This paper has attempted to study the availability of infrastructural facilities in public secondary schools in Ondo State, Nigeria. Six local government areas (LGAs) were randomly selected with due consideration to the geo-political set-up of the State. Quantitative methods of analysis that were used include both descriptive and inferential statistics. The descriptive statistical techniques were tabular presentation and bar chart while the inferential statistical technique applied is chi-square analysis. The inferential statistics revealed that enrollment of students in secondary schools depends on gender and on Local Government Area. Also, the level of equipping of laboratories, availability of information technology facilities,  portable water supply and supply of electricity depend on Local Government Area while availability of library in secondary schools is independent of Local Government Area. Conclusively, much still need to be done in the area of infrastructural development in public primary and secondary schools in Ondo State towards the achievement of the vision 20: 2020 goal of Nigeria as one of the 20 most developed economy of the world in terms of education. Keywords:  education, infrastructure, information technology, chi-square, enrollment

JABARU, S. O.

JIMOH, K.

SALAMI, T. A.

English

International Institute for Science, Technology and Education (IISTE): E-Journals

Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  65 Analysis of Independence of Available Infrastructure on Geographical Location of Public Secondary Schools in Ondo State, Nigeria  S. O. JABARU Department of Mathematics/Statistics, Osun State College of Technology, P.M.B. 1011, Esa – Oke, Osun State, Nigeria  K. JIMOH Department of Physical Sciences (Statistics), Al-Hikmah University, Ilorin, Kwara State, Nigeria  T. A. SALAMI Department of Mathematics/Statistics, Osun State College of Technology, P.M.B. 1011, Esa – Oke, Osun State, Nigeria  Abstract This paper has attempted to study the availability of infrastructural facilities in public secondary schools in Ondo State, Nigeria. Six local government areas (LGAs) were randomly selected with due consideration to the geo-political set-up of the State. Quantitative methods of analysis that were used include both descriptive and inferential statistics. The descriptive statistical techniques were tabular presentation and bar chart while the inferential statistical technique applied is chi-square analysis. The inferential statistics revealed that enrollment of students in secondary schools depends on gender and on Local Government Area. Also, the level of equipping of laboratories, availability of information technology facilities,  portable water supply and supply of electricity depend on Local Government Area while availability of library in secondary schools is independent of Local Government Area. Conclusively, much still need to be done in the area of infrastructural development in public primary and secondary schools in Ondo State towards the achievement of the vision 20: 2020 goal of Nigeria as one of the 20 most developed economy of the world in terms of education. Keywords:  education, infrastructure, information technology, chi-square, enrollment. JEL Classification: Q1 and C1  1 INTRODUCTION The importance of education to human beings cannot be over-emphasized. Education is a human right that should be accorded to all human beings solely by reason of being human. There are a lot of international human rights instruments that refered to education as a fundamental human right. These include the Universal Declaration of Human Rights (1948), the International Covenant on Economic, Social and Cultural Rights (1966) and the African Charter on Human and People’s Rights (1981).  The relationship between education and development is well established such that education is a key index of development. It has been documented that schooling improves productivity, health and reduces negative features of life such as child labour as well as bringing about empowerment. This is why there has been a lot of emphasis particularly in recent times for all citizens of the world to have access to basic education (Fafunwa, 1974). The school learning infrastructure refers to the site, building, furniture and equipment that contribute to a positive learning environment and quality education for all students. The quality of learning facilities available within an educational institution has positive relationship with the quality of teaching and learning activities which in turn leads to the attainment of goals set. The quality of the school buildings and furniture will determine how long such will last while comfortable classrooms and adequate provision of instructional resources facilitate teachers’ instructional task performance and students’ learning outcomes. Learning environment and teaching/learning facilities no doubt significantly affect the performance level of students in public examinations. This research work was therefore directed towards assessing the available facilities in selected public secondary schools in Ondo State with a view to adequately furnish government with the state of infrastructural facilities in the schools to facilitate planning and monitoring in the education sector. Ogundare (1999) and Olagboye (2004), viewed utilization of school infrastructure and learning environment as the extent of usage of school buildings, laboratories, library, assembly-ground, flower garden, school garden, volleyball field, chairs, desks, chalkboard, and so on. However, too much pressure on their use could result in over utilization, a situation that could lead to rapid deterioration and breakdown. For instance, when a classroom built to accommodate 40 students is constantly being used for 60 students then the returns Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  66 from these facilities may not be maximized in terms of teaching and learning. Comfortable learning facilities will not only boost the morale of teachers and students but will also ensure the realization of the set educational objectives in secondary schools. The abysmal performance of students in examinations had been largely attributed to inadequate learning facilities. This situation has been a source of concern to the school administrators, government and other stakeholders. According to Fafunwa (2010), there is a big gap in quality, resulting from large number of students in crowded classrooms, using inadequate and obsolete equipment and with disillusioned teachers. These combined deficiencies perhaps constituted a major gap in the quality of learning infrastructure, thus, many challenges bear on teaching and learning that prevent the education system from getting the best out of its efforts to achieve the required level of attainment in teaching and learning activities in secondary schools. This paper was considered necessary given the effect which physical environment, teaching/learning facilities and manpower have on the quality of education impacted and the health of the students and the need for government and all stakeholders in the education sector to have adequate information on its schools. It is believed that creating child/learning friendly environment will go a long way at achieving all round development of the child. The survey, which provides basic numerical data on educational facilities in schools covered, will be useful for planning in the education sector.  1.1 RESEARCH QUESTIONS The following questions were addressed in the study: 1. Does enrollment of students in secondary schools depend on gender? 2. Does enrollment of students in secondary schools depend on Local Government Area? 3. Do levels of equipping the laboratories in schools depend on the Local Government Area? 4. Does availability of library depend on the Local Government Area? 5. Do sources of electricity depend on the Local Government Area? 6. Does availability of Information Technology facilities depend on the Local Government Area? 7. Does availability of portable water supply in schools depend on the Local Government Area? 1.1.1 OBJECTIVES OF THE STUDY 1. To appraise infrastructural facilities in public secondary schools in terms of availability and quantity. 2. To establish baseline data on infrastructural facilities in public secondary schools in the local government areas covered. 3. To compute simple relevant indices in the education sector e.g. students/teacher ratio, students /classroom ratio.  4. To provide needed information to government for formulating plans/programmes on education and evaluation of progress in the implementation of such plans. 5. To provide information for development partners who will be interested in complementing government efforts in the education sector.  2 METHODS AND MATERIALS  Required data were obtained from the 2006 report of the survey carried out by the Research and Statistics Department, Ministry of Finance and Planning, Akure, Ondo State on all public secondary schools in the State. Six Local Government Areas (LGAs) were randomly selected with due consideration to the geo-political set-up of the State. Two LGAs were selected from each of the three senatorial districts. The selected LGAs are: Akoko North East and Owo (North Senatorial District), Akure South and Ondo East (Central Senatorial District), Okitipupa and Ilaje (South Senatorial District). All the public secondary schools in the six local government areas were covered. The study variables include: a. Location of schools  b. Enrollment of students in the public schools c. Gender of students. d. Source of electricity in schools e. Status of laboratories in schools f. Availability of information technology in schools g. Source of water supply in schools. h. Number of classrooms in the schools i. Availability of library j. Number of secondary schools in each LGA k. Number of teachers in each school  2.1 HYPOTHESES Hypothesis 1a Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  67 H0: Enrollment of students in secondary schools is independent of gender H1: Enrollment of students in secondary schools depends on gender Hypothesis 1b H0: Enrollment of students in secondary schools is independent of Local Government Area H1: Enrollment of students in secondary schools depends on Local Government Area Hypothesis 2 H0: Level of equipping of laboratories in secondary schools is independent of Local Government Area H1: Level of equipping of laboratories depends on Local Government Area Hypothesis 3 H0: Availability of library in secondary schools is independent of Local Government Area H1: Availability of library depends on Local Government Area Hypothesis 4 H0: Source of electricity in secondary schools is independent of Local Government Area H1: Source of electricity depends on Local Government Area Hypothesis 5 H0: Availability of information technology facilities in secondary schools is independent of Local Government Area H1: Availability of information technology facilities depends on Local Government Area Hypothesis 6 H0: Source of portable water supply in secondary schools is independent of Local Government Area H1: Source of portable water supply depends on Local Government Area  The data gathered from the survey were coded as appropriate and analyzed using the Statistical Package for Social Science (SPSS) Version 17. Quantitative methods of analysis that were used include both descriptive and inferential statistics. The descriptive statistical techniques were tabular presentation and bar chart. The inferential statistical techniques include analysis of variance (ANOVA) and chi-square analysis.  Table 1: Enrolment and number of teachers in selected Local Government Areas 2005  S/N   L.G.A No of  schools No of class rooms Total students enrolment  2004 / 2005 students classroom ratio Total no of teachers  2004/ 2005 Students  Teachers Ratio M F T M F T 1 Akoko North East 16 297 6004 5563 11567 39:1 349 224 573 20:1 2 Akure South 27 703 27625 25940 53565 76:1 468 1127 1595 34:1 3 Ilaje 19 265 6267 4395 10662 40:1 224 57 281 38:1 4 Okitipupa 22 418 9221 8371 17592 42:1 469 254 723 24:1 5 Ondo East 11 124 2563 2355 4918 40:1 138 148 286 17:1 6 Owo 17 389 8608 6977 15585 40:1 400 372 772 20:1  Total 112 2196 60288 53601 113889 52:1 2048 2182 4230 27:1 The table 1 above shows the students-teacher ratio and students-classroom ratio  Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  68 050001000015000200002500030000Akoko North East Akure South Ilaje Okitipupa Ondo East OwoLGAEnrollment Fig 1: Bar Chart on male and female enrollment in public secondary schools in Ondo State in 2005    Fig 2: Bar Chart on level of equipping of laboratories in public secondary schools in Ondo State in 2005 Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  69   Fig 3: Bar Chart on level of availability of library in public secondary schools in Ondo State in 2005    Fig 4: Bar Chart on source of electricity in public secondary schools in Ondo State in 2005 Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  70  Fig 5: Bar Chart on availability of information technology in public secondary schools in Ondo State in 2005   Fig 6: Bar Chart on water supply in public secondary schools in Ondo State in 2005  3 FINDINGS AND DISCUSSION The data from the survey were tabulated in two major forms. One set of table was the summary on local government basis while the other set was school specific. Altogether, there are 112 secondary schools in the six LGAs covered. The total enrolment in the schools is 113,889; this gives an average of 1,017 students per secondary school. 68% of the public secondary schools have portable water within their premises while 32% are without portable water source. 59% of the public secondary schools in the selected LGAs covered have access to electricity (PHCN), 15% make use of generator sets, 5% makes use of both electricity (PHCN) and generator sets while about 21% have no access to electricity supply. Out of the 285 laboratories enumerated in the schools, about 5% were rated as well equipped, 74% fairly equipped and 21% not equipped. 76% of the public secondary schools have libraries while 24% are without libraries. 35% of the public secondary schools offer information technology as part of its curriculum. The 39 schools offering information technology have a total of 91 computer units. From the inferential statistics, the following conclusions were arrived at based on their p-values: Enrollment of students in secondary schools depends on gender and on Local Government Area. Also, the level of equipping of laboratories, availability of information technology facilities, source of portable water supply and source of electricity depend on Local Government Area while availability of library in secondary schools is Developing Country Studies                                                                                                                                                              www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.5, No.17, 2015  71 independent of Local Government Area.  3.1 CONCLUSION AND RECOMMENDATIONS The study has established the fact that much still need to be done in the area of provision of infrastructure in public secondary schools in Ondo State towards the achievement of the vision 20: 2020 goal of Nigeria as one of the 20 most developed economy of the world in terms of education. The following points will be found useful by stakeholders in the education sector in the State: 1. Increased funding of education: Governments at all levels in the State must  devote the recommended 26% of their budgets to education. No nation would make any meaningful socioeconomic stride without well-equipped educational institutions. The United Nations Educational Scientific and Cultural Organization (UNESCO) have noted that revitalizing this important sector is among the ways to improve economic opportunities for the youths. 2. Enhanced compensation and salary package for teachers in public schools in the State.  3. An end to policy somersaults: One of the greatest problems of our education is that every government wants to give an impression that it is doing something. Thus, policies that are not well thought out are introduced and changed arbitrarily and whimsically.  4. The State should invest more on education and skill training as no nation can compete effectively in the emerging global market place with poorly educated and unskilled workers.   REFERENCES Fafunwa, A. B. (1974). A History of Nigerian higher education. Lagos, Nigeria: Macmillan Publisher. Fafunwa, A. B. (2010, October 13). Fafunwa’s last interview: Remember me as somebody who promoted use of mother tongue in schools. The Punch, p 3. Ogundare, S. F. (1999). Community utilization of school facilities: aspect of school community relationship in Nigeria. Journal of the National Institute for Educational Planning and Administration, 29(1), 115-121. Olagboye, A. A. (2004). Introduction to educational administration planning and supervision. Ikeja: Joja Educational Research and Publishers Ltd. The IISTE is a pioneer in the Open-Access hosting service and academic event management.  The aim of the firm is Accelerating Global Knowledge Sharing.  More information about the firm can be found on the homepage:  http://www.iiste.org  CALL FOR JOURNAL PAPERS There are more than 30 peer-reviewed academic journals hosted under the hosting platform.   Prospective authors of journals can find the submission instruction on the following page: http://www.iiste.org/journals/  All the journals articles are available online to the readers all over the world without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself.  Paper version of the journals is also available upon request of readers and authors.   MORE RESOURCES Book publication information: http://www.iiste.org/book/ Academic conference: http://www.iiste.org/conference/upcoming-conferences-call-for-paper/   IISTE Knowledge Sharing Partners EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open Archives Harvester, Bielefeld Academic Search Engine, Elektronische Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial Library , NewJour, Google Scholar   

Analysis of Independence of Available Infrastructure on Geographical Location of Public Secondary Schools in Ondo State, Nigeria

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Analysis of Independence of Available Infrastructure on Geographical Location of Public Secondary Schools in Ondo State, Nigeria

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