Gender. School Type and Location as Predictors of Success in lgbo Literacy achievement of Primary School Pupils in lmo State, Nigeria
Simeon Oziri Ogbonna, l:n|ianse/USAID Project. Abuja
The study investigated the influence of gender, school type and location in the mother tongue literacy competencies of primary school children in [1110 State, Nigeria. A total of480 pupils in primary grade five randomly selected from 28 primary schools from six local government areas in the state participated in the study. An lgbo literacy test, which focussed on six different literacy skills — word recognition, reading comprehension, connected text reading fluency, word writing, sentence writing and use of writing conventions and spelling— was used to collect data from the pupils. The results revealed that gender, school type and location were predictors of success in literacy development at the primary school level. Girls performed significantly better than boys; pupils from rural areas outperformed those from urban schools, while private school pupils performed significantly better than public school pupils. It was recommended that efforts be made to shore up the literacy competencies of pupils in primary schools.