Evaluation of the Implementation of Ube Programme in Primary Schools
Evaluation of the Implementation of Ube Programme in Primary Schools.
ABSTRACT
This study evaluated the implementation of UBE programme in primary schools in Nsukka Education Zone of Enugu State. To guide this study five research questions were posed and five null-hypotheses were formulated.
The design of the study was a descriptive survey design. The population comprised of 2,673 made up of 238 head teachers and 2,435 teachers of UBE primary schools in Nsukka Education Zone of Enugu State.
The sample constituted of 40 head teachers and 80 teachers drawn from 3 local government areas of the zone. A total of 360 respondents participated in the study.
A 30-item questionnaire was used for data collection. Mean rating and t-test were used in answering the research questions and testing of the null-hypothesis respectively.
The findings showed among others that infrastructural facilities,, instructional material, trained teachers and funds are not adequately available to a high extent for the effective implementation of UBE programme in the primary schools.
Also, the findings of the study regarding the constraints to the effective implementation of the UBE programme revealed that lack of proper supervision of teaching and learning in primary schools, inadequate provision of instructional materials and infrastructural facilities to primary schools.
TABLE OF CONTENTS
Title Page – – – – – – – – – – i
Approval page – – – – – – – – – ii
Certification – – – – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgement – – – – – – – – v
Abstract – – – – – – – – – – vii
List of Tables – – – – – – – – – viii
Table of Contents – – – – – – – – x
CHAPTER ONE: INTRODUCTION
– Background of the Study – – – – – – 1
– Statement of the Problem – – – – – – – 15
– Purpose of the Study – – – – – – – 16
– Significance of the Study – – – – – – 17
– Scope of the Study – – – – – – – 19
– Research Question – – – – – – – 19
– Research Hypotheses – – – – – – – 20
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework – — – – – – – – 23
– Concept of Evaluation – – – – – – – 23
– Concept of Implementation – – – – – – 25
– Concept of UBE programme – – – – – – 25
– Importance of UBE in Enugu State – – – – – 30
– Requisite educational Resources for the effective Implementation of UBE – – – – – – – – – 33
– Constraints affecting effective implementation of UBE program – 37
– The Role of Head teachers and teachers in the implementation
of UBE Programme. – – – – – – – 45
Theoretical Framework – – – – – – – 46
– Functionalism Theory – – – – – – – 46
– System Theory – – – – – – – – 47
Review of Related Empirical Studies – – – – – 48
· Enhancing the implementation of UBE Programme in Nigeria – 48
Constraints to effective implementation of UBE in Obollo-Afor education
Zone of Enugu State – – – – – – – 49
· Problems against implementation of free and compulsory education Policy – – – – – – – – – 50
· Head-teachers’ competencies for implementation of UBE – – 51
· Perceived Impact of UBE on National Development in Nigeria – 52
SUMMARY OF LITERATURE REVIEW – – – – – 53
CHAPTER THREE: RESEARCH METHOD
– Design of the Study – – – – – – – 55
– Area of the Study: – – – – – – – 56
– Population of the Study – – – – – – – 56
– Sample and Sampling Technique – – – – – 56
– Instrument for Data Collection – – – – – – 57
– Validation of the Instrument – – – – – – 58
– Reliability of the Instrument – – – – – – 59
– Method of Data Collection – – – – – – 59
– Method of Data Analysis – – – – – – 59
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS
Research Question 1 – – – – – – – – – 61
Research Question 2 – – – – – – – – 62
Research Question 3 – – – – – – – – 64
Research Question 4 – – – – – – – – 65
Research question 5 – – – – – – – – 67
CHAPTER FIVE: DISCUSSION OF THE STUDY, IMPLICATIONS, CONCLUSION, ECOMMENDATION, LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES AND SUMMARY
– Discussion of the Study – – – – – – – 74
– Conclusion – – – – – – – – 82
– Implication of the Study – – – – – – – 83
– Recommendation – – – – – – – 85
– Limitations of the Study – – – – – – 86
– Suggestions for further studies – – – – – – 87
– Summary of the Study – – – – – – – 87
REFERENCE – – – – – – – – – 90
INTRODUCTION
Education in all countries of the world has been considered very important for personal and societal development. Nigeria is one among the nations of the world that values education. In her National Policy on Education (FRN, 2004) Nigeria sees education as an excellent instrument for effecting national development.
Thus, education will be used to achieve the nation’s needs. The policy document provides guidelines on the education of Nigerian society. It contains the philosophy of the nation’s education, levels of education and their objectives, beginning with pre-primary, through primary, secondary to tertiary education.
All over the world, primary education has been regarded as the most important as well as the most accessed by people. This perhaps may be due to the fact that it is the foundation of the whole educational pursuit, which is expected to provide literacy and enlightenment to the citizens.
Oni (2008) posited that the importance of primary education can be seen in the sense that all beneficiaries of the other levels of education by necessity have to pass through this level.
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