APPRAISAL OF RESOURCES FOR IMPLEMENTATION OF THE SENIOR BASIC EDUCATION PROGRAMME IN ENUGU STATE

TABLE OF CONTENTS
Cover Page
Title Page
Approval Page
Certification
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Appendices
Abstract

CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses

CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework
Concept of Appraisal
Concept of Educational Resources
Concept of Universal Basic Education
Concept of Senior Basic Education in Nigeria
Theoretical Framework
McGregor’s Theory x and y
The Behavioural Science Theory
Tri-Dimensional Concept of Administration
System Theory
Review of Empirical Studies
Studies on UBE
Studies on Educational Resources
Studies on Appraisal of Resources
Summary of the Literature Review

CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of Instrument
Method of Data Collection
Method of Data Analysis

CHAPTER FOUR: RESULT
Summary of the Major Findings

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS, AND SUMMARY
Discussion of the Findings
Conclusions
Implications of the Findings
Recommendations
Limitations of the Study
Suggestion for Further Research
Summary of the Study
REFERENCES
APPENDICES


ABSTRACT
This study appraised the resources for the implementation of the Senior Basic Education programme in Enugu State. Six research questions and six null hypotheses were formulated to guide the study. The study made use of descriptive survey design. The population of the study comprised 313 urban and rural public secondary schools across Agbani, Enugu and Udi Education Zones in Enugu State. A checklist consisting of 9 items was designed and administered to teachers in 43 urban and 102 rural public secondary schools across Agbani Education Zone, Enugu Education Zone and Udi Education Zone forming 145 total sample for the study. The checklist was face validated by three experts. Scorer reliability test was used to try-test the instrument, yielding a reliability coefficient of + 1.00. The data collected were analysed using benchmarks provided in the minimum guideline for establishment of senior basic education school in Enugu State. The Chi-square (X2) – test statistic was used to test the null hypotheses. The study found that B.Ed qualified teachers are available and adequate in urban public secondary schools in Enugu State for the implementation of SBE programme; B.Ed qualified teachers are available in rural public secondary schools in Enugu State but not adequate for the implementation of SBE programme; infrastructural facilities are available in both urban and rural public secondary schools in Enugu State but, are inadequate for the implementation of the SBE programme; fund for SBE programme implementation is available in both urban and rural public secondary schools in Enugu State but, inadequate. Based on the findings, the researcher recommended that teachers not having the required minimum qualification of B.Ed should be encouraged to register for PGDE program in any university, government should continue to recruit teachers with the requisite qualification of B.Ed for SBE programme implementation, parents within each education zone should throw their lot and help provide basic school facilities for effective teaching, capital grant allocation for SBE programme should be improved and increased by government to the SBE schools, and be supported by contributions from philanthropists for successful Senior Basic Education programme implementation.


CHAPTER ONE
INTRODUCTION
Background of the Study
Acquisition, provision and adequacy of resources for basic education programme of any nation are instruments par excellence for smooth, efficient and effective instructional delivery. Teaching and learning cannot properly take place without educational resources. Okeke (2005) described educational resources as varieties of materials, infrastructure, funds, space, land and people available for teaching and learning purposes; a collection of all that can be used effectively for enhancing teaching and learning. According to Federal Republic of Nigeria in her National policy on Education (NPE, 2004), educational resources has been described as resources that improve teaching and learning, as they make teachers and learners to interact together. Educational resources can then be seen as all that can enhance teaching and learning for purposes of efficiency and effectiveness. This implies that the planned national curriculum about basic education cannot work out to effect national growth and development without resources for education. Any nation that genuinely wishes to attain greater height in national development will not compromise acquisition, provision and adequacy of resources for basic education programme implementation for her citizenry.....

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Item Type: Postgraduate Material  |  Attribute: 136 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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