Speaker
Description
Mohammed, M. Y.
Umar Suleiman College of Education Gashua Yobe State Nigeria
mygadaka@gmail.com
Track: Inclusion, Equity and Digital Access
Across Africa, improving equitable access to quality education and ensuring meaningful student participation remain major priorities for building future-ready education systems. Despite various educational reforms and increasing stakeholder involvement, many schools continue to experience challenges that affect students’ educational outcomes. In Yobe State, Nigeria, concerns persist regarding students’ enrolment, attendance, retention, and academic performance in junior secondary schools. These challenges may be associated with inadequate educational resources, limited support services, insufficient school facilities, and weak community involvement in school development and decision-making processes.. The study was guided by four objectives: to determine the relationship between community participation and students’ enrolment, attendance, retention, and academic performance in junior secondary schools in Yobe State, Nigeria. A correlational research design was adopted using quantitative methods. Data were collected through a five-point Likert scale questionnaire and document review. The study population comprised 24,646 JSS III students, 1,202 teachers, 134 principals, 2,010 School-Based Management Committee members, and 1,870 Parent–Teacher Association members. A sample of 1,380 respondents was selected using the Research Advisor sampling table (2006). The instruments were validated through expert review and pilot testing, with a reliability coefficient of 0.81. Data were analysed using descriptive statistics and multiple regression at a 0.05 level of significance with the aid of SPSS. The findings revealed significant relationships between community participation and students’ enrolment, attendance, retention, and academic performance in junior secondary schools in Yobe State. The results indicate that stronger community engagement contributes to improving students’ access to education, sustained participation, school continuity, and learning achievement—key dimensions of inclusive education. The study concluded that strengthening partnerships among government, communities, School-Based Management Committees, Parent–Teacher Associations, and other stakeholders can enhance inclusive educational development and support resilient, future-oriented learning environments. The study recommends sustained community engagement initiatives and continued investment in school support structures to improve equitable educational outcomes.