CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The main goal of providing education to all Nigerians is to equip them with a solid and stable foundation on which to build a self-sufficient existence. Education has always been regarded as the cornerstone of national growth since the country's independence. The main goal was to analyze the assessment of materials and physical facilities in Tanzanian community secondary schools in order to determine if the schools have the resources necessary for effective teaching and if they adhere to the framework of quality education provision (Gvaramadze, 2008). Tanzania's educational system has undergone a number of important modifications since independence. The growth plan and extension of secondary education, as well as the removal of racial discrimination and the formation of a single educational system, were all implemented in 1962. (Sumra, 2006). The implementation of five-year development plans in 1964 set out goals for the country's education. Nigeria has been working to improve secondary education since its independence in 1960, spurred by changing policy positions. However, the growth tactics have been accompanied by a slew of educational issues and planning concerns. Education is one of the most important contributors to national economic performance and human advancement, and as a result, it necessitates a higher level of commitment than other development activities (Roberta, 2002). It also necessitates highly skilled and dedicated personnel, a high-quality curriculum, adequate infrastructure, and adequate teaching and learning materials. When considering concerns of quality education in Nigeria, for example, it is important not to overlook issues such as work load, poor remuneration, and denial of teachers' rights (Bedi, 2004). In this regard, the purpose of this study is to investigate in depth how Nigeria's expansion in relation to quality education development has been directed by both macroeconomic and sectorial policies. Two macroeconomic policies, the poverty reduction paper and the Nigeria development vision 2025, were created in the late 1990s and reinforced the education training strategy. Aside from such policies, the government has overlooked education as a primary priority in resource distribution (Malekela, 2000). The educational sector is confronted with the issues of ensuring effective use and accountability of increased resources for the provision of excellent education. Different studies can be undertaken in its numerous components, such as topic areas, school environments, achievement evaluations, and teaching and learning processes, based on the concept that education is a broad area of research (Talbert, 1993). However, in order to have a thorough knowledge, it is necessary to conduct study on quality from the viewpoint of people's comprehension. To capture their understanding and ideas for change, research on how teachers perceive the quality of secondary school education is required (Shahzad, 2007). Teachers were chosen for this study because they are the primary implementers of the curriculum, and the majority of the facts and issues outlined above require their attention. They encounter numerous realities in schools when teaching, which might lead to criticism. Secondary school teaching, for example, has been criticized for failing to prepare competent individuals (Sharma, 2006). Secondary school pupils are said to leave school unprepared, unable to exhibit professional and life abilities (Benson, 2005), and hence become a burden on their societies (Shahzad, 2007). Secondary school teaching and learning are also said to develop merely transient information and abilities that are only useful in responding tests (Wedgwood, 2006). Furthermore, instructors are accused of paying less attention to conceptual rather than procedural knowledge in their classrooms, which leads to fact memorization rather than concept meaning construction (Wedgwood, 2007). As a result, secondary school students receive just a surface level of information, while the vital work and life skills are neglected (Rajani, 2006). The low test results among Nigerian secondary school pupils reflect this superficial and transitory knowledge. Individualization, cooperation, and real assessment are three more classroom methods highlighted in the qualitative research (Sunstein, 1992). Individualization refers to teachers instructing each student based on the information and experience the student already possesses. Teachers that use collaborative learning allow students to work in groups. Finally, authentic assessment refers to assessment as a byproduct of learning processes. Individual and group projects that occur on a continuous basis rather than at a single point in time can be used to achieve this (Golub, 1988). According to the qualitative research, this collection of teaching techniques can help all students, regardless of their origins, enhance their academic performance. Even individuals in need of more fundamental abilities can benefit from knowing the conceptual underpinning of higher-order cognitive skills (McLaughlin, 2007). Individualization of education does not merely entail the use of unique strategies for low-performing students; techniques designed to aid low-performing students may often benefit high-performing students as well. The qualitative research states that, regardless of the degree of preparation students bring to the classroom, teacher judgments on classroom practices may either substantially help or obstruct student learning.

1.2     STATEMENT OF THE PROBLEM

Graduates should be able to flourish in a rapidly changing environment, face difficulties and solve issues, be entrepreneurial and generate employment, and be critical and engaged citizens. The quality of secondary education in Nigeria is increasing; important educational successes include increased enrolment of both girls and boys at all levels of school, as well as a rise in the number of instructors and educational institutions. However, secondary education in Nigeria continues to face several obstacles. For example, in Nigerian secondary schools, the curriculum is overburdened, textbooks and other teaching and learning materials are scarce, teachers have low qualifications and teaching abilities, low utilization rates for teachers, poor physical facilities, students spend fewer hours on task, and the community secondary education sub-sector receives inadequate funding in comparison to other sectors.

1.3     OBJECTIVES OF THE STUDY

The overall goal of this assessment is to look into the impact of student assessments on educational quality in a few different institutions. The following are some of the specific goals:

i. To determine the prevalence of student assessment in a sample of schools.

ii. To measure students' attitudes regarding class assessment in a few selected schools.

iii. To look at the impact of student assessment on their academic performance.

iv. To look at the signs of good education in a few different schools.

v. Determine how those selected schools have been trying to improve educational quality. 

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