RELATIVE ACADEMIC PERFORMANCES OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE MATHS AND ENGLISH LANGUAGE FROM 2004 TO 2008
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RELATIVE
ACADEMIC PERFORMANCES OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE MATHS
AND ENGLISH LANGUAGE FROM 2004 TO 2008
Abstract
The study
examined the perception of students and teachers on the cause of poor academics
performance among secondary school students in Enugu North, Enugu State.
Subjects for the study were fifty (50) students and fifty (50) teachers
randomly drawn from four secondary schools in Enugu North Local Government Area
of Enugu state. Questionnaire was used to collect relevant data for the study.
Percentages
and Chi-square were used to analyze the research questions. Responses of
teachers showed that teachers’ qualification and students’ environment do not
influence students’ poor performance but teachers’ methods of teaching
influence poor academic performance. Students’ response on the other hand
showed that while teaches’ qualification and students’ environment influence
students’ poor performance teacher methods of teaching and learning materials
do not. The implications of these findings for secondary school guidance
counselors interested in counseling adolescents for good academic performance
were discussed.
CHAPTER ONE
INTRODUCTION
The
differential scholastic achievement of students in Enugu North has been and is
still a source of concern and research interest to educators, government and
parents. This is so because of the great importance that education has on the
national development of the country. All over the country, there is a consensus
of opinion about the fallen standard of education in Enugu State (Adebule,
2004).
Parents and
government are in total agreement that their huge investment on education is
not yielding the desired dividend. Teachers also complain of students’ low
performance at both internal and external examination. The annual release of
Senior Secondary Certificate Examination Result (SSCE) conducted by West
African Examination Council (WAEC) justified the problematic nature and generalization
of poor secondary school students’ performance in different school subject. For
instance, the percentage of failure compared with students who passed English
language and Mathematic between 2004 to 2008 is shown below.
Table 1: The
West African Examination Council (WAEC) performance in the senior school
certificate examination:
May/June,
2004-2008:
Mathematics.YEAR TOTAL NO OF CANDIDATE CREDIT A1- C6% PASSP7 –P8%FAIL
F9%2004101952433.9728.1634.472005105485338.2025.3634.412006114927741.1231.0924.952007124902446.7526.7224.242008104917251.1030.1020.92Source:
Statistics Office, WAEC, Enugu Nigeria (2009)Table 1: The West African
Examination Council (WAEC) performance in the Senior School Certificate
Examination: May/June, 2004-2008: EnglishYEARCREDITA1-C6%FAIL
F9%200429.5937.71200525.3636.93200634.4829.65200729.9426.54200832.8129.41Source:
Statistic Office, WAEC, Enugu, Nigeria (2009)
Poor
academic performance according to Aremu (2003) is a performance that is
adjudged by the examinee/test and some other significant as falling below an
expected standard, poor academic performance has been observed in school
subjects especially Mathematics and English language among secondary school
students (adesemowo, 2005). Aremu (2000) stress that academic failure is not
only frustrating to the students and the parents, its effects are equally grave
on the economy and politics.Education at secondary school level is supposed to
be the bedrock and the foundation towards higher knowledge in tertiary institutions.
It is an investment as well as in instrument that can be used to achieve a more
rapid economics, social, political, Technological, scientific and cultural
development in the country.
The National
policy on Education (2004) stipulated that secondary education is an instrument
for national development that fosters the worth and development of the
individual for further education and development, general development of the
society and equality of education opportunities to all Nigerian children,
irrespective of any real or marginal disabilities.
To role of
secondary education is to lay the foundation for further education and if a
good foundation for further education and if a good foundation is laid at this
level, there are likely to be no problem at subsequent levels. However,
different people at different times have pass the blame of poor performance in
secondary school to students because of their low retention, parental factors,
association with wrong pees, low achievement, low achievement motivation and
the likes (Aremu & sokan 2003; Aremu & oluwole 2001; Aremu, 2000).
Morakinyo (2003) believe chat the falling level of academic Achievement is
attributed to teacher’s non-use of verbal reinforcement strategy. Other found
out that the attitude of some teaches to their job is reflected in their poor
attendance to lessons. Lateness to school, unsavory comments about student’s
performance that could damage their ego, poor method of teaching and the like
affect pupils’ academic performance.
The question
therefore is what is the cause of this fallen standard and poor academic
performance of students?
Is the fault
entirely that of teaches or students or both of them?
-Is it that
students of today are non-achievers because they have low intelligent quotient
and a good neural mechanism, to be able to act purposefully, think rationally
and deal effectively with academic tasks?
-Or is it
because teaches are no longer putting in much commitment as before?
-Or is it in
teachers’ method of teaching and interactions with pupils?
-Or is it
poor performance of students caused by parent’s neglect, separation and
poverty?
The present study
therefore sought to find out students and teachers’ perception of the causes of
poor academic performance among secondary school students in Nigeria.
PURPOSE OF
THE STUDY
The study
sets out clearly among other things to: finding out whether there is
significant difference between methods of teaching and academic performance,
qualification or teachers and academic performance, and student’s environment
and poor academic performance.
RESEARCH
QUESTIONS
This
research will attempt to answer the following questions:
1. What is the perception of
teachers on students, poor academic performance and teachers qualification?
2. What is students perception on
teaches, qualification and students poor academic performance?
3. What is the perception of
teachers on student poor academic performance and teaches method of teaching?
4. What is students perception on
their poor academic performance and students poor performance?
5. What is the students perception
on students environment and poor academic performance?
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