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Journal of Languages, Linguistics and Literary Studies (JOLLS) Volume 5. June 2018 ISSN: 2536-6300 Http://www.jolls.com.ng

CC BY-NC-ND Attribution-NonCommercial-NoDerivs IGONO J, AMINOU H, NWACHUKWU E. & ALI A.

Page 52

ASSESSMENT OF EDUCATIONAL RESOURCES VIS-À-VIS LEARNERS’

PERFORMANCE IN FRENCH IN SELECTED COLLEGES OF EDUCATION IN

NIGERIA

IGONO JOSEPH, AMINOU HAMMAN, EMMANUEL NWACHUKWU & ALI

ABDELKADER

Department of French

Umar Suleiman College of Education

ABSTRACT

Educational resources are assets both to the teachers and learners. A vivid picture on

availability and quality of componential materials required by course curriculum needed for

effective teaching and learning can offer a glimpse of language learner’s performance. In the

face of dwindling performance by foreign language learners, it is very easy to turn the blame

on teachers’ competence and methodology as well as shortages in learners’ competence

without looking at government decisions and managerial provisions.The incessant complaint

about the state of teaching and learning resources in the Nigerian colleges of education

especially in the teaching and learning of foreign languages such as French (see Simire, 2002

for instance), suggest a holistic assessment of the contributing factors.The aim of this study is

to examine the existing educational resources in the Department of French vis-à-vis its

evaluation of fit in contributing to a better performance in French in the Nigerian Colleges of

Education. Data were collected from five colleges of Education selected randomly from a list

of colleges of education in Nigeria. Information of learning resources available in the

department of French as well as data on performance of students in three subjects in their

first and second semester examinations within four years were gathered from these colleges.

An analysis of learners’ performance was done coupled with an assessment of the

availability, sufficiency and functionality of educational resources in French in selected

colleges of education in Nigeria. It was discovered that there exists records of reasonable

level of failures in the three subjects studied. This poor performance could be mapped unto

the low state and inadequacies of the educational resources found in each of the institutions.

It is therefore suggested that effort should be made to provide these resources for effective

learning of French.

Key Words: Performance, Educational Resources, Evaluation,

Introduction

In the face of dwindling performance by foreign language learners, it is very easy to turn the

blame on teachers’ competence and methodology as well as shortages in learners’

competence without looking at government decisions and managerial provisions. The

incessant complaints about the state of teaching and learning resources in the Nigerian

colleges of education especially in the teaching and learning of foreign languages such as

French needs to be studied. Simire (2002) suggests a holistic assessment of the contributing

factors. This implies therefore, that teachers’ factors and learners’ characteristics alone do not

necessarily lead to better performance without due consideration of quality environment. To

this effect, assessment of learners’ performance in subjects as well as assessment of the

quality of learning environment ought to be done.

Quality environment for teaching and learning is a composite of the stocks of educational

resources coupled with availability of conducive atmosphere. Each time a point is raised

about the provision of educational resources however; management is quick to admonish

teachers of languages to be creative with regards to teaching aids while pointing to the



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meager nature of the funds they work with. While funding remains a critical issue in the

running of Nigerian educational institutions, a fact captured by Moja, Teboho (2000:6) in his

assessment of the state of Nigerian education when he stated:

… funding needs for education compete with a range of

other critical needs in health, public safety, and social

welfare. This presents enormous challenges for the …

government and to the donor community.

But bearing in mind that teachers’ cognitive and professional knowledge alone are inadequate

for effective learning, it is our estimation that efforts have to be made to provide a sound

environment where adequate educational resources are provided to ease teaching and

learning.

In Nigeria, there have been repeated expressions of concern from both academic researchers

and language scholars about the quality of the educational materials in most French language

departments in colleges of education and universities which militate against successful

learning. Yet, calls for the improvement of facilities to ensure effective teaching and learning

of languages like French rarely make it to the priority list of sponsors of education and

institutional fund providers. It is believed by many managers of tertiary institutions that

learners of languages can perform even with unfit environmental conditions.

The aim of this study is to examine the existing educational resources in the Department of

French vis-à-vis its evaluation of fit in contributing to a better performance in French in the

Nigerian Colleges of Education. This assessment is done in order to:

i. Identify the curriculum materials available in Selected Colleges of Education in

Nigeria

ii. Ascertain the state of functionality of these materials in Selected Colleges of

Education in Nigeria

iii. Identify the performance level of Learners in French in Selected Colleges of

Education in Nigeria

iv. Identify whether the available materials meet the conditions for effective teaching and

learning of French in the Selected Colleges of Education in Nigeria

This study does not distinguish between departments that teach French as single major from

those that teach it as double major or both. Out of the three broadly classified factors of

learning (teacher, learner and environment), analysis in this study is limited to the quality of

the environmental factors that are officially identified as vital prerequisites to using

communicative and audio-visual methods as indicated in the National Commission for

Colleges of Education Minimum Standards for Language (NCCE, 3rd

ed, 2003:38-39).

Methodological Framework

The population of the study consists of all colleges of education that offer French in Nigeria.

Five colleges of education are sporadically chosen from a pool of these colleges of education

scattered across the country. The distributions of the chosen schools are as shown in table 1.

The data collected from these colleges are information of learning resources available in the

department of French as well as data on performance of students in three subjects in their first

and second semester examinations within four years (see Appendices I and II). Information

on resources such as classroom, language laboratory, satellite, computer, television etc. as

recommended by National Commission for Colleges of Education (NCCE) was also



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gathered. The quality of the data on educational materials was gathered using such

parameters as availability, functionality, sufficiency and excess. In the calculation of the

grade performance levels of the students, a five point scale analysis was used to rate each

parameter. To have a clearer picture with regards to students’ performance, students’ grade

performance was divided into two, i.e., good performance and poor performance. A good

performance is defined as grade levels A to C while poor performance is defined as Grade

levels D to F. In the assessment of the educational resources, a high score is taken as

qualitatively high while a low score is qualitatively low. Following the outcome, a surface

results interpretation of the two variables was done to arrive at a conclusion. Note that the

locational name of these institutions will henceforth be used to refer to them.

Data Presentation and Analysis

In this section we will look at the educational resources available in the French departments

and their functional states, the performance level of French learners in the selected schools,

the available functional materials and their relevance to the effective teaching and learning of

French and the summary of our findings. Below is the analysis of the learners’ performance

in three (3) related courses namely, Oral Expression, Laboratory exercise and Written

Expression.

A. The performance level of French learners in the selected schools

A performance outcome such as shown in table 2 is actually worrisome. As could be seen

from the table below, there was a reasonable level of failure in the three subjects and in all

the institutions. In Federal College of Education, Kano for example, 123 students failed out

of a total number of 178 NCE 3 students that took the oral expressions exams within a space

of four years. (note that the pass mark for this study is A – C). The same massive failure was

also noted in Laboratory Exercise where, a total of 175 NCE 2 students took the exams and

65 failed. In Written expression, 182 NCE 3 students wrote the exams and 83 failed. In NCE

2, 192 students participated in the first semester oral exams and 85 failed. As for NCE 1, 82

students took part in the oral exams and 17 failed. It is however, worthy of note that Kano has

improved considerably in recent time though the results of that improvement is not reflected

in this study.

With regards to Maiduguri, the only data we have on student performance is in Oral

Expressions and even in this institution; the performance within four years was appalling.

There were 34 students of NCE 2 that participated in the exams and out of this number, 21

failed. The same institution had 16 NCE 3 students in Oral Expressions in four years, half

passed, half failed. As the above table shows, though the number of the passes is slightly

above that of failures, but in exams as important as Oral Expressions, a record of

performance in which close to half of the class failed or obtained a weak pass of D is less

desirable. The details of the other institutions are quite similar to their counterparts in the

table above. The summary result of the performance analysis indicates that while half of the

total number of Exams candidates passed, close to half of the total candidates also failed in

the five schools. The natural question to ask is what could be responsible? Below, the data on

the educational resources present in each institution is analyzed in order to be able to answer

this question.



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B. Educational Resources Available in the French Departments and their Functional

States

Educational resources can be broadly divided into two. That is, human resources and

curriculum materials. In this research, educational resources are divided into five dimensions

namely environmental, technology/audio-visual, library, secretarial and personnel for ease of

assessments. The resource indices for each of these dimensions are given below. Remember

that these resource indices do affect their total factorial scale.

1. Environmental – classroom, language laboratory and office accommodation

2. Technology/Audio-visual – satellite, internet, television, tape recorders, blank-

tapes, batteries, projectors and film slides.

3. Library – books, journals and magazines.

4. Secretarial – typewriter/others, computer/printer

5. Personnel – academic and non-academic.

Since there are three indices under environmental dimension, the factorial table score of 64 –

125 is considered very high, 27 – 63 is considered high while 0 – 26 is considered low. The

detail of each institutional score is given in table 2.

In table 3, all the indices under environmental dimensions are available in Kano. It was

observed that the language laboratory is functional while there are sufficient classrooms and

office accommodations. Their score of 48 is considered high. In Maiduguri, all the resources

in the environmental dimension are present but their classrooms are insufficient and the

laboratory is not functional. The institution however, has sufficient accommodation. The

score on the environmental dimension is 16 which is considered to be low. In Alvan Ikoku

College of Education, Owerri, there are sufficient classroom and office accommodations but

their laboratory is insufficient. The score for this dimension is 32 which is considered high.

Shehu Shagari College of Education, Sokoto however, has excess classrooms but lack a

functional laboratory and adequate office accommodation producing a score of 5 which is

very low. Federal College of Education, Yola has a sufficient number of classrooms and

accommodation but lacks a functional laboratory. Their score of 16 is considered to be low.

With regards to the technology/Audio-visual dimensions, there are eight resource indices

hence, a cumulative score of 65,536 – 390 625 is considered very high, 6,561 – 65,535 as

high and a score of between 256 – 6,560 is considered low. The cumulative score is given in

table 4.

As can be seen from the scores, the highest score of 5,184 is still within the range of low

score. Though this dimension is crucial to the learning of French, only Kano appears to have

some functional and sufficient audio-visual facilities followed by Owerri. Note also that the

two institutions with the abysmal scores are state colleges of education.

The library has three indices with a scale range of 64 – 125 very high, 27 – 63 high and 0 –

26 low. Here is the score for the institutions in table 5. Though Maiduguri, Owerri and Yola

have the same scores of 27, it is at the fringe of low and high. Kano has the lowest score of

six. Details of the data from Kano show however that what they have in their library stock are

materials considered very essentials to the teaching and learning of French.

Concerning the secretarial dimension, the scale is 16 – 25 very high, 9 – 15 high and 0 – 8

low. Details of the score are given in table 6. The higher score in the secretarial dimension is

Owerri. It is rather strange that the other two federal institutions, that is Kano and Yola



6

scored low while the two state colleges, Maiduguri and Sokoto claimed not to have any

typewriter or a functional computer for secretarial jobs.

In the personnel dimensions, the scale used are 16 – 25 very high, 9 – 15 high and 0 – 8 low.

While Sokoto has a very high score in terms of personnel, Yola and Owerri have the least

with 4 score each. Maiduguri is at the fringe between low and high with a score of 8. Table 7

shows the detail score.

The overall results of the analyses indicate that no institution has excess facilities except

Sokoto that has excessive classroom accommodation. A number of resources are not

sufficient in almost all the institutions. Certain key facilities like satellite decoders, television

sets, projectors, etc., are not available or functional in some of the institutions.

Discussions

The process of teaching a language like French outside francophone environment at whatever

level is a Herculean task (Igono, 2005). Studies in psychology show very marked effects of

environment upon the intelligence quotient or other intelligence test scores of learners.

Growing evidence from the study of a number of individuals from pre-school age through to

college shows a far greater modifiability of intelligence test scores than has previously been

suspected as learning environments are varied and simulated. And this can only be done

when the resources are available.

Research by Iowa psychologists indicated marked increases in test scores and ranks as a

result of long-continued contact with superior environment, facts which no control

experiments so far devised have been able to explain away (Encarta, 2007). What this implies

is that a sound learning environment with adequate provision of educational resources will

facilitate learners’ performance. In Nigeria, the failure to see the connection between quality

of educational materials and performance in foreign language learning provides the

motivation for excuses and the unwillingness to provide critical educational resources needed

for better performance in the learning of French. Learning French in an environment where

the language is rarely used in every day conversation can be very difficult. One is often

forced to memorize French words and learn its rules. This explains the hardship faced by

most French learners generally and especially colleges of education students. Learners of

French in colleges of education are expected to learn French not only to know it and

communicate in it (Fancelli, 1998:7) but also expected to know how to teach it to the young

pupils in both primary and post-primary schools.

Looking at the learners’ performance and the data on educational resources, it could be said

that part of the reasons why learners performed the way they did is that the environment

provided for the learning of French is not adequate. An inadequate environment is a very big

hindrance to the attainment of learning objectives in a language like French (see the NCCE

Minimum Standards (p.36). This is because to use the recommended communicative and the

audio-visual methods, the educational resources have to be provided. Unfortunately, it is

rampantly the case that when students in language departments are not doing well, the

teachers and/or the learners often take the blame (Neaum, S. and Jill Tallack, 1997). But the

efficiency of teaching and learning activities does not solely depend on teacher’s knowledge

and methodological competencies but also on opportunities that exist through which the

teacher can integrate his linguistic and teaching repertoires with that of the available learning

resources. This remains a sure way of creating learning environment capable of aiding



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language learners and bringing them face to face with the world that classroom education

intends to introduce them to.

Generally, what teachers worry about in planning their lessons is the extent to which the

chosen methodology reflects the instructional contents and whether there are available

resources upon which activities can be sequenced and presented, drilling can be done and

questioning or feedback can be allowed based on the availability of instructional materials.

Teachers are certain that these determine how much investments students will put in the

learning of the language and how much inputs they will acquire for use in the class and

beyond. Once there are available and functional resources, whatever methodology is adopted

by the teacher, will be tailored consciously to what Fancelli (7) expresses as “rendre les

apprenants capables de communiquer, d’utiliser réellement la langue française.” This goal

transcends the acquisition of only linguistic elements (vocabularies, Grammar, Phonology) of

French but focuses on the development of the learners’ capability to use the language in real

life situations.

The Nigerian government has often shown by its actions and official statements to favor

multi-lingualism (See NPE, 2004, Para. 10a) This is borne out of the understanding of

language as not only a vehicle for the transmission of cultural and cognitive values but also a

resource for business, employment and a tool for fostering interactions and entente among

close nations (Ojo, 2003). This is why despite the diverse languages that exist in Nigeria, the

teaching and learning of an international language like French is favored and encouraged in

the Nigerian schools. But the government must also bear in mind that learning a language

comes at a great cost. A provost once complained that what it will cost him to run the French

department could be used to run three non-language related departments. He will not

complain if he had known that learning a foreign language is a serious and costly business.

Now, the often given excuses are that the global economic crisis has had damaging effects on

development in many aspects including education and consequently, there is a general

collapse in the living standard to the extent that the disparity between the growing needs and

available resources as well as the fallen price of oil has aggravated the budget deficit. Though

these excuses are understandable, they are unsatisfactory. In the face of such difficult

situations, it became too problematic to fulfill commitment to even important sector like

education. The government sees the needs to ration out whatever is available and the choice

is left to the sector leaders to put sections of their sectors into the priority list. The ingenuity

of their personnel is relied upon to trigger up success in the neglected sectors. In striving to

achieve learning objectives, it is recommended In New Zealand curriculum for the teaching

and learning of French (Suiter, 2002); that students should have as many opportunities as

possible to practice, and experiment with new and assimilated language in meaningful

contexts. For example, learners are expected to be involved in small-group activities and use

materials that are challenging, build confidence, and facilitate their language development. In

addition to the fact that teaching and learning programs ought to support the individual

abilities and requirements of the learners.

French teachers have recognized for long that many language classes are made up of students

with very different aptitudes and abilities. It is helpful to encourage students to work in pairs

and groups and to provide students with computer-based resources that are appropriate to

their specific needs and interests (see NCCE, 2003). Students learn in different ways.

Teachers’ awareness of this should be reflected in the variety of resource materials, activities,



Page 58

and tasks they provide for their students. Usually, there is more than one way to achieve a

desired outcome. Wherever possible, therefore, students should be given a choice of route

through the provision of varieties of resources that can compliment teachers’ efforts.

Students should have frequent opportunities to use challenging materials that, in different

ways, help them to develop the ability to communicate in French. A variety of materials and

text types is likely to be stimulating and motivating. Many textbooks contain interesting and

developmentally appropriate materials, which may be supplemented by audio and video

items. Teachers may need to adapt these materials to suit the particular needs and interests of

their students. Sometimes classes will use items designed primarily for native French

speakers (for example, magazines, films, train timetables, menus). Teachers may, for a

specific purpose, introduce materials that include language likely to be unfamiliar (for

example, to encourage their students to work out the overall gist of a message). It is often

useful to adapt or simplify existing materials. Those that teachers create with their own

students in mind can be particularly effective. It is commonly said that education is a right

fundamental to every human being and that qualitative education is the most important goal

of all teaching and learning. This ensures and fulfills the four angles of French curriculum as

identified by Fancelli (2003) namely reading, speaking, listening and writing. Progress in

second language education however will be guaranty with the provision of those basic

elements like academic competence, qualitative personnel, admission of qualified and

motivated learners and the provision of suitable environments.

Conclusions

In this study, an analysis of learners’ performance was done coupled with an assessment of

the availability, sufficiency and functionality of educational resources in French in selected

colleges of education in Nigeria. It was discovered that there exists records of reasonable

level of failures in the three subjects studied namely Oral Expression, Laboratory Exercise

and Written Expression. This poor performance could be mapped unto the low state and

inadequacies of the educational resources found in each of the institutions. It is therefore

suggested that effort should be made to provide these resources for effective learning of

French.

It is hoped that this proposed study will encourage the stake-holders of education to pay

particular attention to certain curriculum requirements and try to provide them to bring about

effective learning of French and indeed other second languages in the Nigerian colleges of

education. It will also refocus the attention of educational funding agencies that helps to

support and fund educational institutions in the country. It will also help French teachers to

modify their teaching strategies with respect to areas that call for their creativity.

References

Encarta® (2007) Factorial Analyses in Microsoft Electronic Encyclopedia

Fancelli, D. (1998). “Quelques Rappels Sur La Méthode Communicative” in Documentation.

Version PA 1.0, 7-9.

Federal Republic of Nigeria (2004) National Policy on Education (Revised). Lagos: Federal

Government Press.

Igono, J. (2005). The Relationship Between Teacher’s Methodology and Learners’ Behaviors

in Oral French in the Department of French, College of Education,

Gashu’a.(Unpublished PGDE Thesis).



Page 59

Moja, Teboho (2000). Nigeria Education Sector Analysis: An Analytical Synthesis Of

Perfomance And Main Issues. New York: World Bank.

National CommisssionFor Colleges of Education (2002, 3rd

ed.) Minimum Standards for

Nigeria Certificate in Education. Abuja: Department of Academic Programme.

Neaum, S. and Jill Tallack (1997).Good Practice in Implementing the Pre-school

Curriculum. Great Britain: Redwood Books.

Ojo, Ade (2002). A Comprehensive Revision Handbook of French Grammar.Ibadan: Signal

Educational Services LTD.

Onyejemezi, D.A (1996). “Curriculum Materials” in Curriculum Development for Africa

edited by Onwuka, U. Onitsha: Africana-FEP Publishers Ltd. Pp. 444-492.

Simire, G.O. (2002). “Our children: Future Teachers or who are they?” unpublished paper

presented at the Nigerian French language village, Badagry.

Suiter, D. (2002) French in the New Zealand. Wellington: Learning Media Limited, Box

3293, Wellington, New Zealand. Downloaded from www.learningmedia.co.nz

Table 1: Research Population

S/NO Institutions Location Status

1. AlvanIkoku College of Education Owerri (SE) Federal

2. Federal College of Education Yola (NE) Federal

3. Kashim Ibrahim College of Education Maiduguri (NE) State

4. ShehuShagari College of Education Sokoto (NW) State

5. Federal College of Education Kano (NW) Federal

Table 2: four Years performance Analysis of French Students

S/No Institutions Class Oral Laboratory Written

Pass Fail Pass Fail Pass Fail

1. Kano

NCE 1 65 17 33 39 50 33

NCE 2 107 85 110 65 95 92

NCE 3 55 123 - - 99 83

2. Maiduguri

NCE 1 17 04 16 04 - -

NCE 2 13 21 - - - -

NCE 3 08 08 - - - -

3. Owerri

NCE 1 48 31 42 22 48 33

NCE 2 73 71 65 63 38 26

NCE 3 55 49 - - 103 65

4. Sokoto

NCE 1 92 63 93 67 94 68

NCE 2 85 61 85 56-5

100 43+3

NCE 3 95 49-10

- - 102 56

5. Yola

NCE 1 28 26 - - 20 19+1

NCE 2 19 37 18 30 21 16

NCE 3 16 15 - - 17 18

http://www.learningmedia.co.nz/



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Table 3: Institutional score in the environmental dimension

s/no Dimensions Location Indicator Total scores

1. Environmental Kano 48

2. Maiduguri 6

3. Owerri 32

4. Sokoto 5

5. Yola 16

Table 4: Institutional score in the Technology/Audio-visual dimension


1. Technology/Audio-visual Kano 5,184

2. Maiduguri 72

3. Owerri 1, 296

4. Sokoto 9

5. Yola 27

Table 5: Institutional score in the Library dimension


1. Library Kano 6

2. Maiduguri 27

3. Owerri 27

4. Sokoto 16

5. Yola 27

Table 6: Institutional scores in the Secretarial dimension


1. Secretarial Kano 4

2. Maiduguri 1

3. Owerri 16

4. Sokoto 1

5. Yola 3

Table 7: Institutional scores in the Personnel dimension


1. Personnel Kano 12

2. Maiduguri 8

3. Owerri 4

4. Sokoto 16

5. Yola 4



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Appendix 1

TETFUND Research Report: Students’ Performance in Oral Expression

Institutions Courses

NCE CLASS

Total

number of

students

4 YEARS PERFORMANCE

Pass (A – C) Fail (D – F)

Kano

Ora

l E

xpre

ssio

n

NCE 1 1

st 82 65 17

2nd

82 79 03

NCE 2 1st 192 107 85

NCE 3 2nd

178 55 123

Maiduguri

NCE 1 1

st 21 17 04

2nd

19 16 03

NCE 2 1

st 34 13 21

2nd

45 24 21

NCE 3 1

st 16 08 08

2nd

16 08 08

Owerri

NCE 1 1

st 79 48 31

2nd

64 38 26

NCE 2 1st 144 73 71

NCE 3 2nd

104 55 49

Sokoto

NCE 1 1st 157 92 63

2nd

159 86 72+4

NCE 2 1

st 146 85 61

2nd

148 79 68+4

NCE 3 1

st 158 92 67

+1

2nd

154 95 49-10

Yola

NCE 1 1

st 54 28 26

2nd

48 21 27

NCE 2 1

st 56 19 37

2nd

46 23 23

NCE 3 2nd

31 16 15



Page 62

Appendix 2

TETFUND Research Report: Students’ Performance in Written Expression


NCE CLASS

Total

number of

students

4 YEARS PERFORMANCE


Kano

Wri

tten

Expre

ssio

ns

NCE 1 1

st 83 50 33

2nd

83 49 32+2

NCE 2 1st 180 95 92

NCE 3 1st 182 99 83

Maiduguri NCE 1 - - -

NCE 2 - - -

NCE 3 - - -

Owerri NCE 1

1st 81 48 33

2nd

64 38 26

NCE 2 1st 137 67 71

NCE 3 1st 168 103 65

Sokoto

NCE 1 1st 162 94 68

2nd

161 95 66

NCE 2 1

st 146 90 53

+3

2nd

146 100 43+3

NCE 3 1

st 158 102 56

2nd

158 102 56

Yola NCE 1

1st 38 20 19

+1

2nd

37 16 21

NCE 2 1st 37 21 16

NCE 3 1st 35 17 18

Appendix 3

TETFUND Research Report: Students’ performance in Laboratory Expression


NCE CLASS

Total

number of

students

4 YEARS PERFORMANCE


Kano

Lab

ora

tory

Ex

erci

se NCE 1 72 33 39

NCE 2 175 110 65

NCE 3 - - -

Maiduguri NCE 1 20 16 04

NCE 2 - - -

NCE 3 - - -

Owerri NCE 1 64 42 22

NCE 2 128 65 63

NCE 3 - - -



Page 63

Sokoto

NCE

1

1st 160 93 67

2nd

161 102 59

NCE

2

1st 146 85 56

-5

2nd

146 85 56-5

NCE

3

1st 157 93 68

+4

2nd

153 96 65+8

Yola NCE 1 - - -

NCE 2 38 18 30

NCE 3 - - -

APPENDIX 4

TETFUND Research Report: Data on Educational Resources in FCE, Kano

FORM 1: Data on Educational Resources

NAME OF INSTITUTION: Federal College of Education, Kano

Dimensions Resources

Categories of

findings

(indicators) Comments

0 1 2 3 4 5

Environmental

Classroom *

Keys to

indicators

0 – not

available

1 – not

functional

2 –

insufficient

3 - functional

4 – sufficient

5 - excess

A Functional laboratory *

Office Accommodation *

Technology/

Audio-Visual

Satellite *

Internet *

Television *

Tape recorders *

Blank-tapes *

Batteries *

Projectors *

Films slides *

Library

Books

*

JOURNALS

*



Page 64

MAGAZINES

*

Secretarial Typewriter/Others *

Computer/printer *

Personnel Academic Personnel *

Non-Academic Personnel *

APPENDIX 5

TETFUND Research Report: Data on Educational Resources in KICE, Maiduguri


NAME OF INSTITUTION: Kashim Ibrahim College of Education, Maiduguri

Dimensions Ressources

Categories of

findings (indicators) Comments

0 1 2 3 4 5

Environmental

Classroom *

Keys to

indicators

0 – not

available

1 – not

functional

2 –

insufficient

3 - functional

4 – sufficient

5 - excess



Technology/

Audio-Visual

Satellite *

Internet *

Television *

Tape recorders *

Blank-tapes *

Batteries *

Projectors *

Films slides *

Library

Books

*

JOURNALS

*

MAGAZINES

*


Computer/printer *





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APPENDIX 6

TETFUND Research Report: Data on Educational Resources in AICOE, Owerri


NAME OF INSTITUTION: Alvan Ikoku College of Education, Owerri

Dimensions Ressources

Categories of


0 1 2 3 4 5

Environmental

Classroom *

Keys to

indicators

0 – not

available

1 – not

functional

2 –

insufficient

3 - functional

4 – sufficient

5 - excess



Technology/

Audio-Visual

Satellite *

Internet *

Television *

Tape recorders *

Blank-tapes *

Batteries *

Projectors *

Films slides *

Library

Books

*

JOURNALS

*

MAGAZINES

*


Computer/printer *





Page 66

APPENDIX 7

TETFUND Research Report: Data on Educational Resources in SSCOE, Sokoto


NAME OF INSTITUTION: ShehuShagari College of Education, Sokoto


Categories of


0 1 2 3 4 5

Environmental

Classroom *

Keys to

indicators

0 – not

available

1 – not

functional

2 –

insufficient

3 - functional

4 – sufficient

5 - excess



Technology/Aud

io-Visual

Satellite *

Internet *

Television *

Tape recorders *

Blank-tapes *

Batteries *

Projectors *

Films slides *

Library

Books

*

JOURNALS

*

MAGAZINES

*


Computer/printer *



APPENDIX 8

TETFUND Research Report: Data on Educational Resources in FCE, Yola


NAME OF INSTITUTION: Federal College of Education, Yola


Categories of


0 1 2 3 4 5

Environmental

Classroom * Keys to

indicators

0 – not

available



Technology/AudSatellite *

Internet *



Page 67

io-Visual Television * 1 – not

functional

2 –

insufficient

3 - functional

4 – sufficient

5 - excess

Tape recorders *

Blank-tapes *

Batteries *

Projectors *

Films slides *

Library

Books

*

JOURNALS

*

MAGAZINES

*


Computer/printer *



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