EVALUATING FACTORS MILITATING AGAINST QUALITY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN KANO STATE, NIGERIA

Abstract

The study evaluates factors militating against quality education in public secondary schools in Kano State, Nigeria. The study adopted survey research design. Three research objectives and corresponding research questions guided the study. The total population of public secondary schools teachers is 17,563. The sample of the study was selected using multi-stage stratified sampling technique. The sample of 300 teachers was selected using purposeful sampling technique. The instrument for the data collection was researcher made Questionnaire tittle “Factors Militating Against Quality Education Questionnaire” (FMAQEQ). The instrument was validated by five experts and reliability of the instrument was determined using Cronbach Alpha coefficient which yielded the reliability coefficient of 0.85. Date was collected via online Google From from the teachers’ in the selected schools. The data collected were analysed using descriptive statistics Mean and Standard Deviation. It was find that inadequate school infrastructure, shortage of qualified teachers, overcrowded classrooms, inadequate instructional materials, traditional teaching methods, ineffective supervision and inspection, outdated curriculum implementation, poor assessment practices, inadequate laboratories and workshops and poor reading culture are school-based factors militating quality education. Also early marriage, gender inequality or gender stereotyping, religious misinterpretation, inadequate parental support, low value placed on certificates are cultural-based factors  and violence and insecurity, language barriers, large Family Size, low educational awareness, peer influence, media Influence and Poverty are societal-based militating against quality education. Recommendations were made based on the findings that there should be public awareness program by Government and Educational stakeholders on quality education for sustainable development.