Assessing Literacy Curriculum Variables for Equitable Student Achievement in Public and Private Universal Basic Education Schools in Ebonyi State

Abstract

This paper assessed the Availability of Literacy Curriculum Variables in Public and Private Secondary Schools in Ebonyi State. A purposive sample technique was used to select a sample of 440 respondents from public and private schools and the instrument for data collection was questionnaire. Analysis of covariance was used to test the hypothesis at an alpha of 0.05 level of significance. Results of the study indicated that percentage of literacy curriculum variables that facilitate learning in public schools were much lower than that of the private schools. While test of hypothesis indicated that there was no significant difference on the opinion of teachers on how non provision of literacy curriculum variables affects student academic achievement.