This contains the analysis of the
data collected from the questionnaires administered to two hundred (200)
respondents selected from the ten (10) primary schools selected in Ebyia Local Government Area of Ebonyi State. This
was done using tables and simple percentage to arrive of a valid decision of findings; the data
were analyzed by converting the frequency of responses into percentage
is shown here under using the
formula:
Frequency responses/total frequency
respondent X 100/1
Below
are the tables of distribution drawn in accordance with the research question:
QUESTION 1
Does the
education tax fund has any role to play
in the physical development of
primary schools system in Ebyia
Development Centre?
TABLE
1
Item
description
|
Frequency
Responses
|
%
Respondent
|
||
Yes
|
No
|
No
idea
|
||
Education
Tax Fund has roles to play
|
120
|
60%
|
||
Education
Tax Fund has no rules to play
|
40
|
40
|
20%
20%
|
|
Total
|
200
|
100%
|
||
Table one above reveals the responses received from
items 1, 2,and 3, of the questionnaire administered to two
hundred respondents in relation to research question one. The analysis uncovered that 60% of
the respondent affirmed that ETF
has roles to play in the physical
development of strongly disagreed while
the remaining 20%
claimed to have no idea. From the above analysis it was observed the ETF has roles
to play.
QUESTION 2
Does the education tax fund projects have effect on the pupils of the
selected primary schools in Ebyia Local
Government Area?
TABLE 2
Item
description
|
Frequency
Responses
|
%
Respondent
|
||
Yes
|
No
|
No
idea
|
||
Education
Tax Fund projects have effect on the pupils
|
140
|
70%
|
||
ETF
projects, have on effect
|
40
|
20
|
10%
20%
|
|
Total
|
200
|
100%
|
||
The above table addressed the items 4,5 and
6 of the questionnaire
From the analysis 70% of the respondents responded
positively, 20% reacted negatively while only
10% have no idea of the issue at stake. Based on these results, it
becomes understandable to know that ETF projects have positive effect on the
pupils.
QUESTION3
Who decided on the nature of projects to be implemented and how?
TABLE 3
Item
description
|
Frequency
Responses
|
%
Respondent
|
||
Yes
|
No
|
No
idea
|
||
The
school head decided
|
100
|
50%
|
||
The
state primary education board (SPEB)
decides to play
|
80
|
20
|
10%
40%
|
|
Total
|
200
|
100%
|
||
The table three above reveals the responses received
from items 7,8
and 9 of the questionnaire. Greater percentage of
the respondents - 50% confirmed that the school head decided on the
nature of projects to be implemented and how they should be, 40% of the
respondents accepted that it is the state Primary Education Board that
does these function while 10% of the
respondent basically, the result shows
that the school heads of these schools in Ebyia Local
Government area decided on the nature of project
to be implemented and how it should be
QUESTIONS 4
To what extent has the education tax fund achieved its
objectives of improving education al
facilities and infrastructure
development of primary school in Ebyia
Local Government Area?
TABLE 4
Item
description
|
Frequency
Responses
|
%
Respondent
|
||
Yes
|
No
|
No
idea
|
||
ETF
has provide education facilities and infrastructures needed in the school
|
140
|
70%
|
||
ETF
has provide no educational facilities and infrastructures needed in the
schools to play
|
40
|
20
|
10%
20%
|
|
Total
|
200
|
100%
|
||
The table four
above disclose the responses received from items 10,11and 12 of the questionnaires which sought to know
the extent that the Education, Tax Fund
has achieved its, objectives of improving education facilities and
infrastructures.
Result shows that
70 of the respondents responded
positively, 20% reacted negatively
while 10 had no idea of the information.
Equally, the result schools that ETF has improved educational facilities and
infrastructures in the primary school of Ebyia Development Centre.
QUESTION 5
What are the major constraint that militates against achievement of Education Tax Fund (ETF) Objectives?
TABLE 5
Item
description
|
Frequency
Responses
|
%
Respondent
|
||
Yes
|
No
|
No
idea
|
||
There
are constraints working against the ETF objective
|
160
|
80%
|
||
There
are no constraints militating against
its, objectives rules to play
|
20
|
20
|
10%
10%
|
|
Total
|
200
|
100%
|
||
The above table
5 reveals the responses collected
from items 13,14 and 15
of the questionnaires, which enquires
to know
the major constraints militating
against the achievement of ETF sloe objectives.
The analysis shows that 80%
of the respondents approved the ETF objectives are
confronted with constraints which
ranges from vandalization, robbery
to lack of professionals that could make
adequate use of the learning is provided
by Education Tax Fund
Again 10% of the respondents
affirmed that ETF has no problems that
tinder its objective while another
10% had no idea of the information.
The result collected from the analysis proved that basically ETF has
constraints militating against its objectives.
SUMMARY OF DATA
Based on the results of the data collected and
analyzed as shown in the above tables,
the following findings have been discovered in accordance with the
research questions:
The first table of the research question recorded
that Education Tax Fund has roles to
play in the physical development of
primary school in Ebyia Local
Government Area. It
(ETF ) has constructed one block of three classroom in Nwofe Central
School, in 2001 ETF intervention.
The provision of textbooks and other facilities for same
schools in Ebyia equally emphasize the enormous role played by the body ETF,
according to Mr. Francis
Asor as
recorded in the ETF news Volume (1:8)
“ The
establishment of ETF is a redeemer of the hitherto ramshackle, dilapidated and long decay on the
education sector”
Secondly,
the second table of the
research question shown that Education Tax Funds
projects have great effect on the pupils
of the selected primary schools in Ebyia Local Government Area. 70% of
the respondents attested to this;
their examination report card equally confirmed that its
projects have positive effect on the pupils.
The
third table of the research question uncovered that the school heads of the primary schools in Ebyia Local
Government Area decided on the nature of
project(s) to be implemented and how it should be implemented
by ETF in their
respective schools hence the pressing
needs of the individual schools varies.
So, the school head recommends the
projects to be implemented and how it should be implemented. Education Tax Fund
at a Glance Volume (:9) rightly stated that
“The
beneficiaries identify vary critical areas (in their various establishments)
needing immediate intervention..”
The
fund has done these by:
a.
Providing
facilities like textbooks, for school library, primary science equipment for major elementary
experiments, ETF provided these to Adum
Primary School, in the year 2002 ETF intervention.
b.
Secondly
classroom buildings were build for these selected primary school, for example,
in the year, 2001 ETF intervention the above stated school was provided with
one block of three classrooms. Other schools were equally provided with the
classrooms blocks and other facilities. The
5th and the last table of the
research question show that there
are constraints that militate
against the achievement of ETF
objective. The overwhelming percentage of the respondents affirmed that it is true. And the hindrance ranges from vandalisation
of its projects by the immediate users, other members of the society and the
natural disaster like wind stern etc.
For instance, in Ndioruta community primary school,
some of the holes created by some
of the destructive pupils of the school
are not yet filled and plastered. While in some other schools wind stern
had blown off the roof of the completed buildings by ETF.
The
respondents equally approved that
lack of professionals that could make adequate use of learning aids provided by
Education Tax Fund is only of the
major problems hindering the achievement of ETF objectives.
It was observed that some of the teachers can not make use of
these learning aids like science equipment, textbooks etc in the course of
classroom encounter.
Another
problem that militates against the success of ETF is robbery. In some of the selected schools in Ebyia,
it was observed that facilities like
textbooks and science equipment for
primary science practical have been made away with and when the need for all
these arise in the classroom encounter,
the teacher and the pupils remain helpless. So,
all the above mentioned constraints militate against the achievement of ETF objectives.