Remedial Programme, Cultural Support and the Attainment of Sustainable Development Goal Four in Public Senior Secondary Schools in Rivers State

Abstract

This study examined remedial programme, cultural support and the attainment of sustainable development goal four in public senior secondary schools in Rivers State,focusing specifically on remedial programme and cultural support. Two objectives, research questions and hypotheses guided the study. The study adopted a descriptive survey design. The population comprised 5,676 teachers in the 367 public senior secondary schools in Rivers State. Proportionate stratified random sampling was used to draw a sample of 374 teachers using the Taro Yamane formula, out of which 360 copies of the questionnaire (197 from male teachers and 163 from female teachers) were properly completed and retrieved. The instrument for data collection was a self-structured questionnaire titled Influence of Compensatory Approaches on Sustainable Development Goal Four Questionnaire (ICASDGFQ), validated by experts in Educational Management and Measurement and Evaluation. Reliability was established using Cronbach's Alpha, yielding coefficients of 0.76 for remedial programme and 0.78 for cultural support. Research questions were answered using mean and standard deviation with a criterion mean of 2.50, while the null hypotheses were tested using z-test statistics at the 0.05 level of significance. Findings revealed that remedial programme and cultural support both influence SDG 4 to a high extent in public senior secondary schools in Rivers State, with aggregate mean scores of 3.21 and 2.81 for remedial programme, and 3.02 and 2.77 for cultural support, among male and female teachers respectively. There was a significant difference between the mean ratings of male and female teachers on the extent to which both remedial programme and cultural support influence SDG 4. The study recommended, among others, that government should expand remedial education provision for learners who have fallen behind academically, and that school management should fully institutionalize culturally responsive practices to strengthen the attainment of SDG 4 in Rivers State.