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A CASE STUDY OF SCHOOL - RELATED FACTORS AFFECTING NIGERIAN SECONDARY SCHOOL PUPILS' ACADEMIC PERFORMANCE
Abstract
A ten-item questionnaire containing various descriptions of school-related characteristic which have been found to adversely affect pupils academic performance was administered on 809 teachers and 1012 students of secondary schools from ten randomly selected states in Nigeria. The respondents ranked the characteristics in terms of their degree of effect on pupil academic performance. The result showed that lack of resource materials for teaching, instructional strategies, teacher shortages and teachers' attitude to work were rated more highly than other characteristics. The result further showed that while the teachers considered lack of resource materials for teaching as having the greatest degree of effect on pupils academic performance, the students on the other hand considered poor instructional strategies as having the greatest degree of effect on pupil academic performance.
... However, whether absence is with or without permission, the students are the losers and where it is rampant; it becomes a serious educational problem because it can affect both the quality and quantity of teaching and learning in the school. Bojuwoye (1992) while investigating factors affecting Nigerian secondary school students' academic performance reported that the pupils pointed accusing fingers at the teachers' poor instructional strategies and that both male and female teachers were unanimous in their ranking of the first three problems suggests the widespread nature of the problems and therefore their seriousness. All male (223 or 100%) and female (267 or 100%) teachers ranked lateness to lessons as the number one disciplinary problem. ...
Discipline among secondary school teachers was the main focus of this study. Its objectives were to identify the prevalent behavioural problems among this category of teachers, how their principals control the problems and discuss the implication for effective teaching and the educational system. The instruments used comprised a teachers' questionnaire and an unstructured interview with the randomly selected six principals and the regional president of All Nigeria' Confederation of Principals in Secondary Schools (ANCOPSS) from one of the states under study. The teachers sample included 490 male and female secondary school teachers from four states, Kano, Kaduna, Kogi and Niger selected through stratified random sampling techniques. The findings showed that lateness to class, absence from school with and without permission were the most common of teachers' disciplinary disorder. Selling things during school hours and embezzlement of school funds were found to be peculiar problems associated with female and male teachers respectively. It was concluded that teachers have variety of challenges ranging from social, physical, emotional, psychology and marital challenges that are above the pay may have led to the displayed behavioural problems which cause lack of commitment by teachers. It was recommended that there should be decentralization of staff room, recognition of positive performance, organizing in-service refresher courses, employment of only teachers with education bias, improvement in school's inspection, having a heart to heart discussion with teachers and students and finally acting like parents to the students while in the school. INTRODUCTION Teachers are recognized as the most important resource in the teaching-learning process. What a teacher does, does not do, how and where she teaches the students are considered very vital to learning success. The tone of the school is equally dependent on the amount or cooperation the teachers are prepared to give to the principal or the school administrator and how much cooperation the school Administrator is able to secure from the teachers through her management skills in curricular and co-curricular activities.
... The most important aspect of educational resource materials provision is in textbook production. Textbooks play a major role in the process of improving the overall effectiveness of an education system (Bojuwoye, 1992). Textbook is a very good source that students will resort to after the teacher's might have imparted the required knowledge. ...
... It affects the well being of every citizen by providing the knowledge and skills necessary to live and work efficiently in our society. The desire to use educa-tion for Nation building was and is still very compelling and so much was the faith in education that the schools of the nation were not only meant for political socialization but also for other social functions and for economic growth (Bojuwoye 2006). ...
The study investigates the demographic variables (gender, qualification, experience, school type, and locational disparity) as determinants of principal managerial efficiency in Alimosho and Oshodi/Isolo Local Government Areas of Lagos State. Simple and stratified random sampling techniques has been used to sample two federally recognised local government areas, twenty secondary schools and sixty respondents made up of principals and teachers. School Principals’ Managerial Efficency Questionnaire (SPMEQ) forms I and II were designed for the principals and teachers. Five hypotheses were tested at 0.05 level of significance. Data were analysed using t-test. The findings indicated that study variables were significant and reliable predicators of managerial effeciency. It is then recommended that principals should be encouraged and government needs to consider the role demands of principals and come to their aid where and when necessary.
A school is an environment where knowledge is acquired at various levels. The buildings or environment where this knowledge is acquired is as important as the knowledge itself. With the prevalence of secondary schools established often within residential quarters to cater to the needs of the Nigerian populace, it has become imperative that research explores the impact of building typology/environments on academic performance of students. This study evaluates this relationship within two schools in Sabon Gari Zaria; First Baptist High School and Top Spring School. A survey of 232 senior secondary school students as well as physical measurements/documentation of both schools was used to obtain the students' view of their school building, how it affects them and if their school building was built for school purposes or not. Interviews were also conducted to get more information from the students on the subject matter. The data was analyzed using IBM SPSS® 21 for descriptive statistics from questionnaire responses. Study findings reveal that performance of students would improve with the provision of adequate and conducive school environment with emphasis on facilities such as classrooms and toilets. It further revealed that good indoor air quality, good visual comfort and sufficient space within and outside learning spaces are factors that affect performance of students amongst others. The implication of these findings to designers is that the building typology (be it originally residential or institutional) plays a significant role in the overall academic performance of students in the study area.
The study examined the factors that affect students' academic achievement in Zimbabwe's rural Secondary Schools with Marimasimbe Secondary School (Gokwe South – Midlands Province) taken as a case study. The research adopted a case study methodology and the population sample was drawn from teachers, Form 3 and Form 4 students and parents in the native area. The study used maximum variation sampling for sample selection. Data was gathered through participant-observations, questionnaires, focus group interviews and documents review. The data was analyzed through graphs and simple numbers. The results show that the type of school leadership by the head, career guidance, teacher-pupil ratio, qualified and dedicated teachers as well as discipline and order are the major internal factors affecting students' academic achievement. The identified external factors are family socioeconomic status, school-community relations, distance or proximity to the school and witchcraft practices. Other findings are that boys perform better than girls at ordinary level. The researcher recommends creation of conducive school environment by school heads, taking career guidance more seriously, employment of adequate qualified teachers who are dedicated to their work, maintaining discipline and order by both parents and teachers among others.
The availability, accessibility and use of Information and Communication Technology tools for health care service delivery has been observed as the steering agents that facilitate the realization of major health care system objectives including accessibility, availability, affordability and quality of health care which are principal determinants of effective and quality health care service. This study investigated the availability, accessibility and use of ICT tools by the Primary Health Care Workers (PHCWs) including the challenges limiting the full exploitation of ICT for optimal primary health care service delivery. From the findings, limited availability, accessibility and usage of ICT tools in PHC Centres (PHCCs) were revealed. Findings also revealed that the major challenges hindering the effective use of ICT tools are lack of relevant ICT tools, erratic power supply and cost of ICT facilities. Based on the findings, recommendations are made towards addressing the challenges at the PHCCs in the study areas.
Related the size of the self-serving effect (SSE), the tendency to accept responsibility for one's successes but not one's failures, for academic self-attributions to other academic constructs in 3 studies, 2 with 5th graders (226 and 559 Ss) and 1 with 122 9th graders. Ss completed an attribution scale and a self-concept measure, and reading achievement was assessed for 5th graders. Results from the 3 studies demonstrate that the size of the SSE was larger for (a) attributions to ability and effort than those to external causes, (b) more able students, (c) students with higher academic self-concepts, (d) students inferred to have higher academic self-concepts by teachers and by peers, and, perhaps, (e) younger students. SSEs for outcomes in mathematics and reading, particularly for attributions to ability, were content specific. The content specificity of the SSE and this logical pattern of relations among the SSEs and other variables suggest that academic achievement and academic self-concept are nonmotivational influences on the SSE. (42 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examines the empirical evidence related to the notion of self-serving biases in causal attributions. D. T. Miller and M. Ross's (see record
1975-21041-001) reinterpretations of data that presumably reflect bias are discussed. The studies reviewed show relatively strong support for the causal asymmetry generally cited as evidence for self-serving, or defensive, attributions. Futhermore, a broadened self-serving bias formulation is presented, which suggests that under certain conditions, esteem needs may be best served by making counterdefensive attributions. Conditions that may be expected to elicit defensive or counterdefensive attributions are delineated. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
From research into the reliability and validity of pupils’ perceptions of teaching performance, the answers of pupils to sixteen questions are recorded. The questions and the pupils’ comments sample the areas of preparation of lessons, presentation, attitudes to pupils and general class management. In the overwhelming majority of cases the comments of pupils can be interpreted as helpful, sympathetic and constructive.
Describes the academic-occupational program where the emphasis on working with disabled students is not placed upon remedial techniques but upon the development of alternate coping strategies. Discusses the use of the homeroom concept in the implementation of this program. Describes four career orientation courses which make up the program. (RC)
This paper uses ordinary regression and multi-level analytic techniques to examine the effects of schools, teachers, and teaching processes on enhancing grade 8 mathematics achievement in Nigeria and Swaziland. A significant proportion of variance in student achievement (24% in Nigeria and 16% in Swaziland) was attributable to between-classroom/school factors. School size, class size, and length of the school year had no effect on student achievement, but teaching processes were important in both countries. However, patterns of effects differed between the two countries, suggesting caution be taken in making generalizations about the nature of effective mixes of inputs.
This study was designed to examine the impact of inservice professional development programs on dimensions of teachers' professional self perceptions among a sample of 273 Victorian teachers drawn from government and non-government, primary and postprimary schools. From measures on observed and latent variables of Professional Development and Self Perception, the results indicated that there were strong, positive effects of Professional Development on teachers' professional Self Perceptions, and particularly those concerned with indicators of Energy, Enthusiasm, and Satisfaction. The paper provides a detailed account of the methodology, and briefly discusses the policy-related implications of the findings.
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