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School performance involves with the efficiency and effectiveness in the service delivery that a school as an organisation rendered to her potential client satisfactorily. This is often created an issue concerned to the stakeholders such as government, parents and the employer of labour especially the public primary schools' performance. For school performance to be improved upon, relevant resources must be made available at the disposal of the school community that is the teachers and pupil's use. In the view of this, this study examined School-Based Management Committee resource mobilization, availability and utilization on public primary schools' performance in Ekiti State: Artificial Neural Network (ANN) approach. One research question was raised and two research instruments were designed to elicit relevant information from the study participants with the titled "Observation Checklist: Resource Mobilization, Availability and Utilization" with the reliability co-efficient of 0.86 Cronbach Alpha and "School Performance Questionnaire" (SPQ) with the reliability coefficient of 0.89 Cronbach Alpha. The study adopted multi-stage sampling technique which embraces purposive sampling methods, simple random sampling methods and stratified sampling methods. Population sampled for the study include: 90 headteachers, 90 SBMC Chairmen and 1020 teachers in 12 Local Government Education Authorities (LGEAs) in Ekiti State Universal Basic Education Board. Data generated from the field for the study was analyzed using the Artificial Neural Network (ANN) which is a statistical package that is more reliable and that work like human brain at 0.05 level of significance. The results findings indicated R2 of 0.85; 0.68; 0.91; 0.84; 0.75; and 0.72 based on the key performance indicators to the study, and arising from the result findings, it is therefore recommended among others that: government at the various levels of governance should step up the awareness campaign of SBMC by sensitizing the citizenry on the significant of the organization in the school system. The SBMC members should be trained and re-trained from time to time on their responsibilities in the school administration in order to avert conflict of interest between them and the PTA executives operating in schools as partners in progress.

This article was designed to make a comprehensive comparative analysis of mathematics achievement for females and males at the upper primary education level. It was also aimed at investigating the extent of association between females' maths achievement and school ownership, and probing into existing gender stereotypes among the minds of schoolchildren. To this end, the article has employed both objective and subjective data-gathering instruments. The instruments were applied to 309 boys and 302 girls drawn from 10 schools (five government and five non-government) on the basis of diversified sampling techniques. The results of data analyses revealed that mathematics achievement was strongly associated with student gender, and girls' achievement was significantly lower than that of boys'. However, girls' mathematics performance did not show significant difference in government and non-government schools. Further, it was evident that traditional stereotypes, which favour male dominance in mathematical ability, were still prevalent at a modest level in the schools studied.

The education performances among the indigenous group in Malaysia are deprived. Although the Government has given serious attention and continuous efforts to improve it, its performance is far behind other groups, especially in mathematics subjects. Hence, this study would like to identify the year six students from indigenous primary school's mathematics performance. Additionally, we investigated if their perception, interest, and knowledge will influence the performance in mathematics. Eighty-six of the year six primary students from five indigenous schools in Selangor, Malaysia, participated in this study. Statistical techniques such as cross-tabulation, t-test, ANOVA, and Spearman rho correlation uses in detailed analysis. Overall, the result identified that the level of performance is low, even though they have a positive perception of learning mathematics. The result also indicated that those who have a high level of interest performed better. Finally, the study suggested that an intervention initiative at the elementary level is crucial, especially on the delivery system, involving teachers and others responsible for these students' education and welfare. Moreover, the Government should be given serious consideration in any national transformation program to ensure that indigenous peoples can stand alike with other groups in Malaysia.

ObjectivesThis study investigates ethnic differences in Key Stage 2 (KS2) reading and mathematical test scores among primary school pupils in state schools in England between 2007 and 2018. The aim is to assess the performance across ethnic categories and examine its evolution over the course of the study period.
MethodsThe analysis uses data from the National Pupil Database combining ethnicity information from school censuses with KS2 attainment data. KS2 reading and mathematical tests are taken by Year 6 pupils aged 10 to 11. Mean test scores are compared across ethnic categories, while the method of relative distribution is employed to evaluate performance in each ethnic category relative to the White British across the entire distribution of test scores in 2007 and 2018.
ResultsBetween 2007 and 2018, the reading and maths test scores of British Bangladeshi, Black African, and Pakistani pupils improved relative to the White British group. In 2018, British Bangladeshi and Black African pupils performed at a similar or slightly higher level compared to their White British peers. The advantage in test scores in the two higher performing categories, British Indian and Chinese, further increased. Attainment in the other White category remained similar to the White British group. The test scores for the Black Caribbean and Mixed White and Black Caribbean categories tended to be concentrated in the lower part of the distribution. In 2018, the proportion of mixed and non-White pupils remained largely constant throughout the reading test score distribution, while in maths, a higher proportion of mixed and non-White pupils were found among high achievers compared to other parts of the distribution.
ConclusionFrom 2007 to 2018, KS2 test performance improved relative to the White British group for some ethnic categories, while it did not for others. This paper proposes potential explanations for these differences, which are related to the volume and characteristics of immigration to England. Further empirical testing is required in future research to substantiate these explanations.

In this paper, the author examined the perception of primary school teachers about supervision exercise in Nigerian primary schools. The sample comprised 1258 (581 men, 677 women) classroom teachers who were randomly selected from 81 primary schools in Akinyele, Ona-Ara, and Ibadan South East Local Government Education Authorities, Oyo State, Nigeria. A questionnaire titled "Supervision and Quality of Instruction in Primary Schools" was administered on the sample. Frequency counts, percentages, and independent sample t - test were used to analyse the data. Results showed that fairly large sizes of the respondents were favourably disposed to supervision exercise in primary schools. Male teachers were more favourably disposed to supervision exercise than female teachers. However, generally the respondents were of the opinion that effective supervision is necessary in order to enhance the quality of instruction and to maintain standard in primary schools. The findings suggest the need for the government at all levels to strengthen supervision exercise in primary schools.

Abstract
This study examined the impact of head teachers' instructional supervision practices on teachers' performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers' classrooms visits and checking of teaching log-books (records) on teachers' job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers' and teachers. The questionnaire was administered during one of the researcher's contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers' performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers' lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

There has been an increased emphasis on providing schools with feedback on performance of learners with the aim of improving the quality of education. However, if feedback on learner performance is to be effectively used by schools, then it is important to understand what the informational needs of the schools are and whether schools can access the information. Thus, one research question is posed in this article namely: How can the current presentation of performance data captured in the school reports and feedback sessions be improved? The conceptual framework for the study draws on evaluation studies focusing on the use and usefulness of information. Methodologically, design research using mixed methods was employed. A needs analysis of what information was essential was undertaken. Six primary and secondary schools were purposively sampled to participate in the needs analysis from which the first prototype of the report and feedback sessions was developed. This needs analysis was comprised of interviews. The second phase included a sample of 22 primary and 21 secondary schools. Data for this phase was collected by means of Delphi questionnaires. The data was analysed using content analysis using a variety of coding strategies. One of the significant findings speaks to the view that schools felt the current content was appropriate but that individual school information could be included for the schools requesting additional information.Keywords: use, feedback, design research, nominal group technique, DELPHI questionnaires, reports, feedback sessions, supportDisciplines: education studies, further education studies, information studies