INSTITUTIONAL VARIABLES AND ENHANCEMENT OF STUDENTS’ LEARNING ATTITUDE IN FINANCIAL ACCOUNTING IN PUBLIC SECONDARY SCHOOLS
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INSTITUTIONAL
VARIABLES AND ENHANCEMENT OF STUDENTS’ LEARNING ATTITUDE IN FINANCIAL
ACCOUNTING IN PUBLIC SECONDARY SCHOOLS
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
A public
school is government-owned institution in which school fees are subsidized to
students in a very moderate rate. In public school there are clearly defined
goals, it allocates functions, delegates responsibilities, establishes and
maintains its own institutional hierarchy through which the activities are co-ordinated.
Nkang (2002)
observed that in school young boys and girls full of potentials are moulded and
characters refined in order to help them grow steadily until they become mature
and well adjusted adults, useful to themselves and to the society at large.
Furthermore, she stressed that public schools are made up of the young and old,
the dull and intelligent, the normal and abnormal, the emotionally stable and
the maladjusted students of varying personality traits and different
socio-economic background.
Adeoyin
(2009) affirmed that the population of the school be it public or private
school is broadly categorized into three groups: the students, the teachers and
the non-teaching staff. These groups continuously interact in a web of
communication while performing their duties on a daily basis and it is through
this network of relationship that learning occurs. Therefore, conducive
atmosphere need to be created for effective learning.
An
indication of government interest in the public school is seen in government’s
action on renovation of schools, employment of teachers, and other personnel as
well as provision of facilities.
1
Granyanpfu
(2013) discovered that government cannot guarantee all public schools even
distribution of these infrastructural facilities, adequate employment of
teachers, renovation of schools. This according to Granyanpfu, affects schools
negatively and leads to poor academic performance. In the same vein, Hussain,
Ahmed, Suleman and Din (2012) opined that most of our public schools suffer
unattractive and old school buildings, cracked classroom walls and floors, lack
of toilets, transport facility, proper security, drinking water, power supply,
playgrounds, teaching staff, sufficient classroom, educational technology,
first aids facility and adequate classrooms. The authors submitted that these
inadequacies also affect academic achievement.
Financial
Accounting is one of the subjects offered in secondary schools which are
beneficial to every individual and business organization. Consequently, the
involvement by individuals and organizations explained the need to promote
accounting education. Okolo (1980) maintained that the life blood of any
business organization, however small is money. The Nigerian Education Research
and Development Council – NERDC (2007) recognized accounting as the language
and soul of business. It is the language of the business in the sense that it
is the mode in which business information is identified, processed, transmitted
and received by the relevant parties in the business. The subject deals with
recording, classifying, summarizing and interpreting financial transactions.
The subject has assumed various descriptions such as bookkeeping, principles of
accounting, financial accounting, not until recently when it is known as
accounting. The aim of accounting in senior secondary schools is to assist
students acquire the required skills and competences in the subject and to
build on the aspect of bookkeeping covered in Business studies by students at
the junior secondary school.
According to
the National Examination Council – NECO (2004) the study of Accounting at
senior secondary school aim at enabling students appreciate the basic rules,
functions and principles of accounting and help to lay proper foundation for
further study of accountancy and allied courses at higher education level. Accounting also enables students to
appreciate basic accounting principles, practice and their applications to
modern business activities.
The best
legacy parents can give to their children is quality education and it is the
desire of parents, that their children should get the best education possible. This
desire for qualitative education has put a lot of pressure on students,
teachers and schools to assume the role of training and producing students for
tertiary institutions and manpower for national development and world of work.
Udofot (2004) agreed with the above assertion, that children education should
bestow upon them the means to live more satisfying lives, get good jobs, become
better citizens and contribute meaningfully to the immediate, national and
international communities. Hence, the low levels of academic performance of
students have become a great concern particularly to schools, educationist,
parents and governments.
Academic
performance is a key concern for educational researchers because failure in the
National Examination spells doom for the students whose lives become uncertain
and full of despair. Thus, academic performance in public secondary schools is
the benchmark which determines whether such students will perform well in
examinations such as Joint Admissions and Matriculation Board (JAMB), Senior
Secondary Certificate Examination (SSCE), organized by West African Examination
Council (WAEC) and National Examination Council (NECO) to enable them proceeds
to University or other tertiary institutions.
Wechler
(2005) defined academic performance as excellence in all academic disciplines,
in class as well as co-curricular activities. It includes excellence in
sporting, behaviour, confidence, communication skills, assertiveness. The
author added that academic performance is something one achieves in school,
college, universities, laboratory, library or fieldwork. In educational
institutions success is measured by academic performance or how a student meet
the standard set by the examination bodies. Wilcockson (2006) opined that
student’s academic performance is simply what you get out of an activity. Ada
(2013) agreed with Wilcockson, that academic performance is the outcome of
education and the extent to which a student, teacher or institution has
achieved their educational goal and this academic performance is commonly
measured by examination or continuous assessment. In order to promote academic
performance schools must posses institutional variables that will enable
students to study effectively and improve their performance. Thus, institutional
variables are those variables that emanate from the school in which the school
uses to improve their academic standard. This study therefore focuses on those
institutional variables which include guidance and counseling, classroom
facilities, classroom management, principal leadership style and accommodation
type.
Guidance and
counseling service is one which directs, leads, and helps a student to
understand himself and his environment. The goal of guidance and counselling
services is to enable each learner in institutions of learning to derive
optimal educational benefits so as to actualize his or her potentialities. In
secondary schools, guidance and counseling programme for students are designed
to address the physical, emotional, social, vocational academic difficulties of
students. This is to complement learning in the classroom and also enhance
academic performance of student. Denga (2006) stated that major components of
guidance and counseling services address student’s needs, challenges and
problems.
Classroom
facilities are those facilities that are available to facilitate students
learning in classroom, availability of classroom facilities enhances quality
academic performance of students. Inadequate classroom facilities affect
academic performance of students negatively. Ganyaupfu (2013) supported that
most institution which lack these facilities is likely results in
malfunctioning; hence such schools may not compete academically with those
schools that have acquired them. He added that poor and inadequacy of these
affect the overall performance of the institutions while sufficiency promotes
academic achievement and strengthen the all over institutional performance.
Principal
leadership style is a process through which leader intentionally influence
others in the attainment of group goals. Chang (2010) noted that leadership
involves a guide that directs activities of individuals in a given direction in
order to achieve the goal of the organization. He indicated that, there must be
a group to be led, a set objective, is conscious attempt to influence the
behaviour of others within the group and willingness of the subordinate to
carry out the instruction. He concluded that leadership therefore is the
abilities to get things done with the assistance and co-operation of other
people within the institution.
According to
Adunola (2011), classroom management refers to all those decisions that teacher
take to facilitate the learning process so as to provide the students with
maximum opportunity for learning. He further said that classroom management
creates a sound, supportive and friendly environment in classroom where
students feel secured, respect, care and safe. This brings about co-operation
and sense of responsibility among students. While failure of the teacher to
mange classroom effectively may encourage students to suffer from anti-social
behaviours.
Boarding
schools are those schools that provide accommodation for learners and usually
chosen for their academic excellence, individual attention from teachers,
diverse curriculum, excellent facilities, a wide range of building such as
staff quarters, adequate classroom, recreational facilities etc. These are the
reasons parent send their children to boarding school, which is believe to be
higher than in non-boarding schools and boarding has a positive impact on
academic performance of students.
Okon (2001)
defined attitude as an individual perception and reaction to a task which is
expected to be carried out or executed individually, in a group, institution,
school setting or an organization. Attitude can be said to be positive or high
when individual response to the task or programme is favourable. The positive
learning attitudes include class attendance, class participation, participation
in home work, and assignment and writing of notes. Moreso, when they show
commitment to their duties. Students show negative attitude or low when they
express a nonchalant response, with regard to what is expected of them in the
given situation. The negative learning attitude include loitering during class,
absenteeism, lack of concentration in class, neglect of home work, assignment,
class participation etc. Without the development of the learning attitudes and
skills, individuals will not be well prepared to acquire the new knowledge and
skills necessary for successful adaptation to changing circumstances.
1.2 Statement of the Problem
A great
concern has been expressed by the public over the consistent poor performance
of students in public secondary schools examination conducted by West African
Examination Council (WAEC) and National Examination Council (NECO). The poor
performance in these examinations impact adversely on students, parents,
governments and the general public at large considering the huge expenditure on
education by governments at all levels.
Poor
students’ academic performance particularly in Financial Accounting has been
attributed to lack of qualified teachers in the subject area, inadequate
instructional materials, equipment, facilities and poor learning attitude on
the part of the students. The poor students’ learning attitude includes their
study habits, irregular class attendance and participation in class activities.
A lot of people continue to ask pertinent questions on what might be the cause
of students’ failure in Financial Accounting whereas little has been said about
institutional variables and the subject (Financial Accounting). This study
therefore seeks to determine the institutional variables and their influence on
students’ learning attitude in Financial Accounting in secondary schools in
Akwa Ibom State.
1.3 Purpose of the Study
The main
purpose of the study is to determine the influence of institutional variables
on students learning attitude in Financial Accounting in Public Secondary
Schools in Akwa Ibom State. Specifically, the study is designed to:
determine
the influence of guidance and Counseling services on students’ learning
attitude in Financial Accounting in Public Secondary Schools in Akwa Ibom
State.
determine
the influence of classroom facilities on students’ learning attitude in
Financial Accounting in Public Secondary Schools in Akwa Ibom State.
determine
the influence of principals’ leadership style on students’ learning attitude in
Financial Accounting in Public Secondary Schools in Akwa Ibom State.
determine
the influence of classroom management on students’ learning attitude in
Financial Accounting in Public Secondary Schools in Akwa Ibom State.
determine
the influence of accommodation type on students’ learning attitude in Financial
Accounting in Public Secondary Schools in Akwa Ibom State.
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