Appraisal of the Implementation of the National Blue Print on Pre-Primary Education in Aba Education Zone of Abia State.
ABSTRACT
This study was carried out to appraise the implementation of the National Blue Print on Pre-primary Education in Aba Education Zone of Abia State.
The population of the study was 1,245 respondents comprising 422 Headteachers and 823 teachers from 422 pre-primary schools in the zone. The sample size was 300 respondents made up of 100 Headteachers and 200 teachers. Eight research questions were formulated to guide the study.
A descriptive survey design was adopted for the study. The instruments for data collection were a 70 item checklist used to elicit information on the availability and nonavailability of the items listed and a 70 item structured questionnaire modeled on a four (4) point rating scale.
The response options for the items were – Very Great Extent (VGE), Great Extent (GE) Little Extent (LE), and Very Little Extent (VLE).
The instrument was face validated by three experts, one in Childhood Education, Educational Psychology, and Measurement and Evaluation respectively all in the Faculty of Education. Cronbach Alpha was used to determine the internal consistency of the questionnaire items.
The reliability index was 0.84. Data were analyzed using percentages, mean and standard deviation to answer the research questions. The findings of the study revealed that record books are available and are being utilized. This shows the implementation of the National Blue Print on Records in the Zone is implemented.
On furniture and environmental sanitation materials/facilities, there is almost non-implementation of the BluePrint because of the non-availability of the materials. Instructional materials are available to various percentages and the available ones are utilized to a great extent. This shows adherence to the implementation too.
It was recommended, amongst others, that the Government should provide those materials that are not available and provide vehicles for proper external supervision in schools. Also, seminars/workshops should be organized to update teachers’ knowledge on the proper utilization and implementation of the available materials/facilities.
Parents Teachers Association can help their schools by providing some of the materials listed in the BluePrint.
TABLE OF CONTENTS
Title page i
Certification ii
Approval iii
Dedication iv
Acknowledgments v
Table of Contents vi
List of table xi
Abstract xii
CHAPTER ONE: INTRODUCTION
Background of Study 1
Statement of the Problem 8
Purpose of Study 9
Significance of Study 10
Scope of Study 11
Research Questions 11
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 13
Concept of Preprimary Education 13
Concept of Blue Print 18
Concept of Appraisal 26
Concept of Implementation 27
Theoretical Framework 28
· Context, Input, Process and Product Model by Stufflebeam 28
· Cognitive Development Theory by Jean Piaget 29
Review of Related Empirical Studies 31
· Studies on Records kept in public pre-primary schools. 31
· Studies on furniture found in public pre-primary schools. 32
· Studies on availability and utilization of Instructional Materials in public pre-primary schools. 32
· Studies on environmental sanitation facilities found in public Pre-primary schools 33
Summary of Review of Literature 36
CHAPTER THREE: RESEARCH METHOD
Design of Study 38
Area of Study 38
The population of the Study 39
Sample and Sampling Technique 39
An instrument for Data Collection 40
Validation of the Instrument 41
Reliability of the Instrument 41
Method of Data Collection 42
Method of Data Analysis 42
CHAPTER FOUR
Results 44
Summary of the Findings 55
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY OF STUDY 57
Discussion of Finding 57
Conclusions 63
Educational Implication of Study 64
Recommendations 65
Limitations of Study 66
Suggestions for Further Studies 67
Summary of Study 67
References 70
Appendices 77
INTRODUCTION
1.1 Background of the Study
Education is the process of making information available to a person to help him/her develop physically, mentally, socially, emotionally, spiritually, politically. In line with this, Ocho (2005) defines education as the process through which individuals are made functional members of their society.
It is seen as a process through which the young acquire knowledge and realize their potentials and use them for self – actualization. It is a means of preserving, transmitting, and improving the culture of the society. In every society, education connotes the acquisition of something good, something worthwhile.
Accordingly, Chukwu (2011) states that education is a process of assisting the learners to acquire knowledge, skills, and acceptable attitude and morals that would make them responsible citizens, which in turn, will make them care for themselves and their families and contribute to society’s development.
Looking at these definitions, one quickly understands that education shapes human life and destiny. It starts from birth. Mothers teach the child to suck the breast, drink water, eat, stand, toddle and walk.
REFERENCES
Adeniyi, E. O. (2005). Child Development in Contemporary Nigeria Educational Policy and Practice Journal of Jomep Nigeria, 6 (1), 125 – 136.
Agina-Obu, T. N (2005). The Relevance of Instructional Materials in Teaching and Learning in Robert-Okata. I & Uzoeshi, K. C. (Ed). Theories and Practice of Teaching, Port. Harcourt: Harey Publication.
Aigbomian, A.M and Iyamu, G.C (2001). Program Evaluation http://www.ojp- gov/BJA/evaluation/glossary/glossaryihtm.
Ajidagba, P.A, Olumorin, N.V, & Yusuf, P.J. (2009). Development of Instructional Materials from local resources for Art based courses.
Akinloye, S.I. (2007). An Introduction to Educational Management in Nigeria.Omotayo Publishers, Ibadan.
Akinola, B. M. A (2004). The place of pre-primary education in Nigeria policy on Education. Nigerian Journal of Educational Studies and Research (NJEDR) 2, 194 – 200.
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