THE IMPACT OF QUALITATIVE SECONDARY EDUCATION ON THE ACADEMIC PERFORMANCE OF STUDENTS IN THE SENIOR SECONDARY SCHOOLS
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THE IMPACT
OF QUALITATIVE SECONDARY EDUCATION ON THE ACADEMIC PERFORMANCE OF STUDENTS IN
THE SENIOR SECONDARY SCHOOLS
ABSTRACT
This
research examined the impact of qualitative secondary education on the academic
performance of students in the senior secondary schools. The study was a
descriptive research design of the survey type. The sample comprised of eighty
students and forty teachers from five senior secondary schools. A simple random
sampling technique was used to select the sample. The researcher designed
questionnaires which were used to gather information from respondents from some
selected senior secondary schools in Kosofe Local Government area of Lagos
State. The data collected was analyzed using frequency counts and percentage
scores. Non-parametric statistics (Chi-square,X2) was used to test the four
hypotheses stated in the research work at 0.05 level of significance. Findings revealed that adequate school
facilities did not significantly determine the performance of the students.
Secondly, that there was significant relationship between students’ learning
attitudes and the performance of the students. Thirdly, that educational
inspection and supervision made significant contributions to qualitative
secondary education. Finally, there was a relationship between teachers’
qualification and effective learning process. It was therefore recommended that
the teachers should be encouraged to pursue in-service training, seminars and
workshops in other to enhance their professional competence. Government should
recruit more qualified teachers. Parents should provide necessary equipment for
their wards.
Keywords:
inspection and supervision, teachers’ qualification, school facilities,
learning environment, students’ learning attitudes, In-service training.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The
increasing awareness of the importance of education to the upliftment of the
individual and societal standards has awakened in people and nations a
conscious effort at devoting their meager resources to acquiring qualitative
education. Also, “The strategic position of secondary education in the national
educational system has made it a target of major concern.” This was the opinion
of Segun Adeshina as far back as 1984.
According to
Adeshina (1984, P. ii) secondary education stands as a transition zone as it
receives primary school leavers and turnout pupils for post secondary
education. Cornell (2010) presents a related opinion, by saying that it is
necessary for a person to have secondary education because it is a part of the
process of gaining the right education. According to Cornell, secondary
education is vital because it does not ordinarily serve as the link between
what children already imbibed in primary school and college (secondary)
education, but also affords them with the opportunity to acquire knowledge that
assists in the development of critical and analytical thinking and that of the
understanding of the world around. Secondary education is very fundamental in
the provision of functional education to the citizens of the country.
Moja (2000)
also explains that the education that is offered at this level has two
purposes. The first is to prepare pupils to exit school with the necessary
skills to find employment and the other is to prepare them to continue with
academic careers in higher education. In view of this, Federal Government of
Nigeria (2004) in the National Policy of Education asserted that the broad aims
of secondary education within overall objectives are preparing students for
useful living within the society and preparing them for higher education.
All the
foregoing therefore suggests that secondary education is an instrument par
excellence for national development. Thus, secondary education is expected to
be of good quality and of high standard.
However, the
Nigerian school system is increasingly challenged with many complex problems.
There is a general outcry that the standards of education are falling and
morals flagging. Some blame pupils for the apparent decline in quality of
education and moral values. A thoughtful few think that they are due to the
nature of changes in all directions. Majority blame the teachers for the woes
in our schools. They are not as devoted and dedicated to the cause of education
as their predecessors. Teachers as a group blame parents and the children. They
also blame government for unattractive condition of service and poor physical
facilities in some parts of the educational system. This research project
intends not to put the blame on the educational policy or on the system. What
the research is saying is that the whole blame is on the lack of adequate educational
inspection and supervision, inadequate school facilities, lack of
implementation of quality control measure in terms of teacher – pupil’s ratio
as stipulated in the National Policy on Education.
1.2 STATEMENT OF THE PROBLEM
However, it
appears that the secondary schools are not living up to expectation in
discharging its obligation. In recent time, there is public outcry on the
persistent poor performance of students in public examination. According to
West African Examination Council (WAEC, 2007), the percentage of failure rate
for English in the past five years surpasses that of the percentage of credit
level in Senior School Certificate Examination (SSCE) conducted by it between
2001 and 2005. While in Mathematics, a fluctuating trend was recorded by the
candidates within the years. Besides, Saturday Punch Newspaper of September 27,
2008 showed that out of a total of 1,369,142 candidates that sat for West
African Senior Certificate Examination (WASSCE) in Nigeria in 2008, only
188,442 representing 13.76% obtained five credit passes and above in English
Language, Mathematics and three other subjects. While 947,945 candidates
representing 83% failed the examination. Also, many students engage in all
forms of malpractices, parents registering their children or wards for ‘Special
Centres’. There is also disappearance of traits like honesty, hardwork,
punctuality, self-denial and self discipline which are necessary conditions for
effective citizenship in the secondary schools.
It has been
observed that very few graduates of secondary schools these days cannot
communicate effectively, have poor mastery of English Language, lack required
technical skills, oral and written communication, lack requisite knowledge of
handling administrative positions.
In addition,
there is the challenge of professionally qualified teachers. According to Egwu
(2009), there are alarming differences between teachers certified
qualifications, their actual teaching competence and performance on the job.
Moreover,
there is also lack of modernized and adequate teaching and learning facilities
like teachers’ instructional materials, laboratories, library, well-equipped
classroom, and office furniture, etc.
1.3 PURPOSE OF THE STUDY
These
specific objectives are:
(i) To investigate the extent of
the contributions of adequate school facilities on the performance of the
student.
(ii) To determine the extent to which
the students’ learning attitudes affect the performance of the students.
(iii) To examine how educational
inspection and supervision bring about qualitative secondary education.
(iv) To identify the relationship between
teachers’ qualification and effective teaching-learning process.
1.4 RESEARCH QUESTIONS
i. What are the
contributions of adequate school facilities on the performance of the student?
ii. Does students’ learning
attitude affect the performance of the students?
iii. Does adequate educational inspection and
supervision bring about qualitative secondary education?
iv. What is the
relationship between teachers’ qualification and effective teaching learning
process?
1.5 RESEARCH HYPOTHESES
Ho1: There is no significant relationship
between adequate school facilities and the performance of the student.
Ho2: There is no significant relationship
between students’ learning attitude and the performance of students.
Ho3: There is no significant relationship between
educational inspection and supervision and qualitative secondary education.
Ho4: There is no significant relationship
between teachers’ qualification and effective learning process.
1.6 SIGNIFICANCE OF THE STUDY
This
research is of significant benefit to teachers, Government, pupils and students
as well as the society at large and also educational planners.
The research
will help the pupils and students to be able to learn effectively and
intelligently, the government will try to prioritize education projects by
funding them, teacher will improve on themselves by acquiring necessary
professional skills even as good remuneration for them is being worked out, the
schools will begin to excel in their examinations, the quality of education
will be highly improved, corruption will be reduced and some with proven
integrity will be raised higher.
1.7 SCOPE AND DELIMITATION OF STUDY
This study
is focused on the impact of qualitative secondary education on the academic
performance of students in the senior secondary schools. The study is limited
to five secondary schools in Kosofe Local Government Area of Lagos State.
1.8 DEFINITION OF TERMS
It is
essential to define the terminologies used in this paper because scholars’ view
of related concept may greatly differ. Abercrombie (1974) stressed the need for
definition of terms when he asserted that “The use of word with so many
meanings give rise to confusion both in trying to communicate ambiguously with
each other and in attempting to think clearly themselves”. Based on this
assertion, the following terms are defined as used in the context.
Quality
This is a
degree of excellence, a distinguish attribute and a peculiar and essential
character of an inherent feature.
Input
It refers to
school related factors such as curriculum content, textbooks, and learning
materials, teachers, parents and the community.
Output
Refers to
students who have received required level of education.
Outcome
This refers
to the desired result to be shown forth or expected from the students who have
undergone a level of education like good citizenship, healthy behaviour, etc.
Process
This
includes school climate and teaching/learning encounter which include
leadership expectation, teacher’s attitude and environment that is safe and
gender sensitive and autonomy among others.
Quality
Assurance
This is a
holistic method of identifying and resolving problems within the educational
system in order to ensure continuous quality improvement.
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