Numeracy corners and lower basic pupils primary school pupils’ twenty-first century skills: Implications for achieving Sustainable Development Goals in Lagos state, Nigeria.

Abstract

This study examined numeracy corners and lower basic public primary school Tpupils' twenty-first century skills acquisition with their implications for achieving Sustainable Development Goals in Lagos State, Nigeria. A descriptive survey research design was used for the study. Simple random sampling technique was used to select 20 lower basic public primary schools and 60 teachers. Two research instruments, titled "Observation Schedule for Availability of Numeracy Corners and Materials" and "Questionnaire on Teachers' Perception of Numeracy Corners and Acquisition of 21st Century Skills", designed by the researchers and validated by research experts were used to collect data for the study. The instruments yielded reliability coefficients of 0.91 and 0.85, respectively. The data was collected by the researchers and some trained research assistants. The data was analysed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings revealed that numeracy corners and materials were not adequately available in the lower basic public primary schools covered. Teachers had positive perceptions on the extent to which numeracy corners promote the acquisition of twenty-first century skills. It is recommended that the federal government of Nigeria, through the Lagos State commissioner for education, should adopt a proactive approach to ensuring that provision is made for numeracy corners at each lower basic public primary school. The corners should be well equipped with learning facilities that would enhance the acquisition of twenty-first century skills.