THE MODERATING INFLUENCE OF SCHOOL MANAGEMENT TACTICS ON GLOBAL UTILISATION RATE AND LAGOS STATE PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT, NIGERIA

Abstract

The study investigated the moderating influence of school management tactics on the relationship between global utilisation rate and Lagos State primary school pupils’ academic achievement in Nigeria. The study adopted both correlational and descriptive research designs and its population consisted of 9,854 teachers and 303,028 pupils from the 1020 public primary schools. Using stratified, purposive, simple and proportionate sampling techniques, 500 teachers and 500 pupils respectively were selected from the sampled 100 primary schools. Two categories of instruments were used to collect data after ensuring their validity and establishing reliability coefficients for one of them except for the Record Observations Formats since the data sought were already in existence in the schools. The ‘Cronbach’s Alpha coefficient analysis was used to determine the reliability of the School Management Tactics Questionnaire for Teachers (SMTQT) and School Management Tactics Questionnaire for Pupils (SMTQP), and the coefficients obtained were 0.84 and 0.79 respectively. Three null hypotheses formulated were tested at 0.05 level of significance and the findings showed that non-significant relationship existed between global utilisation rate and Lagos State primary school pupils’ academic achievement, Nigeria (r = 0.142, ρ > 0.05); and there is a positive, weak and significant relationship between school management tactics and Lagos State primary school pupils’ academic achievement, Nigeria (r = 0.367, ρ < 0.05). Also, school management tactics has no statistically significant moderating influence on the relationship between global utilisation rate and Lagos state primary school pupils’ academic achievement, Nigeria (R²∆ = 0.000, F_{(1, 47)} = 2.635, ρ = 0.061 > 0.05); It was concluded that the relationship between global utilisation rate and Lagos state primary school pupils’ academic achievement, Nigeria is not moderated or influenced by school management tactics. The study, there, recommended that the administrators of the primary schools, through the quality assurance control, should ensure that teachers and pupils manage the stipulated lesson hours on the timetable for effective teaching and learning. This would eliminate or reduce instructional time loss on the part of teachers and pupils.