EDUCATIONAL SERVICES, TEACHER QUALITY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS, NORTH CENTRAL ZONE, NIGERIA
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EDUCATIONAL
SERVICES, TEACHER QUALITY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR
SECONDARY SCHOOLS, NORTH CENTRAL ZONE, NIGERIA
ABSTRACT
Educational
services refer to the services available for teachers to improve their quality
and promote teacher effectiveness in the school system, while teacher quality
is a degree of excellence especially as it relates to high level of competency
and worth of teachers. Specifically, the study examined the extent to which
provision and utilization of educational services relate to teacher quality and
students’ academic performance.
Correlational
survey design was adopted and it was conducted ex-post facto. Simple random
sampling technique was used to select 3,360 participants out of 8,800 target
population, (3080 teachers and 280 principals). The respondents were selected
from 280 (35%) Schools out of the 800 Public Senior Secondary Schools in the
North Central Zone, of Nigeria as at the time of this study. Three
researcher-designed instruments, namely, Availability of Educational Services
Questionnaire (AESQ), Teacher Quality Assessment Questionnaire (TQAQ), and
Students’ Academic Performance Proforma (SAPP), were used to collect relevant
data for the study. The instruments were validated by six experts in Educational
Management, Science Education, Measurement and Evaluation and Statistics. The
coefficients of reliability of AESQ and TQAQ after a three week test-retest
were found to be 0.75 and 0.78 respectively. Six research questions and nine
hypotheses were formulated and tested. Means and Percentage were used to answer
the research questions raised. Multiple regression analysis was used to test
the main hypothesis. In addition, Pearson Product Moment Correlation
Statistical Methods were used to test the operational hypotheses, all at 0.05
significance level.
The findings
revealed that provision of library service, computer services and education
resource centers services were found to be grossly inadequate (22%, 37% and
38%) as indicated by the teacher responses. The average success rate of
students in West African Senior Schools Certificate Examinations (WASSCE) from
2004 to 2008 was 12.0%. The Fitted Multiple Regression Model was significant at
α = 0.05, indicating that there was significant relationship among educational
services, teacher quality and students’ academic performance (p-value <
0.05, R2 = 0.51). The hypotheses tested indicated that there was significant
and positive relationship among the provision of library services, supervision
of instruction, teachers’ in-service training and students academic performance
(r=0.54, p < 0.05 and r=0.52, p < 0.05 and r = 0.70, p < 0.05)
respectively. The results further showed that there was a significant, positive
and strong relationship among the use of computer aided instruction, education
resource centre services, teacher academic qualification and students’ academic
performance (r = 0.54; p < 0.05; r = 0.80, p < 0.05 and r = 0.53, p <
0.05) respectively. The result further indicated that there was a significant,
positive and strong relationship among teachers’ professional qualifications,
teachers’ experience and students’ academic performance (r = 0.71, p < 0.05
and r = 0.73, p < 0.05) respectively.
The
implication of these findings was that students’ academic performance cannot be
determined with a single factor of teacher quality alone but may be determined
by the extent to which a combination of educational services are concurrently
provided for them. Based on the findings of this study, it was recommended,
among others, that old students’ association, philanthropists and well meaning
individuals in the society should assist in the provision of essential
educational services like libraries and computer laboratories for effective
teaching and learning. Also the acquisition of computer skills should be the
basis for promotion for secondary school teachers. Periodic review of
remuneration of teachers should be given top priority but it must be based on
teachers’ and students’ performance.
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