ASSESSMENT OF EXTENT OF ADHERENCE TO QUALITY ASSURANCE PRACTICES IN PUBLIC SECONDARY SCHOOLS IN NORTH-CENTRAL STATES, NIGERIA
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ASSESSMENT
OF EXTENT OF ADHERENCE TO QUALITY ASSURANCE PRACTICES IN PUBLIC SECONDARY
SCHOOLS IN NORTH-CENTRAL STATES, NIGERIA
Abstract
The study
was carried out to access quality assurance practices in secondary schools in
North
Central
States of Nigeria. Specifically, six purposes, six research questions and six
null
hypotheses
guided the study. Descriptive survey design was used to carry out the study.
The
study was
carried out in North-Central States, Nigeria. North-Central States, Nigeria
consists of
six states,
namely Benue, Kogi, Kwara, Nassarawa, Niger and Plateau states. The population
of
the study
was 2304 principals and evaluators. A sample of 1200 respondents (931
principals and
267 school
evaluators) were selected; stratified random sampling technique was used to
generate
the required
sample. The instrument for collecting the required data for the study was a
structured
questionnaire which was personally developed by the researcher through the
review of
relevant
literature. In order to ascertain the validity of the instrument, its initial
draft was face
validated by
three experts, two in Educational Administration and Planning and one in
Measurement
and Evaluation, all from the University of Nigeria, Nsukka. The experts were
requested to
examine the instrument in terms of the relevance of the contents and clarity of
the
statements
in relation to the research questions and specific purposes of the study. The
reliability
of the
instrument was ascertained by trial testing it on 20 subjects in Enugu States.
Cronbach’s
Alpha method
of reliability estimate was used to determine the internal consistency of the
items
which were
generated from Cluster A – F; 0.77, 0.67, 0.76, 0.92, 0.93, 0.91 respectively.
Direct
Delivery and
Retrieval Technique (DDRT) was used by the researcher and six research
assistants
helped to
collect the required data for the study. The data collected from the
respondents were
analyzed
with descriptive and inferential statistics. The descriptive statistics which
involve the
use of mean
scores and standard deviation were used to answer the research questions. The
t-test
statistics
was used to test the corresponding null hypotheses at 0.05 level of
significance. The
findings of
the study showed that the secondary schools in North-Central States, Nigeria
adhere
to the FIS
guidelines on provision of infrastructural facilities in post primary schools
to a low
extent. It
was also found that the secondary schools in North-Central States, Nigeria
adhere to
the FIS
guidelines on provision of relevant curriculum, provision of effective
teaching, effective
school
management, provision of learners’ welfare needs and maintenance of effective
schoolcommunity
relationship
in secondary schools to a high extent. The principals and evaluators
differed
significantly in their opinion on the extent to which secondary schools in
North-Central
States,
Nigeria adhere to the FIS guidelines on provision of infrastructural facilities
and on
provision of
relevant curriculum in secondary schools. It was recommended among others that
the Federal
Inspectorate Service should monitor effectively the compliance of secondary
schools
to its
guidelines on quality assurance practices. This will guide the educational
policy-makers in
formulating
relevant policies aimed at improving quality assurance practices in post
primary
schools for
the effective and efficient delivery of quality education in secondary schools.
2
CHAPTER ONE
INTRODUCTION
Background
of the study
Secondary
schools occupy a strategic position in every educational system since
they provide
a vital link between primary and tertiary institutions. According to the
Federal
Republic of Nigeria (2004), secondary schools are where children receive
education
after primary education and before entering into tertiary level of education.
Lippit
(2007) conceptualized secondary schools as educational institutions designed
for the
provision of full-time education to students who are within the age range of 11
to 18.
According to Eubanks and Eubanks (2000), the average age of entrance into the
secondary
school is 10–11 year and expected year of graduation is 17–19 years. In this
study,
secondary schools are considered as educational institutions which aim at
inculcating
worthwhile knowledge, skills, attitudes, competencies and values to
students.
The broad goal of secondary school education in Nigeria is to prepare the
individual
for useful living within the society and for transition into tertiary
education.
To ensure
that the role of education of its different levels are realized, it is
necessary to
engage in
regular assessment of educational processes and practices
Assessment
is the process of measuring the level of performance of an
individual
or an organization in a particular area or field of endeavour (Edikpa, 2008).
This
definition as it relates to this study, implies that assessment involves
measuring
the level of
performance of secondary schools in the implementation of quality
assurance
practices. According to Mistra (2006), assessment is the action of
evaluating,
appraising, estimating, and/or calculating the value or worth of an event,
activities
or programme. Paulk (2011) conceptualized it as any activity that involve
1
2
the use of
empirical data to refine programmes and improve their performance. Thus,
assessment
is operationally defined in this study as the process of determining the
extent to
which secondary schools carry out their quality assurance practices in
conformity
with the established guidelines for their implementation.
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