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EDUCATIONAL INPUTS: A DEFINING FACTOR IN PLANNING FOR QUALITY SECONDARY EDUCATION IN NIGERIA  

Abstract  

This study aimed at investigating the relationship between educational inputs and quality education in day secondary schools. The study aimed at providing empirical data upon which policy makers, education planners, administrators and teachers would base critical decision making for the provision of quality education. Using a purposive sampling, 17 head teachers from 17 sectors were selected. Data was gathered using a questionnaire. Analysis of the findings using Pearson correlation between educational inputs and quality of education, was found to be positive and insignificant in the relationship (r = .138, p<.001) though funding and school characteristics were found to intervene. It was noted that there is inadequate funding for the schools which greatly affected the acquisition of educational inputs that are critical in the provision of quality education. It is recommended that education planners should utilize the available data regarding inputs as a prerequisite to well- grounded decision making. Further the production function, a concept common to economics and science is now the best framework within which quality education should be analyzed.

Keywords: Education, Inputs and outputs, Processes, Quality, Planning, Resources

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