Ewa, Moses Apie PhD

Department of Educational Foundations and Childhood Education, Faculty of Education, Cross River University of Technology, P.M.B. 1123, Calabar, Nigeria

Nigeria’s education commits to the building of a just and egalitarian society. Social promotion is a 21st century approach in education that tends to favour no child left behind in schooling. The concept is framed around the principle of egalitarianism whereby provisions for education are such that can guaranty equal opportunities for all children to achieve in school through effective teaching and learning. Consequently, a simple regression was therefore conducted to examine whether social promotion significantly predicts learner achievement in public primary schools in Cross River State, Nigeria. Three research hypotheses were formulated to guide the research. 20,000 pupils, including 10,000 boys and 10,000 girls, were purposefully recruited from 50 schools for the study. The social promotion and achievement in school questionnaire (SPASQ) was used to generate data. Based on the notion of social justice, data was statistically analysed via SPSS. The results indicate that effective teaching, effective learning and automatic promotion significantly predict learner achievement in school. It is therefore recommended that provisions should be made to foster recruitment of qualified and competent teachers and a supportive learning environment, and social promotion should replace the merit-oriented examination to produce a process that can facilitate achievements for all children in school.

social promotion, achievement, children, primary school, Nigeria.

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VOLUME 06 ISSUE 03 MARCH 2023

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