Bakare Sumayyah Ifedolapo, Primary Education Studies - University of Ilorin, 2025

The study examined teachers’ perception of the influence of school funding program on primary school enrollment in Moro Local Government Area, Kwara State. A descriptive research design was adopted for the study, where one research question and three hypotheses were raised to guide the study. The population of the study was based on 100 teachers selected across the LGA. A researcher self-constructed questionnaire titled Perceived Influence of School Funding on School Enrolment Questionnaire (PISFSEQ) was adopted and used to get information from the respondents. The instrument was validated by the experts from the Department of Adult and Primary Education, Faculty of Education, University of Ilorin, and the reliability test was carried out with the use of Cronbach’s Alpha Reliability Estimate, which yielded an index value of 0.80. Frequency distribution and percentages, mean and standard deviation were used for the demographic data and to answer the research question raised, while t-test and ANOVA were used to test the hypotheses formulated. The findings revealed Teachers have a positive perception of the influence of school funding program on primary school enrollment. Also, there was is no significant difference in the perception of teachers of the influence of school funding program on primary school enrollment based on gender, school location, and years of service. It was recommended that government should allocate funding fairly across schools in both urban and rural areas to maintain teachers’ positive perceptions and ensure consistent enrollment growth, and allocate funding in a way that addresses the unique challenges of rural and urban schools. Also, school management should encourage both male and female teachers to participate in school funding committees, and encourage teachers across all experience levels to contribute to planning and evaluating school funding programs to promote shared ownership and perception.

Lawal Rokeebat Abidemi, Primary Education Studies - University of Ilorin, 2025

This study investigated the comparative implementation of inclusive education among public and private primary schools in Ede North Local Government Area, Osun State, Nigeria. The purpose was to examine the level of implementation in both school types and to identify the specific challenges hindering inclusive classroom practices. A descriptive survey research design was adopted. The population consisted of all primary school teachers in the area, and a total sample of 154 teachers (from 2 public and 5 private schools) was selected using simple random sampling. Data were collected using a researcher-designed questionnaire titled "Implementation of Inclusive Education Questionnaire (IIEQ)," validated by experts in primary education. The reliability of the instrument was confirmed using Cronbach Alpha, yielding a reliability index of 0.87. Descriptive statistics (mean and standard deviation) were employed to analyze the data. The findings revealed that while public primary schools demonstrated an average level of implementation of inclusive education, private primary schools exhibited a high level of implementation. However, both sectors faced significant challenges such as insufficient teacher training, inadequate infrastructure, and limited access to assistive technologies. The study concluded that although private schools generally showed stronger implementation practices, inclusive education still faces systemic challenges across both school types. Recommendations were made to strengthen teacher training, improve school infrastructure, and increase government and community support for inclusive education initiatives.