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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
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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,
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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).
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.
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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
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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
s/no Dimensions Location Indicator Total scores
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
s/no Dimensions Location Indicator Total scores
1. Library Kano 6
2. Maiduguri 27
3. Owerri 27
4. Sokoto 16
5. Yola 27
Table 6: Institutional scores in the Secretarial dimension
s/no Dimensions Location Indicator Total scores
1. Secretarial Kano 4
2. Maiduguri 1
3. Owerri 16
4. Sokoto 1
5. Yola 3
Table 7: Institutional scores in the Personnel dimension
s/no Dimensions Location Indicator Total scores
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
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Appendix 2
TETFUND Research Report: Students’ Performance in Written Expression
Institutions Courses
NCE CLASS
Total
number of
students
4 YEARS PERFORMANCE
Pass (A – C) Fail (D – F)
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
Institutions Courses
NCE CLASS
Total
number of
students
4 YEARS PERFORMANCE
Pass (A – C) Fail (D – F)
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 - - -
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 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
*
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 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
FORM 1: Data on Educational Resources
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
A Functional laboratory *
Office Accommodation *
Technology/
Audio-Visual
Satellite *
Internet *
Television *
Tape recorders *
Blank-tapes *
Batteries *
Projectors *
Films slides *
Library
Books
*
JOURNALS
*
MAGAZINES
*
Secretarial Typewriter/Others *
Computer/printer *
Personnel Academic Personnel *
Non-Academic Personnel *
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 65
APPENDIX 6
TETFUND Research Report: Data on Educational Resources in AICOE, Owerri
FORM 1: Data on Educational Resources
NAME OF INSTITUTION: Alvan Ikoku College of Education, Owerri
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
A Functional laboratory *
Office Accommodation *
Technology/
Audio-Visual
Satellite *
Internet *
Television *
Tape recorders *
Blank-tapes *
Batteries *
Projectors *
Films slides *
Library
Books
*
JOURNALS
*
MAGAZINES
*
Secretarial Typewriter/Others *
Computer/printer *
Personnel Academic Personnel *
Non-Academic Personnel *
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 66
APPENDIX 7
TETFUND Research Report: Data on Educational Resources in SSCOE, Sokoto
FORM 1: Data on Educational Resources
NAME OF INSTITUTION: ShehuShagari College of Education, Sokoto
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/Aud
io-Visual
Satellite *
Internet *
Television *
Tape recorders *
Blank-tapes *
Batteries *
Projectors *
Films slides *
Library
Books
*
JOURNALS
*
MAGAZINES
*
Secretarial Typewriter/Others *
Computer/printer *
Personnel Academic Personnel *
Non-Academic Personnel *
APPENDIX 8
TETFUND Research Report: Data on Educational Resources in FCE, Yola
FORM 1: Data on Educational Resources
NAME OF INSTITUTION: Federal College of Education, Yola
Dimensions Resources
Categories of
findings (indicators) Comments
0 1 2 3 4 5
Environmental
Classroom * Keys to
indicators
0 – not
available
A Functional laboratory *
Office Accommodation *
Technology/AudSatellite *
Internet *
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 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
*
Secretarial Typewriter/Others *
Computer/printer *
Personnel Academic Personnel *
Non-Academic Personnel *