Samuel Akinyemi, Peter A. Okebukola, Adebisi A. Olorunfemi, Igot B. Ofem, Akinrolabu O. Ayoola, Lateefat O.Yahya
American Journal of Educational Research. 2014, 2(5), 245-249DOI:
Abstract: This study examined the extent to which Lagos Eko project training had enhanced the teachers’ performance and the academic performance of the students in . It also investigated the perceptions of teachers and students on the school provision of supportive facilities to aid the Eko Project training. The study adopted descriptive survey and ex-post- facto research designs. Using the whole population of the 24 trained teachers enrolled for the 2012 Lagos Eko Secondary Education Training in Production and Utilisation of Media as the sample for the study, the standardised Lagos Eko Secondary Education Project information sheet, Registration forms filled by the participants, Students academic profiles from the school records before and after the training; and a questionnaire for students to elicit information on the quality of the teacher’s instructions before and after the training were used as the instruments to guide answers to the research questions. T-test and Multivariate Analysis of Variance statistical tools were used to test the hypotheses. Findings revealed that the perceptions of teachers and students to the quality of instruction delivery after the exposure of trainee teachers to Eko project training did not differ, and that the exposure of trainee teachers to Eko project training enhanced their quality of instruction delivery in classrooms after the training. Also, a significant difference was found to exist in the perceptions of the respondents to the provision of supportive facilities to aid the implementation objectives of the intervention project which implies the dependence of the success of Eko project training on the provision of required facilities to support instruction delivery. The study also found a significant difference in the academic performance of students before and after being taught by Eko project trainee teachers and that the effect of the Eko project accounted for 90%, 84% and 46% of the variability in Mathematics, English language, and Basic Science performances respectively. Based on the findings therefore, It was recommended that the project should be a continuous process towards enhancing sustainable students’ good academic performance in the state secondary schools, and that efforts should be made by the World Bank to extend this project to the other states for holistic and effective transformation of secondary education in the country.