PERCEPTIONS OF TEACHERS AND STUDENTS ON THE CAUSES OF FAILURE IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS
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PERCEPTIONS
OF TEACHERS AND STUDENTS ON THE CAUSES OF FAILURE IN SOCIAL STUDIES IN JUNIOR
SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education as
a social representation has always incorporated, directly or indirectly,
developments, attitudes and interrelations of both market tendencies and
dominant ideology. Social change, class differentiation, perceptions of the
role of the teacher as well as of the student in academic achievement and
failure have been expressed in many ways throughout education systems with
attributed different dimensions (Panagiotis and Efstratios, 2011).
According to
Boit, Njoki and Chang’ach (2012) the purpose of education is to equip the
individual to reshape their society and eliminate inequality. In particular,
secondary school education is an important sector in national and individual
development. It plays a vital role in creating a country’s human resource base;
an objective that has kept many worried over the spat of academic failure that
secondary school students record yearly in Nigeria (Achoka, Odebero, Maiyo and
Mualuko, 2007).
One of the
indicators of quality of education being provided is cognitive performance of
learners (UNESCO, 2005). The performance of students in secondary school Social
Studies in Nigeria has remained an issue of concern to all stakeholders
(Ajagun, 2000). The report by Ojerinde (1998) on the survey of the performance
of candidates in Social Studies in Nigeria over the years revealed a
discernible failure. This perennial failure has remained a source of concern to
Social Studies educators, school authorities, parents and students themselves
(Nnaka and Anaekwe, 2004).
Yusuf and
Adigun (2010) noted that the performance of students in Social Studies has
always been of special interest to the government, educators, parents and
society at large. It has been proved that teachers have an important influence
on students’ academic achievement in Social Studies. They play a crucial role
in educational attainment because the teacher is ultimately responsible for
translating policy into action and principles based on practice during
interaction with the students (Afe, 2001).
On personal
basis, the success or failure of a student depends upon his/her own zeal,
commitment and how studious the student is. Of course, to study is an art and
as such it requires practice. Some students study more but they fail to achieve
more. Others study less but achieve more. Success of each student definitely
depends upon hi/her ability, intelligence and effort. No doubt, regular study
habits bring their own rewards in the sense of academic success.
1.2 Statement of the Problem
Several
researchers have attempted to explore the perception of teachers and students
on the causes of failure in secondary school, leaving behind gaps that needed
to be filled. Prior studies had different dependent variables and were
conducted in different contexts which justify the need for the proposed study.
Many schools
whether public or private in Nigeria engage unqualified teachers and tutors who
lack the requisite characteristics in terms of academic competence and training
needed to transfer knowledge to their students. These teachers who ought to be
the catalyst for learning and aiding academic performance in students have
become a cog in the wheel of academic progress in the Nigerian educational
system.
Parents
while being worried by the under-achievement of their children and wards in the
junior secondary school Social Studies subject often blame the school
authorities for engaging under-qualified teachers, with little or no teaching
experience.
On the other
side of the swing, teachers do not see themselves as being responsible for
students’ failure in Social Studies but blame students for their lack of zeal,
commitment and not being studious enough. It is against this backdrop that this
research seeks to examine the perception of teachers and students on the causes
of failure in Social Studies in junior secondary school.
1.3 Purpose of the Study
The general
objective of this study is to examine the perception of teachers and students
on the causes of failure in Social Studies in junior secondary school. Other
specific objectives of this study are:
1. To explore the effect of teachers’
qualifications on students academic achievement in Social Studies in junior
secondary school.
2. To examine the relationship between
students’ study habits and academic performance of students in Social Studies
in junior secondary school.
3. To investigate the role of parental
involvement in students academic outcomes in Lagos State.
4. To examine the effect of teachers’
experience on students academic performance inSocial Studies in junior
secondary school.
5. To find out the effect of instructional
methods on students academic achievement in Social Studies in junior secondary
school.
6. To highlight the causes and implication
of students’ failure in Social Studies in junior secondary school.
1.4 Research Questions
1) Does teachers qualification has any effect
on students’ academic performance?
2) What is the relationship between students’
study habits and academic performance of secondary school students in Social
Studies in junior secondary school?
3)Is
parental involvement a significant predictor of students’ academic outcomes in
Lagos State?
4)To what
extent will teachers’ experience affect students’ academic performance in
Social Studies in junior secondary school?
5)What is
the relationship between instructional methods and students academic
achievementin Social Studies in junior secondary school?
1.5 Research Hypotheses
HO1There is
nosignificant relationship between teachers qualifications and students
academic performance.
HO2Study
habits have no significant effect on academic performance of students in Social Studies in junior
secondary school.
HO3 Parental involvement is not a significant
predictor of students’ academic
outcomes in Lagos State.
HO4 Teachers’ experience has no effect on
students’ academic
performance in Social Studies junior secondary school.
HO5 There is no significant relationship
between instructional methods and students academic achievement in Social
Studies in junior secondary school.
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