Evaluation of primary education studies programme in colleges of education in Southwest Nigeria
University of Ibadan, Nigeria; Kampala International University, Kampala, Uganda
The study evaluated the extent to which the PES programme has achieved the objectives for which it was introduced into the colleges of education in South West Nigeria. The study adopted a descriptive survey using the ex-post-facto type. Purposive sampling technique was used to select seven colleges of education where PES courses are offered in the South West. 1,563 participants comprising of 37 PES lecturers, 737 PES students, 690 primary school teachers and 99 head teachers and assistant head teachers from 60 primary schools were randomly selected from the Southwestern part of Nigeria. Six validated instruments (PESLQ, PESSQ, PSTQ, HTQ, IRTPES, TAS) were used for data collection. Data collected were analysed using frequency counts, percentages, mean, mode, standard deviation, chi-square, Pearson Product Moment Correlation (PPMC) and Multiple Regression analysis. The results revealed that the human and material resources were inadequate. PES lecturers used lecture and assignment methods of teaching very often. PES students obtained a positive multiple correlation (R=.528; P<0.05), (F (3,736)=94.655, P<0.05). PES students had positive attitude to PES programme (β=.486, t=16.804, P>0.05) while primary school teachers' attitude and PES lecturers' attitude made contributions which were not significant to PES programme. Very few primary school teachers improvised instructional materials. Not all the objectives of PES have been achieved in the colleges of education in Southwest Nigeria. It is recommended that more qualified PES lecturers should be employed to teach PES courses and regular in-service training should be organised for them to enhance their productivity. Adequate facilities should be made available for PES courses in the colleges of education.