ASSESSING THE IMPLEMENTATION OF LITERACY AND NUMERACY ACTIVITIES OF QUR'ANIC INTEGRATED SCHOOLS IN NIGER STATE

Abstract

The study assessed the implementation of literacy and numeracy activities in Niger State, Nigeria. The researcher used a descriptive approach to the study. The population for the study comprises of 964 respondents drawn from Teacher Development Team (TDT) Teacher Facilitators (TFs) and the facilitators across nine (9) Local Government Area picked from the three[3] senatorial districts areas of Niger State. The sample size of the study consisted of 245 using the 95% confidence level and 5.0% margin of arrow. The sample size TDTs, TFs and facilitators were proportionally chosen based on the cluster sampling technique. The instrument used in eliciting information was a self-structured questioner titled RANA/HASKE Questionnaire (RHPQ). The instrument was validated with reliability at 09.93. The researcher used four likert points and a mean for decision of either accepting or rejecting the decision, and a mean of 2.50 was accepted, while item below 2.50 mean was not accepted. Three questionnaires with 15 items were generated for the study. The finding revealed that literacy and numeracy activities has fully been implemented in Niger state, while some challenges were also encountered such as nonbudgetary allocation of fund for sustainability of the programme by Niger State Government, irregular payment of salary to facilitators among others. such as,The State Agency for Mass Educatioon. Ministry of Education should put more effort in encouraging state government to support SAME for the sustainability of the programme through.The study recommended that adequate resources be allotted to ensure effective teaching and learning, payment of facilitators allowances be paid as at when due and there should be proper monitoring and supervision for effective teaching and learning.