Evaluating the efficacy of basic level standard assessment in conflict-affected regions: Initial findings from 57,473 pupils in Northeastern Nigeria

Evaluating the efficacy of basic level standard assessment in conflict-affected regions: Initial findings from 57,473 pupils in Northeastern Nigeria | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Evaluating the efficacy of basic level standard assessment in conflict-affected regions: Initial findings from 57,473 pupils in Northeastern Nigeria Jamiu S Olumoh, Audu Liman, Anton Pak, Presly R. Obukoadata, Oyelola A. Adegboye This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9088466/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract Background With the recent insecurities and violence against schoolchildren, the quality of the educational system in Nigeria has been declining, particularly in Northern Nigeria. This study aims to shed light on the situation by eliciting, describing, examining, and analyzing the foundational literacy and numeracy skills of primary school pupils. To achieve this, we have introduced the newly designed Basic Level Standard Assessment (BALSA) as part of the Strengthening Education in the Northeast States (SENSE) intervention project. The study also provided initial evidence of the effectiveness of the BALSA in addressing the educational challenges in the region. Methods A random effect-based structural equation modelling technique was used to analyze the aggregated primary surveyed data from 669 primary schools in Northern Nigeria. The data was collected using validated curriculum-based skill tests. Results The results showed significant inter-correlations between pupils' competence in literacy and numeracy subscales. Confirmatory factor analysis supported the factor structure of numeracy and literacy subscales with loadings ranging from 0.32 to 0.89. Across subscales and in both primary grades 2 and 4, the average reading score has been consistently high, and correlations between reading and other subscales were among the highest. Participants in grade 2 received the lowest scores in fractions , whereas participants in grade 4 received the lowest scores in geometry . Conclusions The study underscored the heterogeneity in educational attainment across pupil groups and highlighted the need to assess primary school students' learning outcomes when evaluating educational interventions. It is recommended that intervention projects should include research designs that account for students, school-level and teacher's characteristics. Social science/Education Health sciences/Health care Numeracy Literacy School effectiveness Multivariate multilevel analysis Structural equation modelling Full Text Additional Declarations No competing interests reported. Supplementary Files SUPPLEMENTARYMATERIALS.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 21 Apr, 2026 Editor assigned by journal 20 Apr, 2026 Editor invited by journal 31 Mar, 2026 Submission checks completed at journal 31 Mar, 2026 First submitted to journal 30 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9088466","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":627110089,"identity":"76d1a4d4-ec98-44df-8d85-48ac1c919182","order_by":0,"name":"Jamiu S Olumoh","email":"","orcid":"","institution":"American University of Nigeria","correspondingAuthor":false,"prefix":"","firstName":"Jamiu","middleName":"S","lastName":"Olumoh","suffix":""},{"id":627110090,"identity":"6525aba9-bb6a-43fc-b454-b7f7a9b13415","order_by":1,"name":"Audu Liman","email":"","orcid":"","institution":"American University of Nigeria","correspondingAuthor":false,"prefix":"","firstName":"Audu","middleName":"","lastName":"Liman","suffix":""},{"id":627110091,"identity":"2001deff-8a28-447e-a4cd-cb152d2319aa","order_by":2,"name":"Anton Pak","email":"","orcid":"","institution":"University of Queensland","correspondingAuthor":false,"prefix":"","firstName":"Anton","middleName":"","lastName":"Pak","suffix":""},{"id":627110093,"identity":"14fa76e8-8848-4547-b538-05f367f250c7","order_by":3,"name":"Presly R. 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This study aims to shed light on the situation by eliciting, describing, examining, and analyzing the foundational literacy and numeracy skills of primary school pupils. To achieve this, we have introduced the newly designed Basic Level Standard Assessment (BALSA) as part of the Strengthening Education in the Northeast States (SENSE) intervention project. The study also provided initial evidence of the effectiveness of the BALSA in addressing the educational challenges in the region.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA random effect-based structural equation modelling technique was used to analyze the aggregated primary surveyed data from 669 primary schools in Northern Nigeria. The data was collected using validated curriculum-based skill tests.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe results showed significant inter-correlations between pupils' competence in literacy and numeracy subscales. Confirmatory factor analysis supported the factor structure of numeracy and literacy subscales with loadings ranging from 0.32 to 0.89. Across subscales and in both primary grades 2 and 4, the average \u003cem\u003ereading\u003c/em\u003e score has been consistently high, and correlations between \u003cem\u003ereading\u003c/em\u003e and other subscales were among the highest. Participants in grade 2 received the lowest scores in \u003cem\u003efractions\u003c/em\u003e, whereas participants in grade 4 received the lowest scores in \u003cem\u003egeometry\u003c/em\u003e.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThe study underscored the heterogeneity in educational attainment across pupil groups and highlighted the need to assess primary school students' learning outcomes when evaluating educational interventions. 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