scholarly journals Comparison Of Pupils’ Completion Rate Before And During 2006/2007 School Feeding Programme In Selected Public Primary Schools In Rivers State, Nigeria

2020 ◽  
Vol 7 (3) ◽  
pp. 195-202
Author(s):  
Nnamdi Anero
Keyword(s):  
Primary Schools ◽  
Completion Rate ◽  
Completion Rates ◽  
Head Teachers ◽  
School Feeding ◽  
Significant Difference ◽  
The Government ◽  
Rural Dwellers ◽  
Rivers State ◽  
The Impact

The study titled ‘Comparison of pupils’ completion rate before and during 2006/2007 school feeding programme in selected public primary schools in Rivers State, Nigeria was carried out to determine the impact of the feeding programme on the pupils’ completion rate. The study compared the completion rate of pupils before and during the feeding programme and also investigated the completion rate on the bases of boys and girls as well as urban and rural pupils. Out of 868 schools in Rivers State, 44 schools were randomly selected for the study.  The Head teachers of the selected schools were requested to supply relevant records of the pupils’ enrolment, dropout, return and completion rates using the admission and attendance registers as well as the result schedules.  The figures generated from the records were analyzed using simple percentages. Based on the analysis, the study established that completion rate during the feeding programme was higher than when there was no feeding among pupils in Rivers State. The study further established that there was no significant difference between the completion rates of the urban and rural pupils during or before the feeding programme and also established that more males completed primary education than females during the feeding programme in Rivers State. It therefore recommended that the government should re-introduce the feeding progamme and also carry out enlightenment campaign among the rural dwellers to enable them fully utilize the opportunity as well as seek for participation of philanthropists in funding the programme in all the nooks and crannies of the state so that all and sundry shall benefit.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya

2020 ◽  
Vol 10 (4) ◽  
pp. 40
Author(s):  
Paul Ekeno Ejore ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu
Keyword(s):  
Primary Schools ◽  
Group Discussion ◽  
Access To Education ◽  
Group Discussions ◽  
Head Teachers ◽  
Government Interventions ◽  
Pastoralist Communities ◽  
School Feeding ◽  
The Government ◽  
Descriptive Survey

Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.

scholarly journals Impact of Osun Elementary School Feeding and Health Programme (OMEALS) on the Enrolment and Retention of Rural Primary School Pupils in Osun State, Nigeria

2021 ◽  
Author(s):  
Damilola Olajubutu ◽  
Bolanle Adebayo ◽  
Olabisi Olajubutu
Keyword(s):  
Elementary School ◽  
Peer Influence ◽  
Primary Schools ◽  
School Attendance ◽  
Retention Rate ◽  
Safety Net ◽  
School Feeding ◽  
Significant Difference ◽  
The Impact ◽  
Health Programme

School Feeding Programmes are social safety net interventions providing educational and health benefits to vulnerable children in developing countries. This study assessed the impact of Osun Elementary School Feeding and Health Programme (O-MEALS) on the enrolment and retention of rural primary schools in Osun State. Multi stage sampling technique was used to select 188 respondents while data was collected through interview schedule. Percentages, Chi-square, PPMC and T-test were used for data analysis. Findings revealed that over half (51.6%) of the respondents were male, aged 9.38 ± 1.84 years and majority (83.0%) had a family size of 6-10 people. Food incentives (=1.25), health challenge (=0.69), and peer influence (=0.67) were major factors affecting school attendance. More than half (53.2%) of the respondents had unfavourable perception towards the school feeding programme. Results showed a significant difference between pupils’ enrolment (t = 5.332, p = 0.006) and retention rate (t = 58.386, p = 0.000) before and after the commencement of O-MEALS. Furthermore, pupils’ enrolment and retention (r = 0.993, p = 0.001) after the commencement of O-MEALS was significantly related. Food incentive was a major factor affecting school attendance, which fostered an improvement in the poor enrolment and retention previously experienced. Since a good number of the pupils possessed unfavourably perception towards the school feeding programme, it was recommended that effective monitoring be established to checkmate food vendors’ activities in delivering quality and satisfactory services. Likewise, the Government’s policies on school restructuring and levy, which had proved counterproductive, should be reviewed.

scholarly journals Assessment of the Process of Recruitment of School Evaluators for Primary Schools in South East, Nigeria

2016 ◽  
Vol 3 (1) ◽  
pp. 45-56
Author(s):  
O. Ezenwaji Ifeyinwa
Keyword(s):  
Primary Schools ◽  
Poor Quality ◽  
School Evaluation ◽  
Head Teachers ◽  
Significant Difference ◽  
The Mean ◽  
The Government ◽  
Level Of Significance ◽  
Descriptive Survey ◽  
Assessment Questionnaire

Inadequate and use of unqualified and untrained personnel in the inspectorate services resulting in poor quality output in the school system has created a gap in teachers’ preparation and update in Nigerian evaluators. Meaningful and quality education can only be achieved with the guide and check of qualified and modern evaluators. The article attempts to find out how criteria for recruitment of evaluators are adhered to and problems the evaluators encounter in their practices as evaluators in South East, Nigeria and proffer solution. A descriptive survey was adopted for the study, two research questions and two null hypotheses, tested at (p<.05) level of significance, were used. Through a multistage procedure, three out of the five states were selected from the south-east zone. 371 head-teachers from public primary schools and 257 evaluators of the inspectorate services were sampled. A 38 items questionnaire titled. Primary school Assessment questionnaire (PSAQ), covering different areas of school evaluation was developed by the researcher to get information from respondents, the head teachers and the evaluators. The finding of the study showed that there is significant difference between the mean rating of evaluators and head teachers with regards to the application of criteria guiding the recruitment of evaluators. The Government should also develop a new programme for the unit.  

scholarly journals Prevalence of Soil Transmitted Helminthes (STHs)Among Pupils of Community Primary Schools in Nkpor and Mgbodohia, Obio/Akpor Local Government Area, Rivers State, Nigeria

2018 ◽  
Author(s):  
LeBari Barine Gboeloh ◽  
Ike-Ihunwo Chikaire Ndamzi
Keyword(s):  
Public Health ◽  
Local Government ◽  
Mixed Infection ◽  
Primary Schools ◽  
Local Government Area ◽  
Sub Saharan Africa ◽  
Health Concern ◽  
Public Health Concern ◽  
Significant Difference ◽  
Rivers State

ABSTRACTSoil transmitted helminthes (STHs) are common public health concern among children in Sub saharan Africa. A study to determine the prevalence and intensity of these parasites among pupils of two primary schools in Nkpor and Mgbodohia communities, Obio/Akpor Local Government Area, Rivers State, Nigeria was conducted. The formo-ether concentration technique was used to concentrate and separate the eggs and cysts from the faeces. Out of 107 pupils (56males and 51 females) investigated, 81 (75.7 %) were positive for at least one gastrointestinal helminth. The parasites identified included Ascaris lumbricoide(58.0%), Hookworms(28.4%), Trichirus trichiura(13.6%) and A.lumbricoide + T. trichiura (6.3%). Ascaris lumbricoide was significantly (P<0.05) higher in prevalence than other parasites. Although more females (54.3%) were infected than males (45.7%), there was no significance(P>0.05) difference in the prevalence in relation to sex. Of the 44 males infected, 24(54.5%), 5 (11.4%), 13(29.5%) and 2(4.5%) haboured A. lumbricoide, T. trichiura, Hookworms and mixed infection (A. lumbricoide + T. trichiura) repectively. Out of the 37 females infected, 21 (56.8%), 3(8.1%), 10(27.0%) and 3(8.1%) haboured A. lumbricoide, T. trichiura, Hookworms and mixed infection (A. lumbricoide + T. trichiura) repectively. There was no significance difference in the prevalence of A. lumbricoide and Hookworms between males (54.5%) and females (56.8%). There was significant difference in prevalence among two major age groups (5-10years-45% and 11-15years-41.9%). Children within the age group of 16-20years had the least infection (9.9%). The intensities of A.lumbricoide, T.trichiura and hookworm were 246.5, 107.5 and 187 Epg respectively. The intensity of A. lumbricoide was significantly difference than other parasites identified.Soil transmited helminthes remain a public health concern among children in the study area. Provision of portable water, toilet facilities, good education on the epidemiology of STHs and regular de-worming will enhance control measures.

scholarly journals Effect of Teachers’ Own Perception of Their Profession on Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan

2017 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Alyaha Daniel Felix Ohide ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Primary Schools ◽  
Survey Design ◽  
South Sudan ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Head Teachers ◽  
And Performance ◽  
The Impact

<div><p>Teachers often find themselves frustrated at work because of conflicting expectations concerning their professional and social roles within the community. This paper looks at the effect of teachers’ perception of their profession on their satisfaction at job and performance. The authors employ a survey design in private schools in Yei Town, South Sudan to establish the impact of these perceptions. Simple random sampling technique was used to select the respondents from ten private schools. The respondents’ therefore included 10 head teachers, 100 teachers giving a total of 110 respondents. Questionnaires were used for data collection. Data collected was analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 was and presented in frequencies and percentages and a regression analysis performed to establish the relationships among the variables. The study findings indicated that a considerable number of the teachers (38.9%) indicated that teacher’s own perception of their own profession does not affect the teachers’ job satisfaction and performance.</p></div>

INFLUENCE OF SCHOOL FEEDING PROGRAM ON THE RETENTION OF LEARNERS IN PUBLIC PRIMARY SCHOOLS IN KENYA; A CASE OF MOMBASA COUNTY

2020 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Asha Bekidusa ◽  
Dr. JohnBosco Kisimbii
Keyword(s):  
Primary Schools ◽  
School Age Children ◽  
Educational Outcome ◽  
Ministry Of Education ◽  
Head Teachers ◽  
School Feeding ◽  
Feeding Program ◽  
Sampling Procedures ◽  
School Feeding Program ◽  
Descriptive Survey

Purpose: The purpose of the study was to establish the influence of school feeding program on the retention of learners in public primary schools.Methodology: This study was conducted through a descriptive survey research design. A descriptive survey is a present oriented methodology used to investigate populations by selecting samples to analyze and discover occurrences. The survey focused on 60 out of the 188 head teachers and teachers who are beneficiaries of school milk program in all the six sub counties in Mombasa i.e. Mvita, Kisauni, Likoni, Nyali, Jomvu and Changamwe.This gives 31.9 % of the total number of participants in this project. To obtain the study sample for descriptive studies 10% of the accessible population is enough. Simple random and purposive sampling procedures were used in this research.Results: School feeding program influences retention of learners in public primary schools with a reliability value of 0.8 which is considered minimal acceptable thus rejecting null hypothesis therefore meaning that school feeding program has a significant effect on retention of learners in pubic primary schools.Unique contribution to theory, practice and policy: School feeding programmes are often designed to enhance academic performance and cognitive development. Improved nutritional status of school-age children leads to better attention and cognition, and thus, better educational outcome. School feeding can improve attentiveness in class by reducing short-term hunger many children come to school on an empty stomach, yet they remain surrounded by the distracting and disturbing facets of the crisis. The study recommends that the ministry of education should review the School feeding Programme and extend it upper primary classes. They should prioritize supply of food to ensure continuous provision and adequate supply of food for pupils. 

scholarly journals An evaluation of the impact of a school nutrition programme in Vietnam

2007 ◽  
Vol 10 (8) ◽  
pp. 819-826 ◽  
Author(s):  
Andrew Hall ◽  
Tran Thi Minh Hanh ◽  
Katherine Farley ◽  
Tran Pham Nha Quynh ◽  
Frank Valdivia
Keyword(s):  
Weight Gain ◽  
Primary Schools ◽  
School Nutrition ◽  
Cross Sectional ◽  
Cluster Evaluation ◽  
Significant Difference ◽  
Level Model ◽  
Grade 3 ◽  
The Impact ◽  
Nutrition Programme

AbstractObjectiveTo evaluate the effectiveness of a school nutrition programme on the weight gain and growth of Vietnamese schoolchildren.DesignA proximate cluster evaluation of children in seven schools, in which fortified milk and biscuits supplying 300 kcal of energy were being given on school days, compared with children in 14 nearby schools with no feeding. All children were dewormed.SettingTwenty-one primary schools in Dong Thap Province, Vietnam.SubjectsA cohort of 1080 children in grade 1 of 21 primary schools, and a cross-sectional interview of 400 children in grade 3.ResultsThe programme gave children the equivalent of 90 kcal day− 1 over 17 months. t-Tests showed a small but statistically significant difference between groups in their average gain in weight and height: 3.19 versus 2.95 kg (P < 0.001) and 8.15 versus 7.88 cm (P = 0.008). A multiple-level model showed that the programme was statistically significant after controlling for clustering of children in schools, sex, age and initial underweight (P = 0.024). A significant impact on height was also seen in a regression model, but not when controlling for school. The most undernourished children tended to gain the least weight. There was no evidence of substitution.ConclusionThe programme had a small but significant effect on weight gain, but the most undernourished children benefited the least. Methods need to be developed to target them. This design may offer a means of estimating the impact of school feeding on growth in other programme settings.

scholarly journals Participation, Income Effect and Challenges of Village Savings and Loans Program in Garu and Tempane Districts of the Upper East Region, Ghana

2021 ◽  
pp. 123-135
Author(s):  
Gifty Sienso ◽  
Abdul-Karim Khidir Nasow ◽  
Munkaila Lambongang
Keyword(s):  
Annual Income ◽  
Savings And Loans ◽  
East Region ◽  
Effect Model ◽  
Active Labor ◽  
Upper East Region ◽  
The Government ◽  
Rural Dwellers ◽  
Formal Finance ◽  
The Impact

Village Savings and Loans Associations (VSLAs), have the aim of reducing poverty and creating assets to rural dwellers who have limited access to formal finance due to high collateral requirements. However, since the implementation of VSLAs in the Garu and Tempane districts for over a decade, there is inadequate evidence as to the impact of VSLAs on the lives of the participants. Not only that, there is the need to find out the current and anticipated challenges faced by the participants in the program. This study analyzed the effect of VSLAs on the income of households in Garu and Tempane districts. Data was collected from 100 respondents, 50 direct beneficiaries and 50 non beneficiaries from 3 and 2 communities in Garu and Tempane districts respectively. A Heckman treatment effect model was used to analyze the determinants of participation and the effect of participation on income. The results showed that participants of the VSLA program had an annual income of about GH₵ 2016.60 more than the non-participants. Decision to join VSLAs is mainly influenced by age, the years a respondent spends in the community, the number of active labor force in a household and whether a respondent is a native or migrant. However, based on the challenges identified, it is recommended that the government and other institutions interested in rural development should institute appropriate policies that will help enhance participation in the program. Also, the associations should enforce tougher sanctions on members who absent themselves from meetings without prior notice.

scholarly journals Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya

2021 ◽  
Vol 2 (3) ◽  
pp. 476-488
Author(s):  
Roselynn Awili ◽  
Nyakwara Begi
Keyword(s):  
Instructional Leadership ◽  
Primary Schools ◽  
Curriculum Implementation ◽  
Early Years ◽  
Theory Of Change ◽  
Head Teachers ◽  
Early Years Education ◽  
Competency Based ◽  
The Impact ◽  
The Relationship

Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya.  The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes

Sign in / Sign up

Export Citation Format

Share Document