No abstract

The study focused on child abuse and neglect on pupils’ academic achievement in primary schools. The ex-post facto design was adopted. Out of the four forms of child abuse, two were identified for the study, physical abuse and neglect. Four research questions were formulated to guide the study. The population of the study consist of 3125 primary five (5) pupils. 312 primary five (5) pupils were selected as sample from thirteen primary schools from the population using simple random sampling technique. Mean and standard deviation were used to answer the research questions. The result revealed that physical abuse and child neglect influence pupils’ academic achievement. Based on the findings, it was recommended that parents and guardians should see beating, hitting, slapping, punching among others as physical abuse and should desist from using them as means of correcting children under their care. Rather advice and state the implication of any negative behaviour a child wears to correcting them whenever they derail from adult expectations on such children and also make home a peaceful place for their children, love, protect and care for them. The study concluded that if child abuse and neglect are reduced to its beeriest minimum, pupils’ academic achievement in primary schools would be enhanced towards development of other levels of education for national development.

Inadequate and use of unqualified and untrained personnel in the inspectorate services resulting in poor quality output in the school system has created a gap in teachers’ preparation and update in Nigerian evaluators. Meaningful and quality education can only be achieved with the guide and check of qualified and modern evaluators. The article attempts to find out how criteria for recruitment of evaluators are adhered to and problems the evaluators encounter in their practices as evaluators in South East, Nigeria and proffer solution. A descriptive survey was adopted for the study, two research questions and two null hypotheses, tested at (p<.05) level of significance, were used. Through a multistage procedure, three out of the five states were selected from the south-east zone. 371 head-teachers from public primary schools and 257 evaluators of the inspectorate services were sampled. A 38 items questionnaire titled. Primary school Assessment questionnaire (PSAQ), covering different areas of school evaluation was developed by the researcher to get information from respondents, the head teachers and the evaluators. The finding of the study showed that there is significant difference between the mean rating of evaluators and head teachers with regards to the application of criteria guiding the recruitment of evaluators. The Government should also develop a new programme for the unit.

No abstract