vulnerable position. Girls bear the heaviest burden for household responsibilities, including care of sick parents and siblings, and are first ones to drop out of school. In the South eastern Nigeria more boys than girls drop out of school (UBEC, 2003). The drop-out syndrome is a function of some factors that distract the children from schools. These factors include: preference for a trade, quest for money, parental decision, lack of employment opportunities, hawking/street trading, long process of education and lack of counseling. 2.5 Factors Influencing Performance of Girl-Child in Primary Education Granting an equal opportunity to all school-age children to attend school is only the first step. ICFE (2000) report noted that once pupils find seats in a classroom, they need quality instruction otherwise there will be little motivation to persist in school. Unsatisfactory quality is one of the factors leading to low performance of children in much school. The quality of instructions determines student achievement. There are four commonly applied measures of student achievement: school-based assessment, public examinations, national assessment and international assessments. School-based assessments measure performance against curricular goals. They are done on a continuous basis and offer immediate feedback. In this respect they provide a more actual picture than standardized national tests. Public examinations are intended for selecting pupils/students to next level of education, certifying graduates for the job market and fostering accountability for school and school performance. In developing countries, public examinations are more important given the limited alternative opportunities for advancement. National assessments are intended to inform policy and take the form of tests to a sample of pupils, questionnaires etc. They are not very common in Africa though they are common practice in developed economies and in Latin America. International assessments compare results of examining samples of students from many different countries. Chinapah et al (2000) assessed the relative importance of the factors that influence children performance in primary schools in eleven African countries. The assessment pointed out the following factors that could possibly influence the performance of children in primary school: Learner background (gender, age, home language, pre-school attendance, repetition); Home background (meals, both parents in the home etc.); Home learning support (help with homework, parents, education etc.); Teacher background (age, gender, experience, qualification etc.). Teaching conditions (classroom furniture, learning materials, etc.). work environment Teachers’
vulnerable position. Girls bear the heaviest burden for household responsibilities, including care of sick parents and siblings, and are first ones to drop out of school. In the South eastern Nigeria more boys than girls drop out of school (UBEC, 2003). The drop-out syndrome is a function of some factors that distract the children from schools. These factors include: preference for a trade, quest for money, parental decision, lack of employment opportunities, hawking/street trading, long process of education and lack of counseling. 2.5 Factors Influencing Performance of Girl-Child in Primary Education Granting an equal opportunity to all school-age children to attend school is only the first step. ICFE (2000) report noted that once pupils find seats in a classroom, they need quality instruction otherwise there will be little motivation to persist in school. Unsatisfactory quality is one of the factors leading to low performance of children in much school. The quality of instructions determines student achievement. There are four commonly applied measures of student achievement: school-based assessment, public examinations, national assessment and international assessments. School-based assessments measure performance against curricular goals. They are done on a continuous basis and offer immediate feedback. In this respect they provide a more actual picture than standardized national tests. Public examinations are intended for selecting pupils/students to next level of education, certifying graduates for the job market and fostering accountability for school and school performance. In developing countries, public examinations are more important given the limited alternative opportunities for advancement. National assessments are intended to inform policy and take the form of tests to a sample of pupils, questionnaires etc. They are not very common in Africa though they are common practice in developed economies and in Latin America. International assessments compare results of examining samples of students from many different countries. Chinapah et al (2000) assessed the relative importance of the factors that influence children performance in primary schools in eleven African countries. The assessment pointed out the following factors that could possibly influence the performance of children in primary school: Learner background (gender, age, home language, pre-school attendance, repetition); Home background (meals, both parents in the home etc.); Home learning support (help with homework, parents, education etc.); Teacher background (age, gender, experience, qualification etc.). Teaching conditions (classroom furniture, learning materials, etc.). Teachers’ work environment
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