TABLE OF CONTENT
Title
page i
Certificate
page ii
Dedication iii
Acknowledgement
iv
Table
of Content v
Chapter One: Introduction
1.1.
Background to the study 1
1.2 Statement of the problem 7
1.3 Purpose of the study 8
1.4 Significance of the study 8
1.5 Scope of the study 9
1.6 Definition of Terms 9
Chapter Two: Review of
Related Literature
2.0 Introduction 11
2.1 Concept of quality control in education 12
2.2 Characteristics of good quality control in
secondary schools 14
2.3 The role of education supervision in
quality control 17
2.4 Influence of staff quality on standard and
academic 19
2.5 Meaning of supervision 23
2.6 School supervision and students academic
performance 26
2.7 Appraisal of the literature reviewed 29
Chapter Three: Research
Methodology
3.1 Introduction 30
3.2 Research Design 30
3.3 Research Hypotheses 30
3.4 Sample, Population and Sampling Techniques 32
3.5 Research Instrument 32
3.6 Validity of the Instrument 33
3.7 Procedure for Data Collection 33
3.8 Method of data analysis 33
Chapter Four: Data Analysis and
Funding
4.0 Introduction 34
4.1 Hypothesis Testing and Discussion 35
Chapter Five: Conclusion and
Recommendations
5.1 Introduction 50
5.2 Summary 50
5.3 Conclusion 50
5.4 Recommendation 51
5.5 Suggestions for further studies 53
Reference 54
Appendix 57
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The importance of quality education in nation building
can the important of quality education in nation building can not be over
emphasized. There have been several calls on the educational managers on how to
make the educational system to be more vibrant in the quality of its products
after several quality of mass failure and half braked products from our various
educational institutions in the country. These over the years have generated a
lot of debate and argument among Nigerians on the Newspapers, Radio and
Television programmed, including Parent's Religious Bodies and Non-governmental
Organizations'. They often expressed their concern about the manner in which
the system is loosing its confidence as regards to the effective and efficient nature
of the system. Hence, there is the urgent need for effective quality control
measures.
Quality control is a comprehensive practice that aims to
promote the performance of organizations through the cultivation of sound
quality culture. It is also the development of a set of values and convictions
that make every employee aware of the fact that quality is the main goal of his
organization. Quality control is a procedure or a set of procedures intended to
ensure that a manufactured product or performed service adheres to a defined
set of quality criteria or meets the requirements of the client or customer.
Quality control is similar to, but not identical with quality assurance.
Quality Assurance is defined as a procedure or set of procedures intended to
ensure that a product or service under development (before work is complete, as
opposed to afterwards) meets specified requirements. Quality Assurance is
sometimes expressed together with Quality Control as a single expression like quality
assurance and control (QA/ QC).
With regards to education, the international institute
for educational planning (LLEP) views quality from different perspective. The
first is from the internal criteria of the system such as profile expiration
and the external criteria which are the fitness and relevance of such on
education to its environment. Arikewyo (2004) views quality in education to be
judged by both its ability to enable the students performs well in standard
examinations and relevance to the needs of the students, community and the
society as a whole. He finally concluded that quality severs as determination
of gradations based on standard of excellence beneath which a mark of
inferiority is imposed or adduced and above which grades of superiority are
defined. However, quality assurance is related to quality control, but it
functions in a rather proactive manner in the sense that quality control serves
as series of operational techniques and activities used to fulfill that
requirement are met. While quality assurance goes beyond that, because it
extends the focus from outcomes or outputs to the process which produces them.
Quality control is a central feature of
organizational performance. It is an essential part of management activities of
people and directing their efforts towards the objectives of the organization.
There must be an appropriate from of behavior to enhance performance. Akinboye
( 2005 ) defines quality control as inducing followers to act for certain goals
that represent the values and the motivations, the wants and needs, the
aspirations and expectations of both leaders and followers.
The school Administrator is an implementor,
facilitator and evaluator of education programmes. He is a synergist, teacher
of teachers, an organizational designer, a political statesman and an
accountability monitor. He must be aware of interpretations of equal
opportunity, programme design, trends in curricular and personnel
administration and of local community moves. In this view, the school
Administrator is less a Bureaucrat and move of a leader and facilitator. He is
expected to understand individuals and groups and to utilize their individual
talents rather than just manage an organization with fixed positions to be
filled by replaceable, standardized parts. This type of administrator needs
more than training in scheduling classes, disciplining students, increasing
efficiency and managing an organization. He needs professional assistance in
identifying and interpreting differences and likeness among individuals and
groups. Further, he needs to control and organize collective efforts toward
positive ends so as to ensure quality in the system.
The
concern for quality has been at the core of the motivating forces for reforms
in education. Ajayi and Adegbesan (2007) see quality as the total of the
features of a process, product or service on its performance, in 'customers' or
'clients' perception of the performance. It is not just a feature of a finished
product or services but involves a focus on internal processes and outputs and
includes the reduction of wasted and the improvement or productivity. Taking a
cue from the above definition, Fadokun (2005) characterized quality by three
interrelated and interdependent strands; (i) Efficiency in the meeting of its
goals, (ii) relevance to human and environmental conditions and needs, (iii)
something more that is the exploration of new ideas, the pursuit of excellence
and encouragement of creativity.
According to Ijaiya (2006), the worth of any educational system as an
investment lies in its capability to continuously serve its customers
(students, parents, employers or labour, the society) better and remain
relevant. Educational planners are therefore faced with two main challenges:
providing for quantity and for quality. The school administrator or head
teacher's role is to promote academic performance. He or she is the pivot
around which many aspects of the school revolve. The success of what is done in
the school is attributed to the quality of control of the head teacher. He or
she is the person in charge of every detail of running the school be it academic
and administrative. It is important that the performance of a school is
appraised against the performance of the person who leads it.
Both the
government and parents expect teachers to perform better at their present
levels of training. One of the core functions of schools to take human raw
materials (that is, students) and converts them to valuable adults. It is
therefore of paramount importance to manage teachers properly, the absence of
which will lead to low productivity on the part of the teachers (republic of
Kenya, 1988). School administrators are schools' executives who are charged
with this daunting task of managing teachers among other school resources. For
this reason, Ayot and Briggs (1992) are of the view that input-output studies should
be done using learning achieved as seen from student's performance. The impact
of school management is an essential element in such studies. The quality of
control makes the difference between the success and failure of a school.
In the
contemporary world, improvement in students' achievement is recognized as the
foremost objective of school reforms and restricting efforts. With this
objective in mind, many different reform packages are being implemented while
key focus of the reforms is more or less the same. The legislation: every child
counts' signed into law in 2008 in Nigeria is one of the prominent and visible
actions taken by government towards achieving this goal. In the meantime, many
scholars have acknowledged that the quality of control of school is one of the
most significant in enhancing school performance and students' achievement.
(Fisher and Frey 2002, Mulford 2003, Dinham 2004, Janerette and Sheretz 2007,
Gamage 2009).
In the
past 10 years, quality control has no significant influence on educational
process (learning/ teaching).due to the relaxing or completely removing quality
control, this has resulted to fall in educational standard. The effect of
supervision and inspection on the academic development, improvement and performance
cannot be over emphasized. Even though, Nigeria educational system is alleged
to be examination. Oriented student academic performances as reflected in
various senior school certificate examination results do not seem to justify
the quality control being adopted into the system. This research work is to
explore the literature to examine whether there is sufficient evidence to
sustain this claim. The results of the senior school certificate examination
will be the basis of evaluation.
1.2
Statement of the problem and research question
Quality control is a retroactive action used to determine
the quality of a system after processing and during which wastages would have
occurred and what if left is to reject and/ or battle with rectification. It is
however, better, more rewarding and less costly to take steps to prevent
failure and wastage before they happen hence, the need for quality assurance
which is preventive rather than corrective. This research work is set out to
look into the relationship between quality control in education and students'
academic performance in Ojo Local Government secondary schools. In doing this,
the researcher addressed the following questions:
(a)
Is there any relationship between teacher quality
control on student academic performance.
(b)
Is there any relationship between principal
leadership behaviour and student academic performance.
(c)
Would there be any relationship between student
academic performance in internal examination and student academic performance
in external examination.
(d)
What is the relationship between head teachers as
supervisors and principal as supervisors on student academic performance.
1.3 Purpose of the study
The most cases students' academic performance is a
kind of measure for weighing the standard of education. Although it has been
asserted that there has been a fall in general level of education (Fisher and
Grey 2002), the measure of supervising the performance of learning is very
vital, not to learning situation alone, but also to the improvement of its
effectiveness and efficiency in education activity in general.
The broad purpose of this study, however, is to
investigate the effort of quality control on teachers' effectiveness and
students' academic performance in Ojo Local Government Secondary Schools.
1.4 Significance of the study
In this study, is assumed that with proper quality
control, school administrators, teachers will bring about positive effect on
the ability of students involved. The result of the findings of this work is
hoped to be useful in different people in the society who are interested in the
academic performance of students of secondary schools.
In addition, it serves as means of improving the
academic performance of the school though effective quality supervision. Also,
the study will serve as a drive to gear up various concern with the issues of
supervision in carrying out the roles expected to each of them. Moreover, it
will guide parents in determining the roles expected of them in helping their
children's performance and ways of improving their standard. This study will be
of tremendous assistance to the government and those saddled with the
administration of secondary schools, in identifying areas that require their
contribution towards enhancing better quality control in schools.
Furthermore, this study will also guide further
research in the field of education, especially educational management on the
relationship between quality control and students' academic performance.
Finally, the result of this study will ensure that both school administrators
and teachers know that for any high quality in education to be attained and
taken place, such an effort must be beaked up with good quality control.
1.5 Scope of the Study
This study covers secondary schools in Lagos State.
The study therefore involves selected secondary school like Aocoed
international school as well as some selected secondary schools in the urban
areas of Ojo local government Area.
1.6 Definitions of Terms
The following terms are defined operationally in
this study to avoid ambiguity as follows:
SUPERVISION: The act of overseeing both teachers
and students.
STANDARD: This is the quality of educational
achievement.
STUDENTS ACADEMIC PERFORMANCE: This refers to the
level of accomplishment of the students in senior secondary school certificate
examinations.
QUALITY CONTROL: This is the supervision and
inspection of all aspects of educational system so that a high degree of
goodness in education is
achieved and the set standard met.
INSPECTION: This is a process involving regular
visits to school to cheek that everything is satisfactory and that rules are
being obeyed by principals, teachers and students.
EDUCATIONAL ORDINANCE: This is an order made by government
concerning education.
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