UNIVERSAL BASIC EDUCATION IMPLEMENTATION AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC JUNIOR SECONDARY SCHOOLS, OYO STATE

Abstract

This study examined key indicators of Universal Basic Education (UBE) programme implementation and their influence on students’ academic performance in public junior secondary schools in Oyo State, Nigeria. Specifically, the study investigated the adequacy of qualified teaching staff, compliance with the UBE-recommended 1:40 teacher–student ratio, and effectiveness of school supervision. A descriptive survey design was adopted, with a population of 11,639 principals and teachers. A sample of 1,650 respondents was selected through a multistage sampling technique. Data were collected using adapted and validated questionnaires, and analysed using descriptive statistics and multiple regression at a 0.05 significance level. Findings revealed that students’ academic performance was average, most teachers possessed the minimum professional qualifications required for teaching, and the teacher–student ratio was favourable at 1:18. School supervision was generally of low effectiveness. However, school supervision had a significant contribution to students’ academic performance (R=.175; R2=.031; F=43.402; p<.05) (R = .175; R^2 = .031; F = 43.402; p < .05) (R=.175; R2=.031; F=43.402; p<.05), accounting for 3.1% of the variance in academic performance. The study concluded that although public junior secondary schools in Oyo State largely complied with teacher qualification and teacher–student ratio requirements of the UBE programme, improving the effectiveness of school supervision is necessary to enhance students’ academic performance. Keywords: Universal Basic Education, teacher qualifications, teacher–student ratio, school supervision, academic performance, Oyo State.