INFLUENCE OF GOVERNMENT RETURN OF MISSION SCHOOLS ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SCHOOL CERTIFICATE EXAMINATIONS
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INFLUENCE OF
GOVERNMENT RETURN OF MISSION SCHOOLS ON STUDENTS’ ACADEMIC PERFORMANCE IN
SENIOR SCHOOL CERTIFICATE EXAMINATIONS
ABSTRACT
Prior to
independence in Nigeria, individuals, corporate bodies, religious group and
government jointly and severally had input in the area of education. But with
the dawn of military ascendancy and the corridors of power take-over of mission
school was unleashed on the educational sector. Several years have gone by and
we are trying to pick-up our broken pieces.
This work is
an attempt to look into effects of government return of mission schools in
Enugu State as a way of helping to chart a new course in the area of education.
The problems
encountered by the government ownership before the return of mission schools
were outlined and the various solutions to each of the problems were provided
to ensure that the standard of education in the mission schools was improved
upon. The study was conducted in three mission secondary schools in Enugu State
with the population being 120, comprising of the principals, teachers and the
students in the mission schools.
The
preferred statistical tool adopted for the data collection was questionnaire
which was administered to the respondents and was later collected for analysis
and observations. The mean score method was used in computing the data
collected.
From the
analysis of the data collected, it shows that the return of school to mission
owners has helped to stem the tides of examination malpractice, reduce
indiscipline and also expose the students to religious activities.
Hence, the study was concluded with
the agreement that the return of mission schools to Enugu State on the
students’ academic performance in senior school certificate examination has
brought more positive changes in the educational system.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Expressed
briefly and clearly, school could be viewed as an institution or an educational
platform dedicated to teaching and learning. To this effect, schools are
veritable instrument at the disposal of the society entrusted with the arduous
task of transmitting, broadening and preserving the whole gourmet or deposit of
existing body of knowledge. This deposit of knowledge includes socio-cultural
gains, traditions, political, economic and scientific achievements. The schools
help the society to transmit these deposits from generation to another.
In effect,
the progress or retrogression of any given society is directly proportional to
the quality of its educational endeavors. It follows then that any valuable and
holistic assessment of educational achievement within a given society must of
necessity begin with the assessment of the dynamics of the quality of the
educational super structure and inter-play of events.
Mission
schools from the dawn of European appearance of the Nigerian educational
horizon have proved to be a force to be reckoned with. Mission schools have
shown her conviction in general education and formation of man.
According to
Ome (2012), the church through the school participates in the dialogue of
culture with her own positive contribution to the cause of the total formation
of man.
Furthermore,
he noted that the absence of the catholic school would be a great loss for
civilization and for the natural and supernatural destiny of man.
Our schools
in general and education at the secondary school level in particular are
important to the extent that they produce or prepare citizens to be responsible
and capable of being functionally integrated or assimilated into the
productivity chain of the society. Schools have proved to be a double-edged
sword. It can be an agent of transformation and change when managed
effectively. If it is hijacked and mismanaged, it could become an agent of
chaos, instability and destruction. The outcome of school products is hence
dependent on management of various factors.
The
discomfort and instability palpable within the Nigerian society speaks volume
about the dwindling fortunes in our educational sector. The fallout arising
from the publication of 2012/2013 WAEC, GCE and NECO results which shows a 90%
failure in English Language and Mathematics is but an eye opener.
Accordingly,
parents, religious groups, government and other stake holders are of the
opinion that we must know where the evil rain started to encounter us before we
will know where and how it will stop. The point of convergence of the crisis,
many maintain that it lies with the government take-over of schools from the
mission in 1975.
1.2 Statement of the problem
The question
that begs for an urgent answer is when and where did it all begin? Where lies
the point of prevarication? How and when did we arrive at this present
quagmire?
The answer
from all indication is not farfetched. The trajectory of our educational
down-turn is to be located squarely in the politics that emasculated education
sector soon after attainment of independence. Just few years into the story and
euphoria of independence, Nigeria was engulfed in a bitter civil conflagration.
It is crystal clear that education was one of its causalities. Indeed she was
hardly hit.
Put
differently, there is no gain saying the fact that the Nigerian-Biafran civil
war consumed much of the nation’s educational superstructures that were still
at infant stage. The greatest part of the civil destruction of lives and
properties were recorded in the Eastern Nigeria. Reason being that the East was
the amphitheatre of the war that lasted for more than 36 months. Secondary
education suffered terribly as a result of this civil altercation. Schools were
converted into barracks with chairs and reading desks used as firewood.
The military
take-over of mission schools did not help matters in our educational down turn.
In fact, that action was the last straw that broke the camel’s back. Education
in Nigeria in general and secondary education in particular has defied all
remedies and is yet to recover ever since from the military salvo.
The embers
of arguments are yet to pitter out. It is maintained in many quarter that the
then military government under General Gowon whose formal training is to cock
and shoot guns with not properly articulated quest for unity, attitudinal
change, character modification, new orientation and national cohesion dabbled
into an area not trained for. Arguments adduced for government take-over of
mission schools are indeed lame and jaundiced. The aims which the government
set out to achieve have remained a pipe dream. In fact government have
swallowed the pestle and have been sleeping standing ever since.
Though in
its entire entirety, government take-over of schools may not be totally bad.
Many schools of thoughts are convinced that it was vindictively and ill
conceived, maliciously packaged and delivered to perpetually punish some
pre-conceived enemies.
The hasty
and haphazard manner through which some mission schools are being returned
still leaves more to be desired. We may not yet sing our “nunc dimities” in
Enugu state with the return of mission schools. It is the concern of this
project to see or x-ray the performance in external examinations by some of
these government returned schools.
1.3 Research
Question/ Hypothesis
The basic
superstructure of the research question or the fulcrum upon which the
hypothesis are the under listed questions. They are as follows
1. To what extent can the return of mission
schools help in revamping the fortunes of secondary school students?
2. To what extent have the infrastructure
fortunes of these schools been contributing to the poor academic performance of
students?
3. To what extent have the change of baton in
terms of ownership and administration impacted or helped to stem the tides of
examination malpractice?
4. To what extent can improved supervision,
enhanced enumeration and protection of stakeholders in post primary schools
help to promote academic performance in returned mission schools?
1.4Purpose
of the study
The purpose
of the study was to x-ray the influence of government return of mission schools
in Enugu State on secondary school students’ academic achievement in senior
school certificate examinations.
The specific purposes of the study were
to:
1. Identify the extent to which the return of
mission schools can help to revamp the fortunes of secondary school students.
2. Ascertain the extent to which the
infrastructure fortunes of these schools contributes to the poor academic
performance of the students.
3. Investigate the extent to which the change
of baton in terms of ownership and administration impacted or helped to stem the
tides of examination malpractice
4. Ascertain to what extent improved
supervision, enhanced enumeration and protection of stakeholders in post
primary schools can help to promote academic performance in the returned
schools.
1.5
Significance of the study
The not
far-fetched significance of the study is to help policy makers in formulating
ideas that will help resurrect or revamp our fortunes in secondary schools.
The
beneficiaries are the government, citizens and the church
i. GOVERNMENT: With right
policies in place, government will realize its aims in education which will in
turn reflect in development landscape of the polity. Good and responsible
citizens will outweigh the deviants. Huge investment in security and reformatory
facilities will be a thing of the past. Nigeria as a nation needs not only
material resources in order to advance her socio-economic development. The
government stands to benefit an increase in the number of educated human
resources that will help galvanize other resources so as to attain the height
with a view of making the nation great.
ii. CITIZENS: The general
population will be better for it. The citizens will reflect greater character
formation, responsible and functional contingency fit into productivity chain
will abound. Hence, no unemployment or under employment of the citizens.
Citizens will be trained to suit the demands of the society they live in. Life
fulfillment and
job
satisfaction will be the other of the day. The citizens benefits by knowing
their rights.
iii. CHURCH: With proper education
improved with sound morality, the mandate of Jesus Christ to His church;
“Go ye
therefore and teach all nations, baptizing them in the name of the Father, and
of the Son, and of the Holy Spirit. Teaching them to observe all things
whatsoever I have commanded you and lo, I am with you always, even unto the end
of the world” (Mt 28:19-20) would be ipso facto to be accomplished.
The progress of our country is the
progress of the citizens and the church. To this effect, critically planned,
executed and assessed secondary education is necessary. It has become
imperative that all hands must be on deck for this venture. This study is thus
aimed at stimulating and galvanizing a sustained action from all concerned.
The church imbibes discipline and stands to
benefit when more souls are drown to God and the world being a better place.
Education is everything. i.e. The
life wire and indeed the jugular vein of any nation is the education sector.
Secondary Education is the central in this venture.
1.6 Scope of
the study
The scope of
content is basically centered on the improvement of the performances of students
who sit for external examination at the expiration of the exposure to the
teaching and learning process in secondary schools.
The scope of Area for maximum yield
has been narrowed down to three pre-selected schools which are as follows:
i. Enugu educational zone
ii. Udi educational zone
iii. Nsukka educational zone
1.7 Limitations of the study
In the
course of this research work, the researcher was not left without problems. The
researcher encountered the following problems.
Some of the
teachers were reluctant to complete the questionnaire complaining that they
have conflicting programs and so much work to do.
As such, most of the respondents were
not able to fill the questionnaire on the spot and so the researcher had to
make repeated calls to the schools to collect back the questionnaire.
1.8 DEFINITION OF SOME OPERATIONAL
TERMS
1.8.1 EDUCATION
The term
“Education” from etymological point of view is of Latin origin. It stems from
the Latin word “Educatus”. The word means to “bring up”, “rear”, “educate”. It
is related in meaning to “educere” which means to “bring out”. The root of the
word “educere” is “ex” and “dux” to lead out. The central meaning derivable
from the above elucidation is that education means an arrangement to provide
schooling. This idea of schooling in relation to education features in its
Shakespearian usage around 1588 AD.
Education is
the process of leading somebody out of ignorance by drawing out inherent
knowledge and instilling knowledge.
1.8.2 GOVERNMENT
By the term government, it is meant the
administrative, agency, body or group of individuals in a nation, state or
community entrusted with the duty of looking after a function. It consists of
Legislators, Administrators and Arbitrators.
Put
differently, a government can be described as a body or group of individuals
rested with authority mandate to make and enforce laws within a given society.
The power can be used over a state, civil societies, corporate bodies,
religious groups. Etymologically, the word “government” is derived from the
Greek word “Kyberna” which means to “steer”.
1.8.3 SCHOOL
According to
Online Etymology Dictionary, School is a “place of instruction”. It is an
institution set aside for teaching and learning. Impartation of knowledge takes
place in such institutions. Those who go there to access knowledge are normally
referred to as pupils or students.
In this
modern age, many countries’ formal education are often obligatory and the
school system may include Pre-schools, Nursery school, Primary schools,
Secondary
schools and High education schools (Universities or Universities colleges).
In certain
countries, we have government school and non-governmental school. Some
non-governmental schools are owned and managed by organization such as
Christian Missions, Islamic Missions, NGO, Charity organizations, Individuals
etc.
School as a
word is of Latin descent. It comes from the word “Schola” meaning place of
instruction. School therefore is a place for learned conversation, debate and
lecture. Indeed it is a place of interaction between teachers and pupils for
growth, development and formation of characters.
1.8.4 STUDENT
The word
“student” is an English word which has roots in two Latin words viz: “studier”
which means applying oneself to formation and “stadium” which entails
“painstaking application of oneself” to a job. Online Dictionary.com defines
student as a person formally engaged in learning, especially one enrolled in a
school or college.
Thus a
person who painstakingly studies, analyzes, investigates or examines
thoughtfully is generally referred to as a student.
From the
above standpoint of definitions, we will use the above key words to attempt to
do justice to the topic in question.
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