or quantitative. The qualitative data are used for

describing characteristics which can not be defined in numerical terms, it

relates to information on objectives, structure, curriculum and pedagogy.

According to Oboegulem (2008), examples of qualitative data are the colour

of the hair, colour of the eyes, excellent, good, average, poor. These are

attributes which can not be described in numerical terms. The quantitative

data are described in numerical form it relates to the numerical measures of

the resources utilized in the education system examples are percent, scores,

size, height, length, weight. In a more clear term educational data can be

defined as a raw fact about institution and their activities. These raw facts

can not make useful meaning if it is not turned into information. In

16

education institutions, it is common to talk about the registration of pupils,

the no of teachers in the school, the no of classrooms, the quality of

instructional materials, the no of dilapidated facilities etc. all these are data

about a particular institution. These data sometimes becomes important in

our personal decision making. For example, to send our children to a

particular school in town. We seek to know the school fees paid in that

school, the quality of teachers in that school, the performance of

students/pupil of that school, the nearness of the school to our homes (school

mapping), the facilities available in the school and the quality of

instructional materials in the school. Sometimes the consumer might even

want to know the qualities in other schools and make choice among

alternatives. This choice decision will not be possible if there are no data

about these schools to be compared. We collect and analysises these data

about each school and that will determine the school of our choice among

the schools. Alabi (2000) described the above action as data processing. The

conversion of raw data to a form that is useful for decision making.

Uwazwuike (1991), put it that educational data could be gotten from

the educational institution, in this case is called internal data. Sometimes it is

gotten from outside the institution, it is called external data. The internal

data relates to all the records about the activities and belongings of the

17

school within the confines of the school. For example the number of pupils

in the school, number of teachers, number of school facilities/equipments,

the school examinations results, etc. internal data are need for its normal day

to data operations. It gives the management that tends to control an

institution.

The Macmillan dictionary of Education (1986), defines educational

data as observation on the numerical and non numerical magnitude of

educational phenomenon such as admission, facilities etc of the educational

institution. There are lots of assertions on educational data but for the

purpose of this study, educational data can give numerical values of pupils,

equipment, teachers, activities, regulations needed in educational

institutions. It is imperative to note that effective planning lies on good data.

Planning becomes effective when needed and accurate data are gathered

through the right sources, with the right procedures, well analyzed, evaluated

and distributed at the right time to the right person. The essence of

educational data is to always have authentic information at the

administrator’s disposal (Igbe, 1995). In Olubor (2003), he opined that data

are essential to all organization. An organization can hardly survive it its

lacks data. Hence schools have great need to gather, sort, analyze and

evaluate accurately their data for survival.

18

Sources of Data in Education

Nwachukwu in Uwazwuike (1991), is of the view that the essence of

planning is to prepare for and predict future events. It is the blue print of

action… and failure to plan gives rise to inefficiency and lack of direction

educational planners are mainly concerned with the business of planning

education programme. These planners can not do much if there are no

relevant and up to date data to work with.

According to Ogbonnaya (2009), the following are sources of data in

education: the policy makers, the public and the school system. Each body is

a complex unit of the other which have interest in the achievement of

educational objectives. All these bodies have strong influence on educational

data, and indeed provides nearly all the data needed in education. For

example, the policy makers provides the necessary inputs that influences the

school system. The feedback he gets from the school system on the other

hand enables him to recommend strategies to the government which in turn

influence the school system and the general public. From the above

explanation, one can easily guess the sources of data in education. It is the

planner’s responsibility to determine the type data he needs as well as the

means to extract them. Some suggestions has been made by Enyi (1999) on

19

some data and the strategies for getting them. Some of these sources of data

are:

The government policies can serve as the source of data. The

government comprises of the federal government, the state government and

the local government. Ministry of education through its designated

authorities at federal, state and local levels can initiates policies which

become sources of data in education. The quantitative and qualitative aspects

of educational development plans forms data in education. Educational data

can also be obtained through direct contacts, meetings, memos, speeches

made by top government officials or articles published by the government.

The populist especially parents are another source of data in

education. They passes information regarding the general attitudes about

education and the necessary improvement needed. The education planner

sources these data through surveys, statements, interviews and newspaper.

Another source of data in education is the statistics. These includes

the population census office, the planning and statistics units of some

educational parastals. The data gotten from these sources are mostly

demographic and general data on economic and sociological treads in the

society which can influence the educational sector.

20

The administrators (Head teachers) can provide the following data:

enrolment figures, needs and problems of their schools, wastage and pupils

flow rate, teachers needs, building and equipment needs of the school,

school finances, pupil’s test and examination results (Adewumi and

Ogunlade 1991). It is also worthy to note that teachers are sources of data.

The pieces of information gotten from them like their level of education and

professional training, the impression of pupil about them, pedagogical needs

and problems of the teacher.

The universities, research institutions and academic researchers are

veritable sources of data for education. The data gotten from these sources

are: learning and scholastic outcome and general evaluative studies on

education, governance and administration of education, educational

efficiency and cost. Educational needs for future according to Obi (2004)

and also gotten from these sources. The pupils can also serve as sources of

data. The level of achievement recorded about pupil, their aspirations and

other information obtain from them can be used in education as source of

data.

21

Concept of Data Management

Durosaro (2004), defines data management as simply the records

gathered about the operation of the a system. According to Oboegbulam

(2008) data could be qualitative or quantitative. Qualitative data are data

used for describing characteristics which can not be defined in numerical

terms, it relates to information on objectives, structure, curriculum and

pedagogy. Examples the colour of the hair, colour of the eye, excellent,

good, average, poor and others. While quantitative data are described in

numerical form. It relates to the numerical measures of the resources utilized

in the system examples; percent, scores, size height, length, weight etc.

according to Oboegbulam (2008), data management in education help

parents in determining the school to send their children. For example, to

send ones children to a particular school in town, one have to take into

cognizance the school fees, the nearness of the school to ones home, the

quality of teachers in the school, the facilities in the school and the quality of

the instructional materials in the school. We might even want to know the

qualities in other schools and determine the alternative to take, one would

compare these schools using the available data and that will determine the

school of choice among the schools.

22

The need for this concept to the study is not far fetched. This is

evidence in our choice of school to our children. It is data management that

distinguished one school from the other. With the knowledge of data

management head teacher will know when the school is not performing up

to acceptable standard by analyzing the available data in the school. The

head teacher will be able to reinforces the teachers and pupil when he notice

difference in the standard set for primary school.

Concept of Data Management Practices

The issues of data management practices is very crucial to education

management in Nigeria. In the management of educational institutions at all

levels, effective data system is very essential and this is more so at the

primary school level which is the foundation of other levels. Data are not an

end in itself, rather it is a means to an end (Igbe, 1995). The end is to

generate or procure relevant data to be processed into information on which

effective management decisions are based. According to Alabi (1999)

effective management of data, using manual and computerized techniques is

a necessity. Data management practices ensures adequate capturing,

processing, storing, retrieving and communicating relevant and timely

information to school personnel and the general public on which action for

the current and future developmental activities could be based. The concept

23

is concerned or focused on the techniques of presenting otherwise unwieldy

and cumbersome data in concise and meaningful forms, for proper

interpretation and analysis of the existing situation. Data management

practices involves; data collection, data processing, data storage and data

retrieval.

Data collection is an integral part of data management (Aghenta,

2000). Records are a very important aspect of the day to day management of

any establishment, especially a school. The state, quality, quantity and

accessibility of records are part of the yardstick for assessing the efficiency

and effectiveness of school leadership and management (Chapman, 1990).

The types of records kept in the school includes the register of admission,

progress and withdrawal, the register of attendance and fees, the log book,

visitors book, the school time table, the national policy on education, subject

syllabuses, weekly diary of work, lesson notes and plans, transfer and

leaving certificate, minutes of meeting, conduct book, record of pupils

personal hygiene, record of pupils academic performance, record of physical

development and health of pupils, record of club activities and hobby

groups, duty roster; time book, staff movement book, staff record book,

teachers’ class attendance register, fees register, school budget, school

imprest account, inventory and stock book, cash book or ledger, record of

24

building and physical development in the school, inspection/supervision

report book, record of games and sporting activities. Data collection and

record keeping are two closely related practices which serve the purpose of

making correct are reliable management decision in the key areas of

planning, implementation, evaluation and feedback (Lawal, 2001). It is

pertinent to state that head teachers who are disposed to measures of

managing these data perform efficiently in his school management. There

are different techniques and tools of data gathering in every institution but

the commonest ones are test, interview, observation, rating scale, ranking

scale and questionnaire.

In the management of educational institution data processing is an

accept of data management practices. From the foregoing, it is obvious that

data and information differs. Ali (2006) sees data as row, unprocessed fact

or uninterpreted observation which may take the form of words, numbers or

characters. Information on the other hand is the processed on analyzed data

that meaningfully inform the recipient about a situation and as such

empowered efficient action. There is therefore the need to process data into

information and present the information in a form that can be easily

understood and utilized (data management practices). The knowledge of data

processing is important to head teachers in making good judgment, the

25

conversion of raw data to useful information is what data management

practices entails. Data collected through test, observation, individual

student/pupil identification data, continuous assessment, anecdotes, fact-

finding interview, autobiographics and others should be properly assembled

in summary in the pupil/student cumulative file (Abiodun, 2002; Adewumi

and Ogunlade, 1991). It is not sufficient merely to obtain facts or data, but

they should be organized and processed in such a way that they may be used

for decision making.

Educational data can be stored in the head teacher’s office in any of

the following formats: Files, flat files, boxes wallet etc. (Chapmen, 1991).

Shelves, cabinets, computers (desk top, lap top) diskettes, discs, floppy),

microfilms, pictures-photographs, calendars sketches, graphs showing

students/pupil enrolment, drop-out or graduation pattern, books, ledger:

financial account, budgets, income and expenditure. Data collected about

pupil cold be stored in files and kept in the head teacher’s office or in the

counselors’ office as pupil personal information (Lewis, 1967). Such

informations are kept for future use. The accuracy and prompt up-dating of

these files will help to determine to a great extent the reliability or

dependability of the information contain therein (Ottih, 1977). Information

expected in this files include age, sex, religion, socio-economic status, date

26

of birth, position in the family, health status, date of entry into the school

and any other personal data (Adaramja, 2004). Office cabinets in the head

teachers of are used for safe keeping of important data. Some confidential

reports are kept in the cabinet for safe keeping and to prevent distortion or

stealing of such documents (Guiford and Fruchter, 1973). The school cash

register, examination questions, results, reports of staff and pupil

disciplinary committee and other vital data are expected to be kept in

cabinets. The essence of any educational data is on its usability when the

need arises. Data collected through interview, test, observations, rating scale

need to be properly stored or preserved for future use. Head teacher who

adopt the measures will enjoy his management.

The essence of any educational data is on its userability when the need

arises. Data collected through interviews, tests, observations, rating scale etc

needed to the properly stored or preserved for future use. Head teacher can

adopt the following measures in retrieving their data, coding, labeling either

alphabetically or numerically, projection, graphical representation and

computer programming. It is obvious that to achieve the overall objective of

the nation’s policy of education with regard to data collection, storage and

retrieval, the school personnel must acquit themselves with a variety of

methods and techniques that will help students to understand their personal

27

characteristics and benefit maximally in the school programmes (Alabi,

2000). Such method and techniques will also help teachers, counselors and

other school personnel to better understand each student in order to guide

him or her more effectively. The implication of this concept is that the more

the head teacher understand the strengths, needs, interest and weakness of

individuals pupil through accurate data collection, interpretation and storage,

the more they will be able to help the pupil to develop his potentialities,

meet his needs and resolve his personal problem.

Types of Data in Public Primary Schools

Essentially the planers of education require two major types of data;

the quantitative and qualitative data. According to Oxford advanced

learner’s dictionary quantitative is connected with the amount of something

rather than with how good it is while qualitative is concerned with how good

something is, rather than with how much of it there is. Durosaro (1997) says

that quantitative otherwise called statistics relates to figures needed for

planning exercise. In view of Nwankwo (1981), quantitative data relates not

only to educational system but also to other related to education. Olubor

(2003), described qualitative data as information on the objective of

education, educational policies, the content of education and other such

issues in education. Durosaro (1997), opined that qualitative information has

28

to do with information that relates to objectives of education, policies

content and other curricula issues.

The quantitative data will be explained under two broad headings: The

stock and the flow data. Stock data is the numerical value or quality of

educational resources, items as the exist at a particular point in time such as

the number of equipments, quality of instructional materials in the schools,

and even fund available to the school(s). The flow data refers to the

numerical value of the movement of human and material resources (teachers,

pupils and other materials) as the flow into, flow through and flow out of the

educational system. Fagbulu and Duze (1988), says it is through flow data

that we are able to generate information concerning new entrants, repeaters,

dropout, withdrawals and graduates of the educational system. These flow

data are useful for thorough analysis of the educational system and for

protection of enrolment, teacher’s employment, physical facilities and other

resources needs. Uwazuruike (1991) indicate the following measures for

analyzing quantitative position of the educational system at any point in

time. These indicators are: the teacher/pupil ratio, the non schooling gap, the

enrolment ratio, the sex ratio, the progression rate, the literacy rate.

Teacher/pupil ratio is the average number of teacher to a given

number of student/pupil at a given level of education in a given year. It is a

29

useful way of expressing the average workload of the teacher at a particular

level of education.

According to Uwazuruike (1991) a manageable class size is credited with

the advantage of increased opportunity for closer attention of a teacher over

individual pupils placed under his care. This method enables us to know the

number of teacher required for a projected enrolment and by implication the

additional number of teachers that would be required for an increase in

enrolment. Uwazuruike also maintained that this close attention is believed

to help teachers understand and classify students according to their abilities

and temperaments and therefore be in a position to release the potentials

bottled in every child and make teaching learning process a success. An

overcrowded class conversely makes effective teaching difficult as the

teacher appears saddled with more responsibilities than he can possibly cope

with pupils discipline, evaluation, special individual attention thus becomes

difficult to handle, even to the most dedicated teacher (Uwazuruike 1991).

With good data management practices, the head teacher will be able to make

maximum utilization of his teachers and achieve the set goals in the primary

school system.

Non-schooling gap according to Chesswas (1968) is the difference

between the estimated population of the appropriate age group and the

30

number enrolled in the educational sector corresponding to the group.

Adeyemi (1998), put it that this indicator is often employed to ascertain the

number of school age children who ordinarily ought to be in school but who

are not enrolled in the school for a particular level of education. It is

therefore an indicator of the gap between the goal of universal education and

the observed, a clue to whether the goal of universal education is being

achieved at the specified level of education. Armed with this knowledge, the

government or its agents charged with the responsibility of policy realization

would plan for strategies and incentives that will attract the non-schooling

population into enrolling in school (Uwazuruike, 1991). The head teacher

with good data at his disposals will be able to supply government adequate

data to curb this ugly trend.

Enrolment ratio is useful for calculating the relationship between

enrolment of a particular level and the population which should be enrolled

at the level. This indicator is further subdivided into overall enrolment ratio,

age specific ratio, level enrolment ratio, gross enrolment ratio, net

enrolment, grade ratio. Uwazuruike (1991), put it that enrolment could be

crude or overall when no distinction is made to age or level of education.

Enrolment rate on the other hand is the proportion of the population enrolled

in school. The enrolment rate is an alternative measure of enrolment ratio.

31

The difference is that the former is in percentage while the later is in

fraction. The difference between these two measures and the non-schooling

gap is that while the non-schooling gap simply gives the number of those

who are supposed to be in school, but who are not, enrolment ratio/rate gives

a comparative measure of those who are enrolled in school against those

who are not. Their usefulness appears to be the same-to give indication to

the success or failure of the universal education and provide an empirical

base for effort at positive charge. They however do not indicate the quality

or quantity of education provided. Data management will help the head

teacher to maintain a balance in a situation where the number of people in

school is less than those not in school.

Sex ratio is a determinate of how girls are progressing in comparison

with the boys. When we indicate the number of girls who are not out of

school in comparison with the boys, the number of girls repeating,

promoted, dropping out of or transiting from a class over the number of

boys, what we obtain in each case is an indication of the educational

development of students by sex. A lopside educational development by sex

is usually considered as negative – a reasonable balance is considered better

and desirable. Every modern educational system aims at this balance. Sex

ratio is a pointer to how far this balance is being realized. With the

32

knowledge of data and also using the available data well, the head teacher

can device measures to improve the number of the either sex that is lacking

in school enrolment.

Progressing rate as stated by Adeyemi (1998), refers to the

relationship between the total number of students enrolled in a particular

class in a particular year and the total number of students enrolled in the

previous class in the proceeding school year. The ultimate goal of education

is neither school attendance nor enrolment. It is rather the quantity and

quality of education acquired and perhaps how it is utilized (Ezeocha 1990).

At the end of each school term and year, report cards are usually issued to

pupils indicating how they fared in their educational pursuits. Some people

perform so badly that they are asked to repeat the class. The interpretation

that could be given here is that the client so assessed, have been found to

have acquired little or no knowledge from their stay in school.

Extended further, it could mean that whatever knowledge or skill they

acquired is considered inadequate to enable them benefit from the

knowledge and skill that would be offered in the next class or grade

(Ezeocha). According to Ezegbe (1991), when one gets the terminal grade of

a given level of education he graduates from being issued report cards to

being issued certificate. This piece of valuable paper certifies that the client

33

has acquired sufficient knowledge and skill both in quantity and quality to

merit graduation from that level of education.

The Role of the Primary School Head Teacher

The head teacher or head master is a member of staff of his institution.

But he is not just an ordinary member of staff as such, he is the leader of

both the teachers and the pupils of that institution, the director of activities

and indeed the executive head of the institution (Ogbonnaya 2003). The role

of head teacher can be viewed as follows:

- General role

- Administrative role

- Instructional role

The general duties of the head teacher borders on his cooperation with

teachers, parents/guardians and organization of staff improvement

programmes. It is the duty of the head teacher to enlist the cooperation of his

teachers. Primary school head teachers study the backgrounds, capabilities

and interest of their teachers. This helps them in assigning duties and

responsibilities evenly according to the individual’s interests and abilities.

Adewale (1985) stated that members of staff are head teachers’ helping

hands and the more he utilizes the opportunities afforded by these helping

hands, the better his administration. Head teachers creates forum where he

34

exchange ideas with the teachers. He holds regular meetings with the

teachers where the general problems and challenges facing the school are

discussed.

The second general role of the head teachers is that of engendering

cooperation with parents and guardians. Primary school head teachers

maintains a healthy relationship with parents and guardians of their pupils.

The organization of the parent teachers association, according to Ezeocha

(1990), Adewale (1985) and Nwagwu (1978) provides an easy avenue for

achieving this objective. It is in parents teachers association (PTA) meetings

that problems connected with pupils’ welfare, progress and shortcomings are

discussed.

Another role of head teacher is the organization or workshop to

update teachers knowledge and competences in the teaching job. Many new

and inexperienced teachers need the help of the head teacher to improve

their teaching abilities. It is obvious that for the head teacher to carry out

these roles properly, he needs update data of his school.

Primary school head teacher perform numerous administrative roles.

He plan, coordinate and direct his staff and pupils’, manage school buildings

and facilities and provides the physical and human school environment

35

conducive to teaching and learning. According to Nwagwu (1978), the

following are some of the administrative roles of the head teacher:

- Organizing the school time table and seeing to the day-to-day

operation of the school.

- Managing and maintaining the school buildings, grounds,

equipment and facilities;

- Coordinating the activities and functions of teachers;

- Maintaining good working conditions for staff and establishing

high morale among them;

- Supervising the extra curriculum activities of pupils;

- Maintaining high standards of conduct and discipline in the school

both among staff and students;

- Controlling and supervising the business aspect of school life;

- Managing the finances of the school and applying appropriate

checks and balances in financial matters;

- Keeping different types of records for the school for example

attendance, staff records, school finances, school supplies, record

of meetings with school boards, log books, register of admission,

the visitors’ book, corporal punishment book, stock book, school

diary and schemes of work and school time table.

36

- Maintaining good school – community relationships and perhaps

participating in community development projects.

The head teacher’s instructional leadership roles include:

- Planning the school curriculum in accordance with the stated aims

of primary education.

- Encouraging teachers and pupils to use available teaching

facilities.

- Supervising the instructional activities of teachers.

- Helping teachers grow professionally by encouraging them to

attend in service training programmes, workshop and refresher

courses organized by higher institutions or the ministry of

education.

- Evaluating and reporting pupils progress in school. The head

teacher need good data management practice to be able carryout all

these roles for the administration of his school. Knowledge of data

management practices is of paramount importance to head teachers

in the running of his institution.

Importance of Data Management

Generally, data management in education is so important that whoever

that is charged with gathering and/or supplying them should view his roles

37

very seriously. This is because sound educational planning at all levels in

any nation starts from proper data management (Obi, 2003). The collection,

analysis and storage of data on the educational system becomes very

important to the school manager for the following reasons.

The school manager has a responsibility to plan ahead for the system.

Educational data are very vital for planning. For you to plan adequately for

the future you need the data on what the past was and what the present is

like (Ali, 2006). Also, for the day to day decision making, the educational

manger needs data to guide their decision. Accurate data management will

facilitate efficient resource allocation and distribution. The planner with

accurate statistics at his disposal is able to decide on which school, district or

zone he is to assign what number of teachers. He is in a position to detect

imbalance in the distribution of equipment and can consequently plan to

arrest the situation. With proper data management, the educational planers of

different level can plan for the future needs, expansion programmes and in

some cases, forsee future threats to the system and work out modalities for

avoiding such threats or dangers well ahead of time. The school manager

needs to know the growth and progress of educational system. Data on

enrolment, class size and number of teachers will show if the school is

growing or reducing in size. The data on yearly performance on pupils

38

terminal examination will show if the school is progressing or not

academically. The rapid growth of population coupled with aspiration of

people for education has put great strain on the educational system and the

educational managers and planners are finding it difficult to cope with

scarce, resources (Obi, 2004). A nation cannot afford to prepare a plan

which do not utilize the available resources optimally. So application of

modern data management techniques presupposes an efficient, reliable and

up-to-date system. If the data is few years old, the planning taken now will

refer to the situation of a few years ago and not the present. For all these, the

first requirement is collection of adequate basic data, which must be

analyzed and managed in the most efficient manner for planners.

Furthermore, data enables the head teachers to identify areas of staff

training and retraining needs. For example the data on students performance

in mathematic may point to a need to retrain the mathematics teacher. If

such teacher is an NCE holder it may be a pointer for a need to recommend

him for in-service training for a degree in mathematics. Summarily, the

education system is a productive system and educational managers have

numerous records to keep. The nature of our data management perhaps

accounts to great extent for our inability to plan and mange our education

system efficiently. A very crucial factor to accurate data collection and

39

analysis is the need to educate the school managers about good data

management practices.

Computer and ICT Networking

ICT means information and communication technology. Akintola

(2005) described ICT as the marriage between the computer and the

telecommunication system. ICT is concerned with handling and processing

information using electronic device. According Akintola (2005), computer is

an electronic machine that can store information and do things with it

according to a set instructions called a programme. ICT has become a

powerful communication tool which has broken the barrier of space and time

and has reduced the world to a global village. Decombe and Heeks (1999)

see ICT as the electronic means of capturing, processing, storing and

disseminating information. Head teacher can collect, organize, process,

store, retrieve and communicate information to people using the computer

and the ICT Networking system. Chukwumezie (2005), observed that ICT

skills include among others the networking skills. A computer network is a

system of computers linked together along with terminals and other

peripheral equipment via communication lines. A computer network allows

users of geographically dispensed locations to share programe, data and

equipment (Fmori and Giria, 1999). Akintola (2005) observed that a

40

computer network is defined as the inter-connection of two or more

computer system with data communication device.

Theoretical Frame Work

The System Theory

The theoretical frame work of this study will emphasize on

organizational theory that relates to the topic understudy. Therefore the

system theory will be reviewed since the primary school is a sub-system in

education system.

This theory was developed by Bakke in 1959. He defined an organization as

a social system of interrelated parts. There is the belief that the only

meaningful way to study on organization is to study it as a system.

The system approach views organization as a system composed of

interconnected and thus mutually dependent sub-systems. These sub-systems

can have their own sub-systems. A system can be perceived as composed of

some components, functions and processes. Thus the organization consists

of the following three basic elements:

� Components: In this, there are five basic parts of the organizing

system, namely the individual, formal and informal organization,

patterns of behaviour emerging from roles demands of the

41

organizations, role comprehension of the individual and the physical

environment in which the individual work.

� Linking process: The different components of an organization are

required to operate in an organized and correlated manner. The

interaction between them is contingent upon the linking process

which consist of communication, balance and decision making.

� Goals of organization: The goals of an organization may be growth,

stability and interaction. Interaction implies how best the members of

an organization can interact with one another to their mutual

advantage.

According to system approach to organizational theory of “Bakke” every

organization must have components, linking process and goals of the

organization. All these are obtainable in all educational institution of which

primary school is not left out and there need for data achieve the envisaged

goal of education.

Review of Empirical Studies

At this point, the researcher reviewed some of the related work previously

carried out by other researchers.

Mmadu (2006) carried out a study on the problems of data

management for educational administration and planning in Ebonyi state

42

secondary schools. The purpose of the study was to fine out if data affects

the administration of secondary schools in the state with respect to data

availability and sources .The research instrument used for data collection

was questionnaire. Mean scores and standard deviation were used to analyze

data and t- test statistics was used to test the two null hypotheses. The

researcher found out that the major sources of data for educational planning

were the population census data and the data obtained from the statistics unit

of ministry of education. Based on the findings, a number of

recommendations were made, that educational planners should diversity

their sources of generating data and policies on data management should be

clearly defined to the principals.

Dursoaro (2000), carried out a study on issues and problems of

education data management. The principals of secondary schools formed the

population for the study. A total of 900 secondary school principals were

randomly sampled. A questionnaire was used for data collection. The data

gathered were analyzed descriptively and was used to provide answers to the

research questions. From the finding of the study it seems obvious that a

crucial step in improving data based decision making in Nigeria is

necessary. It was suggested that record keepers should be trained or

retrained in modern system of record keeping.

43

Okezie (2000) did a study on importance of record keeping on

financial management of headmasters in Awka education zone of Anambra

state. The total population of all the local government education authority

and primary school headmasters were used. Data gathering instrument was

questionnaire while mean scores standard deviation and t-test were used as

statistical tools for data analysis. The findings shows among others, that

school records especially accounts were not properly kept. It was

recommend that head teachers should be trained on financial management

practices and the use of computers should be introduced in school data

management.

Asiabaka and Mbakwem (2008), carried out a study which

investigated the use of data in facility management of public primary schools

in Imo state. The need for the study arises because of poor management of

facilities in the state public primary schools. Five schools from each local

government area were selected and this gives a sample size of 135 schools.

The data collected were analyzed using frequency; mean and standard

deviation were used to answer research questions while analysis of variance

(ANOVA) statistics was used for testing the null hypotheses. The researcher

found out that head teachers can not give accurate account of physical

facilities at their position due to poor data management. Based on the

44

findings, the researcher recommended that head teachers should annually

take inventory of physical facilities in their schools and keep the record.

Summary of Reviewed Literature

The review focus on the following, conceptual framework, under

these are: concept of management, concept of data, concept of data

management, concept of data management practices, types of data in public

primary schools, computer and ICT Networking, importance of data

management. System theory was also reviewed. Empirical studies in

problems of data management and data management practices for

educational administration and planning were also reviewed. This gave the

researcher an insight into the works that have been done in the area. The

review of literature indicates that many research works have been done in

various areas of management but it could appear that not much of research

works have been done in the areas of data management practices of Head

teachers in Okigwe education zone of Imo State. Hence, a gap was created

because of lack of valid and reliable piece of information on data

management practices. As a result of this discovery, there was the need to

carry out a study in this areas with a view to find out the data management

practices of head teachers.

45

CHAPTER THREE

RESEARCH METHOD

This chapter deals with the research method and the various steps

taken in carrying out the study. It is organized under the following

subheadings: research design, area of the study, population of the study,

sample and sampling techniques, reliability of the instrument as well as

methods of data collection and analysis.

Research Design

The design of this study was descriptive survey which aims at data

management practices of head teachers in Okigwe education zone of Imo

State. Nworgu (1991), defined descriptive survey as those studies which aim

at collecting and analyzing data from few people or items considered to be a

representative of the entire group. The design is considered appropriate

because survey offers head teachers and assistant head teachers opportunity

to express their opinion based on their experiences.

Area of the Study

This study was carried out in Okigwe education zone of Imo State,

specifically in the public primary schools. This zone is located in the

Northern part of Imo State. There are six local government areas in the zone

with 277 public primary schools.

46

The choice of Okigwe zone was based on convenient in terms of time,

money and popular complaint of underutilization of education data in the

zone.

Population of the Study

The population of this study consists of all the head teachers and

assistant head teachers in Okigwe education zone of Imo State. Available

record shows there are 277 head teachers and 3,6001 classroom teachers in

the zone. (Source: Planning, Research and Statistics Unit SUBEB, 2010).

Sample and Sampling Techniques

The sample size of this study was 554. purposive sampling technique

was adopted which includes all the head teachers and one assistant head

teacher from each school in the zone. The head teachers on the other hand

were 277 in number and the assistant head teachers were 277 which the

addition of the two gave a total of 554 respondents as sample size.

Instrument for Data Collection

The instrument for data collection was a 24 item researcher developed

questionnaire titled “DATA MANAGEMENT PRACTICES OF HEAD

TEACHERS” (DMPHT). The instrument was made up of two sections.

Section (A) consist of letter to the respondents, while section (B) consist of

the 24 questionnaire developed in four clusters, each cluster covers one

47

research question. Thus, cluster (A) deals with data collection, cluster (B)

deals with data processing cluster (C) deals with data storage and cluster (D)

deals with data retrieval. The instrument was based on a four point rating

scale of strongly Agree (4), Agree (3), Disagree (2) and strongly Disagree

(1) see appendix 1.

Validation of the Instrument

The instrument was face validated by three experts, two in educational

administration and planning and one from measurement and evaluation of

faculty of education, University of Nigeria, Nsukka. These experts were

requested to critically examine the instrument in terms of relevance of the

content and clarity of the statements. They were also requested to advice the

researcher on the suitability of the rating scale. The comments from these

expert were put into consideration in the final modification of the research

instrument. See appendix 1

Reliability of the Instrument

To ascertain the reliability of the instrument 20 copies of the

instrument were trial tested s ten head teachers and ten assistant head

teachers in four primary school in Owerri education zone of Imo State. It

was done to generate data used to determine the reliability of the instrument.

Cronbach Alpha was used to determine the internal consistency of the

48

instrument and reliability coefficients of 0.96, 0.97, 0.94, 0.95 were obtained

respectively for the four clusters of the instruments.

Method of Data Collection

The researcher used direct delivery method to administer the

instrument to respondents. The services of four research assistants were

employed for distribution and retrieval and they were trained on how to

administer and retrieve the instrument.

Method of Data Analysis

The researcher used mean scores and standard deviations to analysis

the data and answer the research questions. The criterion mean of 2.50; any

mean from 2.50 will be considered accepted. The four null hypotheses were

tested using t-test statistics at 0.05 level of significance.

49

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION OF RESULT

This chapter contains the data obtained in this study and the analysis

of the data. The results of the analysis are presented according to the

research questions and hypotheses for the study. The analysis was therefore

based on the four research questions and four null hypotheses of the study.

All the hypotheses were tested at 0.05 level of significance.

Research Question I

What types of data are collected by Head teachers?

Table 1: Mean rating of Head teachers on types of data collected.

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 160 60 214 110 544 2.00 0.02 Negative

2 280 240 140 57 717 2.60 0.01 Positive 2.15

3 171 90 220 90 571 2.06 0.02 Negative

4 280 171 140 80 671 2.42 0.02 Negative 0.018

5 40 51 300 100 491 1.77 0.02 Negative

6 160 111 200 100 571 2.06 0.02 negative

Key: Decision Range: The mean of 2.50 and above = positive while below

2.50 = Negative.

50

Since the mean of all the items in the exception of the item 2 and their

pooled mean were negative (2.15), the researcher therefore concludes that

head teacher have not be collecting data on school facilities, students

progression, attrition and school finance rather emphasis were on enrollment

data..

Table 2: Mean rating of their assistant head teacher on types of data

collected.

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 188 90 200 100 578 2.05 0.02 Negative 1.93

2 520 300 54 40 894 3.22 0.03 Positive

3 20 45 264 125 454 1.63 0.03 Negative 0.028

4 40 51 230 135 456 1.64 0.03 Negative

5 16 9 220 160 405 1.46 0.03 Negative

6 8 3 308 120 439 1.60 0.03 negative

Given that the means of six items and their pooled mean are negative (1.93),

the researcher concluded that in the opinions of assistant of head teachers,

head teachers were not collecting data on enrollment, school facilities

student progression, student attrition and school finance.

Research Question 2

What are the data processing measures used by head teacher?

51

Table 3 gives the summary of the head teachers responses while table 4

gives the response of the assistant head teachers.

Table 3: mean rating of the head teachers on data processing techniques in

the primary schools.

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 348 420 52 24 844 3.04 0.02 Positive 2.02

2 316 330 75 50 772 2.78 0.02 Positive

3 20 45 24 125 454 1.64 0.02 Negative 0.02

4 40 51 230 135 456 1.64 0.02 Negative 0.018

5 16 9 220 160 405 1.46 0.03 Negative

6 8 3 308 120 439 1.60 0.3 negative

From the above table, it has been observed that only two times have a

positive mean while the others are negative. The pool mean of this analysis

is also negative which implies that data processing measures used by head

teachers were not efficient to enhance effective data management in the

primary schools in area of the study.

52

Tale 4: mean rating of assistant head teachers on data processing measures

used by head teachers.

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 388 267 102 40 797 2.87 0.02 Positive

2 356 300 68 40 764 2.75 0.02 Positive 2.21

3 120 51 260 100 531 2.00 0.02 Negative 0.021

4 228 102 192 90 612 2.20 0.02 Negative

5 170 69 200 110 555 2.00 0.02 Negative

6 16 9 220 160 405 1.46 0.03 negative

Table 4 above represents the opinions of assistant head teachers on the issue

of data processing techniques. The mean scores of the items are below the

acceptable or criterion mean of 2.5. The table revealed that head teachers

are not exposed to the use of modern techniques rather they uses crude

techniques in processing data.

Research Question 3

How do head teachers store their school data?

Table 5 and 6 gives the mean rating of head teachers and assistant head

teachers on the issue of data storage system.

53

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 40 270 60 47 817 3.00 0.02 Positive

2 360 390 34 30 814 3.00 0.02 Positive 2.21

3 188 90 220 90 588 2.12 0.02 Negative 0.02

4 16 9 320 110 455 1.64 0.03 Negative

5 12 21 214 160 407 1.50 0.03 Negative

6 92 102 232 104 530 2.00 0.02 negative

Table 5 above represents the views of head teachers on the data storage

measures of head teachers. From the table above it has been observed that

pooled mean of responses of head teachers on data storage measures is

below the acceptable mean of 2.5. The responses also shows that research

question 13 and 14 which were mainly on the uses of old techniques were

will responded to meaning that head teachers relies much on the old system

of data storage that makes use of wooden cupboard and files.

54

Table 6: mean rating of assistant head teachers on the issue of data storage

system use in their schools.

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 520 291 42 29 882 3.00 0.02 Positive

2 640 321 14 3 978 3.33 0.03 Positive 2.47

3 136 69 232 104 541 2.00 0.02 Negative 0.02

4 360 390 34 30 814 3.00 0.02 Negative

5 136 69 232 105 541 2.00 0.02 Negative

6 16 9 320 110 455 1.64 0.03 negative

From the table above the researcher notice that the assistant head teachers

responded in the same manner as the head teachers. The pooled mean is

below the acceptable standard and they tow the same responses to research

question 13 and 14 which implies that old measures of data storage is still in

practice in the area of the study.

Research Question 4

What are the data retrieval techniques used by head teachers?

55

Table 7 and 8 gives the mean rating of head teachers and assistant head

teachers on the issue of data retrieval techniques of head teachers in the area

of the study.

Table 7: mean rating of head teachers on data retrieval techniques

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 216 201 164 72 653 2.35 0.07 Negative

2 104 111 204 112 531 2.00 0.07 Negative 1.96

3 188 107 190 101 581 2.10 0.02 Negative 0.02

4 40 51 263 119 473 1.70 0.03 Negative

5 100 45 242 116 503 1.81 0.02 Negative

6 56 69 264 108 497 1.80 0.03 negative

Table 7 above shows the various mean rating of head teachers on the issue

data storage measures. It is obvious that head teachers responses were below

the acceptable mean of 2.50. These research questions tries to elicit

information concerning data retrieval techniques. It has been shown that

head teachers are not much concern about data retrieval measures in their

schools.

56

Table 8: mean rating of assistant head teachers on data retrieval techniques

of head teachers.

ITEM SA A D SD EX X SD DEC. POOLED

MEAN

1 188 102 190 101 581 2.10 0.02 Negative 1.86

2 100 45 242 116 503 1.81 0.02 Negative 0.02

3 56 69 264 108 497 1.80 0.02 Negative

4 104 111 204 112 531 2.00 0.02 Negative

5 56 69 264 108 497 1.80 0.02 Negative

6 40 51 262 119 474 1.70 0.03 negative

In the above table, it h as been revealed that the mean is below the criterion

mean of 2.50 and the pooled mean of the responses of the assistant head

teachers is 1.86. This result shows that head teachers in the area of the study

were not using good data retrieval system.

Hypothesis 1

There is significant difference between the mean rating of head

teachers and assistant head teachers about of types of data collected.

57

Table 9: t-test analysis of the mean scores of types of data collected by head

teachers in their schools.

Variable N X Sd Df Calt-

va

Critical t-

val

Significant

level

Result

Head

teachers

277 2.15 0.08 542 -

0.0027

1.960 0.05 Accepted

Ass. Head

teachers

277 1.093 0.028

The t-test analysis on table 9 shows that there was no significant difference

between the opinions of head teachers and assistant head teachers on types

of data collected by head teachers in the area of the study.

Hypothesis 2

There is no significant difference between the mean rating of head

teachers and assistant head teachers about data processing techniques of

head teachers in the area of the study.

58

Table 10: t-test analysis of the mean scores on the data processing

techniques of head teachers in the study.

Variable N X Sd Df Calt-

va

Critical t-

val

Significant

level

Result

Head

teachers

277 2.02 0.02 542 -00.19 1.960 0.05 Accepted

Ass. Head

teachers

277 2.21 0.02

t-test analysis on table 10 revealed that there was no difference between the

mean rating of head teachers and assistant head teachers about data

processing techniques used by head teachers in the area of the study.

Hypothesis 3

There is no significant difference between the mean rating of head

teachers and assistant head teachers about data storage system of head

teachers in the area of the study.

59

Table 11: t-test analysis of the mean scores on the data storage system of

head teacher in their schools.

Variable N X Sd Df Calt-

va

Critical t-

val

Significant

level

Result

Head

teachers

277 2.21 0.02 542 -0.26 1.960 0.05 Accepted

Ass. Head

teachers

277 2.47 0.02

The t-test analysis table 11 revealed that there was no significant difference

between the mean rating of head teachers and assistant head teachers about

data storage techniques of head teachers in the area of the study.

Hypothesis 4

There is no significant difference between the mean rating of head

teachers and assistant head teachers about data retrieval measures of head

teachers in the area of the study.

60

Table 12: t-test analysis of the mean scores on the data retrieval

techniques of head teachers in their schools.

Variable N X Sd Df Calt-

va

Critical t-

val

Significant

level

Result

Head

teachers

277 1.96 0.02 542 0.1 1.960 0.05 Accepted

Ass. Head

teachers

277 1.86 0.02

The t-test analysis of table 12 shows that there was no significant difference

between the mean rating of head teachers and assistant head teachers about

data retrieval system of head teachers in area of the study.

Summary of the Findings

From the results presented in this chapter, the following major

findings of the study were made.

1. Head teachers have not be collecting the necessary data to enhance

good data management practices in the area of the study .

2. The study revealed the head teachers in the area of the study are yet to

embrace the contemporary data processing techniques.

61

3. From the foregoing it was reveal that head teachers actually store data

but they are yet use the modern facilities in carrying out this practice

in the area of the study.

4. The study also made the researcher to know that head teachers find it

difficult to retrieve stored data due to their non exposure to the

modern retrieval measures.

62

CHAPTER FIVE

DISCUSSION, CONCLUSION AND SUMMARY

The research finding based on the data presented in chapter four are

represented and discussed in this chapter. The outline of the chapter is as

follows.

1. Discussion based on the findings.

2. Conclusion reached from the findings of the study.

3. Educational implications of the findings of the study.

4. Recommendations

5. Limitations of the study.

6. Suggestions for further research

7. Summary of the study.

Discussion of Findings

The evidence obtained in this study as presented in table 1, 2and 9

revealed that head teachers have not been collecting data on enrolment of

students, number of teachers, school facilities, student progression, student

attrition, and school finance. This is seen in the responses obtained from

item 1, 2, 3, 4, 5, 6 for both head teachers and assistant head teachers it was

clearly revealed in table 9 that there was no significant difference in the

mean responses of head teachers and assistant head teachers about type of

63

data collected by head teacher. Uwazuruike (1991), put it that the primary

school population is a serious contributor to the national population and the

head teachers are the custodians of these data in their schools. Data

collection is perceived as a social imperative in order to create the awareness

and inculcate the necessary knowledge, skills and values for effective

national planning, development and improved quality of education.

Table 3, 4 indicated that the data processing techniques used by head

teachers were not efficient to enhance effective data management practices

in the primary schools in the area of the study. Also table 10, shows that

there was no significant difference between the mean rating off head

teachers and assistant head teachers about data processing measures used by

head teachers in the area of the study. According to table 3 and 4, the data

processing measures used were not good for effective data management

practices. Most of the head teachers lack training in quantitative analysis

used in data processing. It was also evident that some head teachers were not

keen on the use of figures. It was also true that head teachers lack computer

knowledge.

The information in table 5, 6 and 11, according to the analysis on

these tables, item 13 and 14 were old methods of data storage and they were

commonly used by the head teachers in the area of the study. In these areas

64

wooden cupboards and files were found as the main data storage

equipments. According to Nwadinai (1998), this causes loss of data

especially to natural disasters like termites, floods, fire and storm. Item 15 –

18 which have the modern materials for data storage were all with mean

scores below the acceptable mean. It is obvious that head teachers were not

disposed to the use of the modern materials/equipments for data storage in

their offices.

It was also revealed in table 11 that there was no significant

difference between the mean rating of head teachers and assistant head

teachers about data storage measures of head teachers in their schools.

It was open to the researcher from the results of the findings that head

teachers lack data retrieval techniques. Table 7 and 8 with item 19 – 24

revealed that there was no good data retrieval techniques on ground in the

offices of the head teachers in the area of the study. It was also observed that

there was no significant difference between the mean rating of head teachers

and assistant head teachers about data retrieval techniques this goes to

confirm the words of Alabi (2000), that head teachers should be trained on

the modern techniques of data retrieval to enhance good data management

practices in the school system.

65

There was no significant difference between (P < 0.05) between the

mean rating of head teachers and assistant head teachers with regard to types

of data collected in the area of the study. The summary of t-test on table 9

revealed that the calculated t-value is 0.002 while the critical value at an

alpha level of 0.05 is 1.96. it was base on this that the researcher upheld the

null hypothesis and concluded that there was no significant difference

between the opinion of head teachers and assistant head teachers with regard

to the types of data collected by head teachers in the area of the study.

There was no significant difference (P < 0.05) between the mean

rating of head teachers and assistant head teachers in terms of data

processing measures used by head teachers.

Summary of data analysis presented on table 10 of chapter four shows

that the calculated t-test values is 0.019, since the calculated t-value of 0.019

is less than the table value of 1.96, the researcher accepted the null

hypothesis. So the researcher draws the conclusion that there was no

significant difference between the opinion of head teachers and assistant

head teachers in terms of data processing measures used by head teachers in

their schools.

66

This implies that both head teachers and assistant head teachers

agreed that there is no good data processing measures used by the head

teachers in their schools.

There was no significant difference (P < 0.05) between the mean

ratings head teachers and assistant head teachers in terms of that storage

materials used by head teachers in their schools.

Table 11 of chapter four shows that the calculated t-test value was

0.26, since the calculated t-value of 0.26, is less than the table value of 1.96,

the research accepted the null hypothesis of the study. So the researcher

draws the conclusion that there was no significant difference between the

opinions of the head teachers and assistant head teachers on the issue of data

storage materials used by head teachers.

This means that both groups agreed that data storage facilities has

been a problem to data management practices of head teachers in their

schools.

There was no significant difference (P < 0.05) between the mean

ratings of head teachers and assistant head teachers about data retrieval

techniques used by head teachers is their schools.

The evidence shown in table 12 has it that the calculated t-test value

was 0.1. Since the calculated value of 0.1 is less than the table value of 1.96,

67

the researcher accepted the null hypothesis that there was no significant

difference between the mean ratings of head teachers and assistant head

teachers about data retrieval techniques used by head teachers in their

schools.

This implies that both head teachers and assistant head teacher agreed

that lack of facilities/equipment constitute problem to data management

practices.

Conclusion from the Study

The findings and discussion of this study served as basis for making

the following conclusions:

1. That head teachers have not been collecting the types of data

necessary for good data management practices in the area of the study.

2. Head teachers are not keen to the use of data in their schools. They are

not exposed to data processing measures. There is lack of government

policies on data management practices of schools.

3. Lack of facilities in terms of computers, shelves, files and other

necessary facilities needed for storing data constitutes a problem to

head teachers in their schools.

68

4. Both head teachers and assistant head teachers had common view in

terms of how facilities, non exposure to the use of data processing

machines constitutes problem to proper data management practices.

Educational Implication of the Findings

The educational implication of this study are as follow: it has been

observed that for effective and efficient education in Nigeria, there is need

for planning. Educational planning relies much on data for accurate and

authentic plan for the future. The government should therefore devices

measures towards arriving at accurate data from the primary school head

teachers. The study revealed that data processing has not been adequate in

the primary school. The implication is that educational planners should make

sure that data supplied to them are processed to avoid ambiguity in the

implementation of government programs. The study has shown that

government has no defined measures of data management. The implication

here is that government should come-up with guided policy on data

management to enable the data collectors to know the way forward.

Finally, the study also revealed that lack of storage facilities such as

computer system, data bank, shelves, cupboards etc constitute problem to

proper data management for educational planning. The implication is that

without adequate facilities for data processing storage and retrieval, the

69

problem of data management will continue to militate against proper

educational planning in education.

Recommendations

From the findings of this study, it seems very obvious that a crucial

step in improving data – base decision making in Nigeria education is that of

identification and finding solution to some of the major constraints to data

collection, processing, storing and retrieving. This study tried to examine the

measures used by the school administrators who provides some of the data

used in education management with a view to suggesting solutions.

To reduce some of the constraints identified in this study, one may suggest

that the record keepers should be trained or retrained in the modern system

of record keeping. This effort should concentrate initially at the primary

school. The head teachers need to the exposed to the improved systems of

data management. There is also the need for the ministry of education to

design a data collection system in a very simple and unambiguous ways.

Moreover, some of the data may not be found in the schools because

the head teacher did not deem them useful. The head teachers need to be

educated about the usefulness of each of the records being kept in the school

and possibly incentives should be given to the schools to encourage them to

keep good records. Some of the head teachers finds it difficult when it

70

comes to arithmetic calculations needed to enable them complete the data.

Hence, there is the need to provide them with some modern electronic

machines and also expose them about the usage.

It was also discovered that head teachers have very little use for the

data they collect. This is simply because they are not involved in decision

making of the government. Most crucial decisions are taken for them and

simply passed down with written guidelines for implementation.

There could be some improvement in the education data management if

more attention is given to finding more ways of making the head teachers

use these data at the school level in decision making.

In addition, there is the need to create some awareness in the use of

modern technologies like computers and its peripherals at the primary school

level. This ensures better storage, more accurate processing and quick

retrieval of data when needed.

Limitation of the Study

This study had the following limitations:

1. Some head teachers and assistant head teachers were not willing to

open up and reveal problem areas, as such a number of piece of

information were obviously held back. This has a little influence on

the conclusions drawn from the findings of the study.

71

2. It took the researcher an extra strength to convince the head teachers

and the assistant head teachers that the study was not meant to expose

their areas of weakness. It might not therefore be ruled out that the

respondents may not have faked their responses to the questionnaire.

Suggestions for further Study

Based on the findings and limitation of this study the following

suggestion were made for further study.

1. The impact of using modern equipment (computer, internet etc) in

processing data for educational planning.

2. A comparative analysis of data management practices in primary

schools.

3. Impact of data in the planning of the UBE Programme in Nigeria

education.

Summary of the Study

Wrong information and inaccurate figures makes it difficult for the

government and educational planners to plan education properly (Alabi

2000). This study was therefore carried out to investigate the problems of

data management practices in Okigwe education zone of Imo State. A

survey research design was adopted for the study. The entire head teachers

numbering 277 and 277 assistant head teachers making the sample seize 554

72

were used for data collection. The reliability coefficient of the instrument

was 0.96 using Cronbach Alpha while three experts two in educational

administration and planning and one from measurement and evaluation

carried out face and content validation. Four research questions and four null

hypotheses tested at 0.05 level of significance guided the study. Means and

standard deviation were employed to answer the research questions, while t-

test statistics was used to test the four hypotheses. A review of literature and

empirical studies were conducted to give the researcher an insight into what

had been done in the area of the study and also to give this very study a

theoretical framework.

A twenty four item questionnaire on data management practices of

head teachers in Okigwe education zone of Imo State was used to get

information from 554 head teachers and assistant head teachers from

Okigwe education zone of the Imo State. Based on the mean scores, the

following results were obtained.

That data collection measures adopted by head teachers hinders

effective data management practices in the area.

Head teachers are not keen to the use of data in their schools. They are not

exposed to data processing measures. There is lack of government policies

on data management practices of schools. Lack of facilities in terms of

73

computers, shelves, data banks and good filing system constitutes a problem

to head teachers in data management of their schools.

Both head teachers and assistant head teachers share common views in terms

of how facilities, non exposure to the use of the data processing machines

constitutes problems to proper data management practices.

74

REFERENCES

Abdulkareem, A.Y. and Umar 1.0 (1997). Follow-up study on primary

education cost, financing and management in Kogi, Kwara and

Nigerian states and federal capital territory. National Primary

Education Commission Project.

Abiodun, M.G. (2002). Introduction to measurement and evaluation in

Education, Oyo; Tobistic Ventures.

Abiri, J.O (2002); Element of Evaluation Measurement and Statistical

Techniques in Education. University of Ilorin; Library and

Publications Committee.

Aderounmum, W.O. (1984). A guide to the practice of teaching. Ibadan;

Evans Brothers Limited Nigeria.

Achuine, R.N. and Irondi, E.O (1998). Management and Administration of

Secondary Education: Issues, policies Relatives challenges, Owerri

Totan Publishers Ltd.

Adebayo, O. A. (2000). Understanding statistic, Lagos: JAS

Adesina, G. (2005). Growth without development, Nigeria’s Experience

2004. Unpublished M.ed thesis, University of Port-court River State.

Adeyemi, J.K. (1998). An analysis of wastage rate in public primary school

in Oredo Local Government Area of Edo State, Benin: Journal of

Educational, University of Benin.

Adewumi, J.A and Ogunlede A.A. (1991). Introduction to Education

Management and Evaluation, Ilorin: Gbenle Press.

Aghenta, J.A (2000). Organization and Management of UBE in Nigeria.

Being a paper presented at the 15th Annual Congress of the Nigerian

Academic of Education held in the University of Benin, Nigeria,

November 7-9.

75

Akanbi, T. (1999). Records in School Administration, Ilorin: Lawani Press.

Akanwa, P.U; and Anyanwu, A. (1998). Introduction to Management,

Owerri: Even Global Publications.

Akinwunmi, A.O (2009). Basic computer and software application for West

Africa students, Lagos: African Educational Publishers.

Alabi, A.T. (2000). Decision-making in schools, in the craft of Educational

management. Ilorin: Haytee Press.

Ali, A; and Okeke, E. (2000). Information Technology and Education,

Institute of Education, University of Nigeria, Nsukka. City Press Ltd.

Ali, N.A (2006). Conducting Research in Education and the Social Science,

Nsukka: Nigeria: Tian Press.

Alabi, A.T (1999). Effective utilization of MIS for decision making in

Nigeria Universities. Unpublished ph.D thesis, University of Ilorin,

Ilorin.

Akintola, C.I (2005). The challenges of reform information and

communication technology in business education. Business education

book of readings. (5)

Anyanwu, A. (2000). Researcher Methodology in Business and Social

Science, Owerri; Canun Publishers Nig. Ltd.

Brightman, A. and Dimsdale, C. (1986). Dimension in modern data

management. New York: Douglas Press Inc.

Chapman, D.W. and Boothrayd. R.A. (1988). “Threats to data quality in

developing countries”, in comparative Education Review 32(4).

Chapman, D.W. (1991). Education Data Quality in the third world. A five

country study, International Review of Education 37(3).

76

Cronbach, L.J (1970). Measurement and Evaluation in Teaching New York:

Haper and Row.

Decombe, R. and Heeks, E. (1999). Information, ICT and small enterprises:

findings from Botswana.

Durosaro, D.O. (1995) Issues and problems of education data management

in Ehiamatalor, E.T. (Eds) Data management in schools and other

issues, Benin City Nigeria.

Durosaro, D.O. (2004). Statistical needs for Educational management

Ibadan, Reginasons Book Publishers.

Ehiemetalor, E.T. and Aderounmu, W.O (1985). Introduction to

Administration of schools in Nigeria, Ibadan; Evans Brothers (Nig.)

Publishers Ltd.

Enyi, D. (2004). Theories in Educational Administration in Mgbodile, T.O

(ed.), Fundamentals in Educational Administration and Planning,

Enugu: Magent Computer Business Services.

Ezegbe, C.C. (1991) Population Education, Awka: Faculty of Education

ASUTECH.

Ezeocha, P.A. (1990). Educational Administration and Planning, Nsukka:

Optimal Computer Solutions.

Federal Republic of Nigeria (2004) National Policy on Education Lagos:

NERC Press.

FRN/UNESCO/UNDP (2003). A Decade of Basic Education Data in

Nigeria (1988 – 1998).

FRN/UNICEF, UNESCO/UNDP (2000). Comprehensive Educational

Analysis (Secondary Data Report).

Igbe, C.O. (1995) Computer Application in Management: Ile-Ife: University

of Ife Press.

77

Igwe, S.O (2004). The Universal Basic Education Programme in Nigeria:

Challenges and Prospects in E.O. Fagbanmiye, J.B. Babolola & A.O.

Ayeni (ed.). Management of primary and secondary Education in

Nigeria, Ibadan: NAEP.

Ikpe, U.N. (2002). Fundamentals of Administration and management,

Calabar: Ephraim Printers and Computer, Nigeria.

Koontz, H. and O’Donnel (1978). Management: A System and contingency

Analysis of managerial functions. New York; McGraw-Hill Book

Company.

Mbakwem, J.N. and I.P. Asiabaka (2007). Afresh look at the indicators of

quality Assurance in the Middle Basic Education in Imo State. Paper

presented at the 20th Annual conference of curriculum organization of

Nigeria (CON) held at Abia State University, Uturu, 19th

to 22nd

September, 2007.

Mgbodile, T.O (2004) (ed). Fundamentals in Educational Administration

and Planning, Enugu: Magnet Computer Services.

Mmadu F. A (2006). Problems of Data Management for Educational

administration and planning in Ebonyi State secondary schools.

Unpublished. M.ed Thesis University of Nigeria Nsukka.

National Population Commission (2006). The 2006 Housing and Population

supervisor manual, Lagos: Federal Republic of Nigeria.

Ndu, F.O. (1991). Personnel Management Implication for Primary School

Teachers. Paper Presented at a Seminar for teachers held at Nzamdi

Azikie University, Awka.

Nwanyanwu, C.U. (2002). Problems of Data management for Educational

planning in Imo State secondary education system. Unpublished M.

Ed. Thesis, University of Nigeria, Nsukka.

Nwagwu N. A et al (2003) Current Issues in Educational Management in

Nigeria. Benin: NAEAP Publication.

78

Nworgu, B.G (1991) Educational Research: Basic Issues and Methodology.

Ibadan: Wisdom publishers limited.

Oboegbulam A.I. (2004). Staff Personnel Administration in T.O. Mgbodile.

Fundamental in Educational Administration and Planning. Magnet

Business Enterprises, Nsukka, Enugu.

Obi, E. (2004). Issues in Educational Administration. Empathy International

Publishers.

Ogbonnaya, N.O. (2003). Principals and Application of Educational policies

in Nigeria, Nsukka: University Trust Publishers.

Ogoamaka, P.M.C. (1989). “Projects in junior secondary school

Mathematics: Implications for Teaching, Learning and Continuous

Assessment” Unpublished manuscript, Imo State University.

Ogbaka, C. (2000). Gearing up for UBE. The Punch, Tuesday July 25th

17(18).

Okezie E. C (2000). Issues and problems of data management in Nigeria

secondary schools. Unpublished. M.ed Thesis Imo State University

Owerri.

Olubor, R.O. (2003). Types and uses of quantitative Data in primary school

management Ilorin Journal of Education. A Journal of Faculty of

Education University of Ilorin 22(1)

Uwazuruike, C.N (ed.) (1991). Educational planning and National

Development: A Nigerian Perspective, Awka: Mekslink Publisher

Nigeria.

Uwazuruike, C.N (2002). Educational Planning in Nigeria: Imo State

University Journal of Educational Studies (IMSUJES), Owerri.

Uyanga R.E. (1993). The Role of Local Governments in Quality Control of

Primary Education in Nigeria. Benin City: NAEP Publications.

79

APPENDIX I

Department of Educational

Foundation,

University of Nigeria, Nsukka

20th September, 2010.

Dear Sir/Madam

I am a post-graduate student in the Department of Educational

Foundations, University of Nigeria, Nsukka. I am carrying out a research

work on DATA MANAGEMENT PRACTICES OF HEAD TEACHERS IN

OKIGWE EDUCATION ZONE OF IMO STATE. I humbly request you to

fill this questionnaire to enable me carryout the research work effectively.

The information received from you shall be strictly used for academic

purposes. Your compliance is highly solicited. Thank for your understanding

and cooperation.

Ogbuehi Innocent. C.

Researcher.

80

QUESTIONNAIRES FOR HEAD TEACHERS AND ASSISTANT

HEAD TEACHERS ON DATA MANAGEMENT PRACTICES OF

HEAD TEACHERS

Please tick (√) as appropriate

1. Name of school ……………………………………………

2. Male Female

3. You current status: Head teacher Assistant Head teacher

Read through the following items and indicate the answer that best

corresponds to your chosen opinion by ticking (√) in the appropriate column,

use the key stated below to answer the questions.

SA Strongly Agree

A Agree

D Disagree

SD Strongly Disagree.

Cluster A (Data Collected) SA A D SA

1 Data collection is the head teachers duty.

2 Student enrolment record is maintained by the head

teachers.

3 Data on the number of teachers and their background are

commonly with the head teacher

4 Head teacher maintain good inventory of the school

facilities

81

5 Visitors can access student progress and attrition from the

head teacher.

6 School income and expenses are with the head teachers.

Cluster B (Data Processing)

7 Head teachers often does guess work on data issues.

8 Manual typing machines are found in the head teachers

office

9 Electronically aided device for data processing are found in

the head teachers office.

10 Head teachers are computer literate.

11 Computers are found in office of the head teacher.

12 Management information system (MIS) unit is part of the

head teachers office.

Cluster C (Data Storage)

13 Wooden cupboard are used for storing data in the head

teachers office

14 Files are commonly use in keeping student record

15 Irion cabinets are commonly used for storing files in the

head teachers office.

16 Tapes and microfilms are convenient to use than files and

paper.

17 Some electronic devices for storing data are in you office

18 Head teachers are disposed to the use of computer for data

storage.

82

Cluster D (Data Retrieval)

19 Files are properly labeled according to their content.

20 Head teachers normally codes vital records for easy access

and protection from intruders

21 Shelves are built to keep files in your office

22 Some electronic devices like printer, copper etc are in the

head teachers office.

23 Head teachers have computers in their offices.

24 Head teachers can easily access information from MIS unit

of their schools.