ASSESSING THE PREVALENCE OF READING

DIFFICULTIES AMONG PRIMARY SCHOOL

CHILDREN IN SAKI WEST LOCAL GOVERNMENT
AREA IN OYO STATE, NIGERIA

BY

MUKAILA BASIRAT OPEYEMI

(17/67QV043)

BEING A DISSERTATION TO BE SUBMITTED TO THE

DEPARTMENT OF ADULT AND PRIMARY EDUCATION
INSTITUTE OF EDUCATION
UNIVERSITY OF ILORIN, NIGERIA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF BACHELOR OF EDUCATION (B.ED) DEGREE
IN PRIMARY EDUCATION STUDIES

SUPERVISOR

DR.(MRS) RACHAEL O. AGARRY

AUGUST, 2021

0
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Reading is one of the four primary skills, in language acquisition. The four language skills
are speaking, listening, reading and writing. While speaking and writing are encoding skills,
listening and reading are decoding skills. Of these four reading is perhaps the most employed
skill in the literate society (Ekpunobi, as qtd in Abana, 1). Obanya (1987.70) supports this
views as he opines that reading is important because it is used as a tool for study, for creating
awareness for future employment and for recreation.
Education is a very important human activity; it helps any society at large, fashion and model
individuals to function well in their environment. It is a development agent, valued by all
nations of the world because it has brought total liberation to man. According to Boit, et al
(2012), the purpose of education is to equip the citizenry to reshape their society and
eliminate inequality. Education is one of the fundamental rights of individuals. Article 26 of
the Universal Declaration of Human Rights, which was adopted by the United Nations
General Assembly as cited in UNESCO (2008) stipulated that; everyone has the right to
education which shall be free at least in the elementary and primary stages,
elementary/secondary education shall be compulsory while technical and professional
education shall be made generally available and higher education shall be equally accessible
to all on the basis of merit.

Ikoni (2009) view education as the vehicle that break the shackles of poverty thereby leading
to transformation, development and progress. As rightly observed by Umoh (2006), education
helps the individual to develop physically, mentally, morally, spiritually, and emotionally by
providing suitable environment, teaching him new knowledge, attitudes and skills that will
enable him to be useful to himself and his society (Ekanem et al 2013).

In Nigeria, education system is 9-3-4 system of education. It implies nine years in primary
school and junior secondary, three years in senior secondary and four years in the university.
Primary education is one of the tripods of Nigeria education system and it is universally
accepted as the foundation laying level of education in all nations of the world. It is typically
the first stage of formal education coming after preschool/kindergarten and before secondary
school. Development at this stage depends on reading and learning by the pupil to advance to

1
the next stage of education which is the secondary level of education. Reading is a complex
cognitive process and an important mean of language acquisition, communication, and
sharing information and ideas (May, 1998).

According to Oberholzer (2005), reading is a cornerstone of the child’s success at school and
throughout life. Reading skills are usually taught during the first three (3) years of primary
education so that as children progress in their education, they are able to understand the
concepts that they are taught (Paananen, et. al., 2009). The ability to read seems to be very
important if one is to succeed in life. “Reading and writing are basic skills that a child should
master during their first school years to be able to assimilate new knowledge and skills in
future” (Paananen, et. al.: p. 25). Good learning and writing skill provides children with the
basic skills, attitudes and competences they need for personal development, while it also lays
the foundation for basic, secondary and higher education for human capital required for
national development (Bar-On, 2004). A sound reading ability is the gateway to the
acquisition and expansion of knowledge. Reading difficulties are the most frequent learning
problem among students and the main reason for academic failure (Rasinski & Hoffman,
2003). Reading difficuit can be associated with the term Dyslexia. Dyslexia refers to
persistence difficulties in learning to read. The research tends to assess the prevalence of
reading difficulties among primary school children in Saki local government Oyo state.

1.2 STATEMENT OF RESEARCH PROBLEM

Despite the perceived importance of reading and considerable efforts of teachers and other
stakeholders across the country, research findings indicate that there are many learners who
experience reading difficulties. Lerner (2006) outline that a number of pupil, for unexplained
reasons, are unable to use reading as a tool for learning, getting new information, ideas,
attitudes, and values even after they have been taught, it is quite unfortunate that a large
number of them are unable to read efficiently. MoE (1992) noted that there are many children
that encounter reading problems to an extent that some of them might complete primary
education without the ability to read even a three letter word.

The inability of children to read fluently should be a general concern since children are
considered the leader of tomorrow. The issue is becoming more alarming especially in the
government schools since adequate measures are not put in place to check mate the children
especially by the teachers and parent. Some of the reasons of the poor attitude of teachers
include poor income, poor academic qualification, non-challant attitude to work, poor

2
teacher-student relationship among others. The problem is noticeable as most children cannot
read fluently without omitting letters when reading, reversal of words or letters while reading,
slow reading, among others, this condition may sometimes cause them to repeat an academic
year or drop out from school. This project will assess the prevalence of reading difficulties
among primary school children in Saki-West Local Government Area, Oyo State.

1.3 RESEARCH QUESTIONS

What is the socio-economic background of the children?

What are the factors contributing to reading difficulties among primary school pupils?

What are the effects of reading difficulties on students’ academic performance?

What are the appropriate strategies that would enhance reading skill of the pupil?

1.4 AIM AND OBJECTIVES

The aim of this research is to assess the prevalence of reading difficulties among primary
school children in Saki-West Local Government Area of Oyo state with a view of suggesting
appropriate strategy that would enhance their reading skill.

The specific objectives for the study are:

i. Identify the socio-economic background of the pupil;

ii. Examine the factors contributing to reading difficulties among primary school pupils;
iii. Find out the effects of reading difficulties on students‟ academic performance; and
iv. Establish appropriate strategies that would enhance reading skill of the pupil.

1.5 SIGNIFICANCE OF THE STUDY

The ability to read is an important skill in today’s modern world where so much information
is transmitted in written form. It is important that people acquire reading skills whether they
are in school or not. Data and information obtained from this study can be used to inform
teachers and students about learners with reading difficulties in order to improve their
academic performance.

3
1.6 THE STUDY AREA

Shaki (also Saki) is a town situated in the northern part of Oyo State in western
Nigeria as show in figure 1.1. It is located between 8°40′N 3°24′E. It is bounded by Republic
of Benin to the West, ATISBO Local Government to the South, Saki East Local Government
to the East and Kwara State to the North as show in figure 1.2. The terrain is hilly simply
because of natural presence of crop out-rocks in many places such as Asabari mountain,
Oloogu hill, Sangote hill, Ayikale hill and many others. Saki is one of the 33 Local
Governments in Oyo State and is the headquarters of Saki West Local Government Area with
the 11 political wards. According to 2006 population census, the population is 273,268
consisting of 138,677 males and 134,591 females.
The town is prominent in the production of aluminium pots (Ape Irin) used for
cooking. Users of pots and sellers from far and near visit the town on regular basis to
purchase the product. As a result of these, Saki Sango Market and Ajegunle Market in Saki
have also brought the town into limelight as buyers and sellers attend the market every
Thursday and Tuesday of the week respectively.
Shaki Sango Market has also brought the town into limelight as buyers and sellers
attend the market every Thursdays. Shaki became a Yoruba refugee settlement after the
destruction in 1835 of Old Oyo (Katunga). The traditional ruler is the Okere of Shaki town,
Oba Khalid Olabisi Oyeniyi, the newly installed Okere of Shaki-Okeogun, Oyo State after
the demised of Ọba Kilani Olarinre Olatoyese Ilufemiloye.
The city has multi- central business district CBD such as Igboro, Sango and Oke-Dio.
Igboro Area is where Palace, Town Hall, Central Mosque, High Court, Shopping Complex
and many high-rise building are located. In addition, Sango is another CBD where market,
offices, shopping complex where also located. Moreover, Oke-Dio is the site of many
commercial banks in Saki where Local Government Secretariat, Police Station and
Magistrate Court are located.

The pubic administrative areas include headquarters of Oyo State Agricultural

Development Program (OYSADEP), Oyo State Inland Revenue Services, INEC Office,
National Population Census Office, Saki West Local government Area Secretariat and many
others. Furthermore, Saki has many infrastructural facilities such as Oyo State General
Hospital, Muslim Hospital, Baptist Hospital, Oyo State water Corporation, The Polytechnic
Ibadan, Saki Campus, as well as many Secondary Schools, Nursery and Primary Schools

4
Figure1.1 Map of Nigeria showing Oyo state
Source: Oyo State Ministry of Physical Planning and Urban Development, 2021

Figure1.2 Map of Nigeria showing Oyo state

Source: Oyo State Ministry of Physical Planning and Urban Development, 2021

5
 CHAPTER TWO

CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW

2.1 CONCEPTUAL FRAMEWORK

2.1.1 CONCEPT OF EDUCATION

The meaning of education cannot be definite as it means different things to different

people depending on their perception. Education could be defined as the process of
teaching, training and learning in schools and colleges for the development of knowledge
and skills so as to prepare individuals to live happily with themselves and others in the
society where they live. Nwagwu (1976), defined education is the process by which every
society attempts to preserve and upgrade the accumulated knowledge, skills and attitudes
in its cultural setting and heritage in order to foster continuously the wellbeing of mankind
and guarantee its survival against the unpredictable, at times hostile and destructive
elements and forces of man and nature. Education is the process through which individuals
are made functional members of their society. It is a process through which the young
acquires knowledge and realizes his/her potentialities and uses them for self-actualization and
become useful to himself/ herself and others. Education is one of the fundamental rights of
individuals. Article 26 of the Universal Declaration of Human Rights, which was adopted by
the United Nations General Assembly in December, 1949 stipulated that:

i. Everyone has the right to education. This shall be free at least in the elementary and
primary stages.
ii. ii. Elementary education shall be compulsory while technical and professional
education shall be made generally available.

iii. Higher education shall be equally accessible to all on the basis of merit.

Reasons why everyone should have access and right to education includes the
following;

i. The child is born helpless and has to rely entirely on parents and other older members
of the society to survive and fulfill his/her growth needs in all their ramifications.

6
ii. The degree and quality of participation in the life of the society depends to a large
extent on the degree and quality of his/ her education. This will enable him/her performs the
political and other citizenship duties and exercises the rights pertaining to it effectively.

iii. Since every citizen benefits from the result of the education of his/her fellow citizens
and since every generation receives its education from an older generation, every generation
has a duty to reciprocate by educating the generation that comes after it.

No nation can afford to toy with the education of her citizens, especially the child,
who will be the father or mother of tomorrow because education is the bedrock of all facet of
development.

2.1.2 CONCEPT OF PRIMARY EDUCATION

Primary education is one of the tripods of Nigeria education system, the others, are the
secondary and the tertiary levels of the three, the primary level is the most critical being the
base of the whole system and the key to the success or failure of the whole system. The
National Policy on Education (2004) describes primary education as '"the education given in
institutions for children aged 6 to 11 plus" stipulating 6 years to be the duration.

Primary Education is the foundation of education, a house that has a shaky foundation will
eventually collapse sooner or later. This is why it is advisable to employ the services of
experts when one is set to build a house. In laying an enduring foundation for the entire
education sector to build on, the providers of primary education should:

i. Lay the foundation in quality of teachers

ii. Lay the foundation in quality of instructional materials/facilities
iii. Lay the foundation in proper funding
iv. Lay the foundation in quality output from primary schools.

2.1.2.1 GOALS OF PRIMARY EDUCATION

The Federal Government of Nigeria in the National Policy on Education (2004), identified
seven goals which form the basis of the six year primary education in all the states of the
federation. The goals as identified are follows;

i. Inculcate permanent literacy and numeracy and ability to communicate effectively

ii. Lay a sound basis for scientific and reflective thinking;

7
 iii. Give citizenship education as a basis for effective participation in and contribution to
the life of the society;
iv. Mould the character and develop sound and morals in the child;
v. Develop in the child the ability to adapt to the child's changing environment
vi. Give the child opportunities for developing manipulative skills that will enable the
child function effectively in the society within the limits of the child's capacity;
vii. Provide the child with basic tools for further educational advancement, including
preparation for trades and crafts of the locality.

In pursuance of the identified goals, primary education shall be tuition free, universal and
compulsory. These arc lofty propositions that would be cost-intensive in terms of
infrastructure, instructional equipment/materials, leaching staff in quality and quality,
sustained payment of salaries and allowances, provision of educational services, sustained
routine supervision/inspection etc. the main focus of this discussion would be on public
schools or government schools established and managed by the federal, state and local
governments in Nigeria. Reference would however be made to schools established and
managed by voluntary agencies, communities and private individuals and all other such
schools that meet the minimum standards laid down by the federal government.

2.1.3 CONCEPT AND MEANING OF READING

There is no single definition of reading. Dechant (1980) stated that there are just
about many descriptions or definitions of reading as there are many ‘reading
experts’. Reading is the act of interpreting printed and written words; we live in
the world of printed matter or computer age. Therefore, reading is a basic tool
for education and one of the most important skills in everyday life.

Reading is a pre-requisite for learning and so, the poor reading habits of the
primary school students cannot be separated from their poor performance in
school certificate examination. This inability to read because of the students’
insufficient skills in reading, the students’ mastery of these skills will enable
them to read fluently and write effectively. The child’s inability to perform the
act of reading well develops gradually as a result of training. Therefore, the
child has to be prepared for reading because reading is a complex system of
8
operation that involves the eyes, the brain, the nervous system and the ears.
What the reader encounters in reading is language represented in print and so,
the reader should be guided properly as to understand the techniques, master the
skills and be able to use them effectively. Okonkwo (1998) stated that reading
will not occur unless the student is able to identify and recognize printed
symbols. Okonkwo (1998) also argues that reading is a two-fold process, which
he says comprises of compression and word recognition. Obah (1988) observed
that reading operates on two levels which are:
 Symbols or decoding process; breaking of visual code
 Concept of reading for meaning.
At the first level, words are recognized, grouped and interpreted. The second
level makes use of words that has been recognized, grouped and interpreted and
which experience certain ideas.
Reading should be oriented towards habit formation; it should be reflected and
evaluated. Harris (1986) defines reading as “an art of responding to printed
symbols”. Reading is the combination of interrelated skills which develops
systematically over the years. In effect of Okonkwo (1998) stated that formation
of good reading skill does not come at an instance neither is one born with it,
rather it comes as a result of constant training and practice. Ayodele (1984)
observed that, among the skills essential for language learner, reading is next in
primacy to oracy. Therefore, failure to read in our society is demoralizing. The
student who is unable to read is at a serious disadvantage socially and
emotionally which will affect him later in life.
Indeed, the reasons for regarding reading as an important ingredient in
education is inexhaustible, Harris (1986) observed that significance is
recognized by elementary schools where much effort and time is expanded on
the curriculum. It was observed that peer reading is a cause of retardation in
reading, a child who fails in a reading programme might be termed lazy and
punished. Thus a child may become delinquent owing to increasing difficulties

9
in reading. This is because he is frustrated by repeated failures and later many
desirable occupations may elude him. Harris (1986) stated that juvenile
delinquents as a group embraces many whose reading abilities are far below
their mental abilities. This does not prove that reading difficulties cause
delinquency or that the latter is the cause of reading difficulties. However it
gives some clues to the tendency of the two occurring together. It is said that
accumulated years of frustration may cause severe feelings of inferiority
complex. And this may lead to school dropouts and consequently become touts
and menace in the society.
Reading is the cradle of all other learning in education and learning to speak is
part of the reading process, Ikeomumu (1980) stated that reading is as old as
civilization. It is in fact reviewed from the ancient history of the world, where
reading and writing started from the beginning of the early civilization of Egypt,
Athens and Rome. Prior to any other form of education, from the foregoing, one
discovers that reading is very essential to the reader, teachers, students, the
nation and the society at large. If it is as old as civilization, the question is why
is it the most neglected of the language arts? Why do people and students
especially class one students find reading difficult?
Recently, it appears that the radio, television, video and other electronic media
compete highly in providing people with information of different kinds and
ready means of relaxation. On close observation it will be discovered that
reading has continued to dominate the different spheres of human activities in
our modern society. Obah (1988) stated that “reading is the key to knowledge”.
Ojinmah (1999) and Otagburuagu (2000) supported this view, and added that
“what a compass is to a navigator is what reading is in the search for knowledge
through graphic symbols”. Experience have shown that even people who have
all the electronic media in their house, still spend a lot of money buying
newspapers, journals, magazines and books to read. This is because while the
other forms are rigid, reading provides a measure of flexibility, for example

10
with the radio or television one has to listen or view whatever programme that is
at the time of presentation while in reading one has to pick or choose what to
read and where to read it.
2.2 THEORETICAL FRAMEWORK OF THE STUDY
2.2.1 HAVIGHURST’S DEVELOPMENTAL TASK THEORY
Havighurst’s Developmental Task Theory was introduced by Robert J. Havighurst.
Havighurst’s main assertion is that development is continuous throughout the entire lifespan,
occurring in stages, where an individual moves from one stage to the next by means of
successful resolution of problems or performance of developmental tasks. These tasks are
typically encountered by most people in the culture where the individual belongs. When
people successfully accomplish and master these developmental tasks, they feel pride and
satisfaction, and consequently earn the approval of their community or society. This success
provides a sound foundation which allows them to accomplish developmental tasks that they
will encounter at later stages. Conversely, when people fail to accomplishing a developmental
task, they’re often unhappy and are not accorded the desired approval by society, resulting in
the subsequent experience of difficulty when faced with succeeding developmental tasks.

Havighurst’s Developmental Tasks Theory suggests that we are active learners who
continually interact with a similarly active social environment. Havighurst proposed a bio
psychosocial model of development, wherein the developmental tasks at each stage are
influenced by an individual’s biology (physiological maturation and genetic makeup), his
psychology (personal values and goals), as well as his sociology (specific culture to which
the individual belongs).Robert Havighurst emphasized that reading and learning are basic and
it continues throughout life span. Growth and Development occurs in six stages. The stages
are shown below;

Developmental Tasks of Infancy and Early Childhood – birth to 5 years

i. Learning to walk.
ii. Learning to take solid foods
iii. Learning to talk
iv. Learning to control the elimination of body wastes
v. Learning sex differences and sexual modesty
Forming concepts and learning language to describe social and physical reality.

11
 vi. Getting ready to read
vii. Learning to form relationships with family members

Middle Childhood 6 – 12 years

i. Learning physical skills necessary for ordinary games.

ii. Building wholesome attitudes toward oneself as a growing organism
iii. Learning to get along with age-mates
iv. Learning an appropriate masculine or feminine social role
v. Developing fundamental skills in reading, writing, and calculating
vi. Developing concepts necessary for everyday living.
vii. Developing conscience, morality, and a scale of values
viii. Achieving personal independence
ix. Developing attitudes toward social groups and institutions
x. Attaining independence

Developmental Tasks of Adolescence, 13 – 17 years

i. Achieving new and more mature relations with age-mates of both sexes
ii. Achieving a masculine or feminine social role
iii. Accepting one's physique and using the body effectively
iv. Achieving emotional independence of parents and other adults
v. Preparing for marriage and family life Preparing for an economic career
vi. Acquiring a set of values and an ethical system as a guide to behavior; developing an
ideology
vii. Desiring and achieving socially responsible behavior
viii. Establishing emotional independence from parents

Developmental Tasks of Early Adulthood, 18 – 35 years

i. Selecting a mate
ii. Achieving a masculine or feminine social role
iii. Learning to live with a marriage partner
iv. Starting a family
v. Rearing children

12
 vi. Managing a home
vii. Getting started in an occupation
viii. Taking on civic responsibility
ix. Finding a congenial social group

Developmental Tasks of Middle Age, 36 – 60 years

i. Achieving adult civic and social responsibility

ii. Establishing and maintaining an economic standard of living
iii. Assisting teenage children to become responsible and happy adults
iv. Developing adult leisure-time activities
v. Relating oneself to one’s spouse as a person
vi. Accepting and adjusting to the physiologic changes or middle age
vii. Adjusting to aging parents

Developmental Tasks of Later Maturity, over 60 years

i. Adjusting to decreasing physical strength and health

ii. Adjusting to retirement and reduced income
iii. Adjusting to death of a spouse
iv. Establishing an explicit affiliation with one’s age group
v. Meeting social and civil obligations
vi. Establishing satisfactory physical living arrangement

2.2.2 THEORY OF COGNITIVE DEVELOPMENT

Theory of Cognitive Development was proponed by Piaget in 1983. Cognitive development

is that aspect of development that deals with thinking, problem solving, intelligence, reading,
writing and language. According to Piaget, cognitive development is a combined result of the
maturation of the brain and nervous system and the experiences that help individuals adapt to
the environment. He contends that cognitive development in all children will follow
predictably and qualitatively distinct levels or stages. These stages are from concrete
operational thought to formal operational thought. These stages are useful in this study in that
adolescents‟ reading abilities and social/emotional adjustment in secondary schools depend
on how successful they went through this early steps (Lerner, 2000). Piaget emphasizes that
the order in which the periods occur is approximately fixed but a child’s rate of progress

13
through them is not and the age at which each stage or sub-stage is negotiated varies from
child to child. The stage progression portion of Piaget’s cognitive development theory has
important implications on reading development stages. First, reading process is
developmental and no child skips a stage. Second, individual children may take different
lengths of time and need different experiences to complete their development. The schemata
(mental structures) aspect of Piaget‟s (1983) theory is in line with reading definition of
reading beyond the lines in this study. This relates to the way reading is correctly viewed as a
highly subjective interaction of learner’s 11 prior knowledge, perception and purposes with
those of the author. This interaction is guided by Piaget’ complementary processes of
assimilation and accommodation

Reading is an ongoing process hence the wish for this study to find out whether the secondary
school teachers were aware of reading difficulties and whether they were aware of remedial
measures of such problems. The study also wished to determine the specific strategies used
by those teachers in dealing with reading difficulties to enhance academic performance and
social/emotional adjustment of learners in their schools.

14
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter discusses the research methodology for the study. Thus, the following
are examined; research design, coverage of the study, sample size and sample procedures and
research instrument. Others are validity and reliability of the instrument, procedure for data
collection and method of data analysis.

3.2 RESEARCH DESIGN

Research design is the program that guides the researcher in the process of collecting,
analyzing and interpreting data and information. The research design is the process by which
data will be collected for further analysis and to achieve the aim and objectives of the
research. In order to achieve the aim and objectives of this study, the research design adopted
for this research is the descriptive survey. This research design include; identification of
problem (the aim) , collection of data, data presentation and analysis and drawing of
conclusion.

3.3 Coverage of the Study

Population can be seen as the entire aggregation of items from which samples are can
be drawn According to Christensen (1997), a population can be referred to all events, things
or individual that are represented in a research project, the target population must be specified
in order to get the appropriate information from which the data to be gathered can be
recognized. Ogili (2005) involves the group of persons or aggregate items, things the
researcher is interested in getting information from in a study. The population target
population for this study are the public primary schools in Saki Local Government Area, Oyo
State.

3.4 Sources of Data Collection

Data for the study will be derived from primary and secondary sources. Primary data will be
collected from the administration of questionnaire, conduct of field survey (observation and
interviews, while the secondary source will be extracts from the existing data obtained from
literatures by Ministries, Departments, Agencies, Local Governments/LCDA’s, Journal, text

15
books, magazines and other published information on the accomplishment of the project task.
Google search engine also plays an important role in collecting information. All this type of
information will be use in developing the literature review and questionnaire to gain the
knowledge and information of the respondents. Table 3.1 shows the instrument that will be
used for data Collection.

Table 3.1: Instruments for Data Collection

No Objective Source Instrument

1. Number of public primary Primary Reconnaissance survey,
schools in Saki-West Local Photograph
Government area
2. Identify the socio-economic Primary Questionnaire
background of the primary administration and
school pupil observation
3 Examine the factors contributing Primary and secondary Questionnaire
to reading difficulties among administration and
primary school pupils observation
4. Effects of reading difficulties on Primary and secondary Questionnaire
students’ academic performance administration and
observation

3.5 Sampling Frame

16
 The sample frame is a list of items or people forming a population from which the
sample is taken. A sample frame as the property identifiable in every single element and
includes the element in a sample and it is a representative of the population. The sampling
frame for this study are the public primary school in Saki-West Local Government Area of
Oyo State. The public primary school identified in Saki West Local Government Area are
identified below;

1. Baptist Medical Centre Nursery /Primary School,

2. NUD Primary School, Sango,
3. African Baptist Primary School,
4. L.A. Primary School, Isale Taba,
5. L.A. Primary School, Isale Onikeke,
6. Kinnikinni Baptist Primary School,
7. L.A. Primary School, Igboologun,
8. Ajegunle Baptist Primary School, Shaki,
9. CMS Primary School, Otun, Shaki,
10. Oge Baptist Primary School, Shaki,
11. Army Children School, Asabari Barracks, Shaki,
12. L.A. Primary School Sani-Sala,
13. L.A Primary School, Isia
14. Otun Primary School
15. Parapo Primary School

3.6 Sample Size

The sample size is the number of population that are selected for sampling in any research
work. The sample size was based on the Neuman’s (1991) idea. He postulated that a sample
size can be drawn from a sample frame, this is because the collection of data from all public
primary schools will be a huge task which will require heavy budget and a great time to
collect data for analysis. Relatedly Olagbaju (1999) asserted that doing this will help to
provide reliable information on the population at affordable cost within a given time frame.
The schools selected randomly for the study are listed below

1. NUD Primary School, Sango,

17
 2. L.A. Primary School, Isale Taba,
3. Ajegunle Baptist Primary School, Shaki,
4. CMS Primary School, Otun, Shaki,
5. L.A Primary School, Isia
6. Otun Primary School.

3.7 Sample Techniques

Simple random sampling techniques will be used in the research, after the school has been
selected random, in this process, everybody in the study area has the same chance of been
selected for sampling, while all the teachers in the selected primary schools will be sampled.

3.8 Methods of Data Presentation and Analysis

The methods that will be adopted for statistical analysis include the descriptive and
inferential statistic method. Descriptive statistics will use to summarize and represent data
obtained through the use of structured questionnaire in the study area, such representation
were shown using charts (bar chart, pie chart, and histogram) or table. While the inferential
statistics (Likert scale) will be used to make generalization about the result based on the
finding. The perception of the respondents will be ranked into five classes which are
“Strongly Agreed”, “Agree”, “Partially Agree/Indifference”, “Disagreed”, and “Strongly
Disagree” with each of this rating was assigned weight value of 5,4,3,2 and 1 respectively.
This mean of distribution was arrived at by dividing SWV by the total number of
Questionnaires. The mean and standard deviation of each variable was computed; the
variance measured the extent to which each observation fluctuates above or below the mean.
A positive calculated deviation indicates a high level of agreement.
Strongly Agree (SA) =5

Agree (A) =4

Partially Agreed (PA) =3

Disagree (D) = 2

Strongly Disagree (D) =1

SWV = ( ax 5 ) + ( bx 4 )+ ( cx 3 )+ ( dx 2 )+(ex 1)

18
 [ ]
SWV
X= NR(f )
∑
Noofvariables

SWV
D= −X
NR (f )

D2 = [ SWV
NR(f )
−X
] 2

RAI (X) = Respondents Agreement Index

D= Deviation

D2 = Standard deviation

SWV = Sum of Weight Value

F(NR)= Number of respondents

It should be noted that positive result indicate strong level of agreement, while negative result
indicate low level of agreement.

19
 REFERENCE
Olagbaju J. O. (1999): Sampling Techniques and Data Handling. In Gbadegan, J. A (ed)
Basic Research Methods, University of Calabar Lecture series
Neuman, W. L. (1991): Social Research Methods: Quantitative and Qualitative
Approaches_First Edition. Allyn and Bacon
UNESCO (2004). World Higher Education Database. Documento consultado en Mayo de
2005. Disponible en: http://www.unesco.org/iau/directories/index .html

20