FACTORS AFFECTING THE PERFORMANCE OF STATE SENIOR SECONDARY SCHOOL STUDENTS IN ECONOMICS IN EDUCATION
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FACTORS AFFECTING
THE PERFORMANCE OF STATE SENIOR SECONDARY SCHOOL STUDENTS IN ECONOMICS IN
EDUCATION
ABSTRACT
This study
examined the factors affecting the academic performance of state senior
secondary school students in Economics in Education District IV of Lagos State.
In carrying out this study, the sample survey design was adopted. The
population of the study covered the entire students of the Public or State
Senior Secondary Schools in Education District IV of Lagos State. A sample of
300 students was selected for the study using the simple random sampling
technique. Two research instruments were designed to collect data for this
study. These instruments included a questionnaire structured by the researcher
for the students and a forty-item objective achievement test on Economics. The
samples of the instruments were shown to the research supervisor for validation.
A pilot test was conducted using some copies of the instruments; and the
Split-half statistical method was employed to determine the reliability
coefficients of the instruments and the instruments were found reliable at 0.63
and 0.58 coefficients. The data collected on the demographic features of the
respondents were presented in percentage tables and interpreted respectively;
whereas the data generated from the responses of the respondents to the
questionnaire items and their scores from the achievement test were used to
analyze the four the research questions and test the four hypotheses posited
for the study, using percentages, mean and one-way analysis of variance
(ANOVA). The study result showed that the home, school and classroom
environmental factors, as well as socioeconomic factors have significant
influence on state senior secondary school students’ performance in Economics.
Accordingly, it was suggested among other things that government and secondary
school administrators should ensure that secondary schools are provided with
adequate relevant and appropriate physical and material resources needed to
aggrandize both the school and classroom environments for effective teaching
and learning.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Education is
a social service that is provided for the general population of a country for
the enlightenment of the people. Through education skills are acquired; and
this enables a country to develop. In Nigeria, like so many other developing
countries of the world, there is always strong faith in education as the key to
economic progress and political stability. Education constitutes the major
engine for sustainable human development as well as the fulcrum around which
every activity revolves. Bell (2003) posits that no nation can rise beyond its
educational level. Indeed, nations that have achieved feats in the world
heavily rely on the instrumentality of education (Obianime and Nwachukwu,
2006). This is because through education individuals acquire useful and
relevant knowledge, skills and attitude that enable them to live meaningful and
contributive life in the world. As a result, education liberates the
beneficiaries from ignorance, poverty, redundancy and disease.
Nevertheless,
there will be no provision of qualitative education without efficient
educational system that guarantees effective teaching and learning (effective
implementation of the curricula of education) in schools at all levels of the educational
system. This is because through teaching the curriculum as related to every
educational level is interpreted into ideas, skills and attitude by the
teachers and transferred to the learners. When this process is effectively
carried out, better learning outcomes and performance on the part of the
learners is achieved. This is because the real essence of teaching is to
transmit and internalize the educational values and ideas, which are
recommended in the National Policy on Education (2004).
In Nigerian
schools, especially secondary schools, it is expected that apart from brilliant
performances in the various subjects taught by teachers; creativity,
self-reliance and independence of mind, nationalistic outlook and freedom from
mental colonization should as well manifest as learning outcomes in the lives
of the students from that level of education. The above fundamental issues are
not peculiar with Nigerian schools only. But, in a rapidly changing world with
its complex and complicated schooling phenomena, scholars who are concerned
with educational development have been hammering on the ever-intriguing issues
of failure of Nigerian educational quality and students’ poor academic
performance.
For
instance, Okam (2002) notes that on aggregate the performance of secondary
school students in economics in placement examinations like WAEC and NECO has
been dwindling every year. Other scholars (Lanham, 1999) who have the same view
with Okam have tried to ascribe this decline in students’ performance in economics
and other relevant subjects to poor school physical facilities, outdated books
in the libraries, ill-equipped laboratories, antiquated workshops, abandoned
classroom blocks, unmotivated shabby hungry looking teachers, non-availability
of instructional materials and inadequate availability of classroom based
furniture and materials.
However,
today in Lagos State, the government of Babatunde Fashola has taken a
conspicuous policy action that had resulted in the renovation of the physical
facilities in almost all the public primary and secondary schools in Lagos
State, as well as provided them with adequate school and classroom based
infrastructure. Some of the schools are even blessed with Information and
Communication Technology (ICT) facilities. The teachers are also not left
behind as they have as well received a little financial motivation. But all the
above positive changes in the state schools according to recent report of
Damole (2011) have not made any obvious increase in the performance of the students
in their various subjects or in their placement examinations. It is against
this background that this study attempts to examine the factors that are really
affecting the academic performance of state secondary school students with
particular reference to economics.
1.2
Statement of the Problem
Many authors
(Obianime & Nwachukwu, 2006) have attempted to examine the factors
affecting the academic performance of secondary school students in economics.
But none of them has made a holistic effort to capture in one study the entire
factors affecting students’ academic performance in the subject. Some of the
authors even studied only one factor as independent of students’ academic
performance in economics. In addition, most of the authors conducted their
studies at the state level without involving many of the secondary schools and
students in the local education districts. This study therefore intends to
close the above gaps by focusing on the secondary schools and students at the
local education districts; and also by studying holistically the entire
supposed factors affecting students’ academic performance in economics under
four groups of socioeconomic factors home, school and classroom environmental
factors.
1.3 Purpose
of the Study
This study
examined the factors affecting the academic performance of state senior
secondary school students in economics. Based on this main objective, this
study sought to:
1. examine the influence of home
environmental factors (parents’ educational background, level of parents’ value
and preference for education, level of parents’ income, provision of home
lesson, quality home accommodation and space, etc) on state senior school
students’ academic performance in Economics;
2. assess the effect of school environmental
factors (principal’s leadership style, school policies, tone of school climate;
quality and quantity of available physical facilities, level of personnel
motivation and supervision, level of social and extra-mural activities in
school, etc) on state senior school students’ academic performance in
Economics;
3. ascertain the extent to which state senior school students’ academic
performance in Economics is influenced by classroom environmental factors
(teaching methods used by teachers, level of instructional resources provided
for teachers, teacher gender, level of student-teacher cordial relationship,
etc); and
4. examine the effect of socioeconomic
factors (level of societal value for education, students’ religious and
cultural backgrounds, level of unemployment, government’s economic welfare
policies, students’ involvement in off-school social activities, etc) on state
senior school students’ academic performance in Economics.
1.4 Research
Questions
In order to
achieve the above objectives, the following questions were raised to guide the
process of this study.
1. Do home environmental factors lessen state
senior secondary school students’ performance in Economics?
2. Could public senior secondary school
students’ performance in Economics be frustrated by school environmental
factors?
3. Is the state senior secondary school
students’ performance in Economics being reduced by classroom environmental
factors?
4. Could public senior secondary school
students’ performance in Economics be lessened by socioeconomic factors?
1.5 Research
Hypotheses
The
following hypotheses were posited for testing during this study.
1. Home environmental factors do not have
significant influence on state senior secondary school students’ performance in
Economics.
2. Public senior secondary school students’
performance in Economics is not significantly affected by school environmental
factors.
3. Classroom environmental factors do not have
significant influence on state senior secondary school students’ performance in
Economics.
4. Public senior secondary school students’
performance in Economics is not significantly affected by socioeconomic
factors.
1.6
Significance of the Study
This study
will be of great value to the Federal and state Ministries of Education as it
will reveal to them the various weak areas needing policy actions to strengthen
teaching and learning at the secondary schools in order to achieve the expected
performance among the students.
Also, for
this study to examine the factors affecting state secondary school students’
academic performance in economics in Education District IV of Lagos State, the
results are expected to be another contribution to existing literature and body
of knowledge on the influence of the home, school, classroom and socioeconomic
factors on state secondary school students’ performance.
While
previous studies have generally addressed and evaluated specific impacts of
selected factors affecting secondary school students’ learning and experiences
in many other areas in Lagos State, little effort has been devoted to secondary
schools’ learning outcomes and factors affecting it in the Education District
IV of Lagos State, hence, this study is an effort that has covered this gap.
The study
will also be a reference document for other students carrying out research on
the same or similar topic.
1.7 Scope of
the Study
This study
focused on examining the factors influencing the academic performance of
secondary school students. The factors were grouped under home, school,
classroom and societal environmental factors. This study was limited to
Education District IV of Lagos State; and covered only the public secondary
schools in the district. In addition, only the students were involved in the
study.
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