Felicia B . Bamire | Obafemi Awolowo University, Ile-Ife, Nigeria (original) (raw)
Papers by Felicia B . Bamire
Journal of Emerging Trends in Educational Research and Policy Studies, Aug 1, 2018
The study investigated how inspectors' compliance with inspection principles influence students' ... more The study investigated how inspectors' compliance with inspection principles influence students' academic performance in public secondary schools in Osun state, Nigeria. It specifically analysed the influence of inspectors' compliance with the principles of independence, impartiality, transparency and mutual respect on students' academic performance and for capacity building. The survey research design was used for the study. Six Local Government Areas (LGAs) were randomly selected out of the 31 LGAs in Osun state. From each LGA, four schools were randomly selected. In each school, 10 teachers who have spent at least five sessions in the senior school were purposively selected to give a total of 240 teachers. All the principals in the 24 selected schools were involved while 20 inspectors including the Zonal Inspectors (ZIEs) and Local Inspectors of Education (LIEs) were randomly selected from the Inspectorate Service of the Ministry of Education to give a total of 284 respondents for the study. Data for the study were gathered by means of survey questionnaire. Questions were asked on Inspectors ' Compliance with the Inspection principles of Independence, Impartiality, Transparency and Mutual Respect. Data collected were analysed using regression analysis at 0.05 level of significance. The result showed that the principle of mutual respect involving teachers commendation by inspectors for job well done (t=2.339, p<0.05); principle of transparency involving provision of feedback to teachers after classroom monitoring and evaluation of lesson (t=2.757, p<0.05); principle of independence involving allowing inspectors to work independently without interference by the principal and teachers (t=3.462, p<0.05); and principle of impartiality in which inspectors' maintenance of an objective stance and checking for evidence before evaluation (t=1.326, p<0.05) had positive and significant influence on students' academic performance in the selected schools; implying that these items of inspection principles are predictors of students' academic performance in public secondary schools. It was concluded that students' academic performance is enhanced when inspectors comply with the inspection principles in public secondary schools in Osun state, Nigeria.
Journal of Social Sciences, May 1, 2005
The study investigated the role performance of parents in school youth development among rural co... more The study investigated the role performance of parents in school youth development among rural communities of Oyo State, Nigeria. Data were collected from one hundred and eighty six parents and their school youths aged between 11 and 18 years. Two-stage sampling technique was employed to select four zones in the state. Based on the population of household in the four zones, one hundred and eighty six parents were randomly selected for interview. Data collected include personal and socio-economics characteristics of parents, the level of role performance by parents, and parent’s performance in school youth development. Descriptive statistics using frequency counts and percentages were used to analyse the data. Pearson’s correlation and Spearman’s rank correlation analysis were used to determine the relationship between the socio-economic characteristic of parents and the level of development of school youth, and the congruence between role perception and role performance of parents. The study revealed among others, that variables such as parent’s marital status (r= 0.167), educational level (r =0.188), religion (r = 0.096), income level (r = 0.172), cosmopoliteness (r = 0.088) and membership of child’s school Parents’ Teacher Association (P.T.A) (r = 0.162) had positive and significant relationship with their level of role performance. Also, highly significant relationship was established between the level of development of rural school youth and level of role performance by the parents (r = 0.118).
African Journal of Pedagogy, Mar 3, 2021
The study investigated teacher-student relationship as correlates of students’ achievement in Eng... more The study investigated teacher-student relationship as correlates of students’ achievement in English Language. Specifically, it examined the composite effect of teacher-student relationship on the students’ achievement in English Language, assessed the extent to which teacher-student relationship variables jointly contribute to students’ achievement, and determined the relative effects of teacher-student relationship on students’ achievement. The study adopted ex-post-facto research design of the correlational type. The population consisted of students and English Language teachers from all the public secondary schools in Osun State. A sample of four hundred and eighty respondents was selected using multistage sampling procedure comprising of 30 English Language teachers and 450 students. Two instruments were used for data collection: Peer Attachment (for students and teachers), and Proforma (for students only). Data were analysed using descriptive and inferential statistics. The results showed a significantly (r (446) = 0.159, p<0.05) positive relationship between teacher-student variables (trust, communication and alienation) and students’ achievement in English Language. The teacher-student variables also jointly contributed significantly (F (3,446) = 14.535, P<0.05) to students’ achievement in English Language. Furthermore, each of the teacher-student variables (trust: t=3.236, p<0.05; communication: t=3.634, p<0.05; and alienation: t=3.361, p<0.05) contributed significantly to students’ achievement in English Language. It was recommended that trust, communication and alienation between teachers and students must be taken into consideration in improving students’ achievements in English Language in senior secondary schools in Osun state, Nigeria.
International Journal of Humanities Social Sciences and Education (IJHSSE), Jul 1, 2021
The study assessed teachers’ training and development programmes in senior secondary schools in O... more The study assessed teachers’ training and development programmes in senior secondary schools in Osun State, Nigeria. Specifically, it examined the rate at which training programmes are organized in the senior secondary; analysed their effect on teachers’ effectiveness in lesson delivery, use of instructional materials, and classroom management; and examined the relationship between the training programmes and students’ academic performance in the schools. The study used descriptive survey research design. A multi-stage sampling technique was used to select 340 respondents (comprising 300 teachers, 30 principals, and 10 human resource management officials of the Osun State Ministry of Education). In the first stage, 10 local government areas (LGAs) were randomly selected out of the 30 LGAs and One Area Office in Osun State. In the second stage, three schools were randomly selected from each of the 10 LGAs to give a total of 30 schools. In each school, 10 teachers and one principal were randomly selected, while 10 human resource management officials were purposively selected from the personnel unit of the Ministry of Education in the State. Two research instruments (interview guide and questionnaire) were used to collect data (on the rate at which training programmes are organised for teachers’ development in senior secondary school and their effect on the teachers’ effectiveness on lesson delivery, use of instructional materials and classroom management) for the study. Content validity was used to ascertain the validity of the instruments, while the internal consistency was established through testre-test method with a co-efficient of 0.78 and 0.80, respectively. Data collected were analysed using descriptive statistics (percentages, frequency counts) and inferential statistics (correlation analysis). The results showed that seven main types of teachers’ training and development programmes were available to Osun state senior secondary school teachers, these are: conferences, seminars, peer-coaching, retreats, workshops, orientation and sandwich. It was revealed that most of the teachers (81.7%; 84.3%; 77.3%; 85.3%) agreed that conferences, seminars ,workshops and sandwich programmes had been organized for teachers atone time or the other respectively while peer coaching, retreat and orientation were seldom organized as many teachers (73.3%; 94.3%; 73.3%) respectively attested that they were never organized. Furthermore, there was a significant but negative correlation(r= -567, p=0.05) between teachers training and development programmes and their effectiveness in lesson delivery, use of instructional materials, and classroom management. Teacher training and development programmes also had a significant but negative correlation (r = -447, p=0.05) with senior secondary school students’ performance in public examinations in Osun State. I t was concluded that for teachers’ training and development programmes to achieve the purpose of improving students’ academic performance, the Government of Osun state, through its Ministry of Education, should put well-structured modalities in place to ensure that all categories of teachers attend and participate in the programmes.
Journal of Education and Practice, Feb 28, 2022
This research-based paper aimed at assessing the impact of COVID-19 on teaching and learning in p... more This research-based paper aimed at assessing the impact of COVID-19 on teaching and learning in public secondary schools in South-West Nigeria. It described the socio-demographic characteristics of the respondents; assessed COVID-19 prevalence in the schools; examined its impact on teaching and learning; examined alternative teaching and learning strategies (ATLS) employed; identified teachers’ challenges in using the ATLS; and determined ATLS effectiveness in the schools. Building on the transformative learning theory, a descriptive survey research design and the multi-stage sampling procedure were employed to select a sample of 930 respondents (30 principals, 300 senior school teachers, and 600 students of Grade 11 and Grade 12 classes) for the study. Data were collected using a 5-point-Likert scale questionnaire with Cronbach’s alpha reliability coefficient of 0.86. Data were analyzed with descriptive statistics and weighted means. The results showed the prevalence of
COVID-19 with negative impact on students who did not have access to traditional face-to-face classroom learning, while virtual online classes limited the subjects usually taught. The ATLS employed are TV & Radio, Zoom, Google Classroom, WhatsApp Group, Microsoft Team and Google Chat, and teachers’ challenges in using ATLS include: unequal access to ICT-based learning, and lack of Internet facilities and connectivity, and they were not effective. It was concluded that the outbreak of the COVID-19 impacted negatively on teaching and learning in public secondary schools in South-West Nigeria, and appropriate online strategies should be provided to address
this challenge.
International Journal of Humanities Social Sciences and Education (IJHSSE), Jun 2018
The paper appraises the principals’ role and the perception of teachers in selected public second... more The paper appraises the principals’ role and the perception of teachers in selected public secondary schools in Osun State of Nigeria. The paper specifically investigates the principals’ role performance and the teachers’ perception of the same role (instructional, administrative and human relations) in the selected public secondary schools. The survey research design was used for the study. The population consisted of the principals and the teachers in public secondary schools in Osun State, Nigeria. Altogether 210 respondents were sampled comprising 175 teachers and 35 principals randomly selected from the six geo-political zones (Iwo, Ikirun, Ife, Ilesa, Osogbo and Ede) in Osun State. Thirty-five (35) schools were randomly selected from the list of all the secondary schools in the six zones in Osun State. Two sets of questionnaire were used for data collection. These were: Principals’ Role Performance Questionnaire and Teachers’ Rating of the Principals’ Role Performance Questionnaire. The data collected were analysed using descriptive statistics. The results showed that about 78% of the principals claimed to perform the administrative role very well while 62.5% and 59.4% performed the human relations and the instructional roles respectively. However, the rating of teachers showed that only 37.5% of the principals actually performed the instructional role, 70.9% performed the administrative role while 64.5% performed the human relations role in the schools. The general view of the teachers on the principals’ actual performance of their role is that principals perform more of administrative role and human relations role than instructional role in the school. It was concluded that promoting and intensifying the instructional role of the principal is capable of enhancing the students’ academic performance in schools.
Journal of Education and Vocational Research, Dec 30, 2013
Public secondary school education is rapidly growing in Nigeria, requiring huge investments by go... more Public secondary school education is rapidly growing in Nigeria, requiring huge investments by government. To justify the level of investments and improve the quality of education in the secondary schools, there is need for proper monitoring and evaluation through inspection. This paper examines the extent to which inspectors complied with inspection principles of independence, impartiality, transparency and mutual respect in public secondary schools in Ekiti state, Nigeria. This is with the view to improving the quality of education in the state. A multi-stage sampling technique was used to select 147 respondents, comprising 120 teachers, 12 principals, and 15 inspectors. Data were collected using survey questionnaires complemented with interview guide. Data were analysed with the use of frequency counts, percentage and means. Results showed that 46.7% of the inspectors indicated compliance with the inspection principles of independence, 40% with impartiality and transparency, and 53.3% with mutual respect. On the average, about 47% of the inspectors indicated compliance with all the inspection principles. The study concluded that inspectors’ compliance with inspection principles is low and therefore, intensifying their compliance with inspection principles is imperative to improving the standard of education in public secondary schools.
The perceived inadequacies in the decentralization of administrative power and authority to the s... more The perceived inadequacies in the decentralization of administrative power and authority to the school-based management committee seems to hamper quality education service delivery and is partly responsible for the relatively low level of students’ academic performance in Nigerian public secondary schools. This study therefore examined the key roles performed by the school-based management (SBM) in the aspects of decision-making, physical plant planning, school-community relations, coordination of academic program and policy intervention, as well as
implication of these key roles on students’ academic performance in secondary schools in Owo Local Government, Ondo State, Nigeria. The study adopted the descriptive survey research design. Respondents comprised 99 key members of the SBM randomly sampled from nine public secondary schools. Data were collected using School Based Management Questionnaire [SBMQ] and Students’ Academic Performance Inventory [SAPI]. Two research questions and one hypothesis guided the study. Data were analyzed using percentage, mean and multiple regression analysis.
The result indicated that the school-based management committee made moderate contributions in all the different dimensions of the key roles that are performed in secondary schools. The result further revealed that a combination of the key roles of SBM jointly accounted for 28.6% (0.286) contribution to students’ academic performance at < 0.05.
The study concluded that the School Based Management Committee (SBMC) made a moderate contribution to the school management which accounted for a low contribution to the students’ academic performance; limited contributions of the SBMC were also recorded in the award of school projects, capacity training of teachers and selection of students’ textbooks. It was recommended that the Government through the Ministry of Education should reinvigorate SBM practice and prioritize the significant inputs of the school-based management committee to enhance the quality of decision-making and mobilize adequate resources for infrastructural development and support for teachers’ capacity training to improve the quality of teaching-learning process for better academic performance of students in public secondary schools.
Journal of Emerging Trends in Educational Research and Policy Studies, Aug 1, 2018
The study investigated how inspectors' compliance with inspection principles influence students' ... more The study investigated how inspectors' compliance with inspection principles influence students' academic performance in public secondary schools in Osun state, Nigeria. It specifically analysed the influence of inspectors' compliance with the principles of independence, impartiality, transparency and mutual respect on students' academic performance and for capacity building. The survey research design was used for the study. Six Local Government Areas (LGAs) were randomly selected out of the 31 LGAs in Osun state. From each LGA, four schools were randomly selected. In each school, 10 teachers who have spent at least five sessions in the senior school were purposively selected to give a total of 240 teachers. All the principals in the 24 selected schools were involved while 20 inspectors including the Zonal Inspectors (ZIEs) and Local Inspectors of Education (LIEs) were randomly selected from the Inspectorate Service of the Ministry of Education to give a total of 284 respondents for the study. Data for the study were gathered by means of survey questionnaire. Questions were asked on Inspectors ' Compliance with the Inspection principles of Independence, Impartiality, Transparency and Mutual Respect. Data collected were analysed using regression analysis at 0.05 level of significance. The result showed that the principle of mutual respect involving teachers commendation by inspectors for job well done (t=2.339, p<0.05); principle of transparency involving provision of feedback to teachers after classroom monitoring and evaluation of lesson (t=2.757, p<0.05); principle of independence involving allowing inspectors to work independently without interference by the principal and teachers (t=3.462, p<0.05); and principle of impartiality in which inspectors' maintenance of an objective stance and checking for evidence before evaluation (t=1.326, p<0.05) had positive and significant influence on students' academic performance in the selected schools; implying that these items of inspection principles are predictors of students' academic performance in public secondary schools. It was concluded that students' academic performance is enhanced when inspectors comply with the inspection principles in public secondary schools in Osun state, Nigeria.
Journal of Social Sciences, May 1, 2005
The study investigated the role performance of parents in school youth development among rural co... more The study investigated the role performance of parents in school youth development among rural communities of Oyo State, Nigeria. Data were collected from one hundred and eighty six parents and their school youths aged between 11 and 18 years. Two-stage sampling technique was employed to select four zones in the state. Based on the population of household in the four zones, one hundred and eighty six parents were randomly selected for interview. Data collected include personal and socio-economics characteristics of parents, the level of role performance by parents, and parent’s performance in school youth development. Descriptive statistics using frequency counts and percentages were used to analyse the data. Pearson’s correlation and Spearman’s rank correlation analysis were used to determine the relationship between the socio-economic characteristic of parents and the level of development of school youth, and the congruence between role perception and role performance of parents. The study revealed among others, that variables such as parent’s marital status (r= 0.167), educational level (r =0.188), religion (r = 0.096), income level (r = 0.172), cosmopoliteness (r = 0.088) and membership of child’s school Parents’ Teacher Association (P.T.A) (r = 0.162) had positive and significant relationship with their level of role performance. Also, highly significant relationship was established between the level of development of rural school youth and level of role performance by the parents (r = 0.118).
African Journal of Pedagogy, Mar 3, 2021
The study investigated teacher-student relationship as correlates of students’ achievement in Eng... more The study investigated teacher-student relationship as correlates of students’ achievement in English Language. Specifically, it examined the composite effect of teacher-student relationship on the students’ achievement in English Language, assessed the extent to which teacher-student relationship variables jointly contribute to students’ achievement, and determined the relative effects of teacher-student relationship on students’ achievement. The study adopted ex-post-facto research design of the correlational type. The population consisted of students and English Language teachers from all the public secondary schools in Osun State. A sample of four hundred and eighty respondents was selected using multistage sampling procedure comprising of 30 English Language teachers and 450 students. Two instruments were used for data collection: Peer Attachment (for students and teachers), and Proforma (for students only). Data were analysed using descriptive and inferential statistics. The results showed a significantly (r (446) = 0.159, p<0.05) positive relationship between teacher-student variables (trust, communication and alienation) and students’ achievement in English Language. The teacher-student variables also jointly contributed significantly (F (3,446) = 14.535, P<0.05) to students’ achievement in English Language. Furthermore, each of the teacher-student variables (trust: t=3.236, p<0.05; communication: t=3.634, p<0.05; and alienation: t=3.361, p<0.05) contributed significantly to students’ achievement in English Language. It was recommended that trust, communication and alienation between teachers and students must be taken into consideration in improving students’ achievements in English Language in senior secondary schools in Osun state, Nigeria.
International Journal of Humanities Social Sciences and Education (IJHSSE), Jul 1, 2021
The study assessed teachers’ training and development programmes in senior secondary schools in O... more The study assessed teachers’ training and development programmes in senior secondary schools in Osun State, Nigeria. Specifically, it examined the rate at which training programmes are organized in the senior secondary; analysed their effect on teachers’ effectiveness in lesson delivery, use of instructional materials, and classroom management; and examined the relationship between the training programmes and students’ academic performance in the schools. The study used descriptive survey research design. A multi-stage sampling technique was used to select 340 respondents (comprising 300 teachers, 30 principals, and 10 human resource management officials of the Osun State Ministry of Education). In the first stage, 10 local government areas (LGAs) were randomly selected out of the 30 LGAs and One Area Office in Osun State. In the second stage, three schools were randomly selected from each of the 10 LGAs to give a total of 30 schools. In each school, 10 teachers and one principal were randomly selected, while 10 human resource management officials were purposively selected from the personnel unit of the Ministry of Education in the State. Two research instruments (interview guide and questionnaire) were used to collect data (on the rate at which training programmes are organised for teachers’ development in senior secondary school and their effect on the teachers’ effectiveness on lesson delivery, use of instructional materials and classroom management) for the study. Content validity was used to ascertain the validity of the instruments, while the internal consistency was established through testre-test method with a co-efficient of 0.78 and 0.80, respectively. Data collected were analysed using descriptive statistics (percentages, frequency counts) and inferential statistics (correlation analysis). The results showed that seven main types of teachers’ training and development programmes were available to Osun state senior secondary school teachers, these are: conferences, seminars, peer-coaching, retreats, workshops, orientation and sandwich. It was revealed that most of the teachers (81.7%; 84.3%; 77.3%; 85.3%) agreed that conferences, seminars ,workshops and sandwich programmes had been organized for teachers atone time or the other respectively while peer coaching, retreat and orientation were seldom organized as many teachers (73.3%; 94.3%; 73.3%) respectively attested that they were never organized. Furthermore, there was a significant but negative correlation(r= -567, p=0.05) between teachers training and development programmes and their effectiveness in lesson delivery, use of instructional materials, and classroom management. Teacher training and development programmes also had a significant but negative correlation (r = -447, p=0.05) with senior secondary school students’ performance in public examinations in Osun State. I t was concluded that for teachers’ training and development programmes to achieve the purpose of improving students’ academic performance, the Government of Osun state, through its Ministry of Education, should put well-structured modalities in place to ensure that all categories of teachers attend and participate in the programmes.
Journal of Education and Practice, Feb 28, 2022
This research-based paper aimed at assessing the impact of COVID-19 on teaching and learning in p... more This research-based paper aimed at assessing the impact of COVID-19 on teaching and learning in public secondary schools in South-West Nigeria. It described the socio-demographic characteristics of the respondents; assessed COVID-19 prevalence in the schools; examined its impact on teaching and learning; examined alternative teaching and learning strategies (ATLS) employed; identified teachers’ challenges in using the ATLS; and determined ATLS effectiveness in the schools. Building on the transformative learning theory, a descriptive survey research design and the multi-stage sampling procedure were employed to select a sample of 930 respondents (30 principals, 300 senior school teachers, and 600 students of Grade 11 and Grade 12 classes) for the study. Data were collected using a 5-point-Likert scale questionnaire with Cronbach’s alpha reliability coefficient of 0.86. Data were analyzed with descriptive statistics and weighted means. The results showed the prevalence of
COVID-19 with negative impact on students who did not have access to traditional face-to-face classroom learning, while virtual online classes limited the subjects usually taught. The ATLS employed are TV & Radio, Zoom, Google Classroom, WhatsApp Group, Microsoft Team and Google Chat, and teachers’ challenges in using ATLS include: unequal access to ICT-based learning, and lack of Internet facilities and connectivity, and they were not effective. It was concluded that the outbreak of the COVID-19 impacted negatively on teaching and learning in public secondary schools in South-West Nigeria, and appropriate online strategies should be provided to address
this challenge.
International Journal of Humanities Social Sciences and Education (IJHSSE), Jun 2018
The paper appraises the principals’ role and the perception of teachers in selected public second... more The paper appraises the principals’ role and the perception of teachers in selected public secondary schools in Osun State of Nigeria. The paper specifically investigates the principals’ role performance and the teachers’ perception of the same role (instructional, administrative and human relations) in the selected public secondary schools. The survey research design was used for the study. The population consisted of the principals and the teachers in public secondary schools in Osun State, Nigeria. Altogether 210 respondents were sampled comprising 175 teachers and 35 principals randomly selected from the six geo-political zones (Iwo, Ikirun, Ife, Ilesa, Osogbo and Ede) in Osun State. Thirty-five (35) schools were randomly selected from the list of all the secondary schools in the six zones in Osun State. Two sets of questionnaire were used for data collection. These were: Principals’ Role Performance Questionnaire and Teachers’ Rating of the Principals’ Role Performance Questionnaire. The data collected were analysed using descriptive statistics. The results showed that about 78% of the principals claimed to perform the administrative role very well while 62.5% and 59.4% performed the human relations and the instructional roles respectively. However, the rating of teachers showed that only 37.5% of the principals actually performed the instructional role, 70.9% performed the administrative role while 64.5% performed the human relations role in the schools. The general view of the teachers on the principals’ actual performance of their role is that principals perform more of administrative role and human relations role than instructional role in the school. It was concluded that promoting and intensifying the instructional role of the principal is capable of enhancing the students’ academic performance in schools.
Journal of Education and Vocational Research, Dec 30, 2013
Public secondary school education is rapidly growing in Nigeria, requiring huge investments by go... more Public secondary school education is rapidly growing in Nigeria, requiring huge investments by government. To justify the level of investments and improve the quality of education in the secondary schools, there is need for proper monitoring and evaluation through inspection. This paper examines the extent to which inspectors complied with inspection principles of independence, impartiality, transparency and mutual respect in public secondary schools in Ekiti state, Nigeria. This is with the view to improving the quality of education in the state. A multi-stage sampling technique was used to select 147 respondents, comprising 120 teachers, 12 principals, and 15 inspectors. Data were collected using survey questionnaires complemented with interview guide. Data were analysed with the use of frequency counts, percentage and means. Results showed that 46.7% of the inspectors indicated compliance with the inspection principles of independence, 40% with impartiality and transparency, and 53.3% with mutual respect. On the average, about 47% of the inspectors indicated compliance with all the inspection principles. The study concluded that inspectors’ compliance with inspection principles is low and therefore, intensifying their compliance with inspection principles is imperative to improving the standard of education in public secondary schools.
The perceived inadequacies in the decentralization of administrative power and authority to the s... more The perceived inadequacies in the decentralization of administrative power and authority to the school-based management committee seems to hamper quality education service delivery and is partly responsible for the relatively low level of students’ academic performance in Nigerian public secondary schools. This study therefore examined the key roles performed by the school-based management (SBM) in the aspects of decision-making, physical plant planning, school-community relations, coordination of academic program and policy intervention, as well as
implication of these key roles on students’ academic performance in secondary schools in Owo Local Government, Ondo State, Nigeria. The study adopted the descriptive survey research design. Respondents comprised 99 key members of the SBM randomly sampled from nine public secondary schools. Data were collected using School Based Management Questionnaire [SBMQ] and Students’ Academic Performance Inventory [SAPI]. Two research questions and one hypothesis guided the study. Data were analyzed using percentage, mean and multiple regression analysis.
The result indicated that the school-based management committee made moderate contributions in all the different dimensions of the key roles that are performed in secondary schools. The result further revealed that a combination of the key roles of SBM jointly accounted for 28.6% (0.286) contribution to students’ academic performance at < 0.05.
The study concluded that the School Based Management Committee (SBMC) made a moderate contribution to the school management which accounted for a low contribution to the students’ academic performance; limited contributions of the SBMC were also recorded in the award of school projects, capacity training of teachers and selection of students’ textbooks. It was recommended that the Government through the Ministry of Education should reinvigorate SBM practice and prioritize the significant inputs of the school-based management committee to enhance the quality of decision-making and mobilize adequate resources for infrastructural development and support for teachers’ capacity training to improve the quality of teaching-learning process for better academic performance of students in public secondary schools.