Learning Analytics: Issues on the Pupil-Teacher Ratio in Public Primary Schools in Nigeria

Opanuga, A. A.; Okagbue, Hilary I.; Oguntunde, Pelumi E.; Bishop, S.A.; Ogundile, O. P.

doi:10.3991/ijet.v14i10.10129

Cited by 11 publications

(10 citation statements)

References 85 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Privately funded schools have a low student to teacher ratio compared with public V ¼ variable, Pr ¼ primary, Se ¼ secondary. schools [123], hence, teachers are in a better position to monitor and correct behavior lapses exhibited by the students or pupils. On the other hand, public-funded schools are overcrowded because the population is skewed towards low-income families, and the teachers have enormous workloads and cannot effectively monitor the behaviors of the children.…”

Section: Externalizing Behavior Is Associated With School Typementioning

confidence: 99%

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Bishop

Okagbue

Odukoya

2020

Heliyon

View full text Add to dashboard Cite

The article show the pattern of externalizing behavior across age, gender, school type, and school level, with reference to aggression, delinquency, and hyperactivity. The study samples were primary school pupils and secondary school students from three selected Local Government Areas (LGA) in Ogun State, Nigeria [Ado-Odo/ Ota, Ifo, and Yewa South]. Their ages ranged from 10 to 20 years. The student/pupil sample was 1770 in all. The instrument used was an adapted version of Achenbach's child behavior checklist and youth self-report. Basic descriptive statistics like frequency, percentage, mean, standard deviation, as well as non-parametric statistics like Phi-coefficient, Chi-square, Goodman and Kruskal's gamma, Mann Whitney U test and Kruskal Wallis H test were utilized. Inferential parametric statistics like Pearson r, analysis of variance and simple regression were also utilized. Four major findings were reported. Firstly, the private schools irrespective of age, gender and level, scored higher than the public school in aggression, delinquency, and hyperactivity. Secondly, aggression is higher in secondary schools, while delinquency and hyperactivity are more prevalent in primary schools. Thirdly, school level and school type are the strongest predictors of externalizing behavior. Lastly, correspondence analysis showed a similar behavioral pattern for the three behaviors and three distinct behavioral patterns. i). Respondents aged 10 and below and those in primary schools (ii). Male, public and between 16 and 20. iii). Private, secondary, female and between 11 and 15. Implications of the study are discussed.

show abstract

Section: Externalizing Behavior Is Associated With School Typementioning

confidence: 99%

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Bishop

Okagbue

Odukoya

2020

Heliyon

View full text Add to dashboard Cite

show abstract

“…The paper is narrowed at the framework and academic discussion level, the future work is to implement the framework and further explore its potential on an active e-learning platform, such as the e-learning systems of distance learning, classroom learning, mobile learning, blended learning or online learning platforms. The implementation can be hindered by some infrastructural challenges that need to be addressed before blockchain technology will be deployed [55][56][57][58][59][60]. There is a need to find an appropriate version of blockchain technology in e-learning to accommodate the infrastructural challenges since blockchain technology is still at its nascent stage.…”

Section: Discussionmentioning

confidence: 99%

Blockchain Framework for Securing E-Learning System

Ubaka-Okoye¹

2020

IJATCSE

View full text Add to dashboard Cite

This paper recommends a blockchain framework that secures the e-learning platform. The proposed framework was used to build a widely manageable and safe data delivery facility that will connect to existing educational data. Institutions can simply have amassed their data history without demanding a copy from central servers. The proposed blockchain framework enhances data security and removes trust concerns amongst users or between third-party institutions accessing applications and services. Data distribution can be used with smart contracts to warranty that institutions will continue to be in control of their data entrance, are alert of the source of collected data sources, and are up-to-date when their data is log on by others. Immutable audit logs are generated through data source and contact history to keep institutions informed of the time their data are retrieved. Blockchain has the potential that could provide a system with massive openness, online secure database that e-learning platforms needed. The blockchain can be implemented on different learning platforms based on the information security policies of the institutions.

show abstract

“…Estimates suggest that children in rural areas account for 63% of this total, and 84% of this amount are from the lowest income quartile [30]. Ineffective teacher training programmes [31], underfunded school infrastructure [32] and over-populated classrooms [33][34][35] are cited as contributing to Nigeria's learning crisis [36].…”

Section: School Policy In Nigeriamentioning

confidence: 99%

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

Humble,

Dixon,

Gittins

et al. 2024

Education Sciences

View full text Add to dashboard Cite

This paper investigates the linguistic interdependence of Grade 3 children studying in government primary schools in northern Nigeria who are learning to read in Hausa (L1) and English (L2) simultaneously. There are few studies in the African context that consider linguistic interdependence and the bidirectional influences of literacy skills in multilingual contexts. A total of 2328 Grade 3 children were tested on their Hausa and English letter sound knowledge (phonemes) and reading decoding skills (word) after participating in a two-year English structured reading intervention programme as part of their school day. In Grade 4, these children will become English immersion learners, with English becoming the medium of instruction. Carrying out bivariate correlations, we find a large and strongly positively significant correlation between L1 and L2 test scores. Concerning bidirectionality, a feedback path model illustrates that the L1 word score predicts the L2 word score and vice versa. Multi-level modelling is then used to consider the variation in test scores. Almost two thirds of the variation in the word score is attributable to the pupil level and one third to the school level. The Hausa word score is significantly predicted through Hausa sound and English word score. English word score is significantly predicted through Hausa word and English sound score. The findings have implications for language policy and classroom instruction, showing the importance of cross-language transfer between reading skills. The overall results support bidirectionality and linguistic interdependence.

show abstract

Learning Analytics: Issues on the Pupil-Teacher Ratio in Public Primary Schools in Nigeria

Cited by 11 publications

References 85 publications

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Blockchain Framework for Securing E-Learning System

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

Contact Info

Product

Resources

About