Monitoring Learning Achievement In: Rivers State Public Schools

Monitoring Learning
Achievement
in
Rivers State Public
Schools
Volume I
An Overview
Prepared for the Rivers State Government by Arbitrage Consult

Ltd.
Table of Contents
Executive Summary............................................................................................... 4
Chapter One.......................................................................................................... 7
The Monitoring Learning Achievement Study: Meaning, History and
Importance......................................................................................7
Introduction to MLA......................................................................................... 8
MLA: From 1992 till Date.................................................................................9
Aim of the Survey.......................................................................................... 10
Uses of MLA................................................................................................... 10
Intelligence Testing........................................................................................ 10
Social and Economic Assessment..................................................................11
An Assessment of the Impact of Government Spending and Policies on
Education...................................................................................................... 12
A tool for policy formation.............................................................................13
Scope and Methodology................................................................................ 14
Sample Selection........................................................................................... 14
Sample size................................................................................................... 14
Data Sources................................................................................................. 16
Data Collection and Analysis.........................................................................16
Challenges faced in carrying out the Study...................................................17
The Study Area: Rivers State.........................................................................17
Chapter Two......................................................................................................... 20
Review of Monitoring Learning Achievement Surveys in Selected
Countries......................................................................................20
MLA Survey in Rivers State...........................................................................20
MLA Survey in Nigeria................................................................................... 21
MLA Survey in Ghana.................................................................................... 23
Botswana....................................................................................................... 24
Kenya............................................................................................................ 25
Regional Monitoring Learning Achievement (MLA) Survey 1999...................27
Lessons from Previous Studies......................................................................29
Chapter Three...................................................................................................... 30
General Description and Characteristics of Survey Respondents.......30
3.1 Background Information Supplied by the Pupils......................................30
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3.2 Background Information Supplied by the Parents....................................39

3.3 Background Information Supplied by Teachers........................................43
3.4 Background Information Supplied by School Heads................................48
Chapter Four........................................................................................................ 50
Test Performance...........................................................................50
Pupils Performance in Literacy Test...............................................................52
Pupils Performance in Numeracy Test............................................................53
Pupils Performance in Life Skills Test.............................................................54
Students Performance in English Test............................................................57
Students Performance in Mathematics Test...................................................58
Students Performance in General Science Test.............................................59
Chapter Five........................................................................................................ 60
How well did the Pupils/ Students Perform?....................................60
Chapter Six.......................................................................................................... 69
Factors that Affect Learning Performance (A Test of Selected
Variables)......................................................................................69
Determinants of Learning Achievement...............................................................75
Gender differences........................................................................75
Locational differences....................................................................75
Other factors.................................................................................75
Conclusion and Recommendations......................................................................77
Comparison of Survey findings with those from other studies.............................80
References............................................................................................................. 0
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Executive Summary
Monitoring learning achievement is an important exercise in the
evaluation of any educational system. It is a necessary or an imperative to
do this if a society must be able to articulate the effectiveness of policy
actions and financial outlay on education. Rivers State government under
Governor Rotimi Amaechi has invested heavily in improving infrastructure
and teaching materials, recruiting new teachers and undertaken policy
reforms in order to achieve all the Education for All (EFA) goals.
This report contains the findings of the Monitoring Learning Achievement
survey for primary and secondary schools funded by the Rivers state
government. Learning achievement is defined as the gap between what is
taught and what is learned and the Monitoring Learning Achievement
survey was carried out with the objective of ascertaining the length and
depth of that gap.
To achieve this objective, the following variables were considered:
Internal variables (within the school environment) including the
learning
environment,
teaching
methods
and
curricular
arrangement.
External variables (outside the school environment) such as parents
educational backgrounds, distance to school and availability of
transport.
To obtain the needed information, questionnaires and test questions were
administered to relevant respondents- pupils, students, parents, teachers,
principals and head teachers- across the twenty-three local governments
of the state. The principals and head teachers acted as our primary
contacts. The survey covered 1,209 state owned primary and secondary
schools across the twenty-three local governments. 916 of those were
primary schools and 293 were secondary schools. Each school received 15
students questionnaires, fifteen parents questionnaires and one
questionnaire for the administrative head. Primary schools were
administered 2 teachers questionnaires each and secondary schools were
administered 4 teachers questionnaires each. In all, the questionnaires
sent out totalled:
13,740 Primary Four Pupils Questionnaires
4, 395 Junior Secondary Students Questionnaires
18,135 Parents Questionnaires
3,004 Teachers Questionnaires
916 Head Teachers Questionnaires
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293 Principals Questionnaires

Each school received 15 test questions. In all, 18,135 test questions
were administered covering the following learning domains:
Primary schools: Literacy, numeracy and life skills.
Secondary schools: Mathematics, English and general science.
Using quality control charts, minimum mastery levels (MML) and desired
mastery levels (DML) were derived for all the domains. The mastery levels
are cut-off scores used to rate students understanding of specific
subjects. The MML is the lower limit of the mastery level while the DML is
the upper limit of the mastery level. Scoring below the MML denotes a
lack of understanding. Scoring up to or above the MML, but below the DML
denotes a satisfactory level of understanding. Scoring up to or above the
DML denotes excellent understanding.
The information obtained from the returned questionnaires and test
questions was sorted, analysed and translated as it relates to student
performance. The survey unearthed several factors that affect students
performance. A sentiment that echoed across the board is the shortage of
basic school facilities. Our respondents bemoaned the lack of such key
infrastructure as libraries, computer rooms and toilets and their
availability was rated at 19%, 13% and 22% respectively. Availability
apparently does not automatically translate into functionality as a high
percentage of the available facilities were rated as under equipped or not
at all equipped. Our research also turned up elements of inconsistency
within the system. Specifically, there seems to be a principal-agent
problem within the system. For example, despite the state government
having lifted the payment of school fees, a significant number of the
respondent parents report to the contrary. Their expenses include
payments for school uniforms, school furniture, text books and the school
fees itself. This may or may not be going on with the knowledge of state
education authorities and the school teachers.
The responses received from the teachers reveal that a significant number
of them are not willing to remain in the profession for the long term either
because of the nature of their professional training or because of certain
socioeconomic factors. Specifically, only 42% of the teachers who
responded have university degrees in education. The remaining 58%
studied in other fields and they probably view teaching as a temporary
source of livelihood available to them while they search for something
more desirable. Also, 36% of the respondents indicated a willingness to
change career given the right incentives, chief of which were the
prospects of better pay, improved working conditions and career
advancement.
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Being the primary focus, it was essential that we got into the minds of the
students. Their personal characteristics, the influence of the people
around them and the influence of their physical environment on their
ability to learn were important factors that we obtained through our
questionnaires. Very disturbing is the revelation that less than 40% of our
respondents regularly enjoy three meals a day. 35% are victims of
bullying. Our survey also unearthed the fact that most students who miss
school do so on health grounds.
The Primary Four pupils did best in the Life skills learning domain and
recorded the poorest mean scores in numeracy. While the JSS Two
students recorded the highest mean score in General science and the
lowest in Mathematics. The test performance was found to vary across the
urban and rural areas in the State with the highest scores in most of the
learning domains being recorded in urban areas though the urban-rural
differences in learning outcome were not statistically significant. Gender
differences in learning outcome were also not statistically significant with
girls performing fractionally better than boys.
The majority of parents who responded lack tertiary education. The
secondary school leaving certificate is the most commonly cited
qualification for parents in the sample. Only 41% of the parents in the
sample regularly participate in school-related activities. A further 46%
participate sometimes and 13% never participate.
75% of the students in the sample confirmed that they receive afterschool academic support. It is positive that the most common after-school
activity among students is attending extra-mural classes. This, however,
accounts for only 36% of the sample. A further 29% take part in
commercial activities and the same percentage perform house chores.
Responses regarding students feeding patterns revealed that only 39% of
them regularly have breakfast and lunch while 5% of them usually have
neither.
It was established, through statistical analysis, that adequately fed
students score higher marks than their inadequately fed counterparts.
Also, students who attend extramural classes score higher marks than
their colleagues who do not attend. These findings are true to our a priori
assumptions. Contrary to those assumptions are the findings that students
with no home assistance with their assignments performed better than
their colleagues who have assistance.
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Broadly speaking, the suggestions to solving the above highlighted

problems lie in taking the following measures;
1. More funds need to be allocated to the installation and development of
needed educational infrastructure such as libraries, toilets and computer
rooms. These funds must come from the state government and from the
private sector who have an undoubted social responsibility to the
inhabitants of the communities in which they do their business.
2. It is necessary for the government to monitor more closely, the
activities of its agents within the ministry and in the schools. This is to
ensure these agents do not perform acts that deviate from or run
completely contrary to the directives of government.
3. Governments recruitment criteria for teachers should work to separate
the true educationists from those who are just looking to earn a salary.
The government must become partial to applicants of a certain
professional and attitudinal persuasion.
4. The school children of Rivers state face major socioeconomic
challenges (financial problems, inaccessibility of proper healthcare) that
hamper their ability to learn. These challenges can be tackled within and
outside school with relevant legislation and social orientation. These
efforts should aim to offer the children better protection, provide them
with better health care and arm their care givers with knowledge that will
help them to help their wards become better students.
Chapter One
The Monitoring Learning Achievement Study: Meaning,
History and Importance
The Monitoring Learning Achievement Study of Rivers State Public Schools
is presented in four detailed volumes which are:
1. Monitoring Learning Achievement Study of Rivers State Public
Schools: An Overview- This volume gives a general description of the
study (its purpose, its nature, the methodology of it and the general
results). It is an introductory chapter and serves as the foundation for the
structures and the formats of the succeeding volumes.
Schools: Gender and Learning Performance- This volume presents
and analyses students learning performance along gender lines.
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Schools: Rural and Urban Differences in Learning Performance- in
this volume, it is examined to what extent students learning
performances differ along locational lines.
Schools: Determinants of Learning Performance- In this volume, the
factors that affect learning performance are presented in qualitative and
quantitative detail.
This document is the first volume, the overview. It comprises six chapters,
the first of which is titled, The Monitoring Learning Achievement Study:
Meaning History and Importance. This chapter looks at the meaning, the
evolution and the uses of MLA and explains its relevance in the Rivers
state context.
Chapter 2 is titled, Review of Monitoring Learning Achievement Surveys in
Selected Countries. Here, MLA is discussed as a global concept. Using
various countries as case studies, it is shown how MLA has been
successfully implemented all over the world.
General Description and Characteristics of Survey Respondents is the title
of chapter 3. It contains the findings of the study, presented with the use
of graphical aids.
Chapter 4 is titled Test Performance. It is a presentation and analysis of
the scores from the tests administered to Primary Four and JSS Two
students. The scores are compared and contrasted based on gender and
location.
Chapter five is titled, How Well Did The Students/Pupils Perform? In this
chapter, the childrens individual and mean scores are measured against
the MML and the DML.
The sixth chapter is titled, Factors That Affect Learning Performance (A
Test of Selected Variables). Here, a few randomly selected variables are
analysed to establish the nature of their relationships (positive or
negative) with students learning achievement.
The volume is rounded off with a list of conclusions and recommendations
deduced from the results of the study.
Introduction to MLA
Every investment whether financial, mental, physical or emotional

requires a return. We as human beings require returns on our investments.
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Ideally, returns should surpass investment and at worst, returns should be

equal to investment. That is to say every investor hopes to make a profit
or at least break even.
That brings us to the question; what constitutes a profit and how is profit
measured. The answer varies depending on who you ask. In the profit
industry, a profit is achieved when earnings exceed expenditure and it is
measured as the difference between income and outcome.
The computation of profit is, however, not so straight forward in the public
sector. Here, profit is not measured in terms of how much money is made,
but in terms of how many lives are impacted and how deeply they are
impacted. Public spending is intended to effect specific changes in the
consumption patterns, the income distribution and the standard of living
of the populace.
The Rivers state government through its ministry of education has
invested heavily in the state's education sector. At great financial cost, old
schools have been renovated, new model schools have been built,
learning facilities have been upgraded, additional teachers have been
employed and the cost of education has been heavily subsidized.
All these actions are being taken for the benefit of the school children of
Rivers state. But are the children really benefiting? What has been the
impact of the government's huge expenditure on the quality of education
that the children receive? What has been the impact thus far of
governments spending on the actual learning outcome? Can the
government do more and if yes, in what aspects can they do more? Is the
government's investment yielding the desired outcome?
The Monitoring Learning Achievement (MLA) survey will provide answers
to some of the above questions. Started in 1992, MLA is the brainchild of a
joint UNESCO/UNICEF team on education. MLA is an educational
assessment initiative that aims to ascertain the actual impact of
educational investment and socioeconomic factors on actual learning.
MLA is a tested and trusted method of educational assessment and it is
exactly the tool required by the Rivers State Ministry of Education to
evaluate the worthwhileness of its investment in education.
MLA: From 1992 till Date
MLA has been adopted the standard learning achievement measuring tool
in the world. MLA was introduced in 1992 but its seeds were being sown
long before that time. The United Nations, through its agencies UNICEF
and UNESCO, has for decades, been at the forefront of the fight against
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illiteracy. In the beginning, their strategy focused solely on enablement i.e.

they assisted member countries to develop their educational systems by
providing financial and professional support. The object of all these efforts
was to boost learning.
As time went by, it became necessary to evaluate the progress thus far. It
was agreed that the best way to determine the extent of learning is to
assess the learners themselves. A list of criteria for assessing the students
were then developed. The list includes the following:
1. Students learning achievement: Students are to be put through
standardized tests to test their mastery of literacy, numeracy and
life skills. Students scores will determine if they have achieved the
requisite knowledge for the level of education that they have
attained.
2. Students socioeconomic environment: It has been proven that
students performance in school is influenced by factors other than
those which exist within the educational environment. Factors such
as family backgrounds, peer influences, media exposure,
government policies and even geographical environments can
influence students ability to learn. To properly assess the students,
it is necessary to determine in what direction and to what extent
these influences play a part in their ability to learn.
3. The learning environment: Nowhere do there exist more factors
that affect learning achievement than within the learning
environment itself. Teachers have a profound and direct influence on
students ability to learn. The teachers educational and professional
backgrounds, their attitudes and the socioeconomic challenges they
face all affect their effectiveness in the learning environment.
Infrastructure or the inadequacy thereof could enhance or diminish
a students educational experience. Facilities such as toilets and
dispensaries make the school environment conducive for the
students. Libraries and computers are standard facilities in the
modern day learning environment, the absence of which reduces a
students learning options.
Administrative factors could conspire to either encourage or
discourage teachers and students interests in their work.
It was with these criteria in mind that the Monitoring Learning
Achievement Project was developed in 1992. MLA is the product of
joint consultations by educational experts representing UNICEF and
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UNESCO. It was initially designed to measure the learning

achievement of students in standard four but has since been
upgraded to accommodate students of any standard.
Since the introduction of the Monitoring Learning Achievement
study, it has been implemented in several countries to great
success. Countries in which MLA has been implemented include
Ghana, Thailand, Mauritius, Gabon, Botswana, Madagascar, Senegal
and the Republic of Niger.
Aim of the Survey
Data is the basic element on which MLA thrives. So naturally, the process
of Monitoring Learning Achievement begins with the determination of
what data is needed. The nature of the data needed is encapsulated in the
characteristics of high performing schools as determined by the United
States Department of Education which are;
1.
2.
3.
4.
5.
6.
7.
8.
9.
A clear and shared focus.

High standards and expectation for all students.
Effective school leadership.
High levels of collaboration and communication.
Curriculum, instruction and assessment aligned with state
standards.
Frequent monitoring of teaching and learning.
Focused professional development.
A supportive learning environment.
High levels of parent and community development.
Questionnaires are prepared in such a way as to extract as accurately as

possible, data on the above characteristics. These questionnaires are then
distributed to the appropriate respondents. For this study, the appropriate
respondents were determined to be the students/pupils, parents, teacher
and school administrative heads.
On receiving back the questionnaires, the data is extracted, sorted, then
descriptively and statistically analysed as it relates to learning
achievement. The knowledge obtained from the survey serves as a
measure of the effectiveness of government policies and spending on
education as well as an effective tool in the determination of future
policies and spending on education.
Uses of MLA
The Monitoring Learning Achievement survey is a multifaceted

educational assessment tool, the uses of which are multifold.
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Intelligence Testing
MLA is an IQ test for students. Specifically tested are the students

learning achievement in literacy and numeracy and their mastery of life
skills. The tests are composed of topics that the students are likely to
have been exposed to at their level of education. In the preparation of
test questions, standardized educational assessment models are
consulted. These models include.
Trends in International Mathematics and Sciences Study (TIMSS): TIMSS
is an international assessment of the mathematics and science knowledge

of 4th and 8th grader (loosely ages 9/10 and 13/14 respectively) students
around the world. TIMMS was developed by the International Association
for the Evaluation of Educational Achievement (IEA) in 1995 to allow
participating nations to compare students educational achievement
across borders.
PISA is a
mathematics, science and reading study for 15 year old students. It was
developed by the Organization for Economic Cooperation and
Development in the year 1997 and it covers both member and nonmember countries. It was created with a view to improving educational
policies and outcomes. The data has been used to assess the impact of
education quality on the economy and for understanding what causes
differences in educational quality across nations.
Programme for International Student Assessment (PISA):
Progress in International Reading Literacy Study (PIRLS): An initiative of
the IEA, PIRLS is a study of the reading achievement of 4 th grade students.

According to the IEA It is designed to measure childrens literacy
achievement to provide a baseline for future studies of trends in
achievement and to gather information about childrens home and school
experiences in learning to read.
Social and Economic Assessment
The MLA study is an assessment of the impact of the economy on

educational quality and vice versa. Similarly, it tests for the impact of the
social environment on educational quality and vice versa. MLA is able to
achieve this through its extensive and all-encompassing scope of study.
Respondents to MLA questionnaires cover the spectrum of participants in
the educational system. These are the students and pupils who are the
receivers of the education and the primary focus of the study. There are
also the parents and guardians who pay for their wards education. Finally
there are the school teaching and administrative staff that teach and
guide the students in the learning environment. The range of questions of
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these respondents is extremely wide and extends well beyond issues that
relate directly to education. The scope of questioning is described below.
Students and Pupils are asked questions relating to:
Their personal characteristics e.g. age, sex.

Their family backgrounds: Students provide information about
afterschool academic support.
Their mind-set: Students attitudes to their subjects and their
satisfaction or lack thereof with several aspects of schooling are
ascertained.
The nature of their extracurricular activities.
Socioeconomic situations such as distance to school, access to
transportation and exposure to media and regularity of attendance
and health challenges.
Parents and Guardians are asked questions relating to:
Their personal characteristics.

Their family backgrounds: They provide information about their
marital status and of their household sizes.
Their educational background: This information gives insight into the
nature of employment these parents and guardians will be able to
secure which consequently determines their level of income. Also,
when parents educational backgrounds are matched against their
wards academic performance, we see the correlation and/or
association between the two.
Their state of mind as regards to their childrens schools and the
need for the children to attend school.
School Staff are asked questions relating to:
Their personal characteristics.

Their educational qualification and professional training.
Work experience and work satisfaction.
Socioeconomic situations such as distance to school, access to
transportation and exposure to media and regularity of attendance
and health challenges.
The questions asked of the respondents cover practically the full spectrum
of their professional and personal lives. In this way, MLA serves a
socioeconomic assessment tool as well as a learning achievement
assessment tool.
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An Assessment of the Impact of Government Spending and Policies on

Education
Government expenditure and policy formulation on education is made

with specific goals in mind. The structure of the MLA study is such that it
can be determined if and to what extent these goals are being achieved.
Through MLA, it is ascertained if and to what extent educational spending
and educational policies have led to an improvement in the following:
Enrolment rates: By increasing the infrastructural and academic standard
as well as subsidizing tuition costs, government expects the rate of

enrolment in its schools to increase.
Learning outcomes: The government is providing new learning facilities in
its schools as well as upgrading existing ones in the hope that this will
boost the students performances across the learning domains. These
facilities include libraries and computers. Simultaneously, teachers are
being put through government sponsored up skilling programs so as to be
able to provide a more qualitative education to the students.
The conduciveness of the school environment: The extent to which
students feel comfortable and secure in the school environment has a

profound effect on their attendance rates, their commitment and
consequently, their academic performance. In recognition of this fact,
facilities such as toilets and dispensaries are being built in government
schools. More classes are being built while more teachers are being
recruited so as to achieve the state recommended student/teacher
ratio of 25:1.
A tool for policy formation
The in-depth analysis provided by the MLA study assists policy makers to
formulate accurate educational policies and determine where and how
educational funds need to be spent. MLA is designed to identify the
factors that affect learning achievement, the extent, frequency and
distribution of these factors across various locations as well as the reasons
for the disparities in learning achievement across groups and locations.
The causes for disparities in learning achievement include:
Locational causes: Learning achievement differs across urban and rural
locations. This can be attributed to the differences in population,

commercial development and infrastructural development between the
two.
Gender related causes: It has been discovered that there exist gaps in the
achievement of boys and girls. Factors responsible for this include

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attitudinal differences between the two sexes as well as differences in the

societal attitudes to boy child education and girl child education.
Foundational causes: It has been established that children with access to
quality early childhood education tend to perform better in school than

kids who do not have access. Also, the quality of academic support
received outside of the academic environment has heavy implications on
students performance.
Institutional causes: These are the political factors that affect the quality
of education delivery and the accessibility to education across locations.
Scope and Methodology
Rivers state government education reforms started during the first term of
Governor Chibuike Amaechis regime in May 2009. This reform is
comprehensive; encompassing infrastructural development, human-up
skilling and school material supplies. The scope of this study covers the
period when the state started the implementation of the reforms to July,
2013 when this MLA survey was conducted. Restricted to public Schools
alone, it covered all the 23 LGAs in the three senatorial districts of the
state, with emphasis on public primary and secondary schools in both
rural and urban areas in order to ensure a balanced spread.
Sample Selection
For the purpose of this MLA study, we randomly selected 15 pupils from
Primary four and 15 students from junior secondary school two (JSS2) in
all the public primary and secondary schools across the twenty-three local
governments in the state, who are believed to have spent at least a period
of 18 months and above in their respective present primary and
secondary schools.
Sample size
A total of 1,209 number of Public Schools were surveyed which consists of

916 Public Primary Schools and 293 Junior Secondary Schools. 10,371
Primary four pupils responded out of 13,740 questionnaires sent out and
3,340 JSS2 students responded out of 4,395 questionnaires distributed.
The overall response rate for pupils was 75.5%, while that of student was
76%. Similarly, out of 18,135 parents questionnaires distributed 75.3%
response rate was achieved. Likewise, out of 3,004 teachers and 916
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school head questionnaires distributed a response rate of 42.5% and

71.3% was recorded respectively. The tables below illustrate the number
of questionnaires distributed and responses received
Table 1.1:
Number of Questionnaires Distributed in Schools
across the LGAs
S/
N
LGAs
ABUA/
ODUA
AHOAD
A-EAST
AHOAD
-WEST
ANDON
I
AKUKUTORU
ASARITORU
BONNY
2
3
4
5
6
7
8
9
1
0
1
1
1
2
1
3
1
4
1
5
1
NO.
OF
PRY
SCH
OOL
S
49
NO.
OF
SEC
SCH
OOL
S
31
38
19
60
11
58
10
22
27
10
21
DEGEM
A
ELEME
24
22
EMOHU
A
ETCHE
51
21
80
44
GOKAN
A
IKWER
RE
KHANA
39
39
14
79
22
OBIO/A
KPOR
ONELG
43
19
71
19
PU
PIL
S
STUD
ENTS
PAR
ENT
S
PRY
SEC
HEA PRINC
SCH
SCH
D
IPALS
OOL
OOL TEAC
TEAC TEAC HERS
HERS HERS
73
5
57
0
90
0
87
0
33
0
40
5
31
5
36
0
33
0
76
5
12
00
58
5
58
5
11
85
64
5
10
465
1200
98
124
49
31
285
855
76
76
38
19
165
1065
120
44
60
11
150
1020
116
40
58
10
90
420
44
24
22
150
555
54
40
27
10
45
360
42
12
21
90
450
48
24
24
75
405
44
20
22
315
1080
102
84
51
21
660
780
160
176
80
44
135
720
78
36
39
210
795
78
56
39
14
330
1515
158
88
79
22
285
930
86
76
43
19
285
1350
142
76
71
19
+234(0)802 332 3378 or +234(0)807 257 8145
6
1
7
1
8
1
9
2
0
2
1
2
2
A
OGU/B
OLO
OKRIKA
OMUM
A
OPOBO
/NKOR
O
OYIGB
O
PORT
HARCO
URT
TAI
15
34
21
17
21
50
11
65
22
5
51
0
31
5
25
5
31
5
75
0
45
270
30
12
15
90
600
68
24
34
60
375
42
16
21
75
330
34
20
17
30
345
42
21
165
915
100
44
50
11
795
70
52
52
195
35
13
5
TOTAL 916 293 13, 4,39 18,1 1,83 1172 916
293
35
2
74
5
0
Total no of schools surveyed (Primary and secondary schools) 1,209
2
3
35
13
Table 1.2: Response Rate

RESPONDENTS
NO OF
QUESTIONNAIRE
S SENT
four 13,740
Primary
pupils
JSS2 students
Parents
Teachers
(Primary/Sec
School
Teachers)
Head teachers
Principals
NO OF
RESPONSE
QUESTIONNAIRE RATE
S RETURNED
10,371
75.5%
4,395
18,135
3,004
3,340
13,650
1,278
76%
75.3%
42.5%
916
293
653
77
71.3%
28.2%
Data Sources
The data used for this study was sourced with the aid of questionnaires
administered to Pupils in Primary four, Students in JSS2, parents, teachers,
head teachers and principals in sampled schools across the twenty-three
local governments. Test questions in different learning domains including:
literacy, numeracy and life skills were administered to Primary Four pupils,
+234(0)802 332 3378 or +234(0)807 257 8145
while test questions in Mathematics, English Language and General

Science were administered to JSS2 students.
Data Collection and Analysis
A one-day Inception workshop in which all the teachers and head teachers
from all the public primary and secondary schools were present was held
at the Ministry of Justice Hall, State Secretariat, Port Harcourt, Rivers
State. The aim of the workshop was to explain the purpose, objective and
the methodology of the tests, as well as the modalities for the selection of
students/pupils, teachers, parents and arrangement for returning the
survey instruments after the survey.
The Data gathering technique for the pupils and students involved Simple
random sampling, while Purposive Sampling technique was used to select
the Parents of Pupils/students who automatically became respondents due
to their children or wards being chosen. Likewise, purposive sampling was
used to select specific class teachers of Primary 4 pupils, subject teachers
of Junior Secondary Schools, Head teachers and Principals from the
sampled schools.
The collection exercise required the use of two selected class teachers in
each of the Primary Schools and four carefully chosen Secondary School
teachers in each of the Junior Secondary Schools to assist in the
Administration of respective test questions, pupil/student questionnaires
and parent questionnaires to each of Pupils/ students. Head teachers and
Principals supervised the process to ensure it went on smoothly.
The sampled pupils/students took the parent questionnaires home for
their respective parents/guardians to fill and returned them the following
day. While the selected teachers and head teachers completed their
questionnaires instantly, collated the test questions and all the
respondent questionnaires together and delivered them to the collection
point.
The instruments were administered in July 2013, three weeks to the end of
the third term of the school calendar (2012/2013 Academic Session). The
tests and the questionnaires were completed at the schools, except for
the parent questionnaires which the pupils/ students took home to their
parents/guardians.
The tests assessing pupils learning achievement in primary schools
covered three areas namely: (i) Literacy (Vocabulary, Comprehension,
Grammar and Writing) (ii) Numeracy (Numbers, Measurement and
Quantitative Techniques) and (iii) Life Skills (Health, Civic and
+234(0)802 332 3378 or +234(0)807 257 8145
Environment). Tests assessing students learning achievement in

secondary schools covered Mathematics, English Language and General
science. Question papers in each learning domains were prepared and
administered within a stipulated time and were marked by independent
examiners.
The marked sheets, alongside the completed questionnaires from each
Local Government were sent through the Secretaries of the LEAs (Local
Government Education Authorities) to the central collection point at the
State Secretariat where our officials were stationed. Our officials, after
sorting and arranging the responses according to local government areas
forwarded the survey Instruments to the central office in Abuja to be
analysed by our data Analysts. The data Analysts subjected the data
collected through various rigorous processes such as data (inputting,
cleaning) to ensure credibility of the data collected to remove extreme
values (outliers) as a means of quality control.
Basic descriptive statistics such as frequency distribution, mean, standard
deviation were carried out as well as further tests such as t-tests,
correlation, normality tests and ANOVA were also used to analyse the
data. However, narratives of the descriptive statistics were done to enable
easier comprehension by non-technical readers and policy makers without
statistical Knowledge to facilitate Policy Implementation.
Challenges faced in carrying out the Study
In the course of carrying out the study certain challenges were

encountered; such as omission of vital Information by some respondents.
Some respondents were not truthful with some personal details, therefore
such information was disregarded. Some respondent Information was also
rendered null and void as a result of discrepancies observed in certain
responses and was eliminated during data cleaning. Similarly, influence of
some teachers in some schools in the answering of the test questions
were observed and accordingly led to the exclusion of test papers.
The Study Area: Rivers State
Location, Geography and
Ethnic Characteristics of Rivers state
Rivers state is Nigerias southernmost state. Its capital Port Harcourt is

one of its 23 local governments. Port Harcourt is considered the
commercial capital of Nigerias Southern region. Rivers state is Nigerias
premier crude oil producing state as well as a hub of commercial marine
activity due to its abundance of natural water resources. There are two
major refineries and two major seaports in the state.
+234(0)802 332 3378 or +234(0)807 257 8145
Rivers state is a multi-ethnic society. Ethnic groups in the state include the
Ogoni who are of Ghanaian origin, the Epeye who emigrated from the old
Benin Empire and the Etche who are of Igbo descent, Ijaw, Ikewrre,
Kalabari and Andoni.
The states immense oil wealth means that the government has a
significant amount of money available to it to dedicate to education. On
the flipside, the plethora of unskilled jobs available in the oil and gas
industry has led many youths to ignore school and go to work instead.
Some people pervert the system and access the oil money through
extortion, lobbying and bunkering.
Socioeconomic Environment of Rivers state
Rivers state constantly witnesses the emigration on non-indigenes from

within and outside the country. This is due to the vast employment
opportunities available in the state. The influx of the migrant schoolers
is not factored into the states educational planning and this leads to
population constraints in the schools.
Following an era of militancy that plagued the state for the best part of
the first decade of this century, peace has returned to the state under
Governor RotimiAmaechi. Children who were kept out of school during the
years of insecurity have since returned to school. However, many of them
have resumed in classes suited to their current ages but above their
academic ability. This partly accounts for some of the below par
performances currently being witnessed in primary and secondary
schools.
Mainland/Island divide in Rivers state
Rivers state is made up of a large mainland and several smaller islands.

Government investment on the mainland exceeds that of the islands. This
is evidenced by the disparity in infrastructural adequacy between the two
with the airports located in Port Harcourt and the sea ports located in Port
Harcourt and Eleme which are both located on the mainland.
Perhaps due to their distance from the headquarters of government, no
significant government infrastructure is located outside of the mainland
with islands like Kala Ibiama not even connected to the national power
grid. The disparity in government investment also extends to education
with governments spending thus far being mostly on mainland schools.
Island schools also tend to be less supervised which may lead to high
levels of absenteeism on the parts of both students and teachers. For this
reason, island schools may have a lower all-round standard than that of
+234(0)802 332 3378 or +234(0)807 257 8145
their mainland counterparts and consequently, their students may

perform less well than their peers across the water.
Environmental issues in Rivers state
Nwachukwu and Uguanyi noted that the ambient air quality in Rivers
state is far worse than the World Health Organization Air Quality
Standard. This is especially true in the host communities of the major
manufacturing and exploration companies. Cement dust from construction
sites, lead from paint and carbon monoxide from gas flaring cause
respiratory and blood diseases. The sicknesses associated with poor air
quality pose a danger to the health of teachers and students and may be
blamed for some cases of absenteeism.
Crude oil spills have deteriorated the quality of marine resources in the
state. The implications of this are both social and economic. Consumers of
wildlife who have been infected by the pollution are prone to infection
themselves. Also, due to the depletion of the aquatic life, fishing which is
Rivers states staple profession has become a far less profitable venture in
recent years. With fishermens income dropping, they may become hardpressed to finance their kids education.
+234(0)802 332 3378 or +234(0)807 257 8145
Chapter Two
Review of Monitoring Learning Achievement Surveys in
Selected Countries
The importance of education as a fundamental factor in national
development has been globally acknowledged. Not inconsequential to this
acknowledgment have been the various Education for All (EFA)
conferences held at different times since 1999 and the annual EFA global
progress reports published to monitor the extent of achievement of the
set EFA goals. All these have stimulated investment in education around
the world.
However, investment in education in terms of provision of adequate
infrastructure, learning materials and teachers does not automatically
imply that the school goers achieve mastery of knowledge and skills
expected of them at various levels of education. Education is not an end
in itself but a means to an end, which could be national development,
skilled labour force, etc. To achieve these ends, the process of education
has to cumulate in knowledge and skill acquisition. The extent to which
investments in education result to better learning performance of school
children has been the reason for the conduct of learning achievement
assessments in many countries. This chapter contains a review of some
of such assessments.
MLA Survey in Rivers State
An assessment of the learning achievements of pupils/ students in Rivers

State was conducted in the first quarter of 2013 by an independent
consultant funded by the Rivers State Ministry of Education. It was a
preliminary survey geared towards gathering information for education
decision makers as regards the impact of the State governments reforms
+234(0)802 332 3378 or +234(0)807 257 8145
in terms of infrastructural development on the education sector. It

emanated out of a need to match government reforms against
performance of students in Rivers State public schools.
The survey covered two public schools one primary school and one
secondary school- in each of the twenty-three local government areas in
the state. The schools were randomly selected. 30 pupils/ students were
selected from each local government 15 Primary Five pupils and 15 JSS
Two students. There was also a random sample of school teachers, head
teachers and parents.
The Primary Five pupils were tested in three learning domains namely:
Literacy, Numeracy and Life skills. While, the JSS two students were tested
in Mathematic and English Language. The test questions in each of the
learning domains were prepared and administered by independent
examiners.
Questionnaires were administered to the randomly selected school
teachers, head teachers and parents in order to gather background
information on some endogenous factors (within the school environment)
and exogenous factors (outside the school environment) that affect the
learning achievement of pupils/ students.
Generally, the surveyed primary school pupils performed poorly with a
total mean score of 43%. The JSS two students performed better with a
total mean score of 60%. However, both primary and secondary schools
recorded low scores in the Numeracy and Mathematics learning domains
respectively. The scores were impressive in the Literacy and English
Language learning domains.
The study reports that in terms of overall performance, secondary schools
out-performed primary schools. Locational discrepancies in pupil/ student
performance were found to be narrow and perhaps non-existent.
The information gathered from the questionnaires administered revealed
little about the factors that affect learning achievement of pupils/
students. This was attributed to the preliminary nature of the study and
time constraints within which it was conducted. However, consideration of
the after-school activities of the pupils/ students as revealed by parents
led to the recommendation that remedial classes should be introduced.
As earlier stated, this was a preliminary study and it largely succeeded at
its task of laying a foundation for a larger and more comprehensive MLA
survey.
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MLA Survey in Nigeria
The history of assessing education standard in Nigeria can be traced back

to 1996; however, in 2003, MLA survey was conducted by the Federal
Ministry of Education as a form of follow up exercise to the 1996
assessment. The scope of the 2003 study was limited to students in
primary schools specifically primary 4 and 6 in 774 LGAs areas across the
country.
A multi-stage sampling design was adopted with probability proportional
to the number of schools within the LGAs in each state. 28 schools were
sampled in each state and 14 from Abuja FCT totalling 1,036 schools and
at least 20% of the selected or sampled schools in each state were private
schools. From sampled schools, 30 pupils were randomly selected from
primary 4 and 6 respectively.
Two categories of instruments were developed- (1) Learning Achievement
Test instruments in Literacy, Numeracy and Life Skills test; (2)
Questionnaire for pupils, teachers and parents. Nationwide administration
was carried out in June/July 2003.
In all the areas tested the pupils in private schools performed better than
their public schools counterpart. The urban schools performed better than
the rural schools, boys performed slightly better than girls, pupils who had
pre-primary education did better than pupils who did not and Life Skills
recorded the lowest result of mean score of 25.42%.
Table 2. 1
State Means Scores from 2003 Education Assessment for Primary
IV Pupils
S/
N
States
Literacy
Numera
cy
Life
Skills
Total
Averag
e
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Ogun
Kaduna
Enugu
Bauchi
Kebbi
Jigawa
Yobe
Benue
Ondo
Gombe
Oyo
Kogi
Taraba
Lagos
Kwara
50.8
51.63
46.64
46.57
47.42
41.32
44.58
27.21
42.98
44.67
42.28
43.05
19.13
41.89
41.59
49.27
47.75
48.8
45.5
41.43
46.35
39.28
40.78
35.03
36.71
36.41
32.2
45.15
32.54
32.59
60.3
56.78
59.69
55.14
57.53
53.58
52.54
60.7
47.36
43.38
44.73
47.26
55.78
45.61
44.18
160.38
156.17
155.12
147.21
146.39
141.25
136.4
128.69
125.37
124.77
123.42
122.5
120.07
120.04
118.37
53.46
52.06
51.71
49.07
48.8
47.08
45.47
42.9
41.79
41.59
41.14
40.83
40.02
40.01
39.46
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16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Delta
40.35
30.46
43.77
114.58
Cross River
38.25
34.4
40.77
113.41
Kano
35.46
36.51
40.56
112.52
Niger
36.46
32.65
41.37
110.48
Anambra
37.04
31.04
42.16
110.24
Osun
34.03
32.4
39.45
105.88
Zamfara
22.31
33.17
43.06
98.54
Akwa-Ibom
33.44
28.29
36.39
98.12
Plateau
31.37
29.11
35.89
96.38
Imo
30.3
26.32
37.75
94.38
Abia
30.78
27.63
34.97
93.98
Edo
16.44
36.64
40.05
90.13
Nasarawa
26.87
25.4
33.31
85.58
Adamawa
25.84
22.93
33.85
82.62
Katsina
13.35
29.85
35.14
78.34
Ebonyi
16.19
20.21
30.38
66.77
Borno
19.01
19.32
18.54
56.87
States in which only two tests were administered
33
Sokoto
27.77
43.94
71.72
34
Ekiti
35.63
42.65
68.68
35
Bayelsa
22.61
42.3
64.91
36
Rivers
25.58
32.73
58.31
37
Abuja
28.33
46.42
74.75
National
35.05
33.74
43.81
110.6
Average
Source: Nigeria Education Sector Analysis (Draft Report); 2003.
Ministry of Education
38.19
37.8
37.51
36.83
36.75
35.29
32.85
32.71
32.13
31.46
31.13
30.04
28.53
27.54
26.11
22.26
18.96
35.86
39.14
32.46
29.16
37.38
36.87
Federal
Table 2.1 above shows the test result from the 2003 assessment of
learning achievement of primary 4 pupils all across Nigeria. The mean
score in Literacy test was 35.05 with Kaduna state scoring the highest
(51.63%) followed by Ogun state (50.8%) while Kastina and Borno scored
the lowest grades - 13.5% and 19.01% respectively. The National mean
score in Numeracy test was 33.74% and Ogun state had the highest grade
at 49.27% followed by Enugu state 48.8% while Ebonyi 20.21% and Borno
state 19.32% had the least grades. In Life Skills test the National mean
score was 43.81% while Benue 60.7% and Ogun state 60.3% had the
highest grades while Ebonyi (30.38%) and Borno 18.54% had the lowest
grades. Overall, Ogun state came first with mean grade of 53.46%
followed by Kaduna state with 52. 06% mean score while Bayelsa state
29.16% and Rivers state 29.16% came last.
Focusing on Rivers state, and for primary 4 pupils, tests were only
conducted in two learning domains- Literacy test with a mean score of
25.58% (29th position among other states) and Life Skills test with a mean
score of 32.73% (34th position in the federation) and an overall standing of
36th position among 36 states was dismal while primary six pupils were
tested in Numeracy- 27.78% mean score (32 nd position) and Life Skills25| P a g e A r b i t r a g e C o n s u l t L t d
+234(0)802 332 3378 or +234(0)807 257 8145
23.7% mean score (33rd). The total mean score for primary six pupils was
51.48% and mean grade of 25.74% which earned the state 32nd position.
MLA Survey in Ghana
In 2009, an MLA assessment project was undertaken in Ghana. Though

enrolment rates in primary and junior secondary schools in Ghana were
rising, as government policies in education were being implemented but
assessments showed that the learning achievement of students was low.
The study was primarily carried out to examine the relationship between
learning achievements and the level of human and physical resources
allocated to schools (primary schools). There were also concerns about the
varying levels of learning achievements among schools in different areas
(districts). Though this was still in relation to how much the difference in
allocation of resources explained the disparity in the level of learning
outcomes between urban and rural areas.
The study was a district-by-district snapshot of the state of education in
each of the 139 districts with information on learning achievements,
infrastructure improvements and management characteristics by
comparison to national and regional averages, Background documents on
the Education Sector in Ghana were gathered and analysed and in order
to find out the characteristics associated with high or low achievements,
data from the NEA (The National Education Assessment) and the EMIS
(The Education Management Information System) were merged.
The NEA tested learners in grade three and six in a national sample of
schools in 2005 and 2007. The test was in English and Mathematics. The
EMIS on the other hand refers to a collection of reliable information on
available equipment, infrastructure and management characteristics of
every primary school in Ghana. In essence, the study was to find out to
what extent the differences in the distribution of human and physical
resources across schools explain the differences in learning outcomes.
Teachers, administrators, stakeholders (senior members of the Ministry of
Education, officials in District Education Offices and head teachers of
primary schools and teacher training colleges) were all interviewed to
elicit information on their perception of the problems and successes of the
education sector.
The following indicators across all districts were established to monitor the
improvements of education quality- Achievements overtime on NEA and
BECE tests, participation rates in terms of net school enrolment over time,
as well as completion, dropout and repetition rates, the quality of school
+234(0)802 332 3378 or +234(0)807 257 8145
infrastructure in terms of drinking water, electricity, toilets and needed

repairs, school management in terms of the frequency of school
management committee meetings and visits from the circuit, supervisor,
free meals provided and the portion of schools with a book to record
teacher attendance and teaching and learning materials in terms of
available writing places, library books and textbooks. Descriptive statistics
of the achievement and resource variables were used to identify basic
tendencies and further analyses were conducted using ordinary least
squares regressions.
Two case study districts were chosen and the following findings were
made:
For the first district, the low level of performance was attributed to: low
level of teacher motivation, reluctance of some individual parents to
provide basic needs for their children and low enthusiasm and
commitment to learning on the part of pupils. For the second district, the
low level of performance was attributed to: quality of teachers, low
teacher morale and poverty of the parents in the district.
Furthermore, the findings from the assessment revealed that demographic
differences in resource allocation have been moderated to a
commendable extent, but the demographic disparities in Learning
Outcomes have not improved.
Botswana
A learning achievement survey sponsored by UNICEF and the government

of Botswana was carried out in February 1999. It was carried out in
accordance with the countrys Revised National Policy on Education which
stipulated assessment and monitoring of progress in education. It was also
to serve as a data collection process for the Education for All (EFA) 2000
assessment report. The study was to assess the achievement of Standard
four pupils in four learning domains which included: Literacy in Setswana,
Literacy in English, Numeracy and Life Skills.
The assessment was carried out by a selected group of officers from
different departments of the Ministry of Education. Class teachers from
primary schools also worked on the project.
Standardized survey
instruments were constructed by the working group to ensure that they
would adequately measure the competencies defined for Standard Four
pupils in Botswana. A total of four tests and four questionnaires were
developed. The tests were in Literacy in Setswana, Literacy in English,
+234(0)802 332 3378 or +234(0)807 257 8145
Numeracy, and Life Skills. The questionnaires were administered to

Standard Four pupils, head teachers, teachers of Standard Four, and
parents of the pupils. While tests were to measure the performance of
pupils in terms of their mastery of defined learning competencies, the
questionnaires were designed to collect information on factors that affect
the learning achievement of pupils.
A sample was specified for data collection to represent the total school
population in Botswana. It consisted for seventy primary schools across
six regions. A total of 5, 460 (Female: 2, 726, Male: 2, 734) Standard Four
pupils were surveyed. A total of 5, 540 parents responded as did 68 and
159 head teachers and Standard Four teachers, respectively.
The study found the performance of the pupils in the test domains to be
generally weak. The percentage of competent pupils in each of the
domains was as follows: Literacy in Setswana 39.6%, Literacy in English
21.9%, Numeracy 21.2%, and Life Skills 77.7%. Clearly, the pupils
performed best in the Life Skills test.
The performance of pupils was also found to vary significantly across
gender with female pupils outperforming their male counterparts.
Variances in performance were also observed on regional basis.
The study identified a number of factors that affect the learning
achievement of pupils. The factors cut across various areas including the
school environment, school location, parental background, pre-primary
education, etc. For example, pupils from homes with telephones,
electricity and tap water were found to perform better than their
counterparts without such amenities. The educational level of mothers
was another significant factor identified. Pupils whose mothers have
educational qualifications beyond primary education performed better
relative to others whose mothers have lower levels of education. As
regards the school environment, such factors as teacher absenteeism and
the availability of electricity in the school were reported to affect pupils
learning achievement; schools where teacher absenteeism was classified
as always performed poorly compared to schools where it was classified
as not at all. Schools in urban areas generally out-performed schools in
semi-urban and rural areas in all the learning domains with the exception
of life skills where semi-urban schools performed best.
The main conclusion of the study was that the pupils generally did not
reach the established minimum competency levels .Only 39.6% of pupils
achieved the competence level in Literacy in Setswana, 21.9% in Literacy
+234(0)802 332 3378 or +234(0)807 257 8145
in English and 21.2% in Numeracy. The highest was in the life skills
learning domain where 77.7% of pupils achieved the competency level.
The minimum competency levels were established in a one-day workshop
that had 24 classroom teachers in attendance as judges. It also concluded
that multiple factors affect the learning achievements of pupils, including
factors within and outside the school environment.
Kenya
Kenya participated in the Southern and Eastern Africa Consortium for

Monitoring Education Quality (SACMEQ) III research project. The project
was carried out between 2005 -2011 in some of the 15 member countries
of the consortium. The project was focused on gathering information on
the following: general schooling conditions, the achievements of Grade Six
pupils and their teachers in reading and mathematics, and the knowledge
that pupils and their teachers have about HIV/ AIDS.
The sample taken for the study included 193 primary schools from which
4, 436 pupils, 733 teachers and 193 head teachers were sampled. The
SACMEQ Coordinating Centre prepared the survey instruments which
consisted of tests and questionnaires. Specifically, the data collection
instruments were: School Heads Booklets, School Information Forms,
Teacher Booklets, Learner Booklets, and Learner Name Forms. Reading
and mathematics tests were administered to pupils and teachers.
Questionnaires were administered to head teachers, teachers and pupils.
The study found that majority of the teachers and pupils attained
minimum competency levels in reading and mathematics. In the reading
test, the national mean score of pupils was 543.1, while for teachers it
was 792.1. In mathematics, the national mean score for pupils was 557.0
while for teachers it was 906.1. It is clear that teachers performed much
better than the pupils. Amongst the pupils, performance was found to
vary across various subgroups including gender and location. Urban areas
out performed rural areas in both the reading and mathematics test with
mean scores of 575.6 and 580.0 respectively. Scores in the rural areas
were 525.6 for the reading test and 544.5 for the mathematics test. Boys
did better than girls in both the reading and mathematics tests with
means scores of 544.1 and 567.6respectively, compared to the 542.1 and
546.0 scored by the girls.
For the HIV/ AIDS knowledge test, only 39.2 % of pupils reached the
minimum level and only 6.8% reached the desired level. This also varied
across locations with pupils from the urban area scoring higher than those
from the rural areas.
+234(0)802 332 3378 or +234(0)807 257 8145
The background information gathered from pupils, teachers, and school

heads via the administration of questionnaires was extensive and
revealing. From the pupils, data was gathered in such areas as feeding
patterns, language spoken at home, parental education, living conditions
of pupils, the number of books at home, preschool attendance, travel
distance to school, homework assistance, amongst others. From the
teachers, data gathered included: level of education, availability and
frequency of in-service training, teacher time allocation, and time spent
on lesson preparation, frequency and contents of communication with
parents, availability of teaching aids, etc. Information supplied by the
school heads included: their professional characteristics, school resources,
pupil behavioural problems, teacher behavioural problems, frequency of
school inspections, etc.
Multilevel analysis was carried out using STATA version 11 (Stata Corp,
2009) to investigate the pupil-level and school-level factors that affect the
learning achievement of the pupils in the reading and mathematics tests.
About 70 predictor variables for both Reading and Mathematics which
were significant at p=.05 were selected using multiple linear regression.
The following conclusions were derived from the analysis:
Pupils who are absent from school perform poorly in Reading

Pupils who speak English at home do well in Reading.
Pupils staying with another family perform poorly in Reading.
Pupils from families with many siblings perform poorly
Schools with pupils who borrow books from their school libraries
achieved better in Reading
Pupils who use computers at home achieved higher scores in
Mathematics.
Pupils who were absent from school to care for their siblings had low
achievement in Mathematics.
Pupils who stay alone at home perform poorly in Mathematics
Younger pupils perform better in Mathematics compared to their
older counterparts.
Pupils in schools with dilapidated buildings performed less well in
Mathematics.
Some of the policy suggestions offered by the study were that education
stakeholders should continue their efforts to eliminate absenteeism;
caregivers should encourage children to speak English both at home and
at school because it is the medium of instruction at grade 6. The home
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background of the pupil was also emphasized as critical to success in

school. Suggestions were directed at parents, caregivers and other
significant family-related institutions to take up the responsibility for
quality education. It was also recommended that more effort should be
put into improving the learning environment through the provision of
learning materials, facilities, and improving the quality of teaching.
Regional Monitoring Learning Achievement (MLA) Survey 1999
In developing countries in general, there was not a single regional survey,

which measured improvement in learning outcomes prior to WCEA
Jomtien, in 1990. The 1999 Regional Monitoring Learning Achievement
(MLA) survey, of 9 African countries which was especially commissioned
for Indicator 15 of the Education for All (EFA) 2000 Assessment Survey,
was the first one of its kind in Africa. The 1999 African MLA survey
assessed learner performance from the viewpoint of what is taught and
learnt in and out-of schools. The detailed results of learning achievement
are presented in the various learning domains of literacy, numeracy, and
life skills, respectively below.
Learning Achievement profiles of Selected MLA African countries

by learning domains for Grade 4 pupil
Table 2.2
Measurement
Geometry
Health
70.0
53.0
49.0
27.0
53.0
39.0
54.0
54.0
69.0
49.0
Madagas
car
53.0
72.0
48.0
56.0
49.0
32.0
43.0
80.0
72.0
76.0
Malawi
54.0
37.0
35.0
23.0
42.0
43.0
47.0
78.0
80.0
70.0
Mali
85.0
57.0
43.5
45.3
34.1
49.9
48.3
56.2
58.1
55.6
Mauritius
89.0
68.0
60.0
47.8
61.5
52.1
61.7
67.2
67.2
56.7
Niger
80.6
50.5
43.2
32.7
35.9
42.6
45.8
46.2
48.7
48.5
Senegal
75.2
48.4
48.7
36.1
28.9
39.4
38.4
47.6
48.4
40.6
Environment
Technology Science &
Number
Botswana
Civil &
Writing
Life Skills
Grammar
Numeracy
Comprehensio
Literacy
Vocabulary
Countrie
s
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Uganda
80.0
62.0
59.0
47.0
48.7
47.6
52.6
68.4
66.3
64.0
Zambia
72.0
45.0
49.0
28.0
36.0
35.0
37.0
52.0
52.0
48.0
Source: Chinapah et al. 2,000a, p.21 (adjusted).
From table 2.2 above, Literacy test was broken into four major domains
which include Vocabulary, Comprehension, Grammar and Writing while
Numeracy test was divided into Number, Measurement and Geometry,
and Life skills was divided into three domains including Health, Civic and
Environment and Science and Technology.
Across board, Literacy test has the highest grade and Vocabulary
component of Literacy test recorded the highest grade. Overall,
performance in Numeracy was poor with the lowest score in
Measurement.
Mauritius has the highest grade (89%) in Vocabulary and Grammar (60%)
while Madagascar has the lowest grade in Vocabulary with 53% but has
the highest grade in Comprehension (72%). Malawi has the lowest grade
in comprehension (37%).
Mauritius again scored highest grades in all Numeracy components while
Madagascar and Malawi in Life Skills test were the two top performers.
Percentage of Grade 4 pupils who attained the Minimum (MML)
and Desirable (DML) levels of mastery
Table 2.3
Country
Botswana
Madagascar
Malawi
Mali
Mauritius
Niger
Senegal
Uganda
Zambia
Combined
MML
DML
57.8
8.7
66.1
11.7
54.9
3.0
54.9
7.3
70.3
24.1
25.6
2.0
31.2
2.0
54.4
14.4
31.9
5.6
Literacy
MML
DML
46.2
6.0
56.9
20.6
15.3
1.4
50.4
13.1
77.6
35.4
39.3
3.6
45.6
6.7
64.3
23.3
37.8
7.3
Numeracy
MML
DML
55.4
5.4
34.4
5.6
30.7
1.4
37.9
6.2
70.3
26.4
15.3
5.7
22.9
3.0
41.9
10.2
19.9
4.4
Life Skills
MML
DML
71.8
14.9
97.3
60.3
95.4
69.4
69.8
23.7
71.6
32.4
44.9
7.0
36.3
7.0
78.8
51.1
49.0
26.1
Source: Chinapah et al. 2,000a, p.21 (adjusted).
From table 2.3, overall Mauritius has the highest percentage of pupils who
have attained MML and Niger has the lowest, when the test scores are
broken into different domains, Mauritius has the highest percentage of
pupils who have attained MML in Literacy and Numeracy while
Madagascar has the highest percentage of pupils who have attained MML
in Life Skills. Niger has the lowest percentage of pupils who have attained
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MML in the entire learning domain except Life Skills where Senegal has
the lowest percentage of pupils who have attained MML.
Though the findings on factors that affect or determine learning outcomes

varied among and within the nine surveyed countries, however, some
factors are common to all. These factors include- content of curriculum,
teaching and working environment, school and home learning
environment.
Lessons from Previous Studies
There are key concepts that resonate from previous learning achievement
surveys, some of such concepts are highlighted below:
It is important to not judge the success of the education system on

the basis of increased enrolment or infrastructural development
because education is not simply about more students or well-built
classrooms. The success or failure of an education system can be
measured basically by the quality of learning that actually goes on
and the mastery of knowledge and skills that school goers achieve.
Most of the reviewed studies tested pupils in the following learning
domains: literacy, numeracy and life skills, according to what has
been established as the goal of primary education.
Learning goes beyond the school environment. The home
environment largely affects the learning achievements of pupils and
must not be neglected. Parental education and learning support at
home are vital to learners. This necessitates that more attention be
paid to adult education as the learning achievement of the adult
populace affects that of young learners.
Teacher training as well as teachers working conditions require
special attention because the teacher is perhaps the most important
school resource.
Greater attention should be given to the even distribution of
education resources in both urban and rural areas so as to reduce as
much as possible the locational discrepancies in learning
achievement.
The findings of previous MLA surveys as highlighted above echo the
globally acknowledged fact that Education for all is the
responsibility of all. It follows therefore that achieving the
respective ends for which we have education systems has to be
approached holistically and inclusively. Everyone, ranging from
+234(0)802 332 3378 or +234(0)807 257 8145
education policy makers, to parents, school staff and the learners,

has a responsibility.
Chapter Three
General Description and Characteristics of Survey
Respondents
This chapter details background information on factors that can affect the
learning achievement of pupils/ students in Rivers State. The information
generally concerns the socioeconomic background of pupils/ students,
their school environments, school facilities, the competencies of teachers,
amongst others. The information was harnessed via questionnaires
administered on pupils/ students, their parents, teachers and head
teachers.
3.1 Background Information Supplied by the Pupils
The information supplied by pupils indicating their general characteristics

as well as factors that can affect their performance is presented as
follows:
Distribution of Sampled Pupils/ Students by Sex
Pupils (Primary Four Pupils)
The gender representation of sampled pupils was fairly equal across all
the LGAs. Where there are differences such as in Eleme, Ahoada West,
Emohua, Opobo/Nkoro, Ahoada East, Andoni, Ogu/Bolo, ASALGA, it is
negligible. This is shown below:
Fig 1
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Distribution of Sampled Pupils by Sex Across the LGAs
Male
AS
AL
G
A
OY
IG
BO
AN
KH
AN
D
O
N
Female
EL
EM
E
Percentage
100
90
80
70
60
50
40
30
20
10
0
LGAs
Students (JSS Two Students)
However, some level of inequality was observed among the JSS two
respondents. In Obio/ Akpor LGA there were far more female respondents
than males. The reverse occurred in Ogu/ Bolo.
Fig 2
Distribution of Sampled Students by Sex Across the LGAs

80
70
60
50
40
30
20
10
0
Male
KO
RO
O
PO
BO
/N
A
KH
AN
N
BO
N
AB
U
A/
O
D
U
Female
A
Percentage
LGAs
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Age Distribution of Sampled Pupils/ Students
Majority of the respondents in primary four fall within the age range of 9
to 12, while the respondents in JSS2 fall within the range of ages 13 to 16.
Generally, 9 year-olds and 13 year-olds constitute the largest age groups
amongst the sampled pupils and students making up to 30 and 33 percent
respectively. Ages 10 and 14 also constitute more than 20 percent each of
pupils and students in the sampled population. This is illustrated in the
chart below:
Fig 3
Distribution of Sampled Pupils/ Students by Age

40
30
Percentage 20Pupils
Students
10
0
10 11 12 13 14 15 16 17 18 19 20
Age
Pre-Primary Education
Early childhood development and Pre-primary education is widely

recognized as having a significant impact on the performance of children
in basic educational programmes by developing the cognitive ability of the
pupils before proceeding into Primary education. 36% of our primary four
respondents had no pre-primary education while 64% had some form of
pre-primary education. This shows that a majority of the surveyed pupils
had pre-primary education. See the diagram below:
Fig 4
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Distribution of Sampled Pupils by Pre-Primary Education
Had
Had None
36%
64%
Feeding Pattern
Healthy and balanced nutrition affects a child general wellbeing. It plays

a major role in the childs ability to comprehend what is being taught.
Hungry children are less likely to concentrate in class and as a result
might perform poorly. From the pupils surveyed, 37% usually have no
lunch, 19% have no breakfast and 5% have neither lunch nor breakfast.
Only 39% of respondents were well fed. See the chart below:
Fig 5
Feeding Pattern of Sampled Pupils

45
40
35
30
25
20
15
10
5
0
Well Fed; 39
No Breakfast; 19
None; 5
Well Fed
No Lunch; 37
No Breakfast
No Lunch
None
Distance to School
The charts below show the time it takes sampled pupils/ students to get to
school from their homes in each LGA. In both primary and secondary
schools across most of the LGAs, a majority of the students report a travel
time of between 1-10 minutes. However, majority of Pupils in Ogu/Bolo
LGA report a travel time of between 11-20 minutes as do most of the
sampled students in Bonny. See the charts below:
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Pupils
Fig 6
Travel Time to School (Pupils)

1-10mins
11-20mins
21-30minms
31-40mins
41mins & Above
PO
RT
H
AR
CO
U
O
KR
IK
A
G
O
KA
N
A
AB
U
A/
O
D
U
AS
AL
G
A
AL
Percentage
RT
80
60
40
20
0
LGAs
Students
Fig 7
Travel Time to School (Students)

1-10mins
11-20mins
30-40mins
41mins & Above
21-30mins
TA
I
M
A
O
M
U
A
KH
AN
EL
EM
E
D
O
N
AN
AB
U
A/
O
D
U
AL
Percentage
80
60
40
20
0
LGAs
Means of Transportation to School
The mode of transportation to school reflects the overall convenience of

pupils/ students. Pupils/ students who walk long distances to school would
most likely be fatigued on getting to school. Such fatigue in turn affects
their comprehension and performance. Walking long distances to school
+234(0)802 332 3378 or +234(0)807 257 8145
unsupervised could expose them to truancy and other dangers. Most (at
least 7 out of 10) of the sampled pupils/ students travel to school by foot.
This is understandable given the travel time of between 1 to 10 minutes
Fig 8
Means of Transport to School (Pupils)
Foot
Public bus
4% 2%
8%
Okada
6%
Parent's car
Others
80%
Fig 9
Means of Transport to School (Students)
Parent's Car; 4%
Foot
Public Transport
Okada; 13%
Okada
Public Transport; 8%
Parent's Car
Foot; 75%
Pupils/ Students' Attitude to Schooling
Here we consider the characteristics of students and pupils in relation to

certain push factors (endogenous factors within the school
+234(0)802 332 3378 or +234(0)807 257 8145
environment). As illustrated above, the major turn off to pupils and

students is the fear of bullies (3 in 10). Lack of comprehension (another 3
in 10) of what is being taught also registers a high percentage. Pockets of
respondents also claim not to like their teachers, and are afraid of punitive
measures employed within the school. Collectively, all these factors could
affect learning achievement. This is illustrated below:
Fig 10
Attitude of Pupils towards Schooling

35%
30%
Lack of Comprehension; 29%
Fear of Bullies; 30%
25%
20%
I
don't
14% in school; 13%
I have no friend
Percentage 15% Like my Teachers; 14%Fear of Punishment;
10%
5%
0%
I don't Like my Teachers
Fear of Punishment
Fear of Bullies
Attitude
Fig 11
Attitude of Students towards Schooling

45%
Fear of Bullies; 39%
40%
35%
Lack of Comprehension; 29%
30%
25%
Percentage 20%
Fear of Punishment; 16%
15%
I have no friend in School; 11%
10% Like my Teachers; 6%
I don't
5%
0%
I don't Like my Teachers
Fear of Punishment
Fear of Bullies
Attitude
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Pupil/ Student Absenteeism
The respondents revealed that illness is the major causal factor for
absenteeism. About a quarter of respondents stated commercial activities
as the reason for their being absent. House chores, the availability of
transportation fare and the condition of the weather, are other reasons
highlighted by pupils for being absent from school. Special health care
provisions or fee-waiver for health services for pupils as well as the
provision of school buses are measures that can be taken to drastically
reduce pupils absenteeism. Child labour laws need to be enforced to
prevent pupils from being forced to engage in commercial activities. See
chart below:
Fig 12
Reasons for Pupil Absenteeism

38%
W
ea
th
er
er
ci
al
ac
tiv
iti
es
Ch
or
es
3%
H
ou
se
Tr
an
sp
or
tF
ar
e
25%
19%
15%
Illn
es
s
Percentage
40%
30%
20%
10%
0%
Co
m
Reasons
From the JSS 2 respondents, illness ranked highest as the major reason for
absenteeism. Close to 60% of respondents identified ill health as their
reason for being absent from school. Transport fare and house chores
were also highlighted as reasons for absenteeism. As stated earlier,
adequate health care services and provision of school buses to convey
students to and from school are measures that may reduce absenteeism.
See Chart below:
Fig 13
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Reasons for Student Absenteeism

59%
7%
7%
O
th
er
s
Tr
an
sp
or
tF
ar
e
H
ou
se
Ch
or
es
8%
W
ea
th
er
19%
Illn
es
s
Percentage
80%
60%
40%
20%
0%
Reasons
Homework Assistance
The chart below shows that a majority of sampled pupils have assistance
at home as they work on their home assignments. Such assistance could
help pupils get clarity in areas they find difficult at school. Pupils with
strong academic assistance at home are likely to do better than those
without such assistance.
Fig 14
stribution of Pupils by Availability of Assistance in doing Homework

80%
75%
60%
40%
25%
20%
0%
Have
Have None
After School Activities
Learning does not end in the four walls of a classroom. A childs activities
after school hours could help to either enforce or jeopardise the childs
understanding of what was taught during school hours. The charts below
show that majority of pupils/ students who responded attend extramural
classes after school. Less than 30% are engaged in commercial activities.
House chores also account for a major proportion of after school activities
for both pupils and students alike. Less than 9% watch television after
school. It is important to note that pupils/ students involved in commercial
activities tend to be distracted from their educational programmes.
Enforcement of child labour laws can help reduce the number of children
involved in commercial activities.
+234(0)802 332 3378 or +234(0)807 257 8145
Fig 15
After School Activities (Pupils)
Cl
as
s
M
ur
al
Ex
tr
a
Te
le
vi
si
on
W
at
ch
in
g
m
er
ci
al
Ac
tiv
iti
es
Co
m
H
ou
se
Percentage
Ch
or
es
Extra Mural Class; 36

40 House Chores;
Commercial
29
Activities; 29
30
20
Watching Television; 7
10
0
Activities
Fig 16
After School Activities (Students)
Ex
tr
am
ur
al
Cl
as
s
W
at
ch
in
g
Co
m
er
ci
al
H
ou
se
Ch
or
es
ac
tiv
iti
es
Te
le
vi
si
on
Extramural Class; 41%

50%
40% House Chores; 26%
Commercial activities; 28%
30%
20%
Watching Television; 5%
10%
0%
Activities
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3.2 Background Information Supplied by the Parents
The information harnessed from parents as regards factors that affect the
learning achievements of their children is stated as follows:
Gender Distribution
Out of the 13,650 parents who responded, about 57% were females while
about 43% were males. On the average, more females responded in most
local government areas than males. Eleme recorded the highest level of
female respondents while Abua/Odua recorded the highest level of male
respondents.
Fig 17
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Gender Distribution of Sampled Parents across the LGAs

100
80
60
40
20
0
Male
TA
I
M
A
O
M
U
IK
W
ER
RE
EL
EM
E
D
O
N
AN
AB
U
A/
O
D
U
Female
AL
Percentage
LGAs
Relationship of Pupils/ Students with Respondents to Parent

Questionnaire
The chart below shows the relationship between sampled parents/

guardians with the surveyed pupils/ students; majority of the parents who
responded are the actual biological or foster parents of the pupils/
students.
Fig 18
of Sampled Parents by Relationship to the surveyed Pupils/ Student

Father; 55%
60%
50%
40%
30%
20%
10%
0%
Mother; 25%
Guardian; 14%
Father
Mother
Guardian
Relative; 7%
Relative
Age Distribution of the Respondents
The chart below shows the age distribution of sampled parents. About
74% of sampled parents were aged between 31 and 50 years old. Only
14% were above 50 years old.
Fig 19
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Age Distribution of Sampled Parents

45%
41-50; 40%
40%
31-40; 34%
35%
30%
25%
20%
15%
Above 50; 14%
20-30; 12%
10%
5%
0%
20-30
31-40
41-50
Above 50
Years
Parents Expenditure on School related Items
The Rivers State government has provided free education for pupils/
students at primary and secondary levels. However, respondents reported
some costs incurred from schooling. The highest expenditure was
attributed to school uniforms, followed by transport fare, textbooks,
school fees or levies and classroom desks. School fees and classroom
desks are particularly disturbing considering huge government investment
in school infrastructure.
Fig 20
School Related Items on Which Parents Expend

50%
Uniform; 39%
40%
30%
Transport Fare; 23%
Textbooks; 18%
20% School Fees; 13%
Classroom Desks; 7%
10%
0%
School Fees
Transport Fare
Textbooks
Uniform
Classroom Desks
Items
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Parents Highest Educational Levels
A majority of the parents who responded have secondary school

certificates as their highest educational qualification. This was the case in
10 LGAs (Abua/ Odua, Ahoada East, Ahoada West, Akuku Toru, Asari
Toru, Degema, Emohua, Gokana, Ikwerre, Opbobo/ Nkoro).
Fig 21
Highest Educational Levels of Sampled Parents

60
50
40
0-6 years
30
7-12 years
20
13 years-Above
10
TA
I
M
A
O
M
U
IK
W
ER
RE
EL
EM
E
I
D
O
N
AN
AB
U
A/
O
D
U
AL
Participation in School Activities
Participation in school activities is an indicator of parents interests in the

educational achievements of their children. Parents who are more
committed to their childrens education tend to spur them to achieve
more academically and this could have positive impacts on the childrens
learning achievements. The chart below shows the rate of participation in
school activities by sampled parents, indicating that majority of the
parents participate, although, only 41% of the respondents always
participate in school activities.
Fig 22
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tion of Sampled Parents by Participation in School Activities

50
Always; 41
40
Sometimes; 46
30
Percentage 20
Never; 13
10
0
Always
Sometimes
Never
Attitude towards Education
Among the sampled parents, only 41% feel that education is the best
investment; this is a worrying statistic as the attitude of parents towards
education affects a childs learning achievement. Where parents have
poor attitudes towards education, children tend not to get necessary
home support and guidance for their school work. The sampled parents
mostly argue against the notion that education of male children is more
important than that of female children. See the chart below:
Fig 23
Parents' Attitude to Education
M
al
e
ch
ild
re
n
sh
ou
ld
be
Ed
uc
at
io
n
is
ed
uc
at
ed
th
e
or
e
th
an
be
st
In
ve
s
tm
en
t
fe
m
al
e
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
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3.3 Background Information Supplied by Teachers
Teachers and students are the two basic elements of any educational
institution. It is the teachers who have the most influence on the students
academic performance and the nature of this influence depends on their
quality and other factors.
The information contained in this section is based on the feedback
received from our respondents. We present in figures and in words,
information such as the teachers qualifications, professional attitudes and
general mindset.
Highest Educational Levels
Children with more experienced teachers who are also frequently

assessed tend to perform better. Here, teacher quality is indicated by the
teachers educational qualification. From the chart below, a majority of
primary school teachers who responded have at least one form of tertiary
education or another. Only 3% have SSCE qualification as their highest.
The trend is similar for secondary schools.
Fig 24
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(Primary School Teachers)
OND/NCE; 57%
60%
50%
40%
B.Ed; 29%
30%
20%
10%
BSc; 9%
SSCE; 3%
HND; 1%
MSc; 1%
0%
SSCE
OND/NCE
HND
B.Ed
BSc
MSc
Fig 25
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(Secondary School Teachers)
60%
B.Ed.; 55%
50%
40%
30%
B.Sc; 21%
20%
OND/NCE; 12%
10%
Post-graduate ; 6%
HND; 4%
SSCE; 2%
0%
SSCE
OND/NCE
HND
B.Ed.
B.Sc
Post-graduate
Teaching Experience
More experienced teachers tend to deliver better teaching and this in turn
makes for better pupil/ student academic performance. As shown in the
chart below, majority of the teachers that responded had above 12 years
of teaching experience. This was the case for both primary and secondary
schools.
Fig 26
stributon of Sampled Teachers by Years of Teaching Experien

80%
70%
60%
Primary Teachers
50%
Secondary Teachers
40%
30%
20%
10%
0%
1-3yrs
4-7yrs
8-12yrs
Above 12yrs
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Teacher Absenteeism
The respondents say they sometimes miss school. Their reasons for such
absence are presented in the charts below. The predominant reason for
absence by primary school teachers is illness. 23% of respondents claim
they missed school to attend training programmes. The trend is similar for
secondary schools.
Fig 27
Reasons for Teacher Absenteeism

(Primary Schools)
Illness; 47%
Training; 23%
Weather; 13%
Transportation Problem; 6%
Tr
an
sp
or
ta
tio
n
Illn
es
s
Tr
ai
ni
ng
Maternity; 11%
Pr
ob
le
m
50%
40%
30%
20%
10%
0%
Fig 28
Reasons for Teacher Absenteeism

(Secondary Schools)
Illness; 51%
Transportation
Problem; 11%
Weather;
10%
Tr
an
sp
or
ta
tio
n
Pr
ob
le
m
Training; 21%
Tr
ai
ni
ng
Maternity; 7%
Illn
es
s
60%
50%
40%
30%
20%
10%
0%
Distance to School
Primary school teachers mostly (65%) reported that it takes them less
than 30 minutes to get to school. But only 48% of secondary school
teachers reported the same travel time. The travel time distributions are
shown in the chart below:
+234(0)802 332 3378 or +234(0)807 257 8145
Fig 29
Teachers' Travel Time to School

38%
40%
35%
30%
30%
24%
25%
21%
20%
20%
13%
15%
Primary Teachers
Secondary Teachers
15%
14%
14%
11%
10%
5%
0%
1-10mins 11-20mins
21-30
31-40 Above 41mins
Interest of Teachers in Teaching
Most of the teachers who responded are not willing to change their
careers (See the chart below). Of the less than 40% of teachers who
indicated a desire to change careers, improved benefits was the most
prevalent reason stated. Other reasons stated were improved working
conditions and career development. The teaching profession should be
made more rewarding so as to retain the current workforce and attract
new teachers when needed.
Fig 30
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Teachers' Desire to Change Career

80%
70%
60%
50%
40%
30%
20%
10%
0%
Primary
Secondary
Yes
No
Teacher Training
Teacher training is important to pupil/ student learning achievement.

Through frequent training, teachers become better skilled at impacting
knowledge. Most of the teachers surveyed had attended up-skilling
programmes. However, only 25% reported to have attended up-skilling
programmes more than three times throughout their careers. It is
important to institute frequent training programmes to improve the skill
level of teachers.
Fig 31
Attendance of Up-Skilling Trainings

100%
80%
60%
Primary
Secondary
40%
20%
0%
Had
Had None
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+234(0)802 332 3378 or +234(0)807 257 8145
3.4 Background Information Supplied by School Heads
Information obtained from the head teachers and principals sampled are
presented below:
Most of the sampled school heads have undergraduate degrees as their

highest educational qualification. 6% of head teachers and 15% of
principals have post-graduate degrees.
Fig 32
Highest Educational Levels of School Heads

60%
52%
NCE
50%
40%
33%
30%
HND
36%
B.Sc
24%
20%
15%
10%
0.01
0%
6%
Head Teacher
B.Ed.
31%
Above
2%
Principal
Rate of Teacher Absenteeism
The school heads gave the rate of teacher absenteeism as presented in

the charts below. It is established that teachers are sometimes absent
from school. However, less than 10% of teachers in both primary and
secondary schools are always absent. It appears that absenteeism is
mostly a rare occurrence or it may be head teachers are frugal with the
truth.
Fig 33
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Rate of Teacher Absenteeism
80%
Always
Seldom
At the beginning of a new Term
At the end of theTerm
67%
67%
60%
40%
9%
20%
10%
14%
8%
17%
8%
0%
Primary School
Secondary School
Factors Contributing to Poor Performance of Pupils/ Students
The sampled school heads identified socioeconomic status as being

largely responsible for poor academic performance among pupils/
students. Generally, school related factors (automatic promotion,
overloaded curriculum, lack of remedial teaching, lack of teaching, and
language of instruction) account for a combined 41% of the responses,
parent/ student related factors (parental indifference, students mental
ability) account for a combined 27%, while socioeconomic status account
for 32% as a single most important factor. See the chart below:
Fig 34
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Factors Contributing to Poor Performance of Pupils/ Students

35%
32%
30%
25%
20%
15%
15%
12%
11%
10%
8%
8%
7%
5%
La
ck
of
Te
ac
hi
ng
Sk
ills
bi
lit
y
M
en
ta
lA
St
ud
en
t's
Au
to
m
at
ic
Pr
om
ot
io
n
0%
+234(0)802 332 3378 or +234(0)807 257 8145
7%
Chapter Four
Test Performance
This chapter reports the performance of the pupils/students in all the
learning domains across the local government areas in Rivers State.
Primary School Pupils (Primary 4)
Table 4.1
S/N
LGA
1
2
ABUA/ODUA
AHOADA
EAST
AHOADA
WEST
AKUKU-TORU
ANDONI
ASARI-TORU
BONNY
DEGEMA
ELEME
EMOHUA
ETCHE
GOKANA
IKWERRE
KHANA
OBIO/AKPOR
OGU/BOLO
OKRIKA
OMUMA
ONE
OPOBO/NKO
RO
OYIGBO
PORTHARCOURT
TAI
TOTAL
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
No. of Primary
Schools
49
38
Literac
y
67.09
55.72
Numera
cy
57.47
39.16
Life
Skills
75.16
66.37
60
47.36
47.31
54.96
58
22
27
21
24
22
51
80
39
39
79
43
15
34
21
71
17
60.79
48.73
63.92
62.85
58.89
56.12
53.50
67.00
58.64
63.42
57.44
63.15
68.29
61.04
71.77
60.59
62.83
46.63
48.04
38.40
67.29
35.40
57.80
46.23
46.00
49.08
57.08
48.41
43.83
61.31
54.30
51.65
49.18
55.94
70.59
78.27
70.30
70.20
72.02
71.29
69.27
73.00
54.80
76.43
69.55
82.56
71.63
77.50
65.08
73.65
70.89
21
50
71.05
61.20
50.51
49.16
72.66
72.13
35
916
63.39
42.18
73.19
Literac
y
61.08
47.36
71.77
Numera
cy
49.67
35.40
67.29
Life
Skills
70.94
54.80
82.56
Mean Score
Minimum Score
Maximum Score
Source: MLA Administered tests 2013
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The chart below highlights the test performance of pupils in all the
learning domains in the 23 LGAs. Generally, performance was best in the
Life Skills test and lowest in the Numeracy test. 916 public primary
schools were surveyed, out of which 545 primary schools (or 59.5%)
across 15 LGAs performed above the state mean score in the literacy
learning domain, while 517 primary schools (or 56.4%) across 11 LGAs
underperformed in the Numeracy test. The highest performance level was
recorded in life skills where 754 primary schools (or 82.3%) across 19
LGAs performed above the state mean score. Pupils showed a keen
interest in Life skills compared to Numeracy and Literacy. This was
reflected in the overall good performance in Life skills relative to the other
two learning domains. The results show that less than 6 in 10 primary
school pupils failed to perform above the average score in numeracy
tests, while about 6 in 10 performed above the state average in literacy.
Fig 1
Test Performance in all the Learning Domains

(Primary Four pupils)
90
80
70
60
LITERACY
50
NUMERACY
40
LIFE SKILLS
30
20
10
OY
IG
BO
O
KR
IK
A
EL
EM
E
I
D
O
N
AN
IK
W
ER
RE
AB
U
A/
O
D
U
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Pupils Performance in Literacy Test
The performance of pupils in the Literacy test is presented in the chart

below. Based on the state mean score in the literacy domain, which is
61.08, 559 primary schools across 15 LGAs performed above the state
mean score, while 335 primary schools in 8 LGAs performed below the
state mean score. This is more than a third of primary schools in the state.
Notably, the schools that scored the highest are located in the rural areas.
Fig 2
Performance in Literacy Test

(Pupils)
LITERACY
STATE MEAN SCORE
80
70
60
50
40
30
20
10
RT
H
AR
CO
U
E
O
N
PO
RT
-
/B
O
LO
O
G
U
IK
W
ER
RE
A
EM
O
H
U
Y
N
BO
N
-T
O
RU
KU
AK
U
AB
U
A/
O
D
U
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Pupils Performance in Numeracy Test
The chart below displays performance of pupils in the numeracy test

across the LGAs. A low level of performance was recorded in this learning
domain where 517 public primary schools in 11 LGAs performed below the
state mean score of 49.67 while 399 public primary schools (or 43.5%)
performed above the state mean score. This means that more than half of
public primary schools in the state performed poorly below the state
average score in numeracy. The scores indicate that pupils performed
poorly in this learning domain and this was observed across all the LGAs.
Fig 3
NUMERACY
STATE MEAN SCORES
IK
W
ER
RE
Performance in Numeracy Test

80
70
60
50
40
30
20
10
RT
PO
RT
-
AR
CO
U
E
O
N
/B
O
LO
O
G
U
A
EM
O
H
U
N
BO
N
-T
O
RU
KU
AK
U
AB
U
A/
O
D
U
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Pupils Performance in Life Skills Test
The diagram below shows the performance of pupils in the life skills test.
Pupils performance in life skills learning domain appears very exceptional
relative to other learning domains. This was the case in all the LGAs.
However 158 primary schools in 4 LGAs performed below the state mean
score. This is less than 20% of public primary schools. Most of the LGAs
achieved the State mean score (70.93).
Fig 4
Performance in Life Skills Test

(Pupils)
LIFE SKILLS
STATE MEAN SCORES
90
80
70
60
50
40
30
20
10
RT
H
AR
CO
U
E
O
N
PO
RT
-
/B
O
LO
O
G
U
IK
W
ER
RE
A
EM
O
H
U
Y
N
BO
N
-T
O
RU
KU
AK
U
AB
U
A/
O
D
U
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+234(0)802 332 3378 or +234(0)807 257 8145
Secondary School Students (JSS2)
Table 4.2
S/N
LGA
1
2
ABUA/ODUA
AHOADA
EAST
AHOADA
WEST
AKUKU-TORU
ANDONI
ASARI-TORU
BONNY
DEGEMA
ELEME
EMOHUA
ETCHE
GOKANA
IKWERRE
KHANA
OBIO/AKPOR
OGU/BOLO
OKRIKA
OMUMA
ONE
OPOBO/NKO
RO
OYIGBO
PORTHARCOURT
TAI
TOTAL
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
No. of Secondary
Schools
English
Average Scores
Mathematic General
s
Science
31
19
55.87
38.80
40.01
41.55
72.13
65.46
11
66.84
39.00
55.52
10
6
10
3
6
5
21
44
9
14
22
19
19
3
6
4
5
44.60
29.50
56.98
53.64
38.28
51.52
52.27
47.82
49.11
45.46
36.78
54.05
58.25
55.36
47.08
52.32
39.81
61.19
49.13
43.00
64.00
32.86
48.49
47.57
43.19
42.56
48.90
42.84
36.94
56.16
59.40
37.22
47.83
37.84
49.32
46.72
65.70
30.53
65.34
72.36
64.74
65.30
47.33
36.00
52.33
72.74
70.56
73.98
39.29
66.59
45.66
2
11
50.60
72.86
40.92
35.87
60.72
67.01
13
293
46.98
43.49
58.22
English
Mathemat
ics
General
Science
49.77
72.86
29.50
45.22
64.00
32.86
58.43
73.98
30.53
Mean Score
Maximum Score
Minimum Score
Source: MLA Administered tests 2013
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The general performance of JSS two students sampled is presented in the

chart below (Fig 5). It shows their performance in the three learning
domains (English, Mathematics, and General Science) in which they were
tested. It was observed that students performed best in General science
and lowest in mathematics. The test scores indicate that students did
better in General science and English language compared to mathematics.
This was observed across all 293 public secondary schools that were
surveyed in all the LGAs. 143 secondary schools in 10 LGAs performed
below the state mean score in the English learning domain, while 206
secondary schools in 14 LGAs underperformed in mathematics. The
highest performance level was recorded in the general science learning
domain, however 84 public secondary schools in 9 LGAs performed below
the state mean score in this learning domain. The highest performances
were recorded in urban areas. Performance analysis across LGAs in the
learning domains tells us the direction of extra efforts by policy makers to
improve students learning competence. Which LGA(s) need extra
backstopping support from policy makers? The starting point will be those
LGAs with consistently below average performance in each of the three
learning domains. There are four critical cases Gokana, Khana, Omuma
and Opobo/ Nkoro needing urgent policymakers attention. Further
investigation may be necessary to understand the root of such poor
performance. There are other 8 LGAs performing below state average in at
least two of the learning domains which need to be helped to improve
performance in their weak learning domains.
Fig 5
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Test Performance in all the Learning Domains

(JSS Two Students)
80
70
60
50
ENGLISH
40
MATHEMATICS
GENERAL SCIENCE
30
20
10
OY
IG
BO
O
KR
IK
A
EL
EM
E
D
O
N
I
AN
IK
W
ER
RE
AB
U
A/
O
D
U
Students Performance in English Test
The performance of students in the English Language test is presented in

the chart below. Based on the state mean score in the literacy domain,
which is 49.77, 143 public secondary schools in 10 LGAs performed below
the state mean score.
Fig 6
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Performance in English Test

(Students)
80
70
60
50
40
ENGLISH
STATE MEAN SCORE
30
20
10
RT
PO
RT
-
H
AR
CO
U
E
O
N
/B
O
LO
O
G
U
IK
W
ER
RE
A
EM
O
H
U
Y
N
BO
N
-T
O
RU
KU
AK
U
AB
U
A/
O
D
U
+234(0)802 332 3378 or +234(0)807 257 8145
Students Performance in Mathematics Test
The chart below shows students performance in the mathematics test

across the LGAs. A general analysis of the scores shows that there was a
relatively low performance level in this domain across the schools relative
to other learning domains. Similarly low performance was recorded by
pupils in the numeracy test at the public primary schools. Out of 293
public secondary schools in all the LGAs surveyed 206 secondary schools
(or 70%) in 14 LGAs performed below the state mean score of 45.22.
Policymakers are challenged to action to shore up students performance
in mathematics in all schools irrespective of LGAs. A good performance in
mathematics is a sine qua non for advancement to higher levels of
education and career in life.
Fig 7
Performance In Mathematics Test

(Students)
MATHEMATICS
STATE MEAN SCORE
70
60
50
40
30
20
10
RT
H
AR
CO
U
E
O
N
PO
RT
-
/B
O
LO
O
G
U
IK
W
ER
RE
A
EM
O
H
U
Y
N
BO
N
-T
O
RU
KU
AK
U
AB
U
A/
O
D
U
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Students Performance in General Science Test
The chart below displays the performance of students in the General

science test across the LGAs. The performance level in this learning
domain appears exceptional when compared to the two other domains.
However 84 secondary schools in 9 LGAs performed below the state mean
score - 58.42. Policy measures are required to improve performance of
secondary school students in General science.
Fig 8
Performance in General Science Test

(Students)
GENERAL SCIENCE
STATE MEAN SCORE
80
70
60
50
40
30
20
10
RT
H
AR
CO
U
E
O
N
PO
RT
-
/B
O
LO
O
G
U
IK
W
ER
RE
A
EM
O
H
U
Y
N
BO
N
-T
O
RU
KU
AK
U
AB
U
A/
O
D
U
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Chapter Five
How well did the Pupils/ Students Perform?
It is important to define precisely what learners should have learnt at the
end of every level of education. This offers a clear sense of direction to
education stakeholders who include the learners, their teachers, parents,
school heads, education financiers and policy makers. A minimum level of
mastery allows the system to assess its performance and decide the
necessary inputs required to achieve such levels of mastery. In this
chapter, the performance of pupils/ students is benchmarked against
established minimum standards. The desired mastery level which depicts
excellent performance is also presented for all the learning domains.
Specification of MMLs and DMLs should meet the purpose of increasing
learning attainments and serve as performance goals for the teacher and
output indicators for the system. For this, the MML and DML must have,
apart from relevance and functionality, the following attributes:
Achievable and Realistic
The minimum mastery level has to be achievable with considerations to

the general characteristics in terms of cognitive ability and otherwise of
the learners at every level. This could mean that MMLs be set specifically
rather that universally with allowances given for the specific
socioeconomic, and other factors of different learners in different places.
Varying school conditions, socioeconomic and sociocultural contexts,
mean that for MMLs to be achievable, these variations have to be
considered in setting them. In a country in which achievement levels vary
widely with regions, districts, school conditions, socioeconomic profile and
other diverse factors, setting realistic and achievable minimum levels
necessarily demands a great deal of flexibility.
Communicability
The minimum mastery level should also be set in a form that is easily
understood by all stakeholders in education: teachers, pupils, parents, etc.
This way, MMLs can function as achievement targets. MMLs must be spelt
out in simple enough terms so as to be understandable to all those
concerned with the academic growth of the pupils/ students.
Learning Continuum
It is important to set MMLs in as simple and comprehensible manner as

possible, specifying the competencies to be mastered under each learning
domain from primary school through secondary school. Learning is best
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seen as a 'continuum', in which the learning domains are sequenced

hierarchically so that the clusters of competencies in one domain build as
directly as possible on the competencies in the preceding domain. It is
firmly believed that if the children progress systematically through this
continuum, mastering the concerned sets or competencies in each domain
before they move on to the next, learning each subsequent domain will be
more enjoyable and meaningful, and the achievement of minimum levels
of learning will be facilitated. MMLs should be set with this continuum in
mind to ensure that they capture the level of knowledge that learners
need to have at a certain level in order to comprehend the instructions of
the next level in the continuum.
For this study, the minimum mastery level (MML) and desired mastery
level (DML) were derived using statistical methods. The MML and DML in
each learning domain are specified as the sum (in the case of DML) or
difference (in the case of MML) of the mean score and thrice the standard
deviation divided by the square root of the number of LGAs. This
corresponds to the upper control limit of the control charts in each
learning domain. Therefore, scoring above the upper limit signifies a
mastery of the subject whereas scoring below the lower limit signals a
failure in learning but within the control limits indicates a possibility to
attain the minimum mastery level. The MML/ DML derivation formula is
stated below:
3( )
n
Where:
- Mean score
Standard Deviation
n Number of LGAs
The table below shows the derived MML and DML for each learning
domain.
Table 5.1
S/N Domain
MML
DML
State
Score
Primary Four
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Mean
1
2
3
Literacy
Numeracy
Life Skills
1
2
3
English
Mathematics
General Science
57.2
64.9
44.9
54.4
66.9
74.8
JSS Two
43.7
55.7
40.0
50.4
50.0
66.3
57.7
49.6
70.9
49.7
45.2
58.4
The minimum mastery level (MML) as stated in table 5.1 above represents
satisfactory performance. It follows that pupils who score 57.2% in the
Literacy learning domain have performed satisfactorily in that domain as
have those who score 44.9% in Numeracy or 66.9% in Life Skills. The
desired mastery level (DML) on the other hand depicts good performance.
A score of 64.9% in the Literacy domain is translated as good
performance. This applies to all the other domains as stated in the table
above.
Figures 5.1 to 5.6 depict the performance of schools in each local
government relative to the derived mastery levels for each of the learning
domains at the primary four and JSS 2 levels.
+234(0)802 332 3378 or +234(0)807 257 8145
Fig 5.1
MASTERY LEVEL IN LITERACY

LITERACY AVERAGE
STATE MEAN SCORE
MML
DML
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
/
/U
OY
IG
BO
O
KR
IK
A
/U
/
IK
W
ER
RE
/U
/
/U
EL
EM
E
I/
R/
D
O
N
AN
AB
U
A/
O
D
U
A/
R
0.0
As shown in Fig 5.1 above, most schools performed above the MML in the
literacy domain. It can be inferred that most pupils in Rivers State have
achieved minimum mastery in literacy. 13 LGAs performed above the
DML. Summarily, most pupils in Rivers State public schools have achieved
minimum mastery or competence in literacy and a considerable number
have attained advanced mastery of the domain.
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Fig 5.2
MASTERY LEVEL IN NUMERACY.

NUMERACY AVERAGE
STATE MEAN SCORE
MML
DML
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
/
OY
IG
BO
/U
/
O
KR
IK
A
/U
/
IK
W
ER
RE
/U
/
/U
EL
EM
E
I/
R/
D
O
N
AN
AB
U
A/
O
D
U
A/
R
0.0
Although the performance in Numeracy was the lowest of the three

learning domains in which primary four respondents were tested, most
schools achieved the MML as presented in Fig 5.2 above. In terms of
advanced mastery (DML) only 5 LGAS met the mark. Yet, it is impressive
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that minimum mastery in the numeracy learning domain has been

achieved by a majority of the pupils.
Fig 5.3
MASTERY LEVEL IN LIFE SKILLS.

LIFE SKILLS AVERAGE
STATE MEAN SCORE
MML
DML
/
/U
OY
IG
BO
O
KR
IK
A
/U
/
IK
W
ER
RE
/U
/
/U
EL
EM
E
I/
R/
D
O
N
AN
AB
U
A/
O
D
U
A/
R
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Performance in life skills was the best of the three learning domains. The
chart above shows that all but two of the LGAs achieved the minimum
mastery level. 5 LGAs attained the desired mastery level.
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Generally, primary four respondents can be said to have performed

impressively considering that a large majority achieved minimum mastery
in all the learning domains. This implies that they possess the minimum
competence expected of them at their current school level. It is also
worthy of note that the State mean score in all the learning domains is
above the MML.
Fig 5.4
MASTERY LEVEL IN ENGLISH.

ENGLISH AVERAGE
STATE MEAN SCORE
MML
DML
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
/
OY
IG
BO
/U
/
O
KR
IK
A
/U
/
IK
W
ER
RE
/U
/
/U
EL
EM
E
I/
R/
D
O
N
AN
AB
U
A/
O
D
U
A/
R
0.0
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JSS Two students from schools in 18 LGAs on the average performed

above the MML in English Language. This suggests that most of the
students tested met the minimum competency level in English. In terms of
advance competence, schools from only five LGAs achieved the DML.
Fig 5.5
Mastery level in Mathematics

MATHEMATICS AVERAGE
STATE MEAN SCORE
MML
DML
70.0
60.0
50.0
40.0
30.0
20.0
10.0
/
OY
IG
BO
/U
/
O
KR
IK
A
/U
/
IK
W
ER
RE
/U
/
/U
EL
EM
E
I/
R/
D
O
N
AN
AB
U
A/
O
D
U
A/
R
0.0
The performance in the Mathematics domain was the poorest of the three
domains in which JSS 2 student respondents were tested. However, most
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of the LGAs attained the minimum mastery level. In spite of the fact that
mathematics is not an area of strength for most of the tested students,
majority of them achieved the expected minimum competence in
mathematics. Only a few achieved the DML in this domain.
Fig 5.6
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Mastery level in General Science

GENERAL SCIENCE AVERAGE
STATE MEAN SCORE
MML
DML
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
/
OY
IG
BO
/U
/
O
KR
IK
A
/U
IK
W
ER
RE
/U
/
/U
EL
EM
E
I/
R/
D
O
N
AN
AB
U
A/
O
D
U
A/
R
0.0
As shown in the chart above, schools from 16 LGAs performed above the
MML and only schools in 7 LGAs achieved the DML. This means most of
the tested students have achieved minimum mastery in the General
Science domain.
Notably, the state mean scores in all the learning domains surpass the
respective MMLs. Policy direction should aim at consolidating this
achievement and to surpass this competence level by the next MLA
assessment. A higher minimum competence level should be set as target
towards which the state should aim.
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Chapter Six
Factors that Affect Learning Performance (A Test of Selected
Variables)
This chapter contains a brief analysis of some sources of variations in the
test scores. Here, the relationship between certain characteristics of the
respondents and their learning performance is analysed.
A number of variables likely to affect the learning achievement of pupils/
students have been presented in volume four. This chapter however, is
but a peek into what could otherwise be an extensive analysis.
Specifically, four factors namely: feeding pattern, after-school activities,
homework assistance and pre-primary education, are considered in
relations to learning achievement.
A review of existing literature on this subject reveals that the above stated
factors affect learning achievement and it is from these that we draw the
following a priori assumptions:
-
Feeding Pattern
A well-fed child should be a better learner when compared with a

malnourished child. Children who have breakfast and lunch on school days
would not have to grapple with hunger during class lessons. On this basis,
we assume that well-fed children should perform better than others who
are not well-fed.
-
After-School Activities
Learning does not end within the walls of a school. The activities that
children engage in after school hours could either reinforce their
understanding of what they have learnt at school or erode it. The
assumption is that children who engage in home study or attend extra
lessons after school would perform better than others who are saddled
with house chores, caring for their siblings or commercial activities.
-
Homework Assistance
Homework assistance signifies the academic support that a child receives

at home. Children who have academic support at home are at an
advantage because such assistance could aid their comprehension.
-
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Globally, pre-primary education is recognized as crucial to the cognitive

development of a child. It is an important foundation that supports the lifelong
education pursuit of every individual. It is assumed therefore, that pupils who
have pre-primary education would perform better than others who do not.
In the following analysis, randomly selected scores of pupil respondents
categorized under the factors stated above are presented for a comparative
analysis.
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Feeding Pattern
Table 6.1
Breakfast
194
206
207
176
221
171
179
199
208
169
208
212
192
213
204
222
79
216
154
197
130
137
154
155
119
151
198
163
198
181
188
193
193
119
84
164
158
140
149
173
160
236
182
213
172
203
224
197
210
206
No
Breakfast
206
179
161
206
218
217
198
236
202
199
160
163
170
146
160
194
176
182
177
194
115
162
229
243
120
85
131
80
101
166
180
154
118
113
151
159
148
157
145
138
148
153
119
145
153
150
147
146
142
139
The test scores of hundred randomly selected

pupils are presented in Table 6.1, distributed by
their feeding patterns. The pupils who report that
they usually have breakfast before they go to
school performed better (mean score: 179.54)
than the others who do not (mean score: 161.62).
Hungry children are less likely to be attentive to
classroom lessons and this could adversely affect
their performance.
Policymakers should strongly consider a school
feeding programme that provides pupils with
breakfast and lunch in school, as this would be
beneficial to ensuring that they are in the best
nutritional frame for learning.
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Total
Mean
Std. Deviation
MIN
MAX
8977
8081
179.54
34.7998416
6
79
236
161.62
36.5948
80
243
After-School Activities
Table 6.2
Extra
Lessons
182
230
223
245
251
233
187
199
198
201
209
163
147
206
245
195
137
148
208
200
156
185
203
105
170
238
243
178
145
208
222
219
184
172
218
173
210
186
223
184
384
116
46
99
160
175
182
156
188
164
Others
203
163
234
161
172
189
107
192
210
129
196
188
189
180
167
147
205
198
207
218
186
214
195
153
164
190
136
162
136
214
121
149
98
168
185
156
211
135
126
88
105
156
134
158
200
134
190
154
177
167
Table 6.2 presents the scores of hundred

randomly selected pupils. The scores are
distributed on the basis of the respondents
after-school activities. Respondents who
attend extra lessons after school performed
better (mean score: 189.98) than those who
engage in other activities such as house
chores and commercial activities (mean
score: 168.34).
Policymakers should consider implementing
organized
after-school
lessons
for
disadvantaged students in different learning
domains.
A conditional cash transfer
programme to discourage students from
engaging in commercial activities after school
hours
may
also
improve
students
performance.
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Total
Mean
Std.
Deviation
MIN
9499
8417
189.98
49.371350
03
168.34
MAX
34.28548
46
88
384
234
Homework Assistance
Table 6.3
Yes
No
148
159
188
183
193
165
153
188
186
176
182
161
179
172
185
218
242
210
223
191
207
185
140
197
205
181
163
141
219
184
126
181
189
148
156
171
169
144
189
190
208
163
232
182
161
230
223
172
245
251
207
176
162
229
200
158
234
232
155
170
182
158
247
257
250
269
236
242
255
250
170
241
222
190
163
158
168
98
211
185
88
214
188
189
147
205
207
192
209
163
201
205
177
191
173
184
178
157
227
178
The test scores of hundred pupils selected at

random are presented in Table 6.3. The scores
are distributed by availability of homework
assistance. Contrary to our a priori assumption,
pupils who get no assistance doing their
homework performed better (mean score:
194.96) than their counterparts who do (mean
score: 185.08).
This may be a chance occurrence but policies
should be designed to encourage governmentsubsidised home-lesson teachers. Home-lesson
teachers are a growing segment of the informal
economy which can be properly organized and
regulated for the advantage of poor (rural and
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Total
Mean
Std.
Deviation
MIN
MAX
9254
9748
185.08
194.96
28.86057
38.47658
126
88
251
269
Table 6.4
Had
160
194
206
207
176
221
171
179
199
208
169
208
212
213
204
206
218
217
179
206
199
236
222
79
216
154
130
137
154
155
119
151
198
163
198
181
188
193
193
154
180
166
101
80
131
85
162
227
195
227
Had None
192
198
194
160
146
170
163
199
171
109
128
180
111
114
115
227
227
227
224
224
227
221
227
224
227
221
224
224
188
137
144
132
195
186
159
188
195
219
225
214
217
210
230
205
206
198
204
201
188
166
Table 6.4 presents the scores of hundred

randomly selected pupils. The scores are
grouped according to the pupils pre-primary
school attendance or otherwise. Pupils who
have pre-primary education have a lower means
score (178.54) compared to others who do not
(189.62).
This is contrary to our a priori
assumption
given
the
world
acclaimed
importance of pre-primary education.
This finding notwithstanding, access to preprimary education should be encouraged by
government.
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Total
Mean
Std. Deviation
MIN
MAX
8927
9481
178.54
39.141
4
189.62
36.33287
79
109
236
230
Determinants of Learning Achievement

A number of factors influence the learning achievement of pupils. They include
factors within and outside of the school environment. This study considered
various factors and the findings are presented in volumes II, III, and IV of the
report. Here is a snapshot of what was found:
Gender differences
Gender parity in learning achievement has been an object of international
concern. In many climes, a certain gender could be hindered by factors within
the sociocultural environment and so perform poorly. Female pupils have been
particularly susceptible to this and only recently have interventions to increase
girl child education and improve the learning achievement of girls begun to yield
fruits.
This study made the following findings in Rivers State:
The Rivers state government does not discriminate against females in the
field of education. However, factors that can be directly responsible for
gender disparity in public schools include: socio-economic influences,
gender themes in current educational practices, motivational and
psychological issues, school environment, and teacher attitude.
More boys than girls are perceived to be underperforming; this is

evidenced by the fact that there are more boys than girls who are
repeating a class (or more) of schooling. Generally, girls performed better
than boys across the various Local Government Areas.
Locational differences
Usually, physical and social infrastructure is concentrated in urban areas and as
such necessary learning resources might be inadequate in rural schools, thereby
affecting the learning achievement of rural pupils. The level of adult illiteracy in
rural areas might also mean that rural pupils do not get the academic support
they need at home compared to urban pupils who are more likely to have
educated adults around them to offer academic support.
This study found that there is no extreme disparity in learning achievement on
locational basis in Rivers sate.
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Other factors
Other factors that can influence learning achievement were categorised into four
groups as follows: socio-economic factors, parental contributing factors,
environmental/access factors and teacher quality. Each group contains subfactors. The factors were estimated using econometric techniques and the
following findings were made:
Parent Educational Level contributes 3 per cent to learning achievement at both
primary and secondary levels. Free education policy contributes 30 per cent at
both levels. Absence of transportation fare and provision of free school tables
and chairs contribute 4.1 and 4.4 per cent respectively at both levels primary
and secondary schools. For secondary school, students perception of teachers
attitude contributes 46.2 per cent, which is the most contributing factor under
this category. Existence of physical and learning facilities contribute 4.6 per cent.
Female students increase their learning performance by 8.2 per cent. Existence
of playground contributes 10.6 per cent. Existence of well-equipped library
contributes 12.5 per cent. Statistically, there is no difference between urban and
rural learning performances; by implication, the learning performance gap has
been bridged. Contrarily, students trekking distance of 31 minutes and above
lose in learning performance.
Detailed analysis and findings in these areas are contained in Volumes: II, III and
IV.
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Conclusion and Recommendations

1. Schools in the state are quite satisfactorily distributed as the
majority of school children and teachers report that it takes them
less than 10 minutes to get to school. This is coupled with the fact
that the majority walk to school. This is a situation that will reduce
the rates of lateness and absenteeism. The close proximity of home
to school should encourage the rate of parent/teacher interaction as
well as reduce the school childrens space for truancy.
2. The study reveals that school childrens enthusiasm for going to
school is quelled by what they perceive as physical abuse from their
peers as well as their teachers. The fear of bullying and of corporal
punishment rank first and third highest on the list of reasons why
school children sometimes do not want to go to school.
3. Based on the data supplied by the respondents, the government has
some way to go in the provision of school infrastructure. Most
schools lack libraries, computer facilities, toilets and medical
facilities. The majority of available infrastructure lacks functionality
due to a lack of equipment and/or maintenance. The most
commonly available facilities are playgrounds. Without the
necessary facilities, students capacity for expression and expansion
is reduced.
4. The results of this study show that the Rivers state government has
to a great extent levelled the educational playing field in the state.
This is reflected in the outcome of the competence tests.
5. There were noticeable disparities in the performance of students
and pupils across the three learning domains. Pupils tended to do
better than the students. A reason put forward for this is the fact
that students have more distractions- mobile phones, internet,
hormonal issues- and responsibilities- babysitting, income-related
activities- than pupils and therefore have less time to focus on their
studies, especially after school. Another possible explanation is that
more primary schools than secondary schools have been renovated
and equipped at this point. This perhaps may have given the pupils
a learning advantage over the students and it is predicted that when
secondary schools are similarly renovated and equipped, students
performance will improve.
6. Head teachers believe that automatic promotion is a panacea for
disaster and they list it as a major contributing factor to the poor
performance of pupils. The head teachers assert making pupils earn
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their promotions is a way to make them take their academics more

seriously and teach them a valuable life lesson going forward in life.
7. The majority of parents lack a tertiary education which puts them at
a disadvantage in the job market. With low-paying jobs, these
parents may lack the financial muscle to fully cater for their
childrens education. Children with less-educated parents may also
lack the requisite academic support at home.
8. Parents revealed that they still spend money on items that
statutorily, they should not be charged for. These items include
school fees, uniforms, text books and school furniture. This points
to acts of sabotage within the school system as well as ignorance on
the part of the paying parents.
9. The majority of teachers stated their intentions to remain
permanently in the teaching profession. The percentage of teachers
who indicated a desire to change career at some point tallies closely
with the percentage of teachers who are trained in professions other
than education.
10.
Further detailed analyses of the possible relationships
discussed in this volume are presented in our companion volumes 2
to 4 titled:
Vol. 2 Gender and Learning Performance in Rivers State

Vol. 3 Rural -Urban Differences in Learning Performance in
Rivers State
Vol. 4 Determinants of Learning Performance in Rivers State
Recommendations
Given that the majority of students walk to school, it is necessary to

ensure that the roads are safe for them. Road safety officials should
be made available to control traffic and assist children as they go to
school. Also, stop signs, slow down signs and zebra crossings should
be present in school districts so as to reduce students exposure to
traffic accidents.
The key to ending bullying lies in getting the students to respect and
be considerate to one another. There is the need for all schools to
have fully functional guidance counselling departments whose jobs
would be to build student camaraderie through counselling and
group bonding exercises.
Government reforms have had a profoundly positive effect in the
schools in which they have been implemented. There is therefore a
need to speed up the rate of implementation so all schools can be at
par.
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Promotion of pupils should be merit-based and not automatic as the

former brings the best out of the students. Automatic promotion
perhaps explains why the achievement gap widens as students get
older. Having been undeservedly rewarded in primary school,
students will find it difficult to cope with merit-based system of
secondary education. They will also perform poorly because they
lack a solid preparatory background.
Given that most parents possess educational qualifications that put
them in the low-income category, it is essential that governments
educational subsidies benefit as many people as possible. This will
be achieved through stricter policing of the educational system i.e.
Ministry officials and school staff to prevent them from extorting
parents through illegal and bogus charges such as exam fees and
extramural fees. A public education tracking survey needs to be
conducted to highlight absenteeism and to ensure that material
supplies get to those they are meant for.
Professional educationists should get first consideration for teaching
jobs as they are more likely than their counterparts from other
disciplines to be in it for the long term.
Teacher training courses should be frequent and compulsory.
The state must draw up a set of disciplinary rules that guide
teacher/student relations i.e. what acts constitute abuse and what
acts are permitted.
Parents must be encouraged to take up active roles in their
childrens educational experience. A school management board
comprising parents, community representatives, NGOs and other
stakeholders should be actualized. In addition to providing financial
support, parents must be encouraged to regularly liaise with
teachers and to provide afterschool academic support as much as
they can. Suggestions should be made to them on how to draw up
afterschool timetables for their children that include ample time for
academic activities. They must also be involved in teacher
recruitment, transfer, and promotion.
Inter-agency cooperation must be encouraged in the state. Schools,
medical authorities, security agencies and other relevant public
service providers must be telephonically and electronically
connected at all times so they can reach out to each other
whenever they need to.
It is necessary to introduce a performance-based conditional cash
transfer system targeted at children from low income parents.
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The formation of parent-teacher associations should be encouraged

and supported both legally and financially. An institutional
framework should be developed to guide their activities.
Comparison of Survey findings with those from other

studies
The Monitoring Learning achievement survey has been carried out in
many countries across the globe since it was first introduced in 1992, as
emphasis has grown on functional education, education that translates
into skill and knowledge acquisition, as opposed to education for
education sake. This section contains a comparison of the findings of this
MLA survey in Rivers State with those reviewed in Chapter two.
There are many similarities, typical of the MLA methodology. For example,
in terms of methodology, all the studies use test questions in specified
learning domains administered to learners in a selected class.
Questionnaires were used to collect information on the characteristics of
learners, their school and home environments, the quality of their
teachers, their parents socioeconomic backgrounds, and other factors
that could influence their learning outcomes. In all the studies, sampling
was mindful to be representative of the region being surveyed. The
sample population generally included: learners, their parents, teachers,
and school administrators.
The fact that MLA is a product of a clamour for functional education is
buttressed by the learning domains in which learners are examined in
most of the studies: Literacy, Numeracy and Life skills. These domains
represent a learners ability to communicate effectively in a given
language (usually English Language, in Botswana pupils were also tested
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in the Setswana language), to do simple sums and carry out numeric

operations required in everyday life. It also evaluates their ability to
manage their everyday personal affairs and deal with challenges that
come with daily living.
The studies also considered disparities in learning achievement along
locational and gender lines. For example, in this study of Rivers State, it
was found that pupils/ students from urban areas performed better than
those from rural areas in the literacy learning domain. Similar locational
disparities were found in the study in Ghana, and it was attributed to the
fact that learning resources were not evenly distributed amongst urban
and rural districts. Rural districts received fewer resources. In Botswana,
gender disparities in learning achievement were discovered, with girls
outperforming boys. Similar findings were made in this study but it was
more specific to learning domains than general. Boys performed better in
Numeracy, Mathematics and General Science, while girls did better in
Literacy and English Language.
Similarities also resonate among the various MLA studies in terms of the
factors that affect learning achievements. Some factors common to all the
studies include: school environment, pupils socioeconomic conditions,
and availability of learning materials, parental education, and home
environment. These factors are both endogenous (within the school
environment) and exogenous (outside the school environment). The table
below presents a comparison of key elements of the various MLA studies.
Studies
Surveyed
population/
Sample Size
Survey
Instruments
Learning
domains
MLA is
Rivers
State
(2013)
-18, 135 pupils/

students
-18,135 parents
-3,004 teachers
-916 school heads
-Test questions
-Questionnaires
-Pupils
- Literacy
-Numeracy
-Life Skills
-Students
-Mathematics
-English
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Minimu
m
Master
y Level
57.2%
44.9%
66.9%
40.0%
43.7%
Major Find
-The best pe
amongst Prim
pupils was in
For the JSS t
students it w
General scie
Language
-General
Science
MLA in
Botswan
a1
MLA in
Kenya2
-5,540 pupils
-159 teachers
-68 head teachers
-4,436 pupils
-733 teachers
-193 head teachers
-Test questions
-Questionnaires
-Test questions
-Questionnaires
-Literacy in
Setswana
-Literacy in
English
-Numeracy
-Life Skills
-Reading
-Mathematics
-HIV/ AIDS
knowledge test
50.0%
1 Standard Four Assessment Report on the Monitoring Learning Achievement

Survey Project, Ministry of Education, Botswana, 1999.
2 The SACMEQ III Project in Kenya: A Study on the Conditions of Schooling and
the Quality of Education, SACMEQ, 2012
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-The Primary
pupils and JS
students per
lowest in the
and mathem
learning dom
respectively.
-Generally, t
performance
considered i
as most pup
students ach
set minimum
levels.
-The perform
pupils was g
weak in all t
domains.
-Pupils perfo
in the life sk
-Performanc
significantly
gender with
outperformin
-Majority of
attained min
competency
reading and
mathematic
- Pupils in ur
performed b
pupils in rura
all the learni
domains.
-Boys did be
girls in both
reading and
mathematic
MLA in
Ghana3
-Pupils
-Teachers
-Education
administrators
-Test questions
-Interviews
(teachers,
administrators,
head teachers,
senior
members of the
Ministry of
Education)
-English
Language
-Mathematics
Regional
Monitorin
g
Learning
Achievem
ent
Survey
(1999)4
-Pupils
-Teachers
-Parents
-School heads
-Test questions
-Questionnaires
-Literacy
-Numeracy
-Life Skills
-The Literacy
the highest g
-Overall, per
in Numeracy
MLA
Survey in
-Pupils
-Teachers
-Test questions
-Questionnaires
-Literacy
-Numeracy
-Life Skills
-In all the ar

the pupils in
3 Mitchell Group, 2009. Basic Education Quality in Ghana: Progress and Problems
, USAID
4 Chinapah, V.,1999. Handbook on Monitoring Learning Achievement Towards
Capacity Building, Paris UNESCO
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Nigeria
(2003)5
-Parents
schools perf
better than t
schools cou
-The urban s
performed b
the rural sch
-Boys perfor
slightly bette
girls.
-Pupils who
primary edu
better than p
did not.
-Life Skills re
lowest mean
all the learni
domains.
References
Arbitrage Consult Limited, 2013. Monitoring Learning Achievement in Rivers
State: A Preliminary Survey, Abuja.
Chinapah, V., 1999. Handbook on Monitoring Learning Achievement: Towards
Capacity Building , Paris: UNESCO.
Federal Ministry of Education, 2003. Nigeria Education Sector Analysis:
Assessment of Learning Achievement of Primaries Four and Six Pupils in Nigerian
Schools. Draft Report.
Henderson, T., A., Mapp & L, K., 2002. A New Wave of Evidence: The Impact of
School, Faamily, and Community Connections on Student Achievement. Annual
Synthesis
Ministry of Education , 1999. Standard Four Assessment Report on the
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Monitoring Learning Achievement In: Rivers State Public Schools

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Monitoring Learning

Prepared for the Rivers State Government by Arbitrage Consult

3.2 Background Information Supplied by the Parents....................................39

293 Principals Questionnaires

Broadly speaking, the suggestions to solving the above highlighted

3. Monitoring Learning Achievement Study of Rivers State Public

Every investment whether financial, mental, physical or emotional

Ideally, returns should surpass investment and at worst, returns should be

illiteracy. In the beginning, their strategy focused solely on enablement i.e.

UNESCO. It was initially designed to measure the learning

A clear and shared focus.

Questionnaires are prepared in such a way as to extract as accurately as

The Monitoring Learning Achievement survey is a multifaceted

MLA is an IQ test for students. Specifically tested are the students

is an international assessment of the mathematics and science knowledge

Progress in International Reading Literacy Study (PIRLS): An initiative of

the IEA, PIRLS is a study of the reading achievement of 4 th grade students.

The MLA study is an assessment of the impact of the economy on

Their personal characteristics e.g. age, sex.

Parents and Guardians are asked questions relating to:

Their personal characteristics.

School Staff are asked questions relating to:

Their personal characteristics.

An Assessment of the Impact of Government Spending and Policies on

Government expenditure and policy formulation on education is made

as well as subsidizing tuition costs, government expects the rate of

students feel comfortable and secure in the school environment has a

locations. This can be attributed to the differences in population,

achievement of boys and girls. Factors responsible for this include

attitudinal differences between the two sexes as well as differences in the

quality early childhood education tend to perform better in school than

of education delivery and the accessibility to education across locations.

Scope and Methodology

A total of 1,209 number of Public Schools were surveyed which consists of

school head questionnaires distributed a response rate of 42.5% and

Table 1.2: Response Rate

while test questions in Mathematics, English Language and General

Environment). Tests assessing students learning achievement in

In the course of carrying out the study certain challenges were

Ethnic Characteristics of Rivers state

Rivers state is Nigerias southernmost state. Its capital Port Harcourt is

Rivers state constantly witnesses the emigration on non-indigenes from

Rivers state is made up of a large mainland and several smaller islands.

their mainland counterparts and consequently, their students may

An assessment of the learning achievements of pupils/ students in Rivers

in terms of infrastructural development on the education sector. It

MLA Survey in Nigeria

The history of assessing education standard in Nigeria can be traced back

In 2009, an MLA assessment project was undertaken in Ghana. Though

infrastructure in terms of drinking water, electricity, toilets and needed

A learning achievement survey sponsored by UNICEF and the government

Numeracy, and Life Skills. The questionnaires were administered to

Kenya participated in the Southern and Eastern Africa Consortium for

The background information gathered from pupils, teachers, and school

Pupils who are absent from school perform poorly in Reading

background of the pupil was also emphasized as critical to success in

In developing countries in general, there was not a single regional survey,