Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD
📄 Download Paper

Quality Assurance Personnel’s Perceptions of Teachers’ Instructional Practices and Students’ Performance in Basic Science and Technology in The Federal Capital Territory, Nigeria

Katcha, M. A., Simeon, M. I. and Ishaku Gado

Abstract

This study examined quality assurance personnel’s perceptions of teachers’ instructional practices and students’ performance in Basic Science and Technology in junior secondary schools in the Federal Capital Territory , Abuja, Nigeria. A descriptive survey design was used. The population comprised 617 principals, vice-principals and quality assurance officers across the six Area Councils of the FCT. A planned sample of 357 respondents was selected through simple random sampling, while 343 valid responses were analyzed. Data were collected with the Perception of Quality Assurance Officers on Teachers’ Job and Students’ Performance Scale (PQAOTSPS), a four-point Likert instrument with a Cronbach’s alpha reliability coefficient of 0.77. Mean and standard deviation answered the research questions, while independent-samples t-test and one-way ANOVA tested the hypotheses at the 0.05 level. Teachers’ lesson preparation (M = 2.90, SD = 0.99), lesson presentation (M = 2.97, SD = 0.97) and classroom management (M = 3.03, SD = 0.95) were favourably perceived. Students’ classroom activities (M = 2.77, SD = 1.02) and academic performance (M = 2.82, SD = 0.93) were perceived as moderate. School location significantly differentiated lesson-presentation and student-performance ratings, while years of experience significantly differentiated classroom-management ratings. The study concludes that favourable perceptions of teacher competence have not fully translated into equally strong student engagement, critical thinking and problem-solving. Strengthened inquiry-oriented instruction, continuous professional development and improved instructional resources are recommended.

Keywords

Basic Science and Technologyquality assuranceteacher performancestudent engagementacademic performance

References

Adhiambo, H. A., & Ndolo, M. O. (2020). Effects of school policies on academic performance in mixed day schools in Kenya: A case study of Kisumu East. International Journal of Current Research, 12, 14184–14190. IJEE IJEE www.ijee.io Agapiti, F., & Kitula, P. R. (2022). Contribution of school quality assurance supervisory role on teacher’s efficacy in public secondary schools in Monduli District, Tanzania. Journal of Research Innovation and Implications in Education, 6(4), 28–35. Anaduaka, U. S., & Okafor, C. F. (2013). The Universal Basic Education programme in Nigeria: Problems and prospects. Basic Research Journal of Education Research and Review, 2(3), 42–48. Ekpo, C. G. & Is’haq, A. B. (2014). Education and transformation agenda in Nigeria: An appraisal. Journal of Education and Practice, 5(8), 83 – 90. Eziamaka, C. O., Manafa, C. C., & Iheanacho, R. C. (2022). Influence of quality assurance measures on teachers’ job performance in public secondary schools in Awka Education Zone of Anambra State. Journal of Educational Research and Development, 5(2), 62–76. Federal Ministry of Education. (2019). National education quality assurance handbook for basic and secondary education in Nigeria. Abuja: Federal Ministry of Education. Fowler, F. J. (2014). Survey research methods (5th ed.). SAGE Publications. Is’haq, A. B., Shuaibu, J., & Adam, A. (2026). The privatization paradox in Nigeria's education sector: A conceptual analysis. International Journal of Social Sciences and Management Research, 12(8), 392 – 404. Madumere-Obike, C., Okeke, E., & Nwabueze, A. (2013). Quality assurance as a means of enhancing learning and performance of students in secondary schools in South-East, Nigeria. Retrieved from https://www.researchgate. net/publication/324088171 Makiya, R., Mnyanyi, C., & Ngirwa, C. (2022). Quality assurance strategies in enhancing learning achievement among public primary schools in Arusha Region, Tanzania. East African Journal of Education and Social Sciences, 3(2), 48–57. Medard, G., & Mwila, P. M. (2022). School quality assurance guidelines: Its implementation and challenges in public secondary schools in Temeke Municipality, Tanzania. International Journal of Research and Innovation in Social Science, 6(10), 124–133. Mganga, C., & Lekule, C. S. (2021). The impact of quality assurance officers’ activities on teaching and learning process: A focus on selected secondary schools in Dodoma, Tanzania. International Journal of Humanities & Social Studies, 9(5), 227–242. Mubbsher, S., & Huma, L. (2023). Exploring the themes for quality assurance at secondary level in Punjab: A document analysis. Transactions on Education and Social Sciences, 11(1), 49–60. Muchanje, P. N. (2020). Teachers’ attitude towards quality assurance and standards officers in primary schools in Evurore, Mbeere North Subcounty, Embu County, Kenya. Journal of Educational Research in Developing Areas, 1(3), 226–239. Mwaura. (2014). The role of quality assurance and standard officers in promoting education in private secondary schools in Limuru District, Kiambu County [Master’s dissertation, Kenyatta University]. Obilor, E. I. (2019). Teacher factors influencing students’ academic performance in public secondary schools in Rivers State. International Academy Journal of Educational Technology and Research, 7(2), 28–41. Rikichi, F. E., Bulus, H., & Kwasau, B. S. (2022). Impact of supervision and inspection as quality assurance strategies on the administration of primary school education. JPR Online Journal, 1(2), Article 010. IJEE IJEE www.ijee.io Sululu, P., Ochieng, P., & Kirwok, E. (2023). Contribution of quality assurance and standards officers in enhancing Kenya Certificate of Secondary Education performance in Kwanza Sub-County. African Journal of Education, Science and Technology, 7(3), 552–560. Tuyisabe, E., Mandila, T., & Gadi, K. (2022). Teachers’ perceptions on quality assurance officers’ classroom observation in improving students’ performance in Certificate of Secondary Educational Examination in Mwanga District. British Journal of Education, 10(12), 90– 103. Waseka, E. L., Simatwa, E. M. W., & Okwach, T. O. (2016). Influence of teacher factors on students’ academic performance in secondary school education: A case study of Kakamega County, Kenya. Greener Journal of Educational Research, 6(4), 151–169.

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION

Food Security and Nutrition Among Internally Displaced School Children in North-East Nigeria: A Mixed-Methods Study

Author: Amina Tani Ibrahim, Larai A. Keswet, and Zakka G. Ayuba

Development and Evaluation of Computer-Assisted Instructional Package for Teaching and Learning Selected Mathematics Concepts in Secondary Schools in Osun State

Author: Mariam Adenike Lasisi, Keji Sakiru Sulaimon

Evaluating the Effectiveness of Team Teaching in Enhancing Learning Outcomes in Basic Technology in Ondo East Junior Secondary Schools

Author: Salami Adebayo Taofeek, Bosede Abiola Oludare PhD

AIED For Self-Learning in Nigeria: Implications for Curriculum and Instruction

Author: Adamu Ibrahim Maishafi PhD

Effects of Cyclic-Inquiry and Interactive Modeling Techniques on Students’ Academic Achievement in Chemical Equilibrium in Senior Secondary Schools in Uyo, Akwa Ibom State.

Author: Akpan, Utibe C., Umanah, Felicia I., Udofia, Sabbath E., Akpan, Iniobong F.