A WORKSHOP MANUAL ON DATA COLLECTION,
COLLATION AND ANALYSIS IN SCHOOLS
EDITED BY
Durosaro D.O. Ph.D
Professor of Educational Management
Department of Educational Management
Faculty of Education
University of Ilorin
And
Shehu, R.A. Ph.D
Lecturer and Consultant
Department of Physical and Health Education
Faculty of Education
University of Ilorin
@ 2007 Data Collection, Collation and Analysis in Schools.
First Published 2007
ISBN: 978 – 8110 – 70 – 0
All right reserved.
No part of this publication may be reproduced in any form by any
means, stored in a retrieval system, electronic or mechanical, including
photocopying, recording or by any form without the prior permission
(in writing) from the copy right owners.
Publication in Nigeria by:
Integrity Publications
No 272 Taiwo Road, Ilorin
08033927234
1
FOREWORD
The history of Universal Basic Education (UBE) programme in Kwara State
dates back to 1993 when the Federal Government of Nigeria promulgated the
National Primary Education Commission Decree No 96. This was with the aim of
prescribing the minimum standards of primary education throughout Nigeria,
enquiring into and advising her on the funding and management of primary
education so as to revitalize the dwindling state of education.
This decree gave rise to the enactment of the Kwara State Edict No 12
of 1994 which established the Kwara State Primary Education Board (KWSPEB)
charged with the responsibility of managing primary education in the State.
However, the SPEB later metamorphosed into the Universal Basic
Education Board in the year 2000, when the present administration, under the
leadership of Chief Olusegun Obasanjo, GCFR, the President and Commander-inChief of the Armed Forces, inaugurated the Universal Basic Education (UBE)
programme. This led to the enactment of compulsory, free Universal Basic
Education Act in 2004.
This Act, however, informed the scrapping of the National Primary
Education Commission at the national level and State Primary Education Board at
the State level.
In a nutshell, the new dispensation, State Universal Basic Education Board
was borne by an act of parliament when the Kwara House of Assembly passed
into law, an Executive Bill by His Excellency, Dr. Bukola Saraki, the Executive
Governor of Kwara State.
The highlights of the law which has now been gazette at the cost of
N75,000.00 include the following:
2
(i)
The State Government shall provide compulsory free Universal Basic
Education for every child of Primary and Junior Secondary School age.
(ii)
Every parent shall ensure that his child or ward attends and completes his
(a) Primary school education; and (b) Junior Secondary School education
by endeavouring to send the child to primary and junior secondary schools
(nine years of compulsory basic education).
(iii)
The stakeholders in education in each Local Government Area, shall
ensure that every parent or person who has the care and custody of a
child performs the duty imposed on him under sub-section (2) of the law.
(iv)
Any person who contravenes that sub-section (2) commits an offence and
shall be liable (a)
On first conviction, to be reprimanded;
(b)
On second conviction, to a fine not exceeding N2,000.00 or to
imprisonment for a term not exceeding one month or to both fine
and imprisonment; and
(c)
On subsequent conviction, to a fine not exceeding N5,000.00 or to
imprisonment for a term not exceeding two months or to both.
Another area of the law which would help the system is that it frowns at
the rejection of posting to rural areas by teachers.
A teacher must stay for at least two years in his or her place of posting
and any teacher who refuses posting shall be guilty of an offence. Financial
incentive shall however be given to teachers posted to rural areas.
Presently, the Federal and State Governments have done a lot. The
funding arrangement of the programme which embraces counterpart helped the
Kwara State Government to make the UBE programme a huge success in the
State. The present 16 Local Government Councils are also not resting on their
3
oars to enhance the success of the programme as they have been very
cooperative.
Brainstorming session for the disarticulation of the Junior Secondary
School to ensure a smooth transition of primary six pupils into the junior
secondary education (Basic 7 – 9) that involved all the stakeholders of education
has been successfully held. Many infrastructures were also being put in place.
The release of fund for the Universal Basic Education programme in any
state, is hinged on the submission of a work plan for the utilization of the fund
by the State Universal Basic Education Boards.
Among the segments of the work plan is manpower training which must
take a specified per centage of the fund. This provision had ensured the
mounting of capacity building workshops for different categories of staff under
the KWSUBEB on several topics. This handbook contains a summation of all the
lectures delivered in yet another workshop on the overall title of: Data
Collection, Collation and Analysis in Schools.
It is hoped that teachers and other educationists would find the book a
handy and useful material in the collective effort of Basic Education delivery in
Kwara State in particular and Nigeria in general.
Alhaji Abdulgafar A. Alaro
Executive Chairman
Kwara State Universal Basic Education
Board, Ilorin
April, 2007.
4
PREFACE
This book is aimed at presenting a humble guide to students, educational
planners, administrators, teachers and other interested readers on some crucial
aspects of educational data management. The book is a product of a workshop
on “Data collection, collation, analysis and storage in school”, organized by the
Kwara State Universal Basic Education Board, Ilorin in collaboration with
the Honey Moon Ventures.
This book had been deliberately designed to give participants at the
workshop a very powerful grasp of the content and at the same time to be a
very quick and interesting reading. As a result of current restrictions on
importation, students do complain of the dearth of good textbooks and other
reading materials in the area of quantitative methods of educational planning
and frequent appeals are made by Government to local scholars to produce
reading materials to solve the problem. The present effort is a response to such
an appeal.
This book has six major sub-themes with each chapter covering each of
the sub-themes of the workshop. The chapters cover: Essential data in the
schools, Methods and techniques for data collection in schools, Importance of
data collection, analysis and storage in our educational system, Techniques of
data presentation, Interpretation and analysis, Problems of data collection,
analysis and storage in schools and Methods of data storage and retrieval system
in school. It would stretch the truth to say that renowned experts and erudite
5
scholars have been assembled to write the chapters. While the authors are not
claiming to have found solution to all problems of data management we do hope
the contents of this book would contribute to solving some of the common
problems school personnel may encounter in the area of educational data
collection, analysis and storage.
We sincerely wish to acknowledge the laudable effort of the Government
of Kwara State under the leadership of Dr. Bukola Saraki for empowering the
Kwara State Universal Education Board, Ilorin to organise the workshop that led
to the production of this book. We are particularly grateful to the authors who
have spared their time and energy to contribute chapters to the book.
Prof. D. Olufemi Durosaro,
Dept. of Educational Management,
University of Ilorin, Ilorin, Nigeria.
6
ADDRESS BY EXECUTIVE CHAIRMAN OF THE KWARA STATE
UNIVERSAL BASIC EDUCATION BOARD, ALHAJI ABUDLGAFAR ALARO
AT THE OPENING CEREMONY OF THE WORKSHOP ON DATA
COLLECTION, COLLATION AND ANALYSIS FOR HEAD
TEACHERS/TEACHERS OF PUBLIC PRIMARY SCHOOLS
HELD ON WEDNESDAY, 25TH APRIL, 2007 IN ILORIN.
Courtesies,
It is my pleasure to welcome you to this workshop on Data Collection,
Collation and Analysis. Your presence here today for the workshop is to further
sensitize and refresh your memories on the techniques of Data Collection,
Collation and Analysis. As school administrators, costs relating to projects,
equipment and materials must be estimated. Similarly, manpower needs, skill
acquisition and time requirements have to be anticipated. In this connection, the
impact of statistics and the application of statistical techniques in all spheres of
human endeavours cannot be underrated.
2.
The Board attaches great importance to data processing and information
management. In recognition of this fact, between 26th – 28th February, 2007 the
Board organized a workshop for head teachers on Qualities and Resources of
INTERNET.
3.
I wish to stress that training and retraining will continue to occupy
prominent place in the affairs of the Board. This is to ensure that competence,
productive and effective workforce needed to implement Government policies
and programmes are guaranteed.
7
4.
You have to appreciate the fact that knowledge has no boundary. I have
the belief that you will exploit the advantages to be offered by this workshop. I
implore you to be cooperative and interactive with the cream of intellectuals and
experienced resource persons available at this programme.
5.
I hereby declare the workshop open, while wishing you fruitful
deliberations and discussions.
6.
Thank you and Allah bless.
AIMS AND OBJECTIVES OF THIS WORKSHOP
The workshop is designed to achieve the following objectives.
1.
To improve the capacity of teachers in the keeping of essential records
(data) required to make accurate and effective decision on individual
students.
2.
To acquaint the head teachers and selected teachers with methods and
techniques for collecting essential information (data) from the students.
3.
To equip the participants with techniques for data presentation,
interpretation and analysis.
4.
To enhance the functionality of our public primary schools, in line with the
goals and aspirations of the Kwara State Universal Basic Education, Ilorin.
5.
To acquaint the teachers with the importance of data collection, collation
and analysis in our educational system.
6.
To improve the capacity of the school personnel in modern techniques of
data storage and retrieval system in line with the yearnings of the
modern-day educational standard.
8
NOTES ON CONTRIBUTOR
(1)
Professor R.A. Lawal: Department of Arts and Social Sciences
Education, Faculty of Education, University of Ilorin.
(2)
Professor D.O. Durosaro: Department of Educational Management,
Faculty of Education, University of Ilorin.
(3)
Dr. R.A. Shehu: Department of Physical and Health Education, Faculty of
Education, University of Ilorin.
(4)
Dr. A.O. Oniye: Department of Educational Guidance and Counselling,
Faculty of Education, University of Ilorin.
(5)
Dr. (Mrs.) A.T. Alabi: Department of Educational Management, Faculty
of Education, University of Ilorin.
(6)
Dr. A. Yusuf: Department of Arts and Social Sciences Education, Faculty
of Education, University of Ilorin.
(7)
Dr. S.A. Onasanya: Department of Science Education, Faculty of
Education, University of Ilorin.
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TABLE OF CONTENTS
Foreword
Preface
Executive Chairman, KWSUBEB Opening Address
Aims and Objectives of this Workshop
Notes on Contributors
Tools and Techniques of Data Collection in Primary Schools.
R.A. Lawal Ph.D.
Importance of Data Collection, Analysis and Storage in our Educational System.
D.O. Durosaro Ph.D.
Essential Data in Schools
A.O. Oniye Ph.D.
Techniques of Data Presentation, Interpretation and Analysis
A.T. Alabi (Mrs.) Ph.D.
Methods of Data Storage, Filling and retrieval system
R.A. Shehu Ph.D.
Problems Confronting School Personnel in Data Collection, Analysis and Storage
D.O. Durosaro Ph.D.
Practical Demonstration on data Collection, Collation and Analysis for Effective
Decision Making
A. Yusuf Ph.D & S.A. Onasanya Ph.D.
10
METHODS OF DATA STORAGE, FILING AND RETRIEVAL SYSTEM
BY
DR. SHEHU, RAHEEM ADARAMAJA
DEPARTMENT OF PHYSICAL AND HEALTH EDUCATION FACULTY OF
EDUCATION, UNIVERSITY OF ILORIN.
Introduction
Data are the information collected in the process of investigation. It is a
piece f information either written, spoken, stored or symbolized that a teacher or
researcher used as a basis of making references or inferences in the process of
investigation (Abiri, 2006). They may be numerical or non-numerical. Numerical
data consists of value (data) that can be qualified e.g. the number of pupils in a
class, number of students offering a subject, etc. The non-numerical data can
not be quantified e.g. sex, state of origin, socio-economic status, etc.
When a pupil or student is admitted into a school, certain personal data
are sometimes required for example the age, weight, height, sex, religion,
position in the family and grades in previous examination. These types of
information (data) help the school to determine, to a great extent, the qualities
of the pupil/student which will help them assess the possibility of such candidate
benefiting from the teaching and learning activities they are to face in the school
(Alabi, 2000). All those found deficient are either rejected or given a chance to
improve while those who fulfilled the minimum requirements are admitted into
the school.
11
The school can gain much understanding through individual identification
data (age, sex, height, weight, health information, socio-economic status,
religion, date of entry into the school, etc). Such data, when collected are kept
either in the Health teachers’ office in form of administrative files for the
students or in the counsellor’s office as pupils/students’ personal record.
In an attempt to achieve the overall objective of the nation’s policy on
education with regard to data collection, storage and retrieval system, the school
personnel must acquaint themselves with a variety of methods and techniques
that will help students to understand their personal characteristics and benefit
maximally in the school programmes. Such methods and techniques will also
help teachers, counsellors and other school personnel to better understand each
student in order to guide him or her more effectively.
The more the school personnel understand the strengths, needs, interests
and weaknesses of individual pupil/student through accurate data collection,
interpretation and storage, the more they might be able to help the student to
develop his potentialities, meet his needs and resolve his personal problems.
Data
collected
through
test,
observation,
individual
student/pupil
identification data, continuous assessment, anecdotes, fact-finding interview,
autobiographic etc, should be properly assembled in summary form in the
pupil/student cumulative record (Abiodun, 2002; Adewumi and Ogunlade, 1991).
It is not sufficient merely to obtain facts or information (data) may be used
effectively. The school personnel must take extra care in handling the students
12
cumulative record. A student/pupil cumulative record must be organized
(analysed) and stored in such a way that the teachers, counselors,
administrators, inspectors of education, parents and other stakeholders can
readily interpret it.
Data collected about students and staff members may be presented in the
form
of
frequency
distribution,
tabulation
of
data
and
diagrammatic
representation of data (Durosaro (2004). The diagrammatic representation of
data could be displayed in the head teacher’s or counsellor’s office for visual
need in form of pictograms, pie charts, bar charts and histograms.
Educational data (information) may be stored in the head teacher’s office
in any of the following formats:
-
Files: flat files, boxes, wallet, etc
-
Shelves
-
Cabinets
-
Computers (desk top, lap top) diskettes, discs, floppy, etc.
-
Microfilms
-
Pictures – photographs, calendars, sketches etc.
-
Graphs showing students/pupils enrolment, drop-outs or graduation
patterns.
-
Books
-
Ledgers: financial accounts, budgets, income and expenditure.
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(i)
Files/Student Personal Record
Data collected about students could be stored in files and kept in the head
teacher’s office as administrative files or in the counsellor’s office as
pupil/student personal record. Such records are kept for future use. The
accuracy and prompt up-dating of these files will help to determine, to a great
extent, the reliability or dependability of the information contained therein (Ott,
1977). Information expected in this files include age, sex, religion, socioeconomic status, date of birth, position in the family, health status, date of entry
into the school and any other personal data (information).
(ii)
Shelves
Information (data) collected about members of staff and students could
be stored or recorded in files and properly arranged or labeled in the shelves for
easy retrieval. The labelling may be in alphabetical or in numerical orders.
Files or books on students’ enrolment, log books, cash books, visitors’
book, admission register, staff records, punishment book, health records, pupils
report card/sheet (used and unused), record of school equipment and materials,
scheme of work and other vital books, must be properly and neatly arranged in
the shelves and kept in the head teacher’s office.
The head teacher may need the assistance of one or two teachers to carry
out this all-important function/duty.
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(iii)
Cabinets
Cabinets have locks for safe keeping of important data or information.
Confidential reports/information (data) are kept in the cabinet for safe keeping
and to prevent distortion or stealing of such documents (Guilford and Fruchter,
1973).
The school cash register, examination questions, results, reports of staff
and students disciplinary committee and other vital information (data) are
expected to be kept in the cabinets.
(iv)
Electronic storage system (Computers)
Educational data could be stored safely in the electronic storage system
called computers. Examples of this are desk top, lap top and internet facility.
Important information form the computers or internet facility could be extracted
and saved in the diskettes, disc or flash drives for individual future use.
Graphs, histograms, pictures, data pie charts, bar charts and other
information on students’ enrolment, daily attendance, school admission register,
examination results, health records enrolment rates, drop-out rate, death rate,
graduation rate and other vital information about the school, staff, pupils and the
community could be stored in the computer. The use of this electronic storage
depends greatly on the regular supply of electricity.
15
(v)
Microfilms
Recorded tapes of important events, activities or school’s programmes
could be presented through the use of overhead projectors and other micro
films.
Microfilms help to preserve significant historical events in the life of the
school. Data on students’ enrolment, results, health information, achievement
pattern, drop-out rate, films on destruction of school building by wind or farms
and other vital information could be presented to a meeting of the Parents
Teachers Association or other stakeholders through the use of microfilms.
(vi)
Pictures
Pictorial representation of important events stored and kept in the head
teacher’s office or in the classroom to aid teaching and learning process. For
example, pictures taken during the visit of the state governor or other dignitaries
could be enlarged and displayed in the head teacher’s office.
(vii) Maps and Graphs
Data could also be stored or preserved in maps or graphical form. The
graphical representation of data could be displayed in the head teacher’s or
counsellor’s office for visual need in form of pictograms, pie chart, bar chart and
histogram.
Data on pupils enrolment, drop outs, examination results etc could be
plotted on graph sheets or cardboards and display conspicuously in the head
teachers’ office.
16
Data on graphs or maps will provide necessary information to parents,
researchers, inspectors of Education and visitors that pay courtesy call/visit to
the head teacher’s office.
Techniques of Retrieving Educational Data
The essence of any educational data is on its useability when the need
arises. Information (data) collected through interviews, tests, observations,
rating scale etc need to be properly stored or preserved for future use. Lewis,
1967 suggested the following are some of the techniques for retrieving or
recalling stored data in educational industry.
-
Coding
-
Computer programme
-
Label e.g alphabetically or numerically
-
Projection
-
Graphical representation etc.
Conclusion
Data is a body of facts or information used in deciding or discerning
issues/events. Everybody deals with data in one way or the other. Data is useful
in the school setting in order to pass a value judgment on the pupils/students. It
serve as a set of summary of figures, descriptions, performances and ability of a
learner/pupil in the school setting. Education cannot be theorize without the
collection of data neither can school take any meaningful decision without
appropriate collation and analysis of data. Both used and unused data need to
17
be properly and neatly stored or preserved for easy retrieval system when the
need arises. It is hope that participants at the workshop would benefit
significantly from this sub-theme “methods of data storage, filling and retrieval
system”.
18
References
Abodun, M.G. (2002). Introduction to Measurement and Evaluation in Education,
Oyo: Tobistic Ventures.
Abiri, J.O.O. (2006). Elements of Evaluation Measurement and Statistical
Techniques in Education, University of Ilorin: Library and Publications
Committee.
Adewumi, J.A. and Ogunlade A.A. (1991). Introduction to Educational
Management and Evaluation, Ilorin: Gbenle Press.
Alabi, A.T. (2000). Decision making in schools; in the Craft of Educational
Management (Ed. By D.O. Durosaro & S. Ogunsaju), Ilorin: Haytee Press.
Durosaro, D.O. (2004). Statistical needs for educational planning in Nigeria,
Ibadan: Reginasons Book Publishers.
Guilford, J.P. and Fruchter, B. (1973). Fundamental Statistics in Psychology and
Education. 5th ed. New York: McGraw-Hill Book Co.
Lewis, D.G. (1967): Statistical Methods in Education. London: University of
London Press.
Ott, L. (1977). An Introduction to Statistical Methods and Data Analysis: Belmot:
Dusbury Press.
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