University of Nigeria Research Publications

Aut

hor

UZUEGBU, Joy A. PG/M.Ed/99/26520

Title

Analysis of Available Resources for Universal Basic Education Programme in Primary

Schools in Enugu State

Facu

lty

Education

Dep

artm

ent

Educational Foundations

Dat

e

August, 2003

Sign

atur

e

i

TITLE PAGE

ANALYSBS OF AVNldlDtS RESUIURCES FOR UNW€RSAL W l C EDUUT'BON PUXERAMMR IN

APPROVAL PAGE

iii.

CERTIFICATION

Uzuegbu, JOY AHIAKWA, a postgraduate student of the

Department of Educational Foundations with the Registration

Number, PGIMEDl99126520 has satisfactorily completed the

requirements for course and research work for the degree of

master of education (M.E D) in Educational Administration and

Planning. The work embodied in this project is original and has

not 'been submitted in part or full for any other diploma or

degree of this or any other university.

HEAD OF 'DEPARTMENT

DEDICATION

This project report is dedicated to the Person of the Holy Spirit, who is the

very reason for my being.

ACKNOWLEDGEMENT

This project has been successful due to the inspiration and all

forms of help and encouragement derived from several individuals who I

now acknowledge and congratulate.

My initial gratitude goes to my project supervisor, Dr. Dan Enyi,

Prof. Ali and Dr. R. G. Nworgu whose expert advice and constructive

criticisms and incessant supervision patterned the project.

Others are Dr. Fred 'Okwor, some caring and loving members of the

Ministry of Education, who, time will not permit me to mention their names

one after the other, and the chairman cum some members of the State

Primary Education Board (SPEB) Enugu, who served as resource persons

to the success of this project.

The researcher's regards to my beloved mother, Mrs. Penina

Onyenakiya Uzuegbu, Miss Angela, Barrister Nelson, Mr. Henry, Miss

Nnenne, Mr. Nnanna, Miss Nnennaya, all Uzuegbus, etc. for their

encouragement, patience, material and financial support.

My hearty thanks to Mummy and Sis. Uwah for typing the original

manuscript.

Finally, my special gratitude goes to my God, Creator and Maker \ i ~

for His Spiritual strength, faithfulness, grace, love, etc for me and to the I)

Holy Spirit, who is the very reason for my being - Jesus Christ, my I Saviour, redeemer and deliverer - Amen.

UZUEGBU JOY, A

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

UNIVERSITY OF NIGERIA, NSUKKA.

AUGUST, 2003

The overall purpose of this study is to determine the available

resource material for the Universal Basic Education in Primary Schools in

Enugu State. The study which used survey research design covered

Aninri Locai Government, Enugu North, Enugu East, Ezeagu: UzolUwani

and Udenu Local government mnes in Enugu State in the Eastern Region

of Nigeria. The primary Schmls heads and the teachers covered

comprised the population. Proportionate Stratified random sampling

technique was used to draw the sample size of 324 primary school heads

and 150 Staff from T,D74 in the State. Percentages, Means and Standard

deviations were used la answer five research questions. The t-test

statistics were u%ed to test the two null hypotheses which demanded to

know the difference between the head 'teachers and teachers' opinion on

the availability of pupils' seats h schools for the UBE programme.

Findings were discussed and irnplicatlons were also drawn out. The

researcher made recommendations in the light of the findings. Finally,

attention was drawn to the limitations of the study and suggestions for

further research were made.

viii.

TABLE OF CONTENT

... PRELIMlNARlES

... Title Page . , .

Approval page . . .

Certification ... ...

Dedication ... .,,

Acknawledgement ...

Abstract ... , . .

TablelofContant ...

List of Tables .,.

CHAPTER (ONE) ...

INTRQDUCTIOM ...

Background of the Study

Statement af the Problem . .

Purpose of the Study

Significance of the Study

Research Questions

... Hypothesis ...

CHAPTER (TWO)

i.

. i

ii.

iii.

iv.

v.

vii.

viii.

xi.

REVIEW OF RELATED LITERATURE . . .

Available Material Resources and Equipment to Primary Schools

. . . . . . . . . . . . . . . . Available Qualified Teachers

. . . . . . . . . L. ibrary Facilities end Games . . . . + .

... ... . . . Teaching Aids Available ... . . . , s .

. . . ... ... ... Empirical Studies ... . . . . . .

Research Studies on Available Resource Materials

. . . ... ... ... . . . . . . and Equipment . . . . . . .

... ... . . . Summary of Literature Review ... . . .

CHAPTER (THREE)

... METHODOLOGY ... ...

... Research Design ... ...

Area of Study ... ... . . .

... Pcrpulatian of the Study . . .

Sample and Sampling Techniques

Instrument for Data Calfection ...

Validity of the Instrument ... ...

Reliability of the Instrument ...

Methods of data Collection ... ...

Methods of Data AnaMis ... ...

CHAPTER (FOUR)

PRESENTATION AND ANALYSIS OF DATA . .. ... ... 47

Research Question 1 . . . , . . . . . .., ... . . . 47

Research Question 2 . . . . . . . , . .., .,. ... 49

Research Question 3 . . . ... . . . . . , ... . . . 51

Research Question 4 ... . , . . . . , , , ... , , 53

Research Question 5 , . . . . . . . * ,.. . .+ . . . 55

Hypothesis 11 . . . . . . . . . ... . . . .,. . . . . , . 57

Hypothesis 2 . . . ... . . . ,.. . . . . , . ... .. . 58

Summary of Findings , , . , + , . . . ... ,.. . .. 59

CHAPTER (FIVE)

SUMMARY, CONCLUSION AND RECOW!VIMENDATIONS ... 63

Summary . . . , . .. . ... ... . . , . . . ... 68

Conclusion , * . ... . , . . . . . . . , . . .., . . . 69

Implication of the Study . . . ... , . . . , , . . . . . 70

Recommendations .. . .. . .. . . , . .,. . . . . 71

Recdmmendations for Further Study . . . . . . ... ... 72

Limitations of the Study . . . + . . . , . ... ... . 73

deferences ... . . . . . . . , . ... ... ... ... 74

Appendices . . . . . , . . . . . . ,.. . , . ... . . . 79

LIST OF TABLES

Table 1: Distfibertion of qualified Teachers in Schools

Table 2: Available Teaching Aids in Schools for the LJBE

Table 3: Availability of classraom spaces for the UBE in schcsok in Enugu

State

Table 4: Available Games and Sports

Table 5: ~va'ilable Library seats for Pupils In Universal Basic Education for

Primary Schools in Enugu Slate

Table 6: Summary of t-test Statistics for HO1

Table 7: A Summary of t-test Statistics for H02

APPENDIX

APPENDIX i: 1ntrductor)r Letter to Respondents

APPENDIX it: Questionnaire for primary school Heads and TeacRers

APPENDIX iii: Calculatians of Mean and Standard Deviatiafl for Primary

School Heads and Teachers, of the available Teaching Aids and Library

Facilities.

APPENDIX iv: Data and Computation of Internal Consistency Reliability

Coetficlent of instrument for ptima ry school Head teachers and Teachers

- using f-Test on avaflable teaching Aids and Library facilities. To

calcuiate I = {xi - xZ) CN1 - N2)

4x xr7 +I x22 ) (1 +I)

( n l + n 2 - 2 n l n 2 )

CHAPTER ONE

Backqround of the Study

Before any programme can be successfully implemented,

there is the need for an analysis of the materials and resources

that would help support the effectiveness of such a programme

Resources are used and needed in everyday life - in the family

Society and in the Church. Absence of resources and tht

inability to look inwards and as regards what is on the ground

factors hindering the use of what we have and how to providr

more of what we need, any well - intentimed programme cal

within the educational setting, the term can be variousll

regarded as the educational facilities, physical plant, classraon

buildings, teaching aids and human resources which can bc

used to achieve the set educational objectives. Ogbdo (1995

suppork this opinion by saying that "resource materials are thl

things that facilitates teaching a i d learning process in school

which include all kinds of buildings, teaching aids and devices

such as modern educational hardware and their software".

As a result, resource materials in question are so

essential that the talk of it cannot be over emphasized. The

Universal Basic Education (UBE) was launched in September

30'" 1999 in Sokoto State of Nigeria. The concept of UBE for

Ptimary Education stems from the realization that education is

not only an investment in human capital, but also a pre-

requisite for economic, political and socio developmen2.

Primary Education is a 'Sound foundation"^ stated in the

National Policy on Education (FRN, 1981) where children are

made ready for future manpower needs of the country.

Though education brings about social change in a

Country some educationists see the inadequacy of resource

materials in bur schools as a result of the lack of economic

visioning at the time the 6-3-3-4 system was bshionetl out.

With this Awotunde (1988) observed that some states could

neither build enough classrooms, workshops nor install the

available equipment for lack of money. The researcher

therefore, deemed it fit to develop a study on available resource

materials for the successful management of the (UBE) in the

Enugu State Primary Schools.

In support of the above, Momoh (1985) asserted that

resource materials that help teaching learning situations e.g.

textbooks, visual aids, audio visual aids etc, are not properly

organized, provided and that most of them are outdated.

Available materials in the schools systems in Nigeria for

effective take off, 07 UBE should be seen and serve as a

collective responsibility.

Enaohwo and Eferakeya (1989) observed that all over the

country our schools are burdened with empty buildings without

equipment, halls without resource materials cannot be used

because there is nowhere to install them. This is due to lack of

adequate planning and management of school facilities. The

integration of human resources for the good success of the

UBE in Enugu State Primary Schools cannot be over

emphasized. And so, to mount the Universal Basic Education

(UBE) programme without a proper conslderatian of the

quantity and quality of the teachers is a serious task which may

bring shame to the programme. This was experienced in the

Universal Primary Education in the 80's.

Castaldi (1994) explained that adequacy of educational

resource materials (physical and human) for the running of the

UBE in Primary Schools will bring about comfort, measure of

degree to which the quantitative and qualitative requirements of

number, size, shape, are satisfied.

Over the years, the shortage of these resources has

fmstrated many educational programmes. For example, the

Universal Primary Education (UPE) programmes in Western

Region of Nigeria in 1955, Eastern Region in 1957 and Nigeria

in 1976, were known to have been frustrated due to lack of

resources. The term resource materials comprise architectural

space, light, temperature and sound (Ezew, 1987). These

four interrelated variables, when judiciously brought together

provide the aesthetic appeal of the dassrmrn physical

environment. These are what the researcher tries to know what

is on the ground in the area of resource materials for the (UBE)

in Enugu State Primary Schmls.

In order not to let the Universal basic education in

Schools to be frustrated there is the need to know what is on

ground, to what extent what is on the gmund has brought

success to this programme and so on. Ezewu further proposed

that physical environment Includes space the furniture and the

equipment used. In support OF the above Brown (1 972) pointed

out that the layout of the room, the notice board, the books, all

these can produce a different atmosphere which will have

stimulating effect on pupils learning.

Even the 6-3-3-4 educational system of the seventies

could not be implemented due to inadequate resources. Here,

in the search for proper implementation strategies for the

Universal Basic Education (UBE), adequate attention ought to

be directed to the nature and adequacy of resource materials.

Consequently, the extent of these resource materials for

example the dassraoms in Nigerian primaly schools for the

take off of the UBE are uncertain. Crookall (1975) also

emphasized on the imporlance d classroom which should

accommodate a library and resources where teachers could

embark on the acquisition of such equipment as radio, film

strips, etc.

The shortage of resources in our schools is sometimes

attributed to the inability of our educational planners to carry out

a situational analysis of available resources before embarking

on any major educational reform. Without such an analysis, it

will be difficult to identify resource gaps, with the resultant

effects an the overall provision of resources in schools. Due lo

this situation, many xhools in Nigeria today, lack basic

teaching and learning resources. Okobis (1 989) swmrnarizes

the situation in the primary schools thus:

Today there are few primary schools with enough

resources which make teachers to use lecture methad in

teaching instead a7 allowing children to experience learning

through activity method and the use of instructional materials

Ezema (2000). The non-availability of resources in the

teaching learning processes in primary schools implies their

non-utilization by the teachers. That is why SAPA (1993)

revealed that 52% of the teachers use less than 25% teaching

aids, while 31 % used no teaching aids at all.

Akubue (1993) also noted that none of the teachers use

resources in teaching. Only the chalkboard and chalk were

utifirec!. Hence, Ibe (I 994) asserted that poor and inadequate

provision of resources in schools produces half-baked or

unproductive pupils after school.

With the above, the relevance of resources in education

cannot be over emphasized because they enable the pupils to

manipulate, think, and create activities for themselves. They

help them to be on the defensive side in the labour market after

schaol. Resources broaden the pupils' cognitive environs lor

adventures. They also enable the teachers to enhance

teaching-learning situations without much stress. The above

made Onyejernezi (1988) posit that instructional resources help

the teachers convey the intended message effediveTy and

meaningfully to the learners so that the learners receive, retain

and apply the experiences gained to reach overall educational

goals. In support of the above, Okwa (1995) explained that the

utilization of audio-visual resources in ciassroorn teaching can

arouse pupils' interest, curiosity, motivation, imagination and

stimulation as well as enhance retention of what is learnt.

The implementation guidelines for the Universal Basic

Education (WE) programme, in line with the above, pointed out

the need for more appropriate approaches to be developed for

improving the state d space, classrooms, textbooks and other

resources (FGN, 2000) The d ~ c ~ m e n t further stated that 'more

importantly, vigorous effort will be needed in the area of

available resource mateflats to improve conditions of teaching

and learning in primary schaols'.

Statement of the Problem

The government's blueprint on UBE states that basic

education is the foundation for sustainable lifelong learning.

Acquisition of relevant skills is therefore stressed in the

scheme. But it appears that the goverriment conceived this

scheme in spite of substantial shortcomings in human and

material resources for the delivery of a sound basic education

for the children.

In Enugu State, for example, teaching and learning

materials as well as qualified teachers appear to be grossly

inadequate. This is amply demonstrated by the low quality of

students turned-out from its educational system, mass

academic failures, high drop-out syndrome, high rate of

indiscipline and various f6rms of examination malpractice.

These are the consequences of lack of equipment and facilities

in schools, inadequate and insufficient instructional materials,

lack of ciassroom spaces, ill-motivated teachers and lack of

fund to maintain existing facilities.

The society is built in the classroom. It is the human and

material resources that are used to achieve this ideal. If these

resources are available and adequately operated, it is hoped

that there will be a remarkable development in the educational

system.

Today, the UBE is already being implemented in the State

without serious attention to the amifability of the needed

resources for its successful implementation. There is therefore

the need 20 assess the resource-level in the State with a view 20

identifying the gaps. This is where this study seeks to make a

contribution. The overall aim is to evaluate the avaitable human

and material resources for UBE in order to ensure its

successful implementation.

Purpose of the Study

The purpose of this study is to evaluate the available

resource materials for the implementation of the Universal

Basic Education programme in Enugu Educational Zone.

Specifically, the study sought to find out the type of resources

available in schools for the implementation of the UBE

programme. This was in terms of qualified teachers, classroom

spaces, teaching aids, games and sports facilities, pupils' seats

and library facilities. The study also determined the adequacy

of these resources.

Siqnfficance of the Study . -

The findings of an evaluation study will normally serve as

a tool for management to improve, re-organize, discontinue or

determine alternative approaches to the implementation of

programmes, which do not meet set objectives (Asher, 1976).

Thus, it is hoped that the findings of this study will be beneffcial

to the school heads, in Enugu State Primary Schools because it

will acquaint them with the available resources for the

implementation of UBE. It will also bring about effectiveness

and efficiency in the teaching learning process.

It will provide information to the Federal Government an

the available resources for the implementation of UBE

programme in Primary Schools and help the government to

bridge the gap in the provision of these resources in Enugu

State.

Since the study will identify the gaps in the provision of

resources, it is hoped that as more resources are made

avai la bfe in schools, enrolments will increase.

Also, with the identification of resource gaps, it is hoped

that resources will be evenly distributed to schools for the

effective implementation of the UBE programme in Enugu

State.

Finally, it is hoped that the data generated from this study

will provide the basis for other interested researchers to carry

out further studies in this area.

Scow of the Study

This study sought to evaluate the available resource

materials for the implementation of the Universal Basic

Education Programme In Enugu Educational Zone. The scope

covered qualified teachers, classroom spaces, teaching aids,

games and sports facilities, pupils' seats and library facilities. It

also determined the adequacy of these resources.

Research Q-uestians

The following research questions were formulated to guide the

study:

1. What is the distribution of qualified teachers in Schools?

2. What are the available teaching aids in schools tor the

UBE programme?

3. How available are the classroom spaces in sch001 lor the

UBE programme?

4. What are the available games and sports facilities for the

UBE in Enugcr State Primary Schods?

5. To what extent are the pupils' seats a?@ .ilable for the UBE

programme?

Hypothesis

Her. The head teachers and teachers will not differ in their

opinions on the availabilily of pupils' seats 61 schools, for the

UBE programme

(P< .05).

H02; Urban and rural teachers will not di@r in their mean

ratings in the 2deqvacy/availability of teading aids in their

schools.

(P-=.05).

CHAPTER TWO

LITERATURE REVIEW

The review of literature related 20 the study is presented under

the following such as:

Conceptual Tramework

Resource indicators in terms of:

- qualified teachers - classroom spaces - teaching aids - games and sports facilities - Pupils' seats and library facilities

Review of empirical studies on general availability of

resource materia! as indicated above.

. .

Conceptual Fram-ew-ork

Analysis studies have become very important tools for

ascertdining the success, worth, or ~81ue of educational

programmes and resources. Asher (1 976) defines evaluation

as the determination of the extent to which) educational

objectives have been met. Here, ~ s h e r asserted that in all

definitions of the term evaluation, element of decision and

judgments based on data and observation emphasizing utility of

information exists. Worthen and Sanders, in Okoro ['I 991 )

defined evaluation as the determination of the worth of a thing.

It includes obtaining information used in judging t he worth of a

programme, product, procedure or objective or the potential use

of alternative approaches designed to attain specific objectives.

With the above, there is also the need to find out through

research, what afe and are not on ground as regards available

resource materials in Enugu State primary schaak, for the

success o l the Universal Basic Education (UBE).

Resource Indicators for Educational Development

(a) Qualified Teachers

To mount or run the Universal Basic Education (UBE)

programme without a proper consideration of quantity and

quality of the teachers may spell doom for the programme; as

17

this was experienced in the Universal Primary Eduation in the

80's. Wortted that this may occur, the researcher undertook a

research on one education Zone in Enugu State to study the

situation about the available teacher supply as a resource

material, for the implementation of the UBE, as it may affect the

rest of the Country.

For any school programme to succeed the greatest asset is

the teacher. The teacher is the personality that transcribes the

educational programmes into attainable objectives. The

selection of teaching personnel is a vital administrative skill, for

it is a truism in education that the teaching staff determines, to

a great extent the effectiveness of the programme.

Morphet (1959) supporting this, stated that one of the

important areas in admitiistration is staffing. Here, Morphet

maintained that the achievement of the school purpose is

dependent upon the extent to whlch all personnel develop and

find satisfaction in participating; in working towards the

purpose.

The low performance and productivity of qualified teachers

have led to low quality of students turned out from the

educational system, mass academic failures, high drop-out

syndrome, high rate of indiscipline and various forms of

examination malpractice characterizing the educational system.

If the present system suffers kom dearth of qualified teachers,

what ?hen would be the situation in the UBE where education is

made' free, compulsory for all Nigerian children? There is

therefore, the need to evaluate an the available resource of

adequate and qualified teachers for the UBE, in whom the

nation has implicit hope to implement the curriculum and thus

translate its objectives to reality.

Professionalization is the core of the problem of teacher

education in Nigeria. This is because individuals with various

qualifications are found in our schools teaching the children.

These are classrooms lawyers-teacher, HND holders. medical

doctor-teachers, engineer-teachers etc, without any form of

professional preparation ( U keje 7985) Citing Vart Dalling and

Brittol (1969), Clkeje stated that a mediocre teacher can

communicate merely knowledge and both he and his students

will get by, but a great teacher is devoted to the idea of

transmitting more than facts to his pupils.

These days, teachers are within the age range of 50-54 in

our primary schools, meaning that younger ones are not being

attracted to the teaching profession. For this reason, the

Federal Government shuuld plan to train young professions!

teachers for UBE in order to revolutionize the teaching

profession for qualified teachers' efficiency performance.

(b) ,Classroom Spaces

This is necessary for the health of the pupils. Some primary

schools in Enugu State are so congested that pupils have to

struggle and stress themselves during teaching learning

processes. A normal classroom space is supposed to contain

27 pupils but because of architectural deficiency you see

classrooms space containing 40-45 pupils. Olutola (1 98 1)

pointed out that although resource materials like classrooms

space, libraries are the same for all types of schools at all . *

levels; certain features like architectural designs are different.

Thus, in order to determine specific building with spacious

classroums needs of a school, Olutola asserts that the most

commonly used classification is the grade grouping to be

accommodated and the level of education to be served,

However, Brown (1972) stressed that it is not the facility a

room contains but the use of which it is put that transforms it

into a classroom. A classroom to Brown, should accommodate

a library and resources where qualified teachers could embark

on the acquisition of such resources as radio, film strips etc.

Crookall (1975) also emphasized an the importance of

classroom in creating the right atmosphere for teaching.

Consequently, the extent of quality and adequacy of otherwise

the resource materials environment of classroom in Nigerian

primary schools for the take off of the UBE is uncertain.

There 3s also the need to find out what happens to the sight

and air movement of the pupils as regards to Pack or surplus

spacious classrooms. Boyd (1 976) stated that 'Visual

Perception' which is the ability of t he eye to recognize fine

details, has been found to reduce if the cok~ur of the

surrounding area is dark. The problem of the adaptation of the

eye to different brightness levels refers lo a situation where the

eye responds to very high and brightness at the same time.

This means that a space In which a wide range of brightness

exists affects the efficiency of the visual task k i n g performed.

Air movement brings about ventilation which contributes to

spacious dassroom design. The Universal Basic Education

(UBE) is a laudable programme and so classroomt space as a

resource material must be highly considered in primary schools

in Enugu State, in order to ensure good health and

effectiveness in teaching learning processes. Porges (1991)

stated that a slight air movement is desirable for comfort so as

to remove layers of humid and warm air from the bsdy surface.

Analvsis of Resource Materials

- Teaching Aids

For the Universal Basic Education Zo be S U C C ~ S S ~ ~ I ~ , It IS

needful to scrutinize what is on the ground as regards tcach~ng

aids. Most of the time only chalk and blackboard w11h a half

baked man - made cardboard sheet are used to Iiustrate

concepts of most subjecfs in Enugcr State Primary Schwls.

With these, how can a farmer go to the farm withmi! enough

and requrred farm tools for labour? How can a builc ur build

without sitting down first to check hisher purse? How :an ! run

a race of success without considering the cost? Tl~erefore.

'teaching aids are very essential for any programrns to be

successful and effective,

Teaching aids Rave to do with the process of l~tiliring

material resources for effective operation of schoo ts These

rescurces are needed by both the education agencies and the

schools which they operate for efficiency in productivity These

material resources are often in the form sf

facrlities and equipment. Such are the capital

infrasrructural

assets of any

organization and programme that facilitate efficiency.

effectiveness and productivity. Examples of these material aids

are: software, real situation, objects, pictures, models useful for

any educational programme controls. Orsyejemezie (1 gas),

Halde~ and Mitson (1974) put them as any item OF informatron

a piece of evidence, an activity, an idea, or a series or

combination of these that a pupit can be directed or turned to

the development of his ability to learn, think, feel, discriminate

and weate. Indeed, resources can be anything in the

environment that may be of value in forwarding the thinking and

understanding of pupils, whether it Be an artifact, a person, or

an experience, an account, an explanation, or a piece of

informatbn. Mkpa in Nworgu and Emeonogu (1991) said that

all the materials or teaching aids or Fesources wt-kh the

making teaching-learning more effective is best described as

curriculum materials.

He tried to classify those under six elements and these

include: textbooks, chalkboards, flannel boards, magnetic

bulletin/display board, visual aids, audio aids and audio visual

aid. For the Universal Basic Education (UBE) to run smoothly

in the Enugu State Primary Schools, this study will determine

the adequacy of these resources.

. .

Games and Sports Facilities

A saying goes: 'All work without play makes Jack a dull boy'

In reverse, all play without work makes Jack a foolish boy. And

so, as one of the resource materials to be analyzed in the

Primary Schools I Enugu State, for the success of the

Universal Bask Education, games and sports facilitie, cannot

be overlooked.

Ajai (1992) listed basic facilities as resources that help

teaching learning processes to be meaningful to include:

recreational facilities and others like farm implements, nature

corners and shade trees. This is true because they will foster

the strong health of the children.

Ajai supporting Eze quoted that in the recent past "rs we all

know" most of the above listed resources were provide1 by the

primary school management board with funds made aai lable -.

by Federal, State and Local Governments through the defunct

National Primary Education Commission, ltodo (1 981 )

observed that games and sports, audio visual and all nc cessary

teaching guides are lacking in most of our school! in the

country. He stated that the pre-requisite to the attahnent of

quality education of any programme was to ot iain by

ascertaining quality teachers and aids like recreational facilities.

Observing the same situation, Bosa (1990) noted :[ems of

sports as essential aids to effective teaching. Accordin..) to her.

"an institution lacking in essential sports facilities cannot

reasonably expect to achieve its main objectives. Iv:aconnel

(1 939) noted that recreational resources like any other builds

motivation It also helps learning and retention. It leads to be a

constructionist. Resource materials satisfy individuals need as

some learn better by touching, some by smelling and some by

seeing. They make lessons more meaningful and

understandable. Sometimes, lessons are abandoned by pupils

because the teacher takes most of the time, using words that

create language difficulty. A pupil once said to his parents:

If you were in the classroom, you would know what I mean. It's just talk, talk, talk.

Every once in a while there's a big shout- 'listen. listen to me while I explain again'. He is always telling us to listen, 1 try to

Listen, but always just mare words.

This shows that effective teaching does not mean talking too

much. The use of resource materials, games and sports

reduces talking and sustains energy. It arouses pupils' interest,

keeps new ideas clearer, more vivid and easier to understand,

Onyejemezre (1985) therefore advised the school heads or.

administrators to be aware of the importance of resource and

instructional materials, provide them, monitor their use and

ensure their safety. For this cause, delving into this study as to

know the ingredients that makes a pot of good and rich soup in

the name of analyzing resource materials for the effective take

off of the Universal Basic Education, in primary schools in

Enugu State is a worthy and nob!e venture. The study of this

project ! thesis will not an@ help the schools in Enugu State but

also schoo! systems nationwide as far as this laudable

progTamrne (WBE) is concerned.

Pupils' Seats and Library Facilities

The first kola any responsible person or host offer to

visitors before listening to him/her is a seat. Offering of a seat

indicates a clear mind and it brings ones spirit home. Every

library is a body of knowledge d all kinds - a river that does n d

dry. There is therefore the need to find out among other

yesources for teaching - learning process, as regards the

ava~lability of pup~ls seats and libraries, for the smooth running

of the UBE in Enugu state primary schaols.

Nworgu (1985) asserted that no matter the sttwgth of

manpower resources rn the system, educational process m wst

require conducive physical accommodation (ctassroom space)

libraries, furniture (seats, tables, shelves) and playground -

recreational facilities, games and sports, When these

~nstructionaf facilities or resource materials are lacking or not

adequate pupils cognitive are marred, teachers are hardly

effective in their instructions of pupils.

Contributing, Adesina arid Ogunsaju (1984) noted that for

effective teaching- learning situations in any educational

programme, search~ng for availability of resources materials, as

to know how ready they are for success, should be viewed as

being closely irlterwoven and interdependent. Apart from

protecting pupils from the sun, the rain, heat and cold, the

school buildings with available seats and libraries represent a

learning environment which has a tremendous impart on

sensory, comfort, safety and performances of the children

What this means is that analyzing the availability of educational

fesources in primary schools, especially for the effeci of the

UBE programme are very necessary for achievement. :eachlng

and learning as well as promoting it's adequate s u p p l ~ for the

well - being of the pupils.

Bzigi (1987) also remarked that resource matrrials ir.

schools and their availability are vital aids to effective ieach i~~g

asource and learning. He insisted that items of available r,

materials for schoofs are the teachers7rade tools.

The recent Vends in the education industry show that new

socio- political and educational demands are being imposed or,

the school system as a whole by modern society These

demands have made modernization of space and rescurces a

pre-requisite for modern education. For any edcmtional

programme/agency to cope effectively with this demands by

modern society it requires a well available resocrrze ~ t h

adequate infrastructures to meet with these &:man&

Contributing to this, Ezeocha (1990) said that educational

programs in [nodern recognition does not stop at only available

resources, it includes the football fields, lawns, swimming poolsl

school gardens, food canteens. educational clubs. etc.

Furthermore, he said that electrically manipulated gadgets, light

and sound resources have entered and have become some of

the determinants of good schools1programmes. Ezeocha was

trying to portray the significant role of resources as the basic

tool of transmission of knowledge from one age to another.

Finch and Crunkilton (1 984) defined resources as simplified,

yet communicable representation of real world setting 01.

situation. They indicated ways by which resources

co-mmunicate or convey teaching learning process. Alkin and

Ellet (1990) described resources as guiding frame works which

specify what a good or proper programme is and how it should

be carried out. Okoro (1991) considered resources as a

systems approach to solving problems, which aids

understanding of components and shows how changes in one

component affects other components. According to Okoro,

resources may be regarded as a set of steps or a system of

think~ng which if followed will result in the genemtion of

information that will be used in improving edc zational

programmes. Consequently, the national aims and ol~jectives

for the Universal Basic Education programme induce using

educational resources to inculcate the right type of v4ue and

attitude for the survival of the individual and the Xigerian

society as to help the learner acquire appropriate skills abilities

and.conlpetences, both mental and physical, as equip nent for-

the individual to live and contribute to developmen of the

society, among others.

Contributing, Nwugo (1980) pointed out that it is t h i duty of

the three tiers of government through state school primary

board to see that there are regular procurement of school and

available resources and maintenance of the existing ialuable

ones, to reduce the rising cost of managing edmational

programs and the system of learning.

In all ramifications, analysis of available resource materials I I -

in the primary schools in Enugu state,. ,for the UBE are the

necessary ingredients that must be emphasized in every school

environment, to help offer the teacher and pupils the kind of

education that is necessary to meet up their demands in life

The analysis of available resources will help create national

consciousness into the Nigerian child. In support of the above

Adamaechi and Rornino (2000) emphasized that "the UBE

program is aimed at saving the educational sector from the rot

and decay of the past. Through it, the Nation hopes to develop

in the citizenry a "strong consc~ousness for education and

cornmitrnent to its vigorous p~-omotion and provide free,

universal basic education for every Nigerian child of school age.

Equal and adequate educational opportunities at all levels

according to the constitution of Nigeria, Federal Republic of

Nigeria (1 999) cannot be realized except there are adequate

resource materials for this cause. This is because the Universal

Basic Educational programme is an expression of the strong

desire of the government to reinfarce participatory democracy

in Nigeria by raising the level of awareness and general

education only through available resources as seen in the

previous pages.

Empirical Studies

Research studies on the importance of general availability

of resource materials as regards the smooth running sf the

UBE programme.

Okeke (1990) carried out a study on the development and

utilization of appropriate technology, the role of Educat~onal

Technology otherwise known as available resource centre in

secondary schools in Anambra state. The study attempted to

examine or find out the availability and role of Educational

Technology and Resame centre in secondary schook for

effective Teaching and learning situation. It is revealed that if

resource centers where established in secondary schools, they

will facilitate learning as 'this would hold learners' attention,

create variety and promote effic~ency rn learning. It is revealed

that if resource centers where established in secondary schools

they WIII fac~lltate learning as this would hold learners attent~on,

create variety and protnote efficiency In learning For the

analysrs ava~lable resource materrals to be successf~!I In the

UBE for Enugu state prlmary schools, thls study is relevant

because an educational resource centre provides resources for

meaningful teachmg-learning situations.

In the absence of the above, Az~k~we (1990) carr~ed out a

study on the irnprovisat~on and utilization of resource n~ater~als

possessed by prlmary school teachers and resource lnater~als

improvised by primary school teachers in teachmg

mathematics, science and English language using local

materials as contributions to teaching and learning. It was

concluded that teachers in training should be exposed to

courses such as fine arts and educaiienal technology where

they will acquire skills for improvisation of instructional

resources. This study is relevant to the present study because it

focuses on the improvisation and utilization of instructional

resources for teaching in the Universal Basic Education. Enugu

state primary schools successful.

Madumere (1989) indicated that during a school mapping

exercise, which normally includes diagnosis of the use of

school resources and facilities, the inventory and analysis of the

available and existing resources are very important. Madumere

gave three indicators used in judging the analysis rate of

buildings and equipment which would reveal the actual number

of places available in a school and indicate whether facilities

are under or over utilized. He uses a formula thus:

GUR = Averaqe number of pupils attending X number of hours of use Number of places availabl'e in classroom X theoretical time use.

The GUR is believed ta be a better indicator for analyzing

resources because it gives a global picture of the use of

resource materials for schook by incorporating time, space and

number of people using the space.

01 particula~ significance to this study was a doctoral

dissertation by Bateson (1976) in which he developed

standards for analyzing available resource materials for . -

schools. Bateson used a jury of seven experts in industrial arts.

to draw up a list of resource materials, which t h e experits

consider very important in planning industrial arts workshops

(quoting: Azikiwe 1990). Thus, specialists in each of the

categories of illurniriat tng features, ventilation, teaching aids.

seats and library lacil~lres were then used to determine the list

of very important physical resources.

A checklist for' each of the categories was prepared by

Bateson using past standards c m p t ~ e d from titerati~fe. This

was presented to judges with all the differences in standards t~

indicate their opinion on the extent to which each item

contribute to smooth running of educatimaf programme. The

data was then analyzed to determine the weight of each item

the frequency oY the standard selected and total number of

raters. The final result was s check sheet for use by teachers

to evaluate the available scF.001 resources in their workshop

This check sheet developed by Bateson (1976) was found very

useful in both content for analyzing available resources in

primary schools in Enugu State for the UBE programme and

format for the construction of the questionnaire (instrument)

used for analyzing this study.

Empir~cal studies on the effectiveness of aud~o-v~sual in

teaching and learn~ng have yielded consistent results as found

by Smith (1980); Beagels and Gat (1983); Gaunt (1 978);

Adeleke (1986); Okeke (1995) and others. For instance, Srn~th

(1 980) found that students taught with audio-visuals performed

bette~ than those using the lecture method (talk, talk, talk

alone) Beagels and Gat (1 983) found thal the recall of a story

content was equivalent across media, but recall of details and

character was better with audio-visual presentation. Guarlt

(1978) found that audio-tapes as resource materials and

pictures help students to understand and remember learning

experiznces and content than Ihe lecture method Mlith the

above, the study of analysis of available resource materials

such as audio-v~sual among others is very necessary for

achieving the aims of Universal Basic Education, (UBE), in

Enugu State primary schools among pupils in an age of

technological revolution.

Summary of Literature Review

The' review was carried out in two sections. The first

section considwed the resource indicators as related to:

- qualified teachers

- classroom spaces

- teaching aids

- games alnd sports facititieslresources

- and pupils seats and libtary resources

They were presented and discussed, citing and quoting

refewant authors in support of the above essentials for effective

programme implementation. . -

In section two, related empirical studies of importance to. this

study, were also examined. The empirical studies focused on

the importance of general analysis of available resources as

regards the smooth running of the educational system.

For each of the above, the views of authors and the

researcher were examined with reference to resource materials

as it affects the Primary Schools of Enugu State in the

Universal Basic Ed~icat~ori Programme. L~terature st-lowed that

the analysis of available resource materials for the UBE in

Pr~rnary Schools in Enugu State is very essential before

counting on its strengfhs and weaknesses. These should

therefore incorporate a team wwk of bringing together, the

three tiers of governments, educational admir~istrators,

teachers, architects. pupils, even parents to put Rands on deck

for the success of UBE programme, after the study.

Fagbemi's (1997), in support of Okeke (1990) concentrated

on resource technology to be established in states for an

effective teaching-learning process in any educational

programme.

Madurnere (1989) explained the need and importance of

extensive use of educational resources and showed the

methods of computing the utilization factors.

In .-all, the review hdicated the primary importance of

resources in the implementation of any educational programme.

and calls for a careful analysis of available resources before

a y major educational reform is carried out. Although the

literatue highlighted a number of evaluative studies on

~ducational resources, it was clearly established that evaluation

should be carried out in specific local circumstances, in order to

establish variations which may arise from local situations. This

further informed the need for this study. It is hoped that the

study will expose local situations in terms of r-esource-

availability in Enugu State.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter discusses the design of the study, area of

the study, population, sample and sampling technique,

instrumentation, validation and reliability of instrument, data

collection procedure and method of data analysis.

De-sign of .the Study

The design is basically a descriptive survey design. The

researcher employs this design because the variables of the

study could not directly be manipulated. Again, this study is to

evaluate the availability of resource materials in selected

primary schools in Enugu State for the UBE scheme. 11 is on

these selected schools that generalizations will be made.

Area of Stwdy

The geographical area in which this study will be carried

out Is EnLgu State, The State is chosen as the area for the

study, because it can illustrate certain properties of the variable

under surwey (for instance, location of schools in urban and

rural areas).

Population

A total of three hundred and forty seven (347)

government controlled schools with one hundred and seventy

four schools (174) and a total of Eight hundred and seventy

(870) teachers in the six selected education zones of Enugu

State, made up the population of this study.

Sample and Sampling Techniques

The proportionate stratified random sampling technique

was used to obtain the sample size. Stratification was first

done according ta the six Education Zones, from where six

local Governments were sampled out. In order 1 I affect

,proportionate sampling, 50% of the total population of head

teachers and 50% of the population of the teachers : r a n the

s c h ~ ~ l s in each Local Goverlnnwnt Area were abtaini.:i. This

yielded a total of one hundred and fifty teachers ( 1 5 0 rrld one

hundred and seventy four head teachers (1 74). On tb + whole

a total of three! hundred and twenty-four (324) r e s ~ ~ ~ m d e t i t s

were used for the study.

All the head teachers were used in the study bes ause ot

the smallness of the size.

The summary is provided in the table below:

TABLE 1 :

Sample of Head Teachers and Teachers

! I I

Head teachers , I- _- - - -- - - Teachers - - -

l Local Govt. 1 Population , Number I Population I Number

; ~ n u g u ,- -. -- - North -- El Lfj ----L--- ' 130 I

I . Enugu - . - - - East - _ i56- ._ _ _ , . . _ 1 25 _ _ _ _ _ _ , _ _ _ 1 125 - I

sampled -

25

Instrument for Data Collection

A questionnaire instwment with five (5) clusters of A B C

D and E was used. Cluster 'A' requested information from

qualified teachers under six i terns. Cfuster W requested

information on 'Teaching Aids' with twenty-eight (28) items.

Cluster- 'C' - information on classroom, space under three

items. Cluster '0 ' will seek data on 'games and sports' facilities

with ten items. Cluster 'El will seek data on 'Available seats

and library facilities! under eight items.

Validity of the lnstrumeni

scertiin the la: I . I

Three experts from the fzculty of education vuere consulted for

the vahdation of the instrument. The validetor's suggestions,

corrections and recommendations were carefdly considered and

used in the final preparation of the questionnaire.

The fesearcher told the experts to a! ngilage of

items construction of the instrument and tne exlenr to which they

were related to mource materials.

The experts were aka given the free hand to either remove

any item they considered insignificant or add nny other item they

considered significant which did not reflect in the instrument.

With the contributions from the experts, scnte items were from

the experts, some items were modified, some removed and new

ones inmporated. The scale consists of 45 iten,:.

Reliability of the Instrument

Internal corxistency reliability %inn cr~bach alpha method

was used to compirte for each gf the clusters gf the instrument.

Internal consistency retiabiiily is considered appropriate so as to

ensure the extent of the homogeneity of these i b m s in each of the

sections. The use of Cranbach alpha method is informed by the fact

that items are not dichotomously, scored. Data end computation of

internal consistency Reliability coefficient of~!instrument using

Cronbaeh Alpha (a) for duster A to E. . .

Where K = number of items

Vi = Variance of each item

Vt = Variance of total scores

Data Collection Procedure

The researcher employed the direct delivery technique in

administering the questionnaire. This offered the researcher

the apporfunity to make explanations where necessary, Three

hundred and twenty-four questionnaires were distributed to

School heads and teachers.

Method of Data Analysis

Descriptive method of analysis (means and percentages)

was used in answering the research questions while inferential

statistics (t- test) was used for testing the hypothesis.

CHAPTER FOUR

DATA ANALYSIS AND RESULT

In this chapter the data collected have been presented

and analyzed. The presentation and analysis follow the order

in which the five research questions and two hypothesis were

presented.

Research Question One

What is the distribution of qualified teachers in schools? Ta

answer this question the percentage ratings of school heads

and staff on teaching qualifications of teachers in schools to

enhance effective teaching far the Universal Basic Edercation in

primary schools in Enugu State are analyzed in table one

selow. Respondents were asked to tick I( d ) where applicable

that is on the a,vailability of qualified teachers.

TABLE ONE:

Distribution of Qualified Teachers in Schools

) SIN ! Qualification 1 No. Available I I I (H/teac her)

I

i 1 ; Teacher grade llrK I1

, School I l 5 2 West African Senlor , 10

I Certificate

i No. Available O/O o f I j (Teachers) Total

26 27% / 27 26%

Diploma HND hgther-spec i fy

. .

i Examinatron i I

I , (WASSCCE) 3 1 National Certificate in 1 12

The above table indicates that out of one hundred and

I I Educat~on (N.C.E) 1 4 : ~i r s t ~ & r e e 6 . A . .

fifty respondents (150) unqualified teachers, item three (3)

10

which has a total of forty-four respondents with a twenty

percent responded positively an having available qualified

I B.ED, BSC ' 5 Second Degree M.ED 1 3

! -

teachers, The place of an N C E . holder, TC II and st !east a

National

first degree holders are supposed to be in primary school untike

3

53

the higher National Dip'lorna, School Certificate holders el

i 106

cetera Therefore, based on the above records, t h e majority of

respondents are positive, meaning that there are quahfied and

available teachers for the Universal Basic Education in Enugu

State Primary School (Both in Rural and Urban Areas)!.

Research Question Two

Which teaching Aids Are Available Cn Schools for the Universal

8asic Education CUBE) programme?

TAE3LE TWO:

Available Teaching Aids in Schools for The UBE

---

Moveable

-.-

Textbooks Wall Charts

1 4.

i 6. i Flannel board -- -- .---

A~il ' 7 . i Short table for writing 1 10 - -- - -

i 8. 1 Film Strims I Nil

No. (%of Available I Total (Teachers) , Nil

I I ------ I

Nil ------

I ' kitslpackages . . - - - - .- - I I

;27 i dioroma -- ----

Table two above showed that out of twenty seven items

on avai?able teaching Aids, only items number two (2) four (4)

and seven (7) which have 27% against 40. 30% against 45 and

20% against 50, and item 'three which has 10% against 15

responded positively as having available Teaching aids only on

the items mentioned.

The other four items with less teaching materials/Aids

thus: items 10. 13, 14, and 18 have unsatisfactory aids. There

were no available teaching aids at all in areas such as.

Moveable chalkboard, visual and audio visual aids, flannel

board, learning kits, over head projector and so on. These

showed that there no available teaching aids for the USE in

primary schools in Enugu State. There should be more supply

of teaching aids on the areas mentioned, which have teaching

aids, at a more satisfactory level, whereas a great level of

expectation in the s ~ ~ p p l y of teaching aids to blank spaces are

badly needed.

. .

Research Question Three

What numbers of classraom spaces are available in schools for,

the UBE programme?

Table t h e e below showed t h e data for answwing t h e

above research question as it concerned the primary school

heads and teachers. Percentages of respondents are indicated

as usual.

TABLE THREE:

Availability of Classroom Spaces for t he Universal

Basic Education in Schools in Enugu State.

In table three above almost all items except three were

a d a b l e and the respondents were positive on the availability

ahclassroom spaces for the Universal Basic Education in

primary school in Enugu; State. Of the other three items which

ir,cilube: prlrnary three which has Zwenty-five respondents on

available classromns against I ? % , primary four had rooms

against 7% and primary six had eight, against 5%. This

indicated that primary six had merely a low spacious classroom

seconded by primary four and primary three. More pupils in the

primary schools in every state attract more creation and

erection of spacious classroom. Therefore, avaikbility of more

classroom space are needed in primary's six, four and three in

Enugu State for the UBE programme.

Research Question Four

Which games and sports facilities do schools have lor the UBE

programme?

Table four below showed the data for answering the above

research question as it concerned primary school heads and

teachers.

TABLE FOUR:

Available Games and Sports

I I I No. 1 SIN 1 Games & Sports (Available

I (HITeac hers) Volleyball pitch 1 5 Badminton 14

(Teachers) I Total 7 i 8 O/o

6 I 8%

I I courtlpitch Handball pitch 7 - - - - I 7 i 9% Basketball pitch 3 I 18% Tennis courtllawn I 1 ' 1 1 O/O

Football field I---- - - - --

18 -

( 8 _( Swimming pool - 1- Nii-- - -. - I ! 58

26 1 29%

Nilp- - - .. - Nil

,, 92 * I 100%

The data presented above indicated that the itern

percentages ranged from 1% to 37% respective!y five Items

on Games and sports thus: items two, four, five, one and three

have been rated merery available. The areas mostly affected

are the swimming pool and the tennis court/pitch which had, f a

the swimming p o l , a zero percentage and a zero respondents

and so on.

However, both groups of respondents rated swrrnmlng

pool: 'none Available'. A high level of expectation is yet needed

in the supply of swimming pool, volleyball pitch, Badminton

pitch, Handball pitch, and Basketball and tennis lawn as

children need them just as they need their lessons and food for

health and development.

Research Question Five

To what extent are the available pupils' seats adequate for the

UBE programme in Enugu State primary schools?

Percentage ratings on available pupils' seat in the UBE

primary schools as regards responses from head teachers and

teachers are shown below.

TABLE FIVE:

Available Library Seats for Pupils in UBE

i NO. ( NO. I SIN Library Seats I Available Available O/O of : (HITeachers) i (Teachers) Total 1 1 Long desklbook-

' shelves 2 1 Short desk with

seats for single pupils Li brarylbook-

I I I I 1 1 ( writing

I

1

shelves I Short tables for ) 5

Stools of height / 4 above 36cm I ( Back chairs

'I- - - . . - - . - i Long

Fn table five above, data presented showed that item

percentage scores ranged from 4% ta 21 %. Whereas items 1,

2, 3, 4, and 5 had percentage scores of 20°/0, 'lo%, 13%, and

8 % Items 6 . 7 and 8 had 2'1°/0, 11% and 4% respectively

These indicated that though library seats were available yet

were few espec~ally on areas such as: Work benches, stools of

h e ~ g h t above 3Fcm, short desks with seats for single pupils.

long reading tables, library book shelves and short tables for

writing.

. . A lot IS still expected especially on work bench, stool of

height above 3Gcm short desk with seats for single pupils, as

pupils need these so as to avoid stress and stressing of necks.

Hypothesis7 (HO,)

The head teachers and teachers will not differ 117 then

opinions on the adequacy of library facilities in schools.

(P < 05) or at 5%

TABLE SIX:

This table shows a Summary of t-test statistics far H0,

Group ' No. ; Mean I SD I

I i

Head I I

teachers 56 ) 6.22 ( 2.39 Teachers . 94 I 11.75 1 2.02

Deci

Sign H0, Accepted

Looking at table six above, it could be observed that since

the calculatecl I- values sf the above terns were less than t he

critrcal value of (P < 05) 2.131, these items of the ftrst null

hypothesis were accepted. Therefore, there was no

srgnificance d~fference between the head teachers and

teachers In therr oprnmns on the adequacylavailable of library

'acilities in schools

Hypothesis 2 (HOz)

Urban and rural teachers will no2 differ in their mean

ratings in the adequacylavailability of teaching aids in their

S C ~ O O I S - [P -053,

GABLE SEVEN:

A summary of t-test statistics for HOz

Teachers : I I , I I Accepted

From the above table, ~t could be observed that the I

calculated t- values of Urban and rural teachers, 0.08 were less

than the critical value of 1.845. The null hypothesis was

accepted. f herefore, there was no significant difference

between the mean ratings of the Urban and rural teachers on

the availability of teaching aids in their schools.

,Summary of t h e Findinqs

In Research question one, the head teachers and

teachers upheld that the quafified teachers for t h e success of

the Universal Basic Education were available in prmary

schools in Enugu State

The opinions of the two gfotrps of respondents m

research question two rnd~cated that there were no ava~lable

teaching aids espec~ally In t h e area of, moveable chalkboard:

v~sual and Audlo visual aids, flannel board, rnterior pamtmgs

film sfrips, puppets and so on, in primary schcrds ~n E n u g ~ ~

State for the UBE programme The first In this response was

accepted as seen In the table.

In research ques tm three both groups agreed that a lot IS

stdl expected In the area of creatlng more classrooin spaces for

primary's SIX, four and three In Enugu State primary school for

the UBE programme

The two groups of respondents in research question four

agreed that not very many of the games and sports In schools

were sufficient enough for the schools and pupils They agreed

also that more of the ganizs that are not very many should be

made available together with those that are not at all provided

Items 4, 5, and 8 agreed to the above statement.

Research question five indicated that there were few

available resource materials in areas such as: Work benches.

stools of height above 36cm, short desks with seats for single

pupils, long reading tables, hbrary book shelves, and short

tables for writing.

A lot IS still expected especially on work bench, stool of

height 36cm and provision made for it were none at all, f a

instance, stools and long reading work bench for p~ipils. The

first Null hypothesis agreed to the above statement.

In the Null hypothesis two, there is no significant

difference between the urban and rural teachers on availabk

teaching aids in their schools as such the hypothesis was

accepted.

Summarily, the findings of this study are discussed in

relation to t h e five issues raised in the research questions or:

t he purpose of the study. In the first five issues there appeared

to be avaibble qualif~cation of teachers. The other four issues

were not consistent a s expressed in current literature on t h e

subject. Mbata (1990) Msrrhiagbe (1992) and the World Bank

Technical Education project Report { I 993 , among others.

indicated that most of our lower and higher institutions of

l&rning had no available facilitieslresource materials. few

present, are substandard.

CHAPTER FIVE

DISCUSSION OF RESULTS, SUMMARY, COMCLUSlON AND

RECOMMENDATIONS.

This chapter presents the discussion of results, summary

of the study as well as conclusions drawn from the findings of

the study. Recommendations are then made based on the

findings of the study, while implications of the study resulting

from non-implementation of the recommendations are clearly

stated. The chapter is then conclcrded with recomrnendatioris

for further study.

Discussions of Results

The result of the research question one (Table I j

indicated that there were posit~ve responses on avarlable

qclal~fied teachers. This statement on positive response for-

qualified teachers agrees on an assertion that says 'if an

englneer makes a m~stake, one or two bridges may collapse If

a doctor makes a mistake, one or- two human lives may be lost

But if a teacher makes a mistake, even posterity is affected"

Thrs goes to show the importance of the teacher in

~mplernenting the nation's educational pclicy

Education for social reconstruction requires well quatifled

and highly motivated teachers. Therefore the onus of making

the new educational polic~es (UBE) work whether federal or

state hes or? the teachers who are the principal executors

Furthermore, for educatmn to achewe the desired objective.s at

all sectors in Nigeria, there is need to professionalize teaching.

Ther-efore, there shotrkf be a controi over those employed to

teach and untrained teachers should no longer be employed

population explosion of children in schools notwithstand~ng . .

The result of hypothesis t w (Table71 indicated that both

groups of respondents agreed on the non-available teachmg

aids (though few) in the primary schools in Enugu State, for the

UBE programme This means that both the areas that have

some and those that do trot have any at all for instance.

television, flannel graph overhead projector and so on, more

should be provided in bath areas. In order to buttress the

above: A pupil once said to his parent. "If you were in the

classroom, you would know what I mean. It's just talk, talk, talk

Every once ~n a while there's a b ~ g shout- 'listen, listen to me

while I explain agam' He is always telling us to listen; 1 try to

listen but always just more words

The above shows Zhal effective teaching does not mean

talking too much. The use of resource and instruct~onal

materials reduces talking and sustains energy. Emeanogu

(1991) said that all the materials or teaching aids or resources

which the teachers and in fact, the entire class utilize for the

purpose of making teaching-learning more effective is best

Aescr~bed as curriculum materials. These include textbooks.

~=halkboarbs, magnetic bulletin, audio aids and audio visual aid.

Therefore, school curriculirm should be made more

ava~lable and comprehension monitored by head teachers and

be in tune with current needs.

An analysis of the research questions three and hve

(Table 3 and 5) indicated that in the opinions of school Heads

and teachers there were ria avaitabfe classroom spaces for

prrmaty's six, four and three. Again, both agreed on a skeletal

equcpment of prlrnary school libraries on areas for work bench.

stool of height above 36c1-11, short desk with seats even on

textbooks The findtng was understandable given the f a d that

these respondents were implernentefs of the polic~es and

programmes. t h i s finding was not also surprising, given the

ex~stential and experiential fact that most primary schools pup~ls

especially In the rural areas In Enugu State carry desks to

schools.

A majortty of them sit in dilapidated buildings having

cracked walls, perforated roofs, and dusty floors to recelve

~nstruct~ons.

Maduewesi (1990) lamented lover the seatch for

knowledge by kids in deplorable canditions. For any schml to

perform well, such a school should be wetkquippecf ecanamic

recession in the country notwithstanding.

Contributing to this, Ezeocha (1990) said that the school

plant in modem Irecognition does not stop at only the buifdings

and equipment; it includes the football fields, lawns, swimming

pools, school gardens etc.

i t was the opinions of the Head teachers and Teachers an

making provision for more adequate sports and games for the

UBE programme in Enugu State. The areas affected are ot?

recreational activities such as swimming pool, badminton.

basketball, volleyball pitch and so on.

This finding was demonstrated in this adage: 'All

workjstudjes without play makes Jack and Tom dull boys". In

support of the above adage: Ajai (1992) listed basic facilities as

resources that help teaching learning processes to be

meaningful to include: recreational facilities and others like farm

implements, nature corners and shade trees. This is true

because they will foster the strong health of the children.

Summary of Procedures

Reports and obsixwations indicate that both respondents

agreed there were avai'labte teaching and teachers' qualification

for UBE programme in Enugu State primary schmls.

Both respondents agreed on the facts that there were

available teaching aids in primary schools in Enugu State for

the UBE especially on the area of wall chalkboard, wall charts.

textbooks, short tables for writing. Whereas the head teachers

and the teachers disagreed on none available teaching

materials on areas such as: moveable chalkboard vrsual and

audio visual a~ds, flannel board, magazines, computer

instructions, slide projector, opaque projector, learning

kikpackages. Diorama, et cetera.

There were no available classroom spaces in primary's

six, three and four.

Bolh groups of respondents supported that fact that there

were no swimming pods in the primary schoofs in Envgu state

for the USE. They also agreed on none availability of games

and sports in the area of Tennis Cou;rt@itch.

Workbench, stool of height above 36crn, short desk with

seats for single pupils in the primacy schook in Enugu State for

the UBE were not available.

Hypothesis one agrees to the later by both respondents.

Canctusicms

1. The head teachers did not differ in therr

opinions on the availability of library facilities in schools.

2. Urban and rural teachers did not differ in their opinions on

the available teaching aids in their schools. The opinions

of two groups tended towards the same direction in all the

items

Implications of the Sttidy -

The problems In this stud) ie been emphasized. That

education 4s free and universal IS a policy which the nations of

the world have accepted. Regrettably" the greatest pr~blerr~

standing between p o k y makers anywhere is irnpiernentatlon

Thus, to ignore the implication made in this study will be

d~sastrous, Take for instance; in 7976 the then Federal Military

Government under General Olusegun Obasanjo made a

National policy on education It turried out to be a Beautiful

document yet, when it comes to implementing it, a lot of water

began to pass under bridge, and everyth~ng begins to fall apart

One very ~rnportant implication of this study is the

cbaffenges that the findings and recommendations pose t~ the

govefnrnent, educationrsts and resource planners. Such

problems as Western theoretical edcrcafion of t h e 3RS that

encourages the working of the head and never of the hand

whkh ~nclude the use of hammer, chisel, and the like, w~thocrt

children seeing these tools, talk less of handling them.

Therefore, far education and the UBE scheme to be

sc~ccessful and qualitative, it must not canfine to the classroom.

schoo! fence. hours in the lime table, rather, on

FUNCTIONALITY which include knowledge, mdustry

discipltne, practical resources and service. Therefore. full

resource materials should be enhanced for the develapment c f

PSYCHOMOTOR, THE AFFECTIVE and THE CQGNITIVE

dornaigs of the learner, othemise education in the UBE wtll tum

to be ofganized under a fakicade of pretence.

Recommendations

Based on the findings, conclusions and implications of the

study, the fallowing recommendations are made:

1. For the newly introduced education scheme (VBE) to

succeed, adequate attention has lo be paid to the

provision of resources.

2. The fnugu State Primal-y Edtrcat~on Board should

undertake thorough survey of the existing buildings for the

UBE programme. to see the ones to be renovated

3 Seats for teachers arid pupils should be p-rovided in order

to provide comfort and facilitate teaching and learnmy

4. L~brary books should also be provided in adequate

number to facilitate good teaching and learning.

Suqq~stions for Further Research

1 Following the result of thrs study, similar study with a

rarger sample population which could yield usek11 results

should be carried out.

2. "Moral according to Ekpunobi (1982) implies the

behaviour of an individual in reration 10 liirmelf, his

society, and her norms. In the early s~xties when moral

instruction or education was hand led by experieliced

tra~ned teachers, chifdren were of good moral. teachers

were dedicated and hard-working, these days less

emphasis is laid on it. our children no longer know their

left from the; right With the above, further study shouki

be dove on t h e Un~versal Basic Education Scheme 10

effect s change for "Moral education in all primary schoak

within this countv.

Limitations

Th~s is dire to ~naccezsibility due to bad mads and

problem of limited resources and time made impossible for

the study to include investigation into available resource

rnateriab, academic and extra curricular activities

There could a l s ~ have been some overlap with some

items on the instrument which may have affected the end

result.

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Akubue, A U. (1979). Strategies for ~mproving the supervlslon

of instruct~on by principals of secondary schools in

Anambra State Unpublished M ED project: Unlvei-sity of

N~geria.

Aderounmu, W 0. and Ehiarnetalor, E.T. (1985). ~ ~ t f ~ d ~ ~ ~ ~ o ~ ~

la admit&ral,cJn of sclrools ir, Nigeria. Ibadan; Evans

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Anyaltoha. E.U (1 9891. The Teacher Appearance Factor

lrnplicat~on for Effect,ve Teaching and Learning

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Ministry aT Education World Bank. Abeokuta: Educational

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(1 991 ). Classraom Organizafion and Management: A f ue pmut

slrafegy. lbadan and Owerri: Wisdom Publishers l td .

Arrwukah, T.G. (1 987). Community Participation iri Educafjon

decisiot-r - making: The gap behveerl phibsophy atxi

practice. Review of Education. 8, 74-81 UNN.

8osa, I . ( I W6). The Provision and conditions of physical

Facilities in primary Schools ~n Awka Urban. Unipublished

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Bru bacher, J S, (I 969). Modern Philosophies of Education

New York: Boston: AIlyn and Bacon Inc.

Campbell, R.F. (1966). intmductiorn to Educational

Administtxtion it? Nigeria. New York: Bfisbane and

Toronto. John Willey.

Cole, M.J.A. (1988) Teachers Behaviour and Effectrveness In

the Primary Sdioo t Classmom. Inter~attmal Jotma/ of

Educational Research 2,34-44 U. N. N

EAwuerne, J.M. (1965). Critical Analysis of the problems facing

primary school in Aninri C.G.A. Unpublished Masters

Thesis: University of Nigeria.

Eke, E.E, (7997) The importance of mathematics, Engl~sh to

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State

Eze U. (1993). Mon~tor~ng and supervism experience of state

primary school under decree 3. An address dehereci 10

the conference of Educatron officers and N.U.S.

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(validation) decree Offic~al Gazet!e Extraordhaty 27 (64)

4-6

(1 981 ) National Prmary Education Comm~ssion. Lagos

Federal Mlntstry of Infusmat~on, Pr~nting Divwon

(1 981) National Primary Educatmn Commission. Lagos.

Federal Ministry of Information, Printing Division.

(1 968) National Primary Education Commission Decree

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(1989).Head of states inauguration speech of the National

primary ed~ication commission NPEC Annual Report I

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Models: National Primary Education Commission: Evan's

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Mkpa, MA (1991 1. Ccntemporary issues in Nigerian Educatio~

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p>: issues and strategies for

improvement. Onitsha: Etokukwu Publishers Ltd.

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the use of instrcrdional materials ~n primary schools. -

Nigeria: - Department of education, UNN.

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Nigeria wdcr !he pt-eso~t dispetrsalion: isstres, problem

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. . APPENDIX I

Letter of Introduction to Respondents;

Departrltenl of Educational Foi~ndations

Univefsity of Nigeria,

Nsukka,

August, 2003

ANALYSIS of AVlALABlLE RESOURCES FOR "UBE" PROGRAMME

IN PRIMARY SCHOOLS IN ENUGU STATE.

I am an M.Ed Candidate of the above University. I have schools to

administer my research instrument and YOLIE is one 07 such.

1 hereby request to be permitted ta use your school for the ad~nir~istratio~\

of my instrument to the schooi head and staff as desired.

I wish my request be granted

Yours faithfully,

Uzuegbu, A. Joy

Researcher

APPENDlX 11

QUESTlOMAlRE

FOR PRIMARY SCHOOL HEADS AND TEACHERS

Please. kindly and carefully tick (4) where applicable

(i) TEACHING QUALIFICATION

Please indicate your highest qualification.

(5)Teacher Grade n/TC fl

(2)West African Senior School

Certificate Examinations WASSCE

(3)National Certificate in EducationlNCE

(4) First ~ b ~ r e e l ~ ~ ~ . EDIBSC

(5)Second degree IM.AIM.EDIM.SC

(6)Higher Nat~onal Diploma/H.N.D

(?)Any other (specify]

(ii)TEACWING AIDS

Please, indicate by ticking (4) to any of the Mowing

teaching aids you have in your schools:

( 7 ) Moveable cha l kha rd

(23 Wall charts

(3) Wall cha lkbard

(4) Textbooks

(5) Visual and audio visual aids

(6 ) Flannel board

(7) Short fables for writing

(8) F I I ~ stripes

(9) interior painting

(1 0) Nature corner

[I 7 ) Radio

(1 2) Television

. . (iii) CLASSROOM SPACES

Please. specify in the spaces, provided, t h e nuinber of

classroom spaces you currently have, the number you

are expected to Rave.

Classes ~Classrooni \Number 1 Differer~ces

I available No. Required I I

(iv) GAMESAND SPORTS FACLITIES

Kindly tick t h e available games and sports facilities in

boxes provided and as listed below;

7 . Volley ball pitch

2 8admrntor1 cm~r'tfp~tch

3 Handbal? ptcia

4 Basketball pitch

5 Tennrs cour!llawn

6 Sanglover

7 Football fierd

8. Swimming pool

(v) SEATS AND LIBRARY FACILITIES

Please tick available seats and library facilities in your

Pfimary school for the ur:iversal basic Education {UBE) in the

boxes prowded

Long desk/ book-shelves [ I

Short desks with seats for single pupils i -1 - -

~i braryf book-shelves - . -1

Shw? tables for writing i--1 Stools of height above 36cm I_]

Back chairs El

7 . Long reading tables

8. Work Benches

APPENDlX 111

(a) Calculations of Mean and Standard

Deviation for Primary School heads and

Teachers, on the available Teaching Aids

and Library facilities.

MEAD TEACHERS

Standard Deviation

S' = 5.69

s2 = 2.39

TEACHERS

APPENDIX IV . . Data and computation of internal consistency Reliability

Coeific~ent of ~nstrument for prirnary school head teachers and

Teachers-Using T-Test. On available Teaching aids and library

facilities.

For t, the df (degree of freedom) is n1+n2 - 2;

For ANOVA, the df is (between - groups is - K - I and

within group is N - K).

Critical region is determined from the critical value table

against which the calculated value is compared for making a

decision.

C x2, = the sum of squares for group 1

1 x~~ = sum of squares for group 2

. . .- I SIN .- - Grou X I 12 - . -

6 - - 8 5 4 13 7 1 1:56 -.

nl=9 - -

6.22 . ? -

To calculate the sum of squares for group 2 = x : ~ ~ ~ = 1308 - (w2 = 203.5

8

1 " Degree of freedom = n +nL - 2 = 17-2 DF = 15

To calculate t = ( XI - X2) (N1- rJ2)