Kampala International University Research Digest
Editor-in-chief
S. O. Owolabi, Director, School of Postgraduate Studies and Research, Kampala International
Universil
Managing Editor
Jude Ssempebwa, School of Postgraduate Studies and Research, Kampala International
University
Associate Editor
Esther Lwanga, University Librarian, Kampala International University
Consulting Editors
Sumil R. Novembrieta, Deputy Vice-chancellor, Finance and Administration, Kampala Internatior
University
Emmanuel Fagbamiye, Director, Institute of Open and Distance Learning, Kampala Internatior
University
External Advisors
Joel Babalola, Head, Department of Educational Management, University of Ibadan
Patricia Bower, Charleston Southern University, United States
Alhas Nok Maicibi, Director, Research Department, United Nations African Institute
Martin E. Amin, University of Yaounde I, Cameroon
Notes for Contributors
Kampala International University Research Digest is an interdisciplinary, peer-reviewed,
publication Kampala International University. The journal is published quarterly in November, April
and August and accepts recent-research-based articles from staff and students of Kampala
International University Contributions are also accepted from past students and staff of the
University. Articles are accepted any time of the year; however, consideration for review and,
subsequently, publication is on 'first-come first-served' basis. Authors submitting articles for
publication in the journal must adhere to the following requirements:
Length: Maximum length of articles submitted is 4000 words.
Format: The article (s) must be word processed—in font type Times New Roman; size 12 and 1.
spacing.
Structure: Even though articles may have other subsections as may be thought necessary by the
author(s), the following major sections, which should be bolded should be conspicuous: a)
Introduction b) Methodology; c) Findings; d) Discussion; e) Conclusions; and f) Recommendations.
Tables, diagrams, figures and pictures should be in their appropriate places in the body of the
article.
Abstract: Articles should be accompanied with an abstract of not more than 250 words.
Keywords: After the abstract, the author (s) should outline the keywords in the article, on whose
basis can be classified.
Referencing: All citations must be referenced and contributors should adhere to the latest edition
of the American Psychological Association (APA) referencing style.
Submission: Manuscripts should be e-mailed to the managing editor at spgs@kiu.ac.ug as word
attachments.
Disclaimer: Authors, and readers, need to note that the views expressed in Kampala International
University Research Digest are those of the authors and do not necessarily reflect those of the
Journal, its Kampala International University or its collaborating institutions. Articles are published
on the assumption that they are original and have not been published elsewhere. In the unlikely
event that plagiarized artic or materials are published, therefore, those submitting them, rather than
Kampala International University Research Digest, are to be held to account.
Kampala International University
Resea
rch Digest
VOLUME I, NUMBER 2
NOVEMBER 2008
PART I: HIGHER EDUCATION
Making a Case for Research in Ugandan University Education
Michel Lejeune
Graduate Unemployment in Uganda: Social and Economic Factors Exonerating
University Training
Jude Ssempebwa
Teaching Resources Utilization and Academic Performance in Technical Colleges in
Oyo State, Nigeria
Timothy Okemakinde, Segun O.Adedeji and Jude Ssempebwa
84
90
100
PART 2: SECONDARY EDUCATION
Teachers' Practices in Teaching Mathematics in High and Low Performing Secondary
Schools in Uganda
Charles Opolot-Okurut
108
Availability of Physical Resources and School Effectiveness: The Case of Public
Secondary Schools in Oye, Nigeria
A.Y.Abdulkareem, S.A. Ibitoye, Joseph Bamiduro and David Onen
114
PART 3: MANAGEMENT
Organizational Characteristics as Correlates of ICT Adoption in Makerere University
F. E. K. BakkabulindiJ. L Nkata and Martin E.Amin
122
PART 4: LAW
Reproductive Choice, Rights and Regulation in Africa
Kayode O. Fayokun
138
Acknowledgements
Many of the articles in this issue were presented at a workshop, where they were discussed in significant detail, by
scholars and members of the general public. Undoubtedly, therefore, much of the credit for their quality is due to
the following people for their contribution towards the success of the workshop:
Workshop Assistants
Gift Sylivia
Janet Nasande
Christine Naluyima
Maureen P. Ouma
A. P. Tibenderana
Session Chairs
Angelita P. Canene
Joseph S. Owoeye
Alex Thomas Ijjo
Halima Akbar
Discussants
Alhas N. Maicibi
Emmanuel O. Fagbamiye
David Onen
S. O. Owolabi
Special thanks are also due to Professor Muhammad Ndaula, the Vice Chancellor of Kampala International
University, for delivering an opening address to the attendees, and to Professor Michel Lejeune, the Deputy
Executive Director of the National Council for Higher Education, for accepting to deliver a keynote address at the
workshop. Our thanks also go to the staff of the Sheraton Kampala Hotel for their outstanding service, which
allowed the attendees to have a fruitful discussion. Finally, special thanks are also due to the anonymous
reviewers that critiqued the papers for their penetrating and constructive reviews.
Jude Ssempebwa
Managing Editor
Availability of Physical Resources and School Effectiveness:
The Case of Public Secondary Schools in Oye, Nigeria
A.Y. Abdulkareem, S. A. Ibitoye, Joseph Bamiduro and David Onen
This study investigated the relationship between the
availability of physical resources and effectiveness
of public secondary schools in Oye Local
Government Area (LGA) of Ekiti State, Nigeria. It
was prompted by the persistent deterioration in
students' academic performance and general
conduct. The study was conducted through a crosssectional sample survey method. Using two
questionnaires, data was collected from 77
respondents, drawn from six out of the 15 public
secondary schools that were randomly selected from
the area. The questionnaires were validated through
expert judgment while their reliability was
ascertained through the test retest approach. The data
collected was analyzed using percentages, means
and Pearson Product Moment Correlation. The
findings were that there were weak relationships
between he availability of physical resources and
students' academic performance; and between the
availability A physical resources and students'
conduct in the elected schools. It was, therefore,
concluded that he availability of physical resources
is but a weak predictor of students' performance and
conduct, on top of encouraging school
administrators to ensure the availability of these
resources, therefore, :he paper encourages them, as
well as relevant policy persons and researchers, to
investigate any other actors influencing school
effectiveness.
improving covernance (Hernes, 2007). Thus,
governments, scholars and communities the world
over yearn for effective schools—where students
excel in academics
and conduct. However, communities have differing
ability to design and deliver the education needed to
develop the talents of their people. In fact, many
schools are poorly facilitated with physical resources
(tangible things that are used in the course of
providing education (Owolabi, 2006)). Whereas this
could affect the effectiveness of schools (Adeboyeje,
1984), in the less developed world, few studies have
delved into the relationship between the availability
of physical resources and effectiveness of schools
(Oyesola, 2000). Therefore, taking the case of public
secondary schools in Oye LGA, this study delved
into the relationship between the availability of
physical resources and effectiveness of schools, to
establish whether the deterioration in students'
academic performance and conduct in the area (as is
clear from WAEC results and increasing reports of
student unrests, indiscipline and truancy) has been
related to the availability of physical resources in the
schools. Conceptually, physical resources were
looked at in terms of classrooms, libraries,
laboratories and workshops while school
effectiveness was looked at in terms of students'
performance and conduct.
Objectives and Hypotheses of the Study
Keywords:
Physical
resources;
Secondary
education; School effectiveness; Nigeria
Introduction
Education is not only a human right; it is a critical
factor :.tat links all the items on the development
agenda, that is, reducing poverty, promoting health,
sharing Technology, protecting the environment,
enhancing gender equity, extending democracy and
Specifically, the study aimed at: 1) finding out the
relationship between the availability of physical
resources and academic performance of public
secondary school students in Oye LGA; and 2)
establishing the relationship between the availability
of physical resources and conduct of public
secondary school students in Oye LGA. Thus, the
data collected was used to verify the (null)
hypotheses that: 1) there is no relationship between
the availability of physical
Kampala International University Research Digest
Volume I, Number 1 (114—118)
www.kiu.spgs/research
[115]
resources and academic performance of public
secondary school students in Oye LGA; and 2) there
is no relationship between the availability of
physical resources and conduct of public secondary
school students in Oye LGA.
Methodology
The study was conducted through a cross-sectional
survey design, which enabled the investigators to
collect a lot of data (from a sample) that could be
generalized to the population (Amin, 2005) within a
short period of time. A random sample of six out of
the 15 public secondary schools in Oye LGA was
targeted and data were collected from 77
respondents, who were proportionately drawn from
the selected schools. Two questionnaires, tagged
"Physical Resource Availability Questionnaire"
(PRAQ) and "School Effectiveness Questionnaire"
(SEQ), were
used to collect data. These were validated through
expert judgment while the test-retest method, whose
results were subjected to a Pearson Product Moment
Correlation test, was used to ascertain their
reliability and the coefficients of ."5 and .74 were
respectively obtained for the two instruments. Data
was analyzed using means, standard deviations,
percentages and Pearson Product Moment
Correlation.
Findings
Availability of Physical Resources
Prelude to examining the link between the
availability of physical resources and students'
academic performance and conduct, the researchers
investigated the profile of physical resources in the
selected schools. The results are summarized in
Table 1.
Table 1: Profile of Physical Resources in the Selected Schools (2007)
Resource
Availability
Available
Required
Shortage
Condition
% Shortage
good
Classrooms
Laboratories
Libraries
Workshops
Hall
Security Fence
Conveniences
First aid kits
Offices
Furniture
Playgrounds
Dining halls
School buses
71
11
4
2
5
3
8
4
21
1780
7
2
2
36
19
2
4
1
3
16
2
16
910
12
4
3
34
63
33
67
17
50
67
33
43
34
100
67
50
107
30
6
6
6
6
24
6
37
2690
12
6
6
Table 1 shows that out of the 107 classrooms
required in the selected schools, only 71 were
available, indicating a shortage of 34%. Of the 30
laboratories needed in the schools, only 11 were in
place, indicating a shortage of 63%. For the case of
No. in
unusable
Condition
43
5
3
1
3
2
5
3
12
1260
5
1
2
% in
condition
39
44
25
50
40
33
37
25
43
29
29
50
33
libraries, technical workshops, multi-purpose halls
and offices, there were shortages of 33%, 67%, 17%
and 34% respectively. Therefore, the results in Table
1 indicate that the availability of physical resources
in the schools was grossly inadequate.
Physical Resources and School Effectiveness [116]
Students' Academic Performance
Secondly, the researchers inquired into the level of
students' academic performance. The percentage
number of students that passed the WAEC
examinations between 2002 and 2006 were
computed. On the basis of these percentages, the
academic performance of the schools was rated as
"High", ''Moderate" or "Low". The results are shown
in Table 2
Table 3: Distribution of Respondents by their
Impressions of their Students' Conduct
Indicator
Agree
n
Lateness in reporting
51
Sneaking in and out
63
of school
Noise-making in class
57
during class hours
Examination mal68
practice involvement
Truancy
60
Refusal to participate
62
in cleaning activities
General disobedience
69
to teachers
Rudeness to teachers
69
Table 2: Distribution of Schools by Level of
Students' Academic Performance
Level of Students' Academic
_
Performance
Low
Moderate
High
Total
Frequency
1
4
1
6
Availability of Physical
Academic Performance
Students' Conduct
Table 4: Correlation between the Availability of Physical Resources
Performance
X
Sd
74
20
26
88
9
12
78
80
17
15
22
20
90
8
10
90
8
10
Resources
and
Students'
To test the hypothesis that there is no relationship
between the availability of physical resources and
academic performance of public secondary school
students in Oye LGA, the results on the
availability of physical resources and students'
academic performance were correlated in a
Pearson Product Moment test. The results are
shown in Table 4.
Students' conduct was investigated through eliciting
the respondents' views on the same. Specifically, the
respondents were asked whether they "agree" or
"disagree" that selected indicators of bad student
conduct were existent in their schools. The results
are shown in Table 3.
N
%
34
18
In Table 3, majority of the respondents "agreed"
that all the selected indicators of bad student
conduct were prevalent in their schools. In as far
as student conduct was concerned, therefore, the
schools were ranked as ineffective.
The results in Table 2 indicate that, with regard to
students' academic performance, most (6) of the
schools were categorized as "moderate". This should
raise concern, since the desirable condition is that
most of the schools achieve "high" performance.
Variable
Disagree
%
n
66
26
82
14
Df
Availability of Physical
Resources
77
51.299
6.389 76
Students' Academic
Performance
77
56.649
8.900
and Students' Academic
r
calculated
r
critical
.3092
-217
Decision
Reject HQ
A.Y.Abdulkareem.S.A. Ibitoye, Joseph Bamiduro and David Onen
[117]
At the level of confidence .05 and degrees of
freedom "6, the critical value of r is .217, which is
less than the calculated value of r, .309. This
means that the results were statistically
significant; hence, the decision to reject the null
hypothesis, implying that there is a significant
relationship between the availability of physical
resources and academic performance of public
secondary school students in Oye LGA.
Nevertheless, the coefficient for the relationship
established, .309, is weak, meaning that the
availability of physical resources may not be a
good predictor of students' academic performance.
Availability of Physical Resources and Students' Conduct
The data collected on the availability of physical
resources and students' conduct were subjected to
a Pearson Product Moment Correlation test, to
verify the hypothesis that there is no relationship
between the availability of physical resources and
conduct of public secondary school students in
Oye LGA. The results are shown in Table 5.
Discussion, Conclusion and
The study made three major findings, namely 1)
the public secondary schools in Oye LGA d not
have adequate physical resources; 2) student
academic performance and conduct in these
school were "moderate" and "bad" respectively;
and ': relationships, even though weak, exist
between the availability of physical resources and
the academic performance and conduct of the
students o these schools. In this way, the study
lends support to Adeboyeje (1984), who contends
that there : relationship between the availability of
physic; resources and attainment of a school's
objectives. The means that the managers of public
secondary school' in Oye LGA need to emphasize
the acquisition o these resources. After all,
Akinsolu (2004) observe that the aims of
education cannot be achieved with adequate
physical resources, yet the stud established that
the schools studied had inadequate resources and,
even then, a significant proportion o these were in
unusable condition (Table 1).
Table 5: Correlation between the Availability of Physical Resources and Students' Conduct
Variable
N
X
Availability of Physical
Resources
Student; Conduct
77
51.299
77
31.000
Sd
6.389
Df
r
calculated
76
.3418
r
critical Decision
.217
Reject HQ
4.145
Table 5 indicates that the correlation coefficient
for the relationship between the availability of
physical resources and students' conduct was
established at .341. At the level of confidence .05
and respective degrees of freedom, the critical
value of r is .217; hence, the decision to reject the
null hypothesis, meaning that there is relationship
between the availability of physical resources and
conduct of public secondary school students in
Oye LGA.
Regarding students' conduct, the study affirmed
the applicability of Okpetu (1997)'s finding (that
student misconduct, manifested in the form of
truancy, examination malpractice involvement,
general indiscipline and demonstrations/ strikes
against school authorities are common in Nigerian
secondary schools) to the case of Oye LGA.
Indeed, when it is taken into account that Okpetu
(1997) concluded that the student misconduct his
study discovered
Physical Resources and School Effectiveness [118]
had had a negative effect on academic performance,
it can safely be concluded, from the current study,
that on top of the inadequacy of physical resources
in the schools, the student misconduct established
(Table 3) is also blamable for the unimpressive level
of academic performance that was found to exist in
the schools (Table 2). Moreover, the weakness of the
relationship between the availability of physical
resources and students' academic performance
(Table 4) appears to suggest that other than the
availability of physical resources to the schools,
there are other factors influencing students'
academic performance. One of the key conclusions
deducible from the study, therefore, is that
effectiveness in public secondary schools in Oye
LGA will necessitate increased availability of
physical resources and improved student conduct;
nevertheless, the managers of these schools, relevant
policy persons and researchers should also be on the
lookout for any other factors influencing the
effectiveness of the schools.
Kampala: Makerere
University Press.
Hernes, G. (2007). Medium term plan, 2002-2007.
Paris: HEP
Okpetu, S. A. (1997). Causes of indiscipline in
secondary schools as perceived by school
administrators, teachers and parents. In
Studies in educational planning an
administration, (SEPA). Ondo: NIEPA,
pp76-81.
Owolabi, S. O. (2006) Quantitative methods of
educational planning. Kampala: Makerere
University Press.
Oyesola, G. O. (2000). Physical facilities and
productivity in education. In Fagbamiye, E.
O. and Durosaro, D. O. (Eds.) Education
and productivity in Nigeria. Ilorin: Nigerian
Association for Educational Administration
and Planning, ppll8-127.
AUTHORS
References
Adeboyeje, R. A. (1984). Management of school
physical facilities in Ondo and Ikare local
Government Area of Ondo State, Nigeria.
Unpublished PhD thesis, University of Ife.
Akinsolu, A. O. (2004). Provision and management
of facilities in Nigerian primary schools. In
Fabgamiye, O., Babalola, J. B., Fabunmi, M.
and Ayeni, A. O. (Eds.) Management of
primary and secondary education in
Nigeria. NIEPA Publication.
Amin, E. M. (2005) Social science research:
conception, methodology and analysis.
A.Y.Abdulkareem, S.A. Ibitoye,Joseph Bamiduro and David Onen
A. Y. ABDULKAREEM is a lecturer at Kwara State
College of Education, Ilorin, Nigeria.
S. A. IBITOYE is a lecturer at the Department of
Educational Management, University of Ilorin,
Ilorin, Nigeria.
JOSEPH BAMIDURO is the dean, School of
Business and Management Studies, Kampala
International University.
DAVID ONEN is a lecturer at the East African
Institute of Higher Education Studies and
Development, Makerere University Kampala.