Causes of Student Poor Academic Performance in Teaching of Social Studies in Secondary School Certificate Examination
Chapter One
PURPOSE OF THE STUDY
The purpose of this study is to x-ray
- The causes of student’s poor academic performances in teaching of social studies on secondary school in Ikpoba Okha local government area.
- Teacher’s attitude towards the teaching and learning of social studies will improve.
- Government role in enhancing the teaching and learning of social studies will be alleviated.
- Solutions to the causes of students’ poor academic performances in teaching of social studies in secondary school in Ikpoba Okha local government area and Nigeria at large.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The Concept of Academic Performance
Butter (1987) found home-work to be a correlate of academic performance. The author has stated that homework bear positive relationship with learning outcomes when it is relevant to the learning objectives. Lockheed et al. (1991), indicated that lack of motivation and professional commitment produce poor attendance and unprofessional attitudes towards students which in turn affect the performance of students academically. Babyegeya (2002:22) has revealed a number of factors that affect students’ academic performance. One of the factors is how students actually learn or intend to learn and what teachers actually teach. In his view, other factor – like shortage of books and materials, teaching and teacher education affect students’ academic performance. He adds that the type of teachers, their experience professional, qualifications and commitment to work may contribute to the students’ achievements.In addition to his findings, he insists on instruction time in which students spend in actual learning activities. The author contends that the more they understand the better they perform.
The Concept of Quality Education
The World Conference on Education for All – Jomtien (1990), included the aspect of quality for the first time among the major objectives of an international programme to improve education (Bergmann, 1996). Earlier on, the emphasis had been on expansion. Education quality is most important because it sets the standards that define the intellectual environment, which in turn conditions the vision and capacity of schools or graduates and the capacity of a nation to manage its affairs well. Bergmann (1996) asserts that it is hard to find a definition of the concept ‘educational quality’. He argued that the concept is used in a matter-or-fact way. According to Chapman & Mahlck (1993), the most common implicit meaning is student achievement. Mosha (2000) conceptualizes quality as the level of excellence in performance and that quality of education is a multidimensional concept which 15 involves a study of the interaction between contextual factors, inputs, and processes of teaching and learning in order to realize cherished goals (outputs and outcomes). Otieno (2000) considers the meaning of quality education as consisting of two basic concepts. The first aspect refers to the level of knowledge and skills that society wishes schools to impart to students. This aspect defines quality education by looking at the level of achievement of either academic attainment or values. The second aspect refers to the characteristics of the school environment that produces skills, knowledge and values through the teaching and learning process. In this aspect, education is viewed as an industry whose effectiveness rests on input, process and output. By understanding that education is a subsystem of human action, Bergmann (1996) argues that the definition of educational quality has to take its systematic nature into account. He found that it is useful to break down the definition into components, and asserts that there could be competing or complementary definitions of educational quality depending on which components one chooses to emphasize. Therefore, he defined education quality as the quality of the system components, where the overall definition of educational quality is the quality of these components.
Indicators of Quality Education
According to the ADEA (1991), quality is a relative idea and not something that is absolute. Selecting or designing a range of education indicators as explicit and measurable presentations of quality in education can therefore, determine the quality of education. Steers, (1997) adds that the selected education indicators are like a doctor taking the temperature of a patient who has symptoms like vomiting and headache, to confirm the diagnosis of malaria. Likewise the quality of education can be determined through assessing educational indicators over time.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine an causes of student poor acade,ic performance in teaching of social studies on secondary school certificate examination. Selected secondary schools in Ikpoba Okha local government area of Edo state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain causes of students poor academic performance in teaching of social studies in secondary school certificate examination. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an causes of students poor academic performance in teaching of social studies in secondary school certificate examination
Summary
This study was on causes of students poor academic performance in teaching of social studies in secondary school certificate examination. Three objectives were raised which included: The causes of student’s poor academic performances in teaching of social studies on secondary school in Ikpoba Okha local government area, teacher’s attitude towards the teaching and learning of social studies will improve, Government role in enhancing the teaching and learning of social studies will be alleviated and Solutions to the causes of students’ poor academic performances in teaching of social studies in secondary school in Ikpoba Okha local government area and Nigeria at large. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary school in Ikpoba Okha local government area. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Based on the findings of the research it was concluded that there are several factors as causes the low academic performance of students in Ikpoba Okha local government area
Recommendation
Adequate care should be giving and school needs should be provided by parents of the students to ensure effective learning and better performance of the students.
Teachers should by all means make use of recent and relevant teaching materials such as textbooks, charts, e.t.c in the teaching, learning process to ensure better understanding and performance of students.
Teachers should employ various teaching strategies as well as the teaching must be from known to unknown i.e from simple to complex for better understanding of their students.
Teachers personalities should be cooperate and simple to attract the attention of the students so as to contribute positively and enable students to have sense of belonging to academic.
Teachers should develop positive attitude towards the students under his/her control to ensure effective learning and better performance of their students.
References
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