CHAPTER ONE

INTRODUCTION
1.1 Background of the Study

Records are the mandatory foundation for responsible processes that help with prope

decision-making at schools (Agumya, 2019). Therefore, since records are valuable and ad

as the of every organization, they should be handled and organized in a goo manner, as

they have the potential to provide evidence and accountability for schoo administrative,

financial, and academic functions. (Obura, 2011). Every school organization should be

able to keep its records, as they are very important since the provide instructions and

valuable information for decision-making (Ngoepe, 2004).Osakwe (2011) insists that

school records include books, students' assessments, she financial records, and files

containing sensitive records, which are mostly kept in t school's offices for school

utilization and easy access. Therefore, proper recor management at schools' helps protect

vital, historical, financial, and legal records, whi facilitate the functionality of a school

(Agumya, 2019). Lobule (2015) stated that school records management practices involve

the stora retrieval, and use of records and involve systematic and scientific monitoring of

all reco that have been recorded for the purpose of school administrative functions. If

reco management practice at school is performed poorly, some school functions, such

planning and education scheme monitoring, will not be able to be accomplished intended.

Abbot (2017) also took a look at the aftermath of poor records management practices at

schools, which may be due to the poor structure and policies that guide the proper ways

of keeping records. He said further that school admission and enrolment of students had
increased over the years; hence, it has resulted in the creation of abundant records. The

increase in records at school offices calls for proper and effective records management

practices in schools. Ololube (2015) opined that records management practice at school

has played a vital role in strengthening school administration and, at the same time,

providing relevant information to ex-students for higher studies. Similarly, Nakpodiai

(2011) said school records should be seriously managed because they play an important

role in making sure that school administrative activities are done simply because records

contain administrative, evidentiary, fiscal, and legal value that plays a part in running the

school routine. School records are the school transcripts or copies of proceeding actions,

events, or other matters kept by the school manager. School records are authentic

registers and documents of transactions that are normally preserved in the school office.

Sunmola (2008) sees record management at school as very important simply because it

provides evidence that aims at achieving the school's goals. Therefore, each individual

school is required to keep records that are reliable and accurate so as to provide

accountability to the school's stakeholders in fulfilling the school's administrative

activities. School records are grouped into two categories: statutory and non-statutory

records, where statutory records are those kept in accordance with educational law and

must be produced since they may be required by Ministry of Education Officers for

further inspections, and non-statutory records are those managed for the administrative

function of the school (Sunmola, 2008). Also According to Martha (2018), she

highlighted records that are mostly managed and kept by schools, as indicated below:
Students' Attendance Register

This is the register kept in each class and section, and it contains the names of the

students enrolled in that class or section. In this book, students are called by their names

every day at the beginning of class hours to verify the students who have attended the

class and those who did not attend. In most schools, the one who is responsible for this

activity is the teacher concern; it can be a class teacher or a teacher who is on duty

(T.O.D.), but in some cases, the class monitor can also be asked to call the names and

submit that register to the office concern.

Teachers' attendance registers

Most schools keep teachers' attendance records for the purposes of identifying the time of

arrival and the time of departure for teachers. This activity is done every day, and every

teacher is required to sign in and out. This book is not recommended to be kept inside the

headmaster's office; instead, it should be kept outside of that office early in the morning

and then sent to the headmaster's office for more verification after the first session has

started.

The admission book

This book records the date of admission, full name of the student admitted, of birth date

the student, parents names, parents occupations, the date of their last attendance, and the

factors that pushed them to leave. It may also contain student index numbers, the budget

of the school, the current one, the last. This can be used to help the auditors in their

auditing activities.
Log book

This is the book that is used to record all day-to-day activities conducted at school. These

include general housekeeping, accommodation, school inspection, and student and staff

absences. All of these should be indicated in the logbook. The log book is a book

designed with the aim of indicating all the remarks of the visitors who visit the school;

those may be visitors from the ministry.

1.2 Statement of the Problem

Every Secondary School should be able to keep records of its staff and students. The

essentiality and relevancy of public records are important for preserving the rule of law

and demonstrating fair and equal treatment of citizens; without access to records, the

public does not have evidence to hold officials accountable (Gerber, 2003). Full and clear

school records can assist the school administration in keeping track of school history and

help provide evidence (Ololube 2015).

In spite of government policies, laws, regulations, and public service schemes that require

both public and private schools to keep school records for both teachers and students,

there are still many schools that are not able to keep and manage school records, which

may result in a lack of sensitive records. The failure of school management to provide

some records to support teachers and other stakeholders for their employment claim and

the failure of students to get their sensitive records on time, such as academic certificates

as as continuous assessment records, have raised some questions among the researchers

about whether the school management keeps school records (Nice Ephraim Ngasala,

2015). This may be due to inadequate retrieval tools, inefficient finding aids, Mnjama
(2005) argued that poor arrangement of records in school offices has made retrieval of

records difficult, which in turn affects school decision-making. Ruitt (2005) said a lack of

records professionals and a poor management program have all made record management

at the school level more challenging.

Therefore, given the challenges highlighted above, research will be conducted in order to

enhance and improve the effectiveness and efficiency of record management practices at

the school level.

1.3 Objectives of the Study.

The main purpose of the study is to assess the record management practices at Secondary

Schools in Chanchaga Local Government Area, Niger,

Specific Objectives

1. To identify types of records managed by Secondary Schools

2. To find out the methods used to manage records at the secondary school level

3. To identify challenges associated with record management practices at secondary

schools level.

1.4 Research Questions

1. What types of records are managed at secondary schools?

2. How do secondary schools manage their records?

3. What challenges hinder record management practices at secondary schools level?

1.5 Significance of the Study

The research will be able to give strategic opinions on how schools should practice

proper records management worldwide and in secondary schools. The School

Administrators, Teaching Staff, Students, and other Stakeholders will greatly benefit

from the findings of this research. Also, the research will aid other researchers in making

future references to their works so as to improve the credibility, effectiveness, and proper

record management practices at schools, The study is also intended to make school

stakeholders understand the benefits of proper records management practices in their

schools, from the time records are created to the deposition of the records.

1.6. Scope and Limitations of the Study

The research will consider the study coverage in three aspects, as seen below:

1. The study will focus on the assessment of records management practices at

Secondary Schools, particularly Hill Top Secondary School.

2. The study will be conducted at Hill Top Secondary School, located in Chanchaga

Local Government Area of Niger State.

3. The study is intended to be carried out over a period of five months, from March

2023 to July 2023.

1.7 Definition of Key Terms

Records

Are Recorded pieces of information that are created, received, and maintained by an

organization so as to meet its obligations or ambitions, regardless of their format or

medium.

Record Management

Topoola (2000) viewed record management as the scientific process of controlling

recorded information throughout the record life cycle, that is, record creation, active
records, semi-active records, inactive records, and final deposition of records, with the

aim of minimizing the costs associated with the record management business's operation

and the production of good information services for the client.

Records management practices

Record management practice is the area of general administrative management concerned

with achieving economy and efficiency in the creation, maintenance, use, and deposition

of records during the entire life cycle of the records.

School records

According to Osakwe (2011), "school records, official documents, books, and files

contained essential and basic information about actions and events that was preserved in

the school office for utilization and retrieval in case it was needed. Those records are kept

and handled by principals, teachers, counselors, and administrative staff.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction.

This chapter reviews the literature that relates to records and records management

especially as it relates to Secondary School in Nigeria. It is arranged as follows: The

Concept of Records; Records Management in Schools; Records Management in

Secondary Schools: Importance of Records Management in Secondary Schools and

Summary of the Review

2.2 The Concept of Records

Records are evidence of transaction on paper or any other media like audio or video

films, CDs. VCDs, DVDs, Diskettes, pictures, correspondences, etc. Managing these

involves identifying, collecting, preserving and disseminating such information

professionally. Records have a life cycle from creation i.e. (1) current. (2) semi-current to

(3) archives. At cach of these levels, there is need for collection, collation, organization,

preservation and retrieval (accessibility). The performance of the above functions

requires accommodation, staffing (i.c. professional records managers), equipment-

computers, pamphlet boxes as well as vehicles. (Adikwu, 2019).

Records are any recorded information, regardless of form or medium received and

maintained by an agency, institution or organization, or individual in pursuance of its

legal obligations or in the transaction of business of any kind (Ifedili and Agbaire 2019).

Thus records are documentary evidence of transaction made or received in pursuance of

legal obligations regardless of the physical form or characteristics of the media. They

substantiate who did what, where and when.

A record is any stored information, regardless of media or characteristics, made or

received by an organization that is evidence of its operations and has value requiring its

retention for a specific period of time. Most common organizational records include

correspondences like letters, memoranda, reports, forms or books. These may be on

paper, facsimile machines, or electronically by computer networks. Like every other

assets, records of an organization must be properly managed. Read-Smith (2020). Some

records are so valuable to an organization that they require special measures of

protection. Each record maintained by an institution falls into one of four categories used

to determine how records should be retained and the level of protection they require.

These categories are (1) Vital, (2) Important. (3) Useful, and, (4) Nonessential. Read-

Smith et al. (2020).

Vital Records are records that are very essential for the continuing operation of the

institution and are usually not replaceable. These must be well protected. Important

Records are records that assist in running an institution's business or operations and, if

destroyed, are replaceable, but only at great cost. Due to the high cost of replacement,

these should be well protected.

Useful Records are records that are helpful in running an institution's business and

operations and if destroyed can be replaced at slight cost. These have minimal impact if

destroyed. Nonessential Records are records that have no predictable value to the

institution after their initial use and should be destroyed thereafter. Professional record
managers have the responsibility of deciding what a record is and what a non-record is.

The principles and systems of records management aid in the capture, classification and

ongoing management of records throughout their life cycle. Such a system may be paper

based (library index cards) or a computer (as in electronic records management

application). As an organizational resource, records serve many functions in the operation

of an establishment such as a college library. Records represent all documentary

materials such as correspondence, forms, reports, drawings, maps, photographs, and

various physical forms, e.g., paper, cards, microfilm, tape, CD-ROM, etc., which can be

preserved for short or long periods.

National Policy on Education (2021) places responsibility for records management within

public offices on the head of the office concerned. Each public office must appoint a

departmental records management officer to plan, develop and organize the records

management program for the office. The volume of financial records in public offices has

built up over the past twenty years or so, and oral evidence suggests that financial records

are rarely destroyed. The Archives is actively assisting ministries to set up proper records

systems and advise on the disposal of in-active records. The construction of regional

records centers will assist in the storage of semi-current records.

Records management controls could be tightened if each public office could appoint a

departmental records management officer to be responsible for the records management

program, for ensuring that there are specific retention and disposal schedules appropriate

to the office and for monitoring the application of the schedules.

2.3 Record Management in Schools

Osuji (2019) observed that records are documented information generated, collected or

received in the initiation, conduct or completion of an activity and that comprises

sufficient content, context and structure to provide proof or evidence of the activity.

Specifically. Hrach (2018) defined School record as a unified, comprehensive collection

of documentation concerning all services provided to a student which may include intake

information, evaluation(s), assessment(s), release of information forms, individual

learning plan, all written notes regarding the student, all collateral information regarding

the student, etc. Chifwepa (2001) observed that a record is a documented proof of

transaction and that information is what a record contains, stores and transmits.

Hence, records do not only enable School administrators to have a clear picture of what is

available and what is required, they provide justification for certain needs and seem to

extend the memory by which persons and/or organizations can pass on their culture and

achievement to the future generation. In fact, the content and quality of School record

(such as lesson plans, report cards, etc.) can serve as a direct reflection of the amount of

work that has been expended on the School enterprise. Also, records help School

administrators and parents to keep a concise and accurate timeline of events in the life of

the pupils. Individuals may think they will be able to recollect past events, but it is easier

to use a written record. Considering the need for accumulation of data and the period of

time over which records have to be kept, large files containing large quantities of data

and information relating to an organization's employees, accounts, achievement records,

inventory, health records, etc., tend to accumulate over the years such that it often
becomes difficult and time consuming to look for a specific item of information in the

files. The most common and modern arrangement that emerges in record keeping in

recent times is computerization. This has made information and its management easy and

efficient in terms of generation. organization, storage, utilization, retrieval and even

destruction (when necessary). Although as good as this appears to be, the limiting

problems of cost and erratic power supplies appear to delimit the ability of the

educational sector (particularly in developing countries) to make effective use of this

approach.

Generally, continuous assessment is conceived as an educational mechanism where the

final grading of a student in the cognitive, affective and psychomotor domains of

behavior takes a systematic account of all performances during a period of Schooling

(Ojerinde & Falayajo, 2021). The mechanism is comprehensive in scope, as it is expected

to make use of different approaches and evaluation tools (such as tests, questionnaire,

rating scales. observation and anecdotal records) to obtain information on learners; it is

systematic in that it requires an operational plan, it is cumulative in that any decision

taken about a learner is based on earlier decisions and it is guidance oriented in that any

data gathered on the learners will serve as the basis for further academic growth and

development (Ojerinde & Falayajo, 2021;, Okpala & Utoh, 2005). In Nigeria, continuous

assessment scores contribute 60% of every terminal assessment at the primary School

level and Junior Secondary School Afolabi, (2020) and 40% of the final examination at

the Senior Secondary School level. mean scores the group (smaller variances) than those

Afolabi (2020) suggested least two times term of continuous assessment three terms
curricular areas, once term for the determination attitudes, physical health and outdoor

activities and twice year for curricular activities. Also, non-scholastic aspects the

students' characteristics personal and social qualities recommended to place a term.

Alausa (2020) identified keeping cardinal problem of continuous implementation records

be accurately and meticulously over of time form that enhance easy retrieval, if the

effective. He also posited that continuous assessment generally accompanied the use of

many more instruments evaluation and hence marking, grading and recording. Now that

the basic education last three than the former primary education, compulsory and

inclusive, record constitute stronger challenge teacher performance and educational

Nigeria where similar programs are executed.

First, nine-year UBE provides that children receive the first nine years primary School

from Junior School where expected to complete the remaining years scheme types record

keeping regimes involved. the primary School, teacher takes care of a class, and its pupil

constituents such that their assessment (cognitive, affective and psychomotor) and the

record arising therefrom can be collected and kept by the same person and later pass it on

to another single person in the next class. In the Junior Secondary School, however,

where team teaching is practiced, different teachers handle different subjects and hence

records are gathered and kept by many teachers and carried on to the next class to be

taught, examined and by yet many teachers that may all be different from those of the

previous class(s). Ultimately, both regimes together are expected to constitute a sizeable

percent of the outcome of the UBCE. Adebunmi (208) observed that on regular basis,

information on School personnel (pupils. teachers and non teachers), facilities, funds and
School activities, are collected and preserved. This collection becomes School records.

School records are, therefore, information or data which are collected on various aspects

of a School and preserved for future use. The information or data which are written

manually or electronically are preserved in books, files, diskettes and other electronic

materials. Adebunmi (2018) summarises this concept when he states that School records

include all books and files containing information on what goes on in School, who is in

the School and the type of properties owned by the School. Adebunmi (2018) School

records serve as a bank in which information is deposited and kept, with the hope of

retrieving and utilizing it in the future. Proper keeping of School records could enhance

planning process, serve as historical record, provide knowledge on students' academic

performance and facilitate Schools' financial administration. It will also provide a basis

for advisory and counseling services. School records provide raw data which can be used

by officials of education ministries for planning purpose. Data collected from School

records on pupils' enrolment and School facilities can be analyzed in order to determine

the number of teachers and other resources that would be needed by the School. Within

the School, records would enhance planning for placement of students into higher classes.

Through records, especially the log-book, the history of the School could be known.

Important events of the School are recorded in the logbook. Hence, it serves as a good

reference point for whoever intends to know the happenings in the School. In fact, it

serves as historical sources of useful information to principal's or headmaster's successor

and to outside researchers Adebunmi (2018).

School records also enables us know the term and yearly academic performance of

students. School managers will be able to determine the academic progress of the

students and take necessary precautionary measures towards improving their academic

performance. The financial status of the School could be determined through School

records. Income and expenditure of the School are entered into appropriate ledger, and,

this enhances accountability on the part of the School administrator. School records also

provide a basis for advisory and counseling services. Teachers, head teachers and School

counselors could make use of records in order to give advice on student's academic

activities. Adebowale and Osuji (2017).

Using School record as a management strategy

Fasasi (2018). School records can enhance managerial duty performances in the

following areas:

1. Planning for resource acquisition and utilization:

Resources such as teachers, non-teachers students, constitute the personnel in the School.

They are to be absorbed into the School in adequate quantity and quality. Also. facilities

that would be needed in the School should be determined by the administration. Records

such as students' admission and attendance registers, School inventories book and

teachers' register, will be consulted in order to plan for acquisition of these resources.

Their utilization should also be planned for when records are consulted.

Time is another scarce resource which needs to be well managed in order to avoid its

being wasted. School calendar, School time-table and class time-table could be used to

allocate programs, curricular and co-curricular activities of the School. Planning,

coordination, control and organizing of School activities could be enhanced through the

use of these records.

(ii) Student and Staff Personnel Service:

Records such as students' attendance register, staff time-book, staff movement book.

students' class record book, teachers' class record book, corporal punishment book, staff

personal file and, student's personal file will be administratively relevant in this situation.

When people are aware that records are being kept about them, they tend to be more

careful in their general behavior. Moreover, governnient regulations on what to do

(course content, curriculum) who to do it (personnel) when to do it (time) where to do it

(educational and how to do it (methodology, funding, and facilities required), are vital to

School management. design

(iii) Financial Management

When financial transactions are properly documented and kept in records, incidence of

fraud, overspending under spending and financial waste, will be curtailed to a large

extent. Records such as cash book, bank account book, cheque book, account ledger and

receipt for payments, are useful records for this purpose.

(iv) Improvement of Instructional Program

This could be achieved when records such as lesson plan, scheme of work and record of

work are kept. Teacher's activities could be controlled and monitored when records of

what has been done, and what should be done within a period are checked. The teacher

could be advised, praised, encouraged and directed as appropriate, Secondary Schools by

the nature of their functions generate a lot of records. Some of them are inclined to the

pupils, some to the teachers, some to the administrative functions etc. Some of these

records may have less value that may warrant their disposition immediately they are used

while some may warrant preservation for a certain period of time depending on their

value while others may warrant permanent preservation. Depending on the value of the

records generated or received, School administrators to some extent determine those to be

preserved or disposed of as the case may be especially in the absence of a policy that

guides their appraisal, retention and disposition.

Furthermore Gama (2019) opined that experience has revealed that even in School of

higher learning, records management (creation, organization, preservation, accessibility.

retention and disposition) seem to be rather difficult especially the last two aspects. A

number of records that are supposed to be retained are disposed of and those that are

supposed to be disposed of are unnecessarily retained thereby creating cumbersome

environment especially if they are not organized. This creates confusion and delay in

accessing some important records. Absence of records management policy that guides the

entire records management circle allows records managers to use their discretion as to

what to retain, how long it is to be retained or to preserved permanently and what to

dispose

2.4 Records Management in Secondary School

Secondary Schools often operate in a heterogeneous records environment they need to

manage both paper and electronic documents (Ifedili and Agbaire 2019). As a result, they

may enact different procedures and other compliance initiatives. Without standardized
processes, it is not uncommon for records management practices to differ between

departments, campuses, and even faculty within a single institution. In some cases, long-

standing paper-based procedures have not been adapted to reflect advances in technology.

Obviously, colleges and universities have to address compliance mandates. And in order

to process work efficiently. School need to be able to manage student, administrative, and

back-office records.

Establishing a records management strategy within an academic environment can be a

challenge especially if there is a misconception that students will not benefit from it.

Implemented correctly, a records management strategy can lead to improvements in

student services and overall organizational efficiencies.

Over the years, Secondary Schools in Nigeria have consistently faced increasingly

complex organizational problems in areas such as resources maximization, staffing.

procedural problems regarding planning, control and evaluation, information storage and

retrieval (Fabunmi and Isah 2020). Nwankwo, (2015) stated that modern educational

system, like other modern social and economic systems have become increasingly

complex. Educational School like the universities are not only facing complex managerial

problems, they have become complex in themselves. The complexities of educational

systems and their School, particularly in Nigeria and other developing countries, tend to

be characterized by such phenomena as, student population explosion, diversities in the

dimensions of programs and procedures. inadequacy of funds and other material

resources even in the face of inflation, conflicting models and policies adopted for
implementation. At the core of the above bewildering list of complex variables is the

problem of paucity of information as well as poor capacity for records and information

management. The School provides education to the general populace catering for diverse

fields of learning, ranging from the humanities, social sciences, arts, science and

medicine, law and education at different levels (postgraduate and undergraduate studies).

The total enrolment in these universities ranges from 5,000 in the smaller universities to

30,000 in the larger ones and still growing. Various levels of activities are conducted in

these universities ranging from ventures to academic and financial transactions. The

general disposition of people, and especially office personnel, to have little regard for

records has contributed to the poor state of records today in all of the nation's School of

higher learning.

Popoola, and Oluwole. (2020) posited that School Administrators are often concerned

with the alarming rate of misplacement or loss of vital records and the slow speed at

which needed records are retrieved from their storage. Accurate retrieval and timely

availability for use of the required information would reduce common problems of

management in School, such as: Difficulties in finding information needed to take

decisions or respond to inquiry. Delays in payment of staff emoluments and fringe

benefits Accumulation of administrative matters which ought to have been discharged,

but now causing discontent among staff, students, parents etc.

The purpose and essence of any record system is the right information in the right place

in the right order, at the right time for the right person at the lowest cost. For this feat to

be achieved, an integrated records management program is needed (Baje, 1998 in

Akporhonor and Iwhiwhu 2020) Nakpodia (2019) argues that the uncoordinated records

management program in Nigerian public service has led to inefficiency in administration

and to the loss or unavailability of vital information needed for decision-making.

As records management developed, it has also incorporated principles integral to

information science as "the means of processing information for optimum accessibility

and usability, concerned with the origination, collection, organization, storage, retrieval,

interpretation, transmissions, transformation and use of information" (Vakkari and

Cronin, 2021 in Ifedili and Agbaire 2019). Such principles are adopted by records

managers in seeking to enhance the access and use of records.

Stressing the use of technology in records management, (Egwunyega 2017) opines that

"in developing record keeping solutions, it is necessary to understand the evolution that is

taking place in the use of technology." The application of Information and

Communication Technology (ICT) to the management of records therefore, will go a

long way in making such records accessible and usable. Employee records may be

defined as "record that contain initial application forms, results of physical examination,

interviewers' notations, test scores, periodical appraisals, transfer and promotions,

disciplinary actions, releases and retiring wages, salaries, taxes paid. contributions and

similar items" (Nakpodia 2019). Some or all the following information be also included

in an employee file: full name, address telephone number, age and sex, nationality, ethnic

origin, religion, membership in trade union etc. In many organizations these records are

poorly organized and under-utilized despite the vital or important information contained
there. Akporhonor and Iwhiwhu 2020) argued that personnel records pose a particular

problem because of their "bulk. longevity, and sensitivity."

Professional literature on records management pays little attention to the subject of

managing personnel records even though these files are substantial. In comparison to

financial records, which have clear retention periods, personnel records do not seem to

have well developed retention period.

Student personnel support services are concerned with those administrative and

supervisory activities other than the classroom/buildings. The aims and objectives of

student personnel support services include among others.

(a) Assisting the government and administrators to obtain inventory of pupils/students in

the for proper planning of the School programs, staffing and provision of facilities.

(b) Keeping proper School records of admission, and progress of students in the School

and retrieving same when required. Records are important in decision making.

planning and in general administration of School. Nakpodia (2019) also summarized

the importance of student records services from the works of Anderson and Dyke

(2021); Nakpodia (2019) as follows:

1. Ensure that accurate and proper records of students' achievement during his School

are kept and to report same to parents/guardians, employers, other School for

students admission or job placement.

2. The provision of data for planning and decision making by School heads ministry

of education and other related authorities.

 3. The facilitation of continuity in the running of a School, research activities that will

promote efficiency and effectiveness.

4. To provide information needed by lecturers, staff, counselors in working with

students.

No wonder then Akporhonor and Iwhiwhu (2020) writes that records are indispensable

tools for determining the quantity and mix of human and material resources in any

organization. This record keeping enables the School administrators to know the

academic and general progress of students and also report to their parents or guardians

when necessary and to inform employers who may require certain information for their

employment when out of School. In his work Nakpodia (2019) noted that the historical

beginning of record keeping in School in Nigeria dates back to the records of the

Missionary Schools in the middle of the 19th century made up of personal diaries, reports

of School inspectors and managers, letters, circulars, reports and other documents from

government officials and administrators both in Nigeria and at the colonial office in

London.

In Nigeria, just as in America, the nature and extent of the record will vary depending

upon the purpose, setting and context of the services. However, whatever the record

maybe, it is important that the staff get familiar with the legal and ethical requirements

for record keeping in their specific professional contexts and jurisdiction. Generally,

record keeping must be guided by some level of confidentiality, proper maintenance,

security, preservation of the content and context, etc (Akporhonor and whiwhu, 2020).

Unfortunately, the Nigeria situation in the business of record keeping and management
especially in the School system has not been too successful because of lack of

management components (Omeyi, 1997 in Egwuyenga 2017). Writing in support of the

above finding. Ibiam, (2018) noted that many years of neglect had done great damage to

the education sector and record keeping is not an exemption. In his view, in Egwunyega

(2017) believes that personnel (secretaries and filling clerks) who maintain the registry

systems with filing cabinets containing the paper evidence of School business are

inadequate and in fact ignorant of their responsibilities. This calls to question the

reliability and authenticity of records kept in such a system. Giving credence to this,

Afolabi, (2018) asserted that record management practice in Nigeria has a number of

problems which may include insufficient skilled and experienced record management

personnel and possibly, low priority of record management in the scheme of things. Awe,

(2000) in Egwunyega 2017 viewed the problems in record keeping from the perspective

of these bodies-governments, School management, the staff and the students. He accused

these bodies of being responsible for unavailable/inaccurate/incomplete and dishonest

records. And according to (Egwunyega 2017), these adversely affect planning for and

provision of structures and facilities. adequate funding, proper formulation and review of

policies. Other associated problems of recording, keeping identified generally in the

educational system in Nigeria include lack of record manual and filing guidelines which

lead to loss of vital information (Egwunyenga, 2005) and inadequate computer terminals.

Others are difficulty in record retrieval and lack of appreciation by management and staff

of the need for well-controlled records.

The result of the foregoing is high profile failures in accountability. The management of

these problems would mean the development of efficient and effective options within and

between universities, this indeed requires urgent attention. Fabunmi and Isah 2020

believed there is serious training need for staff, as well as full introduction and

sustenance of computer and internet services and records management integration.

Adequate manual classification, security, storage facilities and funds are generally

recommended for good record keeping. It is hoped that if these options are adopted in the

School system, perhaps most if not all the problems associated with record keeping

would have been addressed.

2.5 Importance of Records Management in Secondary School

Records of School are any papers, books, photographs, tapes, films, recordings and other

documentary materials or any copies thereof, regardless of physical form or

characteristics, made, produced, executed or received by any department of the School or

by any academic or administrative staff member in connection with the School business,

and retained as evidence of its activities or functions because of the information

contained therein. Adikwu (2008).

Records management has well-developed concepts and methods that address critical

aspects of information management, such as: Determining how long recorded

information must be kept Complying with record keeping laws and regulations,

organizing recorded information for retrieval when needed, storing inactive records in an

efficient and economical manner and protecting records that are essential to mission-

critical business operations The necessity for keeping records is well known; it is for the
benefits of the School and individuals that are linked to it. It is useful for research and

analysis of activities performed, and for future planning.

The unreliability of the human memory therefore compels that every piece of information

should be recorded as they are obtained. The written record then becomes a permanent

document and if accurate and complete can be useful both to the institution and its clients

in any future transactions. An institution's record that is readily available on demand

enables the institution to render assistance quickly. Good records provide information

which the human memory cannot easily remember. This could enable the institution to

compare their work and their results with those of their counterparts elsewhere. Adikwu

(2008) posited that to administer any establishment, well managed records provide the

best evidence of quality services of that establishment. Good record means increased

efficiency in operation and services to the public and the capacity to answer inquiries

about the institution's work. Accurate, complete and easily accessible record is a basic

factor in promoting efficiency and service. Also accurate statistical data can only be

obtained from adequately kept and well managed institutional records.

A systematic records management program adds value to business operations by reducing

the cost of recordkeeping as follows:

- Ensuring compliance with legal and regulatory recordkeeping requirements,

thereby avoiding costly fines or other penalties

- Reducing risks in civil litigation, government investigations, and the legal

discovery process
 - Reducing labor requirements for the creation, organization, retrieval, and

dissemination of recorded information

- Minimizing storage requirements (space, equipment, and supplies) for a given

quantity of records

- Reducing the time and effort required to reconstruct vital information in the event

of disaster, theft, or other losses The practice of record management may involve:

a. Planning the information needed for an organization.

b. Identifying information requiring capture.

c. creating approving and enforcing policies and practice regarding records

including their organization and disposal.

d. Developing a record storage plan, this includes the short and long term housing of

physical records and digital information.

e. Identifying classifying and storing records.

f. Coordinating access to records internally and outside of the organization,

balancing the requirement of business confidentiality, data privacy and public

access.

g. Executing retention policy on the disposal of records which are no longer required

for operational reasons; according to organizational policies, statutory requirement

and other regulations: this may involve either their destruction or permanent

preservation in an archive. Adikwu (2019).

Records management in developing countries, and indeed Nigeria is yet to attain the level

of attention and support that it has received in countries of the developed world. All
organizations, including the School systems, especially as nearly the entire product of

administrative decision-making and service delivery are in the form of information. The

records of an organization, such as the School system, constitute her corporate memory

which supplement human memory and serve as guides for effective planning and

decision making. Records are invaluable to School administration. Thus, in order to take

advantage of past experiences, accurate records and good records keeping are the bedrock

of planning for the future in the School system. Popoola (2000) stated that information

and records management are the bedrock of business activity. If there is no information,

the management is crippled in its planning and decision-making processes. Information is

the factor input in achieving rational organizational decision-making and high quality

service delivery. It is needed to develop, deliver and assess the effectiveness of

organizational policies, make informed choices between alternative courses of action,

provide the basis for openness and accountability, protect individual rights and enforce

legal obligations Despite the importance of records management in organizations, there

are a lot of problems and constraints of records management in Nigeria, Ajewole (2001)

stated that, the problem of records management is not with records and information per se

but with those having interface and interactions with these two vital resources. The

problems of records management can be summarized into inadequate knowledge of the

life-cycles of records, inertia in implementing a form of system and information. He

identified these problems in every phase of life-cycle of records.

According to Popoola (2000), what actually keeps the civil service going in any modern

system of government is recorded information called "records," which are used for
planning, decision making, and controlling. The need for a records management program

in all organizations cannot be overstressed in the digital age.

2.9 Summary of the Review

The review discussed concepts of record defining record and records management, types

of records created with their categories as Vital, Important, Useful and Nonessential. It

also discussed the need for records management outlining the first major steps to be taken

in managing records as identifying your records, documenting your records management

policy, transitioning from paper to electronic processes, improving business processes

and student services with a records management strategy and managing records from

creation to disposition. The review also discussed records program and what it involves

like policy. retention scheduling, preservation, disaster prevention and recovery,

disposition and so on. The review also discussed some similar studies' findings as they

affect primary Schools, secondary Schools and Secondary School. Finally the review

discussed about the importance of records management in Secondary Schools which

helps these School to run away from some of these problems; Difficulties in finding

information needed to take decisions or respond to inquiry. Delays in payment of staff

emoluments and fringe benefit. Accumulation of administrative matters which ought to

have been discharged, but now causing discontent among staff, students, parents etc.

Improperly registered students in School registers and records. Inaccurate demographic

figures resulting in either lack of places/spaces for students or wastage of spaces/places

available. Inability to forward students' reports/records or release results on schedule. The

literature review highlighted aspects of records management like records creation,

distribution, storage, organization, retrieval, protection, etc which this study is all about,

and are some of the issues that would be investigated. The outcome of the study and its

recommendations would serve as a guide to correct any anomalies.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents research methodology, which include the research design.

population, sample and sampling techniques, instrument for data collection, procedure for

data collection and methods of data analysis.

3.2 Research Design

The research design adopted for study was a survey design. The rationale for the design

is that it can select sample from the target population and the inferences from the sample

could be generalized on the entire population. In a study such as this one, it's not easy to

study the entire population. The researcher used survey research method because the

target population being studied consists of deans of faculty or directors of higher

institutions, head of departments, director of management information service (MIS), and

faculty/school registry staff of the Secondary School in Niger state. The approach that

was used is what, described as sample survey in which the data in the survey are

collected through questionnaires in order to collate the data.

3.3 Population of the Study

The population of the study is fifteen (15) Secondary School in Niger State. However

since all Secondary School in the state cannot be reached. Five (5) Secondary School will

be selected at random in Minna metropolis. The population of the study consisted of

principals, Bursary Department. Head of departments, and School registry staff of the

selected Secondary School in Niger State.

3.4 Sampling and sampling techniques

The sample size was calculated using the "sample size determining for research activity

table" by (Krejcie and Morgan, 1970). In estimating the sample size, a 5 percent margin

of error (confidence interval) and 95 percent confidence level was used. The sample size

for the study therefore is one hundred and eighty five (185) for a sample population of

four hundred and eighty one (481) staffs in the selected Secondary School. The stratified

random sampling was utilized in this study. This was done by segmenting the workers

based on their job status ranging from senior staff, junior staff, contract and casual

workers. This technique is appropriate in order to ensure that every element in the

sampling frame has an equal opportunity of being selected. 3.5 Instrumentation The

instrument for the collection of the data for the study was a structured questionnaire with

guidelines on what is needed and allow them time to reflect to the questions composed by

the researcher and respondents are required to indicate their opinions on strongly agreed,

agreed, disagreed, strongly disagreed and undecided options. The questionnaire consists

of two sections, section one requires the respondents to fill in their personal information.

3.6 Validity of the instrument

The instrument was scrutinized and ascertained to be valid and reliable by the researcher

supervisors, experts in educational planning and administration, as well as a statistician.

The instrument scrutinized in order to make sure that it's relevant to the research topic

and area under investigation. The corrections and suggestions made were incorporated in

the final copy of the questionnaire administered. According to Uzoskika (2008), face

validity of survey instrument of this nature is considered adequate for its validity.
Therefore. subjected the designed instrument to face validity, the instrument is

considered valid for the study

3.6.1 Reliability of the instrument

The reliability system was tested using split half method. According to Akuczilo and Agu

(2004), this method involves the summing up the odd numbers and even items on the

questionnaires separately to a group of respondents. The split half reliability coefficient

was determined by correlating the scores on odd items of instruments against the even

items by using the Pearson Product moment Correlation Coefficient (PPMCC) of 0.93

was gotten from the reliability of instrument. The reliability coefficient of the

questionnaire was based on the requirements for internal consistency that the average

value of the correlation coefficient must be pretty high around 0.80 Ndaji (1999). (0.80

Ndoji

3.7 Procedure for Data Collection

The researcher sought for the help of two research assistants to administer the

questionnaire on the respondents. The researcher used on the spot questionnaire

administration technique because (Nwosu (1990) confirms that the percentage returns of

such questionnaire can sometimes be as high as one hundred percent.

3.8 Methods of Data Analysis

For the analysis of data, the statistical package for social sciences (spss) was used. The

statistical tools used to analyze the data include the following: descriptive analysis using

frequency tables and percentages. Also, simple linear and multiple regression analysis in

respect to the study hypothesis was used to measure the degree of the effects of
independent variables on the dependent or outcome variables. Another statistic called R-

square would be calculated based on the percentage of variations in the dependent

variable that can be explained by the independent variable.

After distributing the questionnaires, data would be collected, coded and analyzed

through the use of the Statistical Package for Social Science (SPSS). Regression analysis

and descriptive statistics would be used to validate the data. Furthermore, distribution

tables and frequency and percentages would be used for data interpretation. Also a master

data sheet will be prepared with the use of the SPSS.