TABLE OF CONTENTS
Title i
Certification ii
Dedication iii
Acknowledgements iv
Table of Contents v
List of Tables viii
Abstract x
CHAPTER
ONE
INTRODUCTION
Background to the Study 1
Statement of the
Problem 4
Purpose of the Study 5
Research Hypotheses 7
Scope of the Study 8
Significance the Study 9
Operational Definition
of Terms 10
CHAPTER
TWO
REVIEW OF RELATED LITERATURE
Concept of School-Based
Management Committee 12
Prospects and
Challenges Facing School-Based Management Committee 15
Factors Affecting Students’
Academic Performance 19
School-Based
Management Committee and Students’ Academic
Performance in Social Studies 22
Appraisal of
Literature Reviewed 24
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design 26
Population, Sample and
Sampling Techniques 27
Instrumentation 27
Validity and
Reliability 27
Procedure for Data
Collection 28
Methods of Data
Analysis 28
CHAPTER FOUR
DATA
ANALYSIS AND RESULTS
Descriptive Analysis 29
Hypotheses Testing 36
Summary of Findings 44
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
Discussion of Findings 46
Conclusion 49
Recommendations 50
Suggestion for Further
Studies 51
REFERENCES 52
APPENDICES 55
LIST
OF TABLES
Table
i:
Demographic
Information of the Respondents
29
Table
ii: Impact of SBMC in
the Provision of Human and Material Resources 30
Table
iii:
Impact of SBMC in the Provision of
Infrastructural Facilities
31
Table
iv:
Impact of SBMC in
the Provision of Counseling and Supportive
Services 32
Table
v: Impact
of SBMC in the Maintenance of School Facilities 33
Table
vi: Results of t-test comparing Assessment of Male
and Female Teachers
on the Impact of SBMC in the Provision of
Human and Material Resources 36
Table
vii: Results of t-test
comparing Assessment of Experienced and Less Experienced Teachers on the Impact
of SBMC in the Provision of Human and Material Resources
37
Table
viii: Results of t-test
comparing Assessment of Male and Female Teachers on the Impact of SBMC in the
Provision of Infrastructural Facilities for the Schools
38
Table
ix: Results of t-test comparing Assessment of
experienced and less experienced Teachers on the Impact of SBMC in the
Provision of Infrastructural Facilities 39
Table x: Results of t-test comparing Assessment of Male
and Female Teachers on the Impact of SBMC in the Provision of Counseling and
Supportive for the Schools40
Table xi: Results of t-test comparing Assessment of
experienced and less experienced Teachers on the Impact of SBMC in the
Provision of counseling and supportive services
41
Table xii: Results of t-test comparing Assessment of Male
and Female
Teachers on the Impact of SBMC in the
Maintenance of Facilities 42
Table xiii: Results of t-test comparing Assessment of
experienced and less experienced Teachers on the Impact of SBMC in the
Maintenance of Facilities
43
ABSTRACT
It was observed that
poor students’ academic performance in junior secondary schools in Ilorin West
Local Government Area, Kwara State could be due inadequate human and material
resources, infrastructural facilities, maintenance of physical facilities and
ineffective counseling and supportive services.
Hence, this study investigated the teachers’ assessment of impact of
school-based management committee on social studies students’ academic
performance in Ilorin West Local Government junior secondary schools, Nigeria.
The
study adopted descriptive research design of survey type. The population for
the study consisted of all the Social Studies teachers in the entire 46 junior
secondary schools in Ilorin West Local Government Area. Fourteen public junior
secondary schools were randomly selected out of the 46 in this area. Purposive
sampling technique was used to select all the 65 teachers of Social Studies in
the selected schools as respondents for the study. Researcher-designed
questionnaire titled titled “School-based Management Committee and Students’
Academic Performance Questionnaire” (SBMCSAPQ) was used to collect data from
the respondents while frequency count, percentage and t-test were used to
analyze the collected data.
The
findings of this study among other things were: There was no significant
difference in the assessment of the male and female teachers on the impact of
the SBMC in the provision of human and material resources for the schools;
there was no significant difference in the assessment of the experienced and
less experienced teachers on the impact of the SBMC in the provision of human
and material resources for the schools; and there was no significant difference
in the assessment of the male and female teachers on the impact of the SBMC in
the provision of infrastructural facilities for the schools.
Based on the findings and conclusion of
the study, it was recommended among other things that; School-based
management committee should ensure adequate provision of human and material
resources for the schools to enhance improved students’ performance in Social
Studies. SBMC should intensify its efforts in the provision of instructional
facilities for the schools so that there could be improvement in the students’
performance in Social Studies.
CHAPTER ONE
INTRODUCTION
Background to the Study
The
importance of education to socio-economic development of any nation cannot be
over-emphasized. This justifies the basis why the government of any country
always makes education the centre-piece of its programmes to be implemented. Henry
(2002) stated that upper basic education is very important because it is the
level that prepares children for secondary education and based on this,
government should be highly committed to it by ensuring that adequate resources
are provided.
However,
with recent economic recession in the country, it is obvious that government alone
cannot adequately provide all the needs of junior secondary schools, members of
the community should avail themselves chance to join hands with the government
so that the goals of education at this level could be achieved. Olayinka (1985)
explained that school-based management committee means involvement of members
of the community in the running of the school. The school management cannot
achieve the goals with only the resources made available by the government
unless the community puts forward their support. Raymond (2003) opined that it
should be noted however that the need for effective teaching learning process
calls for school-based management; that is, involvement of the community in the
school maintaining, running, monitoring and administration. Community has
however become an important aspect of school administration. It deals with
deliberate and sustainable efforts to establish and maintain mutual
understanding between the school and community. The essence of this
relationship is to establish a good report between the school and community in
order to achieve educational goals. Ojedele (2000) described school-based
management as a way by which parents/guardians, philanthropists, and corporate
organizations involve in the school operation. However, through the
relationship that exists between the schools and communities, the school heads
tend to provide lasting solutions to some problems facing the school.
Agbaje
(1996) noted that school-based management committee helps in bridging the gap
between the towns and gowns. Suleiman (2001) stated that the importance of
having community to participate in school affairs is to enhance effective goals
achievement. Schools ensure renewal of the society’s culture. In view of this, the
community needs to support the schools so that the purpose of their establishment
could be realized. Bello (2011) believed that open relationship between the
school and community could bring about high opportunities that will allow
community resources to be optimally utilized so that goals set for the school could
be realized. Yusuf (2000) opined that community participation is a strong
avenue for achieving effective school administration. This could help the
schools in getting cash, facilities, and the likes. Olohundare (2001) observed that students’
academic performance connotes outcome of the students’ achievements in a
particular examination or test. It is essential that we determine the level at
which goals of a particular course(s) or subject(s) undertaken by the students
have been accomplished and this can only be realized through the measure of students’
academic performance. The purpose of conducting examinations either internally
by the school or by an external examination body is to determine the level of
students’ academic performance.
Abdul
(2000) stated that to facilitate realization of improved students’ academic
performance in schools, the communities where the schools are located have to
play their own part. FRN (2004) also stated that education cannot be free at
all levels. Agbaje (1996) believed that school-based management enhances community
involvement in school development not only by providing educational facilities
but also by maintaining the school plant and maintenance school discipline. The
school does not exist in vacuum and its development is not only the
responsibility of the school authority or government but also the community in
which the school is situated (Kimbrough & Burkett, 1990). Therefore, this
study investigated teachers’ assessment of impact of school-based management committee
on Social Studies students’ academic performance in Ilorin West Local
Government junior secondary, Nigeria.
Statement of the Problem
It was observed by the researcher that
academic performance of junior secondary students in Social Studies has not
been encouraging over the years and this could be due numerous challenges
facing the school. These challenges include inadequacy of human and material
resources, infrastructural facilities, counselling and supportive services and
ineffective maintenance of school facilities. Johnson (2005) conducted a study to
examine the impact of school-based management committee on students’ academic
performance in Social Studies in Orire Local government junior secondary
schools, Oyo State. The study found out that school-based management has
significant impact on students’ academic performance in Yoruba Language in
Orire Local Government junior secondary schools, Oyo State. Olanipekun (2011)
carried out a study on the impact of school-based management committee on
students’ academic performance in Islamic Studies in Asa Local Government junior
secondary schools, Kwara State. The study also found out that school-based
management committee has significant impact on students’ academic performance
in Islamic Studies in Asa Local Government junior secondary schools, Kwara
State. This study is different from the previous studies in the sense that it
will be carried out in the environment different from the areas covered by the
previous studies. Also, the subject this study wants to focus upon is also
different from that of the previous studies.
Purpose of the Study
The
main purpose of the study was to examine teachers’ assessment of impact of
school-based management committee on Social Studies students’ academic
performance in Ilorin West Local Government junior secondary, Nigeria. Specifically,
the study assessed:
i.
the impact of SBMS in the provision of human
and material resources for junior secondary schools in Ilorin West Local
Government Area of Kwara state, Nigeria;
ii.
the impact of SBMS in the provision of infrastructural
facilities for junior secondary schools in Ilorin West Local Government Area of
Kwara state, Nigeria;
iii.
the impact of SBMS in the maintenance of
school facilities in junior secondary schools in Ilorin West Local Government
Area of Kwara state, Nigeria; and
iv.
the
impact of SBMS in the provision of Counselling and supportive services for junior secondary schools in Ilorin West
Local Government Area of Kwara state, Nigeria.
Research Questions
The following research questions were
raised to guide the study:
i.
What is the impact of SBMS in the provision
of human and material resources for junior secondary schools in Ilorin West
Local Government Area of Kwara state, Nigeria?
ii.
What is the impact of SBMS in the
provision of infrastructural facilities for junior secondary schools in Ilorin
West Local Government Area of Kwara state, Nigeria;
iii.
What is the impact of SBMS in the
provision of Counseling and supportive services for junior secondary schools in
Ilorin West Local Government Area of Kwara state, Nigeria?
iv.
What is the impact of SBMS in the
maintenance of school facilities in junior secondary schools in Ilorin West
Local Government Area of Kwara state, Nigeria?
Research
Hypotheses
The following hypotheses
were formulated to guide the study
Ho1: There is no significant
difference in the assessment of male and female teachers on the impact of SBMC
in the provision of human and material resources for the school.
Ho2: There is no significant
difference in the assessment of experienced and less experienced teachers on
the impact of SBMC in the provision of human and material resources for the
school.
Ho3: There is no significant
difference in the assessment of male and female teachers on the impact of SBMC
in the provision of infrastructural facilities for the school.
Ho4: There is no significant
difference in the assessment of experienced and less experienced teachers on
the impact of SBMC in the provision of infrastructural facilities for the
school.
Ho5: There is no significant
difference in the assessment of male and female teachers on the impact of SBMC
in the provision of counseling and supportive services for the school.
Ho6: There is no significant
difference in the assessment of experienced and less experienced teachers on
the impact of SBMC in the provision of counseling and supportive services for
the school.
Ho7: There is no significant
difference in the assessment of male and female teachers on the impact of SBMC
in the maintenance of school facilities.
Ho8: There is no significant
difference in the assessment of experienced and less experienced teachers on
the impact of SBMC in the maintenance of school facilities.
Scope of the Study
This
study focused on the impact of school-based management committee on Social
Studies students’ academic performance Ilorin West Local Government junior
secondary schools, Kwara State. The scope of the study covered all the 46
public junior secondary schools in Ilorin West Local Government Area Kwara
State (Ilorin West Local Government Education Authority, 2017). All the 65
Social Studies teachers were used for the study (Ilorin West Local Government
Education Authority, 2017). The measures
of school-based management committee were its involvement in the provision of
counseling and supportive services, provision of human and material resources
and infrastructural facilities. Questionnaire titled “School-Based Management
Committee Questionnaire” (SBMCQ) was used to collect data for study the while descriptive
statistics of frequency count, percentage and t-test were used to analyze the
data collected.
Operational Definition of
Terms
The
following terms were operationally defined as used in the study:
School-Based Management
Committee: means a committee set up to ensure junior
secondary schools get support from members of the public so that goals could be
achieved. It includes the principal, representatives of the teachers, parents,
students, community, faith-based organizations, old students’ association, traditional
institution, artisans and civil society.
Counselling and Supportive Services:
mean academic advice given to the school by the members of the community to
enhance effective academic activities in school.
Human and Material Resources:
mean the teachers and materials which are mainly used during teaching-learning
processes.
Infrastructural
Facilities: they are buildings and other equipment
used in carrying out the school activities. These include classrooms, library,
laboratories and their equipment and the likes.
School Plant Maintenance: refers
to the process of ensuring proper of the school plant.
Students’ Academic
Performance: is the performance of the students in Social
Studies in Junior secondary schools in Ilorin West Local Government Area of
Kwara State.
Less Experienced
Teachers: these are social studies
teachers that have spent 5 years in Junior Secondary Schools in Ilorin West
Local Government Area of Kwara State.
Experienced teachers: these are social studies teachers that have spent 6
years and above in Junior Secondary Schools in Ilorin West Local Government of
Kwara State.
Significance of the Study
It
is hoped that the findings of the study would benefit the government, school
managers, students, community members and other researchers.
It
will make the government see more, the importance of school based management
community to students’ academic performance in Social Studies.
It
will encourage the school managers to be more committed to the smooth operation
of school-based management committee because of its relationship to the
students’ academic performance in Social Studies.
It
would give more sensitization to the community members on why they should
continually be of adequate support to the school to enhance students’ academic
performance.
It
would serve as a reference point to other researchers who may want to carry out
a study related to this study.
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