Reading and Arithmetic Competence of Primary Pupils in Ebonyi State Universal Basic Education
DOI:
https://doi.org/10.31305/rrijm.2025.v10.n7.041Keywords:
Arithmetic, Reading, Literacy, Numeracy, Competence, Location, Cognitive domainsAbstract
Reading and arithmetic are two domains that provide the framework for academic success and lifelong learning. Basic knowledge in these two domains is indispensible in the achievement of one’s set objectives. This forms the basis for the emphasis laid on them in the Universal Basic Education Programme of Nigeria. Despite the importance of reading and arithmetic, and their importance in the lives of individuals, it has been reported that pupils attain low level competencies in the two domains of knowledge and this motivated the researchers to conduct this study. Four research questions and two hypotheses guided the study. The study adopted a quantitative descriptive survey design. The population of the study comprised of all pupils in primary that is lower and mid-basic education in Nigeria. A total of 108 pupils made up of 53 males and 55 females were sampled from three Local Government Areas of Ebonyi State, through Simple Random Sampling technique, to form the sample of the study. The instruments for data collection were Reading Assessment (RA) and Arithmetic Assessment (AA) tools. The tools were developed and validated by UNICEF and the researchers adopted them for the study. The findings of the study showed that the dominant reading competence level among the sampled pupils (pry 3-6) were the letter competence level, while their arithmetic dominant competence level was identification of 2-digit numbers. It was found that location influences the reading and arithmetic competences of pupils, with urban location having a positive influence on the reading and arithmetic competences of pupils. Based on the findings the researchers recommended among others that Ebonyi state Ministry of Education and other line ministries should investigate the causes of the low level of competences of pupils in reading and arithmetic; they should equally investigate the causes of the disparity in the level of competences of rural and urban pupils; establish functional Reading Clubs in basic schools among other things.
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