TABLE OF CONTENT
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope and Delimitation of
Study
1.8 Definition of Terms
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
2.1 Concept
of Quality
2.2 The Index of the Quality of Secondary
Education?
2.3 Causes
of Declining Quality of Education in Nigeria
2.4 Problems Facing Secondary School System
in Nigeria
2.5 Quality
Improvement in Secondary Education
2.6 Impact
of Quality Education on Economic Growth
2.7 Impact
of Quality Education on Individual Incomes
2.8 Concept
of Supervision
2.9 The
Concept of School Inspection
2.10 The
Impact of Quality Education on Behavioural Change
2.11 Need
for Quality Assurance in Nigerian School
2.12 Strategies for Establishing Quality
Assurance in Education
2.13 Achieving Quality Assurance in Nigerian
Education System
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.0 Introduction
3.1 RESEARCH DESIGN
3.2 Population of the Study
3.3 Sample/Sampling Techniques
3.4 Research Instrument
3.5 Validity of Instrument
3.6 Reliability
3.7 Procedure for Data
Collection
3.8 Procedure for
Administering the Instrument
3.9 Method of Data Analysis
3.10 Limitation
CHAPTER
FOUR
PRESENTATION AND ANALYSIS OF DATA
4.0 Introduction
CHAPTER
FIVE
DISCUSSION,
SUMMARY, RECOMMENDATION AND CONCLUSION
5.1 Introduction
5.2 Discussion of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Suggestion for Future Research
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The increasing awareness of the importance of
education to the upliftment of the individual and societal standards has
awakened in people and nations a conscious effort at devoting their meager
resources to acquiring qualitative education. Also, “The strategic position of
secondary education in the national educational system has made it a target of
major concern.” This was the opinion of (Segun Adeshina 1984).
It is
commonly presumed that formal schooling is one of the important contributions
to the skills of an individual and to human capital. It is not the only factor.
Parents, individual abilities and friends undoubtedly contribute. Schools
nonetheless have a special place, not only because education and ‘skill
creation’ are among their prime explicit objectives, but also because they are
the factor most directly affected by public policies. It is well established
that the distribution of personal incomes in society is strongly related to the
amount of education people have had. Generally speaking more schooling means
higher lifetime incomes. These outcomes emerge over the long term. It is not
people’s income while in school that is affected, nor their income in their
first job, but their income over the course of their life time working. Thus,
any noticeable effects of the current quality of schooling on the distribution
of skills and income will become apparent in the future, when those now in
school become a significant part of the labour force. (Levince 2006).
According to (Adeshina 1984), secondary education
stands as a transition zone as it receives primary school leavers and turnout
pupils for post secondary education. (Cornell 2010) presents a related opinion,
by saying that it is necessary for a person to have secondary education because
it is a part of the process of gaining the right education. According to
(Cornell 2002), secondary education is vital because it does not ordinarily
serve as the link between what children already imbibed in primary school and
college (secondary) education, but also affords them with the opportunity to
acquire knowledge that assists in the development of critical and analytical
thinking and that of the understanding of the world around. Secondary education
is very fundamental in the provision of functional education to the citizens of
the country.
There is ample evidence that the quantity of education a person receives (measured as the
number of years spent in the school system)
goes hand in hand with the quality of that education (usually somewhat
narrowly defined as cognitive skills but in fact including non-cognitive
skills, values and other psychological and behavioural traits acquired through
schooling). The latter aspect has
intrinsic value and is also associated with many and various private and social
returns. These are not limited to income but also include advantages derived
from a range of market and non-market activities. International assessments of
cognitive skills suggest that school quality differs widely among and within
countries. In particular, children who live in developing countries not only
receive fewer years of education but also reach lower achievement levels.
Meanwhile, though the evolution of test scores over the years is difficult to
assess and interpret, clearly their stagnation in developed countries in recent
decades represents an important puzzle. Identifying the determinants of better
learning outcomes so as to produce policy-relevant conclusions is an arduous
task that requires using approaches from different social sciences. The
learning process is extremely complex. It first and foremost involves
relationships between teachers and students following a given curriculum and
teaching practices, but it also takes place in a broader social context. These
relationships are further conditioned by the resources available to schools,
the incentive structure teachers face as employees of schools or education
authorities, and the correspondence between the values promoted by schools as
social institutions and those that prevail in students’ families and society at
large (Drunker 2004).
In improving learning outcomes in schools around the world is not only a
matter of implementing a set of adequately designed technical measures. That
the experimental evaluation of policy interventions is be coming a standard
tool in policy design is certainly a welcome development, but it does not solve
the question of which interventions are tested or what their goals are. Schools
are social institutions in which day-to-day educational processes interact with
the shaping of educational outcomes. The cognitive and noncognitive outcomes of
this process may sometimes conflict Adesina (1998), observed that a larger
proportion of children are socialized for an increasingly extended part of
their childhood, adolescence and early adulthood, questions of curriculum
content and of contrast between student background and aspiration present new
challenges for the quality of schooling that cannot be addressed only by
technical means. The politics of the process,
as well as the details of its resourcing and pedagogy, have become increasingly
important to its solution (Ochuba, 2008).
Moja (2000), also explains that the education that
is offered at this level has two purposes. The first is to prepare pupils to
exit school with the necessary skills to find employment and the other is to
prepare them to continue with academic careers in higher education. In view of
this, Federal Government of Nigeria (2004) in the National Policy of Education
asserted that the broad aims of secondary education within overall objectives
are to prepare students for useful living within the society and preparing them
for higher education.
All the foregoing therefore suggest that secondary
education is an instrument par excellence for national development. Thus,
secondary education is expected to be of good quality and of high standard.
However, the Nigerian school system is
increasingly challenged with many complex problems. There is a general outcry
that the standards of education are falling and morals flagging. Some blame
pupils for the apparent decline in quality of education and moral values.
(Nauman and Kremer, 2003), think that they are due to the nature of changes in
all directions. Majority blame the teachers for the woes in our schools. They
are not as devoted and dedicated to the cause of education as their
predecessors. Teachers as a group blame parents and their children. They also
blame government for unattractive condition of service and poor physical
facilities in some parts of the educational system. This research project
intends not to put the blame on the educational policy or on the system. What
the research is saying is that the whole blame is on the lack of adequate
educational inspection and supervision, inadequate school facilities, lack of
implementation of quality control measure in terms of teacher–pupil’s ratio as
stipulated in the National Policy on Education. (Ndioho, 2008)
1.2 Statement of the Problem
It appears that the secondary schools are not
living up to expectation in discharging its obligation. In recent time, there
is public outcry on the persistent poor performance of students in public
examination. According to West African Examination Council (WAEC, 2007), the
percentage of failure rate for English in the past five years surpasses that of
the percentage of credit level in Senior School Certificate Examination (SSCE)
conducted by (WASSCE) between 2001 and 2005. While in Mathematics, a
fluctuating trend was recorded by the candidates within the years. Besides,
Saturday Punch Newspaper of September 27, 2008 showed that out of a total of
1,369,142 candidates that sat for West African Senior Certificate Examination
(WASSCE) in Nigeria in 2008, only 188,442 representing 13.76% obtained five
credit passes and above in English Language, Mathematics and three other
subjects. While 947,945 candidates representing 83% failed the examination.
Also, many students engage in all forms of malpractices, parents registering
their children or wards for ‘Special Centres’. There is also disappearance of
traits like honesty, hardwork, punctuality, self-denial and self discipline
which are necessary conditions for effective citizenship in the secondary
schools. This is a serious problem that deserve attention, that is why
researcher intend to look at qualitative education on the academic performance
of S.S.S.
In addition, there is the challenge of
professionally qualified teachers. According to Egwu (2009), there are alarming
differences between teachers certified qualifications, their actual teaching
competence and performance on the job.
1.3 Purpose
of the Study
The purpose of the study is to examine the impact
of qualitative secondary education on
the academic performance of students.
These specific objectives are:
·
Examine
the extent of the contributions of adequate school facilities on the
performance of the student.
·
Determine
the extent to which the students’ learning attitudes affect the performance of
the students.
·
Examine
how educational inspection and supervision bring about qualitative secondary
education.
·
Examine the relationship between teachers’
qualification and effective teaching-learning process.
1.4 Research Questions
·
What
are the contributions of adequate school facilities on the performance of the
students?
·
To
what extent has student leaving attitude affect their academic performance
·
What
adequate educational inspection and supervision bring about qualitative
secondary education?
·
What
is the relationship between teachers’ qualification and effective teaching
learning process?
1.5 Research
Hypotheses
Ho1: There
is no significant relationship between adequate school facilities and the
performance of the students.
Ho2: There
is no significant relationship between students’ learning attitude and their
performance.
Ho3: There is no significant relationship
between educational inspection, supervision and qualitative secondary
education.
Ho4: There
is no significant relationship between teachers’ qualification and effective
learning process.
1.6 Significance
of the Study
This research is of significant benefit to
teachers, Government, pupils and students as well as the society at large and
also educational planners.
The research will help the pupils and students to
be able to learn effectively and intelligently, the government will try to
prioritize education projects by funding them, teacher will improve on
themselves by acquiring necessary professional skills even as good remuneration
for them is being worked out, the schools will begin to excel in their
examinations, the quality of education will be highly improved, corruption will
be reduced and some with proven integrity will be raised higher.
1.7 Scope
and Delimitation of Study
This study focuses on the impact of qualitative
secondary education on the academic performance of students in the senior
secondary schools. The study is limited to five secondary schools in Kosofe
Local Government Area of Lagos State.
1.8 Definition
of Terms
It is essential to define the terminologies used
in this paper because scholars’ view of related concept may greatly differ.
Abercrombie (1974) stressed the need for definition of terms when he asserted
that “The use of word with so many meanings give rise to confusion both in
trying to communicate ambiguously with each other and in attempting to think
clearly themselves”. Based on this assertion, the following terms are defined
as used in the context.
Quality: This is a degree of excellence, a distinguish
attribute and a peculiar and essential character of an inherent feature.
Input: It refers to school related factors such as curriculum content, textbooks,
and learning materials, teachers, parents and the community.
Output: Refers to students who have received required level of education.
Outcome: This refers to the desired result to be shown
forth or expected from the students who have undergone a level of education
like good citizenship, healthy behaviour, etc.
Process: This includes school climate and teaching/learning
encounter which include leadership expectation, teacher’s attitude and
environment that is safe and gender sensitive and autonomy among others.
Quality Assurance: This is a holistic method of identifying and
resolving problems within the educational system in order to ensure continuous
quality improvement.
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