RELATIVE ACADEMIC PERFORMANCES OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE MATHS & ENGLISH LANGUAGE FROM 2004-2008 (A CASE STUDY OF ENUGU NORTH L.G.A)
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RELATIVE
ACADEMIC PERFORMANCES OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE MATHS &
ENGLISH LANGUAGE FROM 2004-2008 (A CASE STUDY OF ENUGU NORTH L.G.A)
Abstract
The study
examined the perception of students and teachers on the cause of poor academics
performance among secondary school students in Enugu North, Enugu State.
Subjects for the study were fifty (50) students and fifty (50) teachers
randomly drawn from four secondary schools in Enugu North Local Government Area
of Enugu state. Questionnaire was used to collect relevant data for the study.
Percentages and Chi-square were used to analyze the research questions.
Responses of teachers showed that teachers’ qualification and students’
environment do not influence students’ poor performance but teachers’ methods
of teaching influence poor academic performance. Students’ response on the
other hand showed that while teaches’ qualification and students’ environment
influence students’ poor performance teacher methods of teaching and learning
materials do not. The implications of these findings for secondary school
guidance counselors interested in counseling adolescents for good academic
performance were discussed.
CHAPTER ONE
INTRODUCTION
The differential scholastic
achievement of students in Enugu North has been and is still a source of
concern and research interest to educators, government and parents. This is so
because of the great importance that education has on the national development
of the country. All over the country, there is a consensus of opinion about the
fallen standard of education in Enugu State (Adebule, 2004).
Parents and government are in total
agreement that their huge investment on education is not yielding the desired
dividend. Teachers also complain of students’ low performance at both internal
and external examination. The annual release of Senior Secondary Certificate
Examination Result (SSCE) conducted by West African Examination Council (WAEC)
justified the problematic nature and generalization of poor secondary school
students’ performance in different school subject. For instance, the percentage
of failure compared with students who passed English language and Mathematic
between 2004 to 2008 is shown below.
Table 1: The
West African Examination Council (WAEC) performance in the senior school
certificate examination: May/June, 2004-2008: Mathematics.
YEAR
TOTAL NO OF
CANDIDATE
CREDIT
A1- C6%
PASS
P7 –P8%
FAIL F9%
2004
1019524
33.97
28.16
34.47
2005
1054853
38.20
25.36
34.41
2006
1149277
41.12
31.09
24.95
2007
1249024
46.75
26.72
24.24
2008
1049172
51.10
30.10
20.92
Source:
Statistics Office, WAEC, Enugu Nigeria (2009)
Table 1: The
West African Examination Council (WAEC) performance in the Senior School
Certificate Examination: May/June, 2004-2008: English
YEAR
CREDIT
A1-C6%
FAIL F9%
2004
29.59
37.71
2005
25.36
36.93
2006
34.48
29.65
2007
29.94
26.54
2008
32.81
29.41
Source:
Statistic Office, WAEC, Enugu, Nigeria (2009)
Poor academic performance according
to Aremu (2003) is a performance that is adjudged by the examinee/test and some
other significant as falling below an expected standard, poor academic
performance has been observed in school subjects especially Mathematics and
English language among secondary school students (adesemowo, 2005). Aremu
(2000) stress that academic failure is not only frustrating to the students and
the parents, its effects are equally grave on the economy and politics.
Education at
secondary school level is supposed to be the bedrock and the foundation towards
higher knowledge in tertiary institutions. It is an investment as well as in
instrument that can be used to achieve a more rapid economics, social,
political, Technological, scientific and cultural development in the country.
The National policy on Education (2004)
stipulated that secondary education is an instrument for national development
that fosters the worth and development of the individual for further education
and development, general development of the society and equality of education
opportunities to all Nigerian children, irrespective of any real or marginal
disabilities.
To role of secondary education is to lay the
foundation for further education and if a good foundation for further education
and if a good foundation is laid at this level, there are likely to be no
problem at subsequent levels. However, different people at different times have
pass the blame of poor performance in secondary school to students because of
their low retention, parental factors, association with wrong pees, low
achievement, low achievement motivation and the likes (Aremu & sokan 2003;
Aremu & oluwole 2001; Aremu, 2000).
Morakinyo (2003) believe chat the falling level
of academic Achievement is attributed to teacher’s non-use of verbal
reinforcement strategy. Other found out that the attitude of some teaches to
their job is reflected in their poor attendance to lessons. Lateness to school,
unsavory comments about student’s performance that could damage their ego, poor
method of teaching and the like affect pupils’ academic performance.
The question
therefore is what is the cause of this fallen standard and poor academic
performance of students? Is the fault entirely that of teaches or students or
both of them? Is it that students of today are non-achievers because they have
low intelligent quotient and a good neural mechanism, to be able to act
purposefully, think rationally and deal effectively with academic tasks? Or is
it because teaches are no longer putting in much commitment as before? Or is it
in teachers’ method of teaching and interactions with pupils? Or is it poor
performance of students caused by parent’s neglect, separation and poverty? The
present study therefore sought to find out students and teachers’ perception of
the causes of poor academic performance among secondary school students in
Nigeria.
PURPOSE OF
THE STUDY
The study sets out clearly among
other things to: finding out whether there is significant difference between
methods of teaching and academic performance, qualification or teachers and
academic performance, and student’s environment and poor academic performance.
RESEARCH
QUESTIONS
This research will attempt to answer
the following questions:
1. What is the perception of
teachers on students, poor academic performance and teachers qualification?
2. What is students perception on
teaches, qualification and students poor academic performance?
3. What is the perception of
teachers on student poor academic performance and teaches method of teaching?
4. What is students perception on
their poor academic performance and students poor performance?
5. What is the students perception
on students environment and poor academic performance?
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