ABSTRACT
This
study focused on data management practices of head teachers in Kosofe education
zone of Lagos state. The study tries to investigate how head teachers in Kosofe
zone carries out data management. The Population for this study was 36,278
which comprises of 277 head teachers and 3,6001 assist, where the sample size
used were 277 head teachers and 277 assistant head teachers making the sample
size of 554. The reliability coefficient of the instrument was 0.96 using
Cronbach Alpha while three experts - two in Educational Administration and
Planning and one from Measurement and evaluation carried out the face and
content validation of the instrument. Four research questions and four null
hypotheses tested at 0.05 level of significance guided the study. Mean and
standard deviation were employed to answer the research questions. A twenty
four item questionnaire on data management practices of head teachers in Kosofe
education zone of Lagos state was used to get the mean scores, the following
results were obtained.
CHAPTER ONE
INTRODUCTION
Background of the Study
One of the most serious setback to educational development in Nigeria is
none availability of data or lack of authenticity where available Nwagwu,
2003). In the blue print put forward by the implementation committee on the
National Policy on Education (2004) it was noted that:
Difficulties
are encountered in Nigeria in obtaining such basic data like the population of
students, the population of teachers, the number of instructional materials
available in schools, tile number of school building to be renovated and many
others (lgwe, 2004). The state ministries of education lack accurate data which
affects its policies and programmes and this is as a result of fabricated data
supplied to the ministry by the school head teachers (Federal Republic of
Nigeria, 2004). According to Ikpe (2002), statistical data on educational
expenditure are not always available and if available, they do not give a
sufficient breakdown to make the data valuable for most planning purposes in
the ministry of education. Uyanga (1993), opined that educational planners all
over the developed economics of the world, sets future educational target based
on objectives identification, peoples aspiration, problems of the society,
needs and gaps in the field of education. This is made possible through a
careful examination of the past and present efforts of stakeholders in education.
In the absence of data, the said examination degenerates into “the rule of
thumb”. Aghenta (2000), put it (hat most data obtained from head teachers are
not factual but ambiguous, they are not accessible on demand and this has
caused failures in some programmes carried out by the government. The
administrators of the current Universal Basic Education (UBE) programme needs
accurate data to be able to plan, organize and administer the programmes
effectively. They are bound to take various decisions which should he useful to
the children, school system and the society. This is decision sometimes becomes
impossible in the context of accurate data. From the above observation it is
imperative that there is need for data management awareness to the head
teachers who are the custodians of data in their various schools in Nigeria.
Data are simply referred to as statistics. Data are numerical measures of
phenomena and they are used in the process of scientific decision making. Data
are of common occurrence in all discipline and fields of practice. According to
Ali (2006). data can be define as the raw, unorganized facts that describes an
institution, person, places, things, ideas and events which becomes information
after being processed. In Igbe (2005), data are referred to as facts, figures.
Letters, words, charts, symbols, images and several other examples in the field
of education engineering, science and business Processed data are reduced to information
that could be necessary for decision making. According to Barch et al in
Anyanwu (2000) data are language, mathematical or symbols which are generally
agreed upon to represent people, object event and concepts. Information on the
other hand is the result of modeling, formatting, organizing or converting data
in a way that increases the level of knowledge for its recipient. There are two
categories of data that can be kept by any educational institution. These are
the quantitative and qualitative data. Qualitative data are those data about
the values of the system, objective of the system and curriculum, of the
system; the quantitative data relates to quality, volumes and number.
Quantitative data are often referred to as statistics. It will be an
impossible task to plan and manage any organization in which data are not kept
or where data are carelessly kept. Nwadiani (1998), states that the management
and planning of any nations educational system depends greatly on the quality
of data collection, analysis, storage and retrieval. The education system is a
sure system of production and there is need for data to enhance good input and
output in the system.
The issue of data management practice is not negotiable in our
educational system. Considering the flaws in sonic laudable educational
programmes in Nigeria there is need to develop a good data management system.
Uwazuruike (2002), put it that the expected population of primary School pupil
was far below the actual population during the implementation
of the Universal Primary Eduea6on (UPE) programme of 1976 and this has resulted
to educational crises in the primary, secondary and even tertiary levels of
education because unqualified teachers we]e recruited to curb the large number
of pupil that turn up for the programme due to inaccurate data used in
implementing the programme and There have been insufficient teaching and
learning materials in schools since UPE was launched resulting to crash
programmes, recruitment of adhoc teachers to meet the demands for teachers in
schools and many other problems came up of as a result inaccurate data used in
planning For the aforementioned programme (Uwazuruike, 2002). According to
Asabaka (2007) there is a geometrical increase of prima,7 school pupil in Lagos
state and the government needs accurate data that will enable it combat tile
problem of human and material resources needed in school& The need of data
management is undisputable at the primary school because failure in achieving
the objectives education at the primary level is a failure in all other levels
of education. Primary school is the fulcrum for all other levels of education.
Ndu (1991) observed that no nation could produce the kind of citizens that
would think creatively and help solve problems facing humanity without sound
primary education. Thus primary education occupies a critical position in the
education system and its importance which ranges from thus:
-
Inculcating
permanent literacy and nurneracy, and ability to communicate effectively.
-
Laying a
sound basis for scientific and reflective thinking
-
To give
citizenship education as a basis for effective participation in and contribution
to the life of the society.
-
To mould
the character and develop sound attitude and morals in the child.
-
To give
the child opportunities for developing manipulation skills that will enable the
child’s function effectively in the society.
To provide the child with basic tools for further educational
advancement, including preparation for trades and crafts of the locality
(Federal Republic of Nigeria, 2004). The above stated national goals of primary
education can only be realize with good primary education administration which
is dependent on a good data management practices of head teachers.
Data management practices of head teachers entails the process of
collection, processing, storing and retrieving of data for the operation of
educational programmes. Conceptually data management practices of head teachers
means the science of gathering, analyzing, storing and retrieving educational
data within and outside the educational institution by the head teacher. The
primary education being the bedrock of the.....
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