THE INFLUENCE OF SCHOOL FACTORS ON STUDENTS’ ACHIEVEMENTS IN ENGLISH LANGUAGE IN SELECTED SENIOR SECONDARY SCHOOLS
TABLE
OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgments
Table of Contents
List of Table s
Abstract
CHAPTER I: INTRODUCTION
1.1
Background of the Study
1.2
Statement of the problem
1.3
Purpose of the study
1.4
Significance of the study
1.5
Delimitation of the study
1.6
Research Questions
1.7
Hypotheses
1.8
Assumptions of the study.
CHAPTER II: REVIEW OF LITERATURE
2.1 Introduction
2.2 Physical Resources and Academic Performance
2.3 Financial Resources and Academic
Performance
2.4 Human Resources and Academic Performance
2.5 Learning techniques and Academic
Performance
2.6 Types of Quality of the school
2.7 Factors that affect students’ achievement
2.8 Importance of English
Language to students’ achievement
2.9 School factors on students’ achievement.
2.10 Summary of Literature Review.
CHAPTER III:
METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Area of study
3.4 Population of the study
3.5 Sample of the study
3.6 Instrument for Data Collection
3.7 Validation of Instrument
3.8 Reliability of the instrument
3.9 Administration of the Instrument/Data
Collection
3.10 Method of Data Analysis
CHAPTER IV:
PRESENTATION AND ANALYSIS OF DATA
4.1 Data Analysis
4.1 Discussion of the findings 40
CHAPTER V: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Implications of the study
5.4 Recommendations
5.5 Limitations of the study
5.6 Suggestions
for further Research
References
Appendices
LIST
OF TABLES
Table
1: Total number of questionnaire,
those returned and unreturned.
Table
2: Shows the qualification of
teachers who responded.
Table
3: Shows the teaching experience of
teachers who responded.
Table
4: Analysis of Questionnaires.
This
research work is to examine the influence of school factors on students’
achievement in English Language. This in essence will investigate on how school
factors influence students’ achievement in English Language in selected senior
secondary schools in Ikere Local Area of Ekiti State. The questionnaires were
administered to ten schools (10) senior secondary schools selected from Ikere
Local Government Area of Ekiti State. The statistical and analytical techniques
used were used to calculate the total response of the teachers and students in
selected senior secondary schools. This research work confirms that school
factors affect the students’ achievement positively and negatively in English
Language as a subject in the selected schools. In conclusion the research also
suggested the appropriate recommendation, which could help, teachers and
students in intelligent and objective prediction of influence of school factors
on senior secondary school certificate level.
CHAPTER
I
INTRODUCTION
Background
to the Study
Education
is an element in stimulation of social economic development as advanced by
several government policy documents and various scholars (ROK, 2007; World
Bank; 2005; Selina 2012). According to Todaro (2004) a country which is unable
to invest in education to develop knowledge and skills of her people and
utilize then effectively in national economy will be unable to develop anything
else. (Hallack, 2001) states that education has been identified worldwide as an
important component that determines character and social economic development
of any nation.
Development
countries like United State of America and Japan have a large pool of highly
skilled human resources. This has enabled them to not only exploit local
natural resources but also to identify and negotiate for other countries
resources. Secondary school education is fundamental ingredient for creating
more important than increased capital in accounting for worker productively and
US economic growth (Smith, 2009).
Provision
of good quality education evaluated based on examination given and attainment
of students in such examinations. Examinations have been accepted by
educationalists and other stakeholders as an important aspect of any education
system (Mbatia, 2004). The important placed on examination has been
stakeholders come up with strategies aimed at improving student’s performance
in examinations (Juma, 2011).
Availability of
Physical resources in a school will greatly influence the retention power of
the school. Thomas and Martin (1996) argue, “those who work in school as
teachers and associates staff, school premises, furniture, books and premises
provide some of the means by which we transform our hopes and aspirations for
children’s education into daily learning opportunities.”
The Government of
Nigeria is committed to improving academic performance and fulfillment of her
goals as articulated in her Education Sector Support programme (ROK, 2005). The
government has on one hand established the National Examination Council (NECO)
to enhance quality deliverance of the curriculum while on the other hand,
parents are required to provide relevant infrastructure and facilities. Though
secondary schools within Ikere local government area have same catchment area
for students, they record varied results in national examination poor supply of
these resources leads to low quality attainments as reflected through
examination results. This study seeks to find out impact of school factor;
physical resources; human resources and financial resources in students
academic achievement in secondary schools in Ikere Local Government Area of
Ekiti State.
The
performance of education is evaluated and required adequate physical facilities
such as classrooms, laboratories, human resources in schools. This makes
financial resources to be a key resources in education provision (Mbatia,
2004).
(Wamakuru,
2006) asserts that the number of students exceeded the available human and
physical facilities in the 18,000 public schools. The teacher-student ratio
increased from the recommendation 1:40 students per-class to between 1:60 and
studies done on the impact of school environment and students’ academic attainment
attest to the fact that there is significant relationship between school
factors and students’ performance (Mayama, 2012; Lumuli, 2009). Several
researchers have identified factors that contribute to quality of education in
schools. These factors are classified under; school factors and non -school
factors that are external-not within school control. For instance factors such
as instructional management and teacher training have been cited as school
factors (Digolo, 2003; Eshiwani, 2007). This study seeks to find out the
achievement of school factors; physical resources, human resources, and
financial resources on students academic achievement in secondary school in
Ikere Local Government Area of Akiti State.
Statement
of the Problem
The
desire to provide quality education for all children was one of the major
objectives of the struggle for independence. As such, the government of Nigeria
is currently implementing measures to improve the quality of education in
secondary schools. Despite government measures like teacher salary increase to
boost performance, performance in some senior secondary schools in Ikere local
government has been persistently low. With persistent low academic performance
in the local government, there is need to investigate why academic performance
has remained low. This study therefore purpose to find out how school factors
have contributed to students’ achievement in English Language as evidenced by
students result.
Purpose
of the Study
The
purpose of the study was to established school factors influencing achievement
of selected senior secondary schools in Ikere Local Government Area of Ekiti
State. However, the purpose of the study is to find out.
1. The
influence of human resources on students’ achievement in English Language.
2. The
financial resources’ influence on the students’ achievement in English
Language.
3. The
extent to which physical resources influence students’ achievement in English
Language
4. The
influence of learning techniques on students’ achievement.
Significance
of the Study
The
study may be useful to the stakeholders in ministry of Education and policy
makers to establish areas that have knowledge and skill gap. It will help the
policy maker in human resources planning, allocation and disbursement of funds
to public secondary schools in the country.
The
findings of the study may assists in providing data and information for proper
planning and decision at the ministry of Education, leadership and Non Government
Organization (NAOS). Researchers will apply the recommendation of this study in
adding new knowledge in the area of study.
Delimitation
of the Study
The study focused on
senior secondary schools in Ikere Local Government. Under normal circumstances
the study would have carried out in the entire republic. The researcher
appreciated that student’s achievement is an outcome of a complex combination
of very many factors. However, this study was restricted to the influence of
human, physical and school infrastructure on students’ achievement.
Research
Questions
The study was guided on
the following Questions:
1. What
is the influence of human resources in students’ achievement in English
Language in secondary schools?
2. How do
financial resources influence the students’ achievement in secondary schools?
3. To
what extent do physical resources influence students’ achievement in secondary
schools?
4. How do
learning techniques influence the students’ achievement in senior secondary
school?
Hypotheses
Ho1: There is
no significant difference between human resources and students’ achievement in
English Language in Ikere Local Government Area of Ekiti State, Nigeria.
Ho2: Social
factors have no significant joint effect on students’ achievement in English
Language in public senior secondary schools in Ikere Local Government Area of
EKiti State, Nigeria.
Ho3: Social
factor have no significant relative contribution to students’ achievement in
English Language in public senior secondary schools in Ikere Local Government
Area of Ekiti State, Nigeria.
Assumptions
for the Study
i. Physical
human and financial resources influence students’ achievement in senior
secondary schools in Ikere local government area of Ekiti State.
ii. Secondary
schools in Ikere local government area of EKiti State are faced with challenges
in their endeavor to promote the students’ achievement in English Language.
