Factors Affecting Student Performance in Senior Secondary School Certificate Examination in Nigeria
CHAPTER ONE
OBJECTIVES OF THE STUDY
The general objective of this study is to examine the factors affecting student performance in West Africa senior secondary school certificate examination in Nigeria, a case study of Ikeja LGA. The specific objectives of this study include the following:
- To find out the impact of economic factors on student performance in West Africa senior secondary school certificate examination in Nigeria.
- To ascertain the role of cultural factors on student performance in West Africa senior secondary school certificate examination in Nigeria.
- To investigate the influence of demographic factors on student performance in West Africa senior secondary school certificate examination in Nigeria.
- To examine the impact of teachers’ performance on factors on student performance in West Africa senior secondary school certificate examination in Nigeria.
- To assess the influence of school environment on student performance in West Africa senior secondary school certificate examination in Nigeria.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Conceptual Framework of the Study
Performance in school is evaluated in a number of ways. For regular grading, students demonstrate their knowledge by taking written and oral tests, performing presentations, turning in homework and participating in class activities and discussions. Teachers evaluate in the form of letter or number grades and side notes, to describe how well a student has done. At the state level, students are evaluated by their performance on standardized tests geared towards specific ages and based on a set of achievements students in each age group are expected to meet. According to Asikhai (2010), education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in a country. It is rather unfortunate that the secondary schools today are not measuring up to standard expected of them. There has been public outcry over the persistently poor performance of secondary school students in public examinations. The problem of downward trend in academic performance of students has often been attributed to a number of factors among which are: the principal‘s leadership style, teacher quality, home factors, government factors and non-provision of educational resources 15 (human, material, financial physical resources). However, this study was limited to the provision of human and material resources as potent factors for students‘ performance. The availability of educational resources (human and material) is very important because of its role in the attainment of educational objectives. Human resources are a unique educational input necessary for the overall development of skill acquisition and literacy of the students. Human resources within the educational system can be classified into teaching and non-teaching staff. Availability of these classes of resources is needed to achieve excellence in the system. However, it has been observed that secondary schools in Kano State do not have the required number of teachers (both in terms of quantity and quality). This is evident in high studentteacher ratio in the schools. Personal observation has also shown that material resources are in short supply in the schools. The poor status of material facilities in the schools is not unconnected with the dearth of fund in the system. A close look at the schools and what goes on there shows that nothing good can come out of most public schools as they do not have facilities and adequate and appropriate human resources to prepare candidates for West African Examination Council (WAEC) examinations (Owoeye & Yara, 2011). The precarious situation of lack of human and material resources is more evident in public schools than in the private schools and this shows why the private schools tend to perform better than the public schools in public examinations. Ekundayo (2009) in a study conducted in Ekiti State submitted that private secondary schools had educational materials better than the public schools. Studies on the 16 relationship between availability of human resources and academic performance have shown that human resources enhance academic performance of students. George (1976), Oni (1992), Adedeji (1998), Ayodele (2000), Adewuyi (2002) and Okandeji (2007) had in their various researches submitted that teachers constitute a very significant factor to students‘ success. In a similar dimension, Adedeji (1998), Owoeye (2000), Ajayi (2002), Akomolafe (2003, 2005) and Owoeye (2011) also submitted a positive relationship between material resources in schools and students‘ academic performance. According to Hallack (1990), the material resources that contribute to students‘ performance include: classrooms, accommodation, libraries, furniture, apparatus and other instructional materials. The author emphasised that the availability, relevance and adequacy of these facilities contribute to students‘ achievement. In a contrary view, Gamoran in Owoeye (2011) found that facilities, teacher‘ salaries, books in the library and the presence of science laboratory had little impact on variation in students‘ achievement. Besides, there have been contradictory findings on whether there is a significant difference in the academic performance of private (Boarding) and public (Day) schools. While Ajayi (2001) found that the public schools had better academic performance than private secondary schools, Oloyede (2003), Nwokocha & Amadike (2005) and Ekundayo & Arogundade (2007) submitted that private (boarding) schools performed better than their public (day) schools counterparts in public examinations. 17 De-boarding of secondary institutions by the various state governments is a response to the 1976 National Policy on Education which states that the principles behind the policy is an outgrowth of nation‘s desire to pursue egalitarianism, a policy that gives everybody in the society equal opportunity to develop to the fullest. With this, they envisaged that there would be large number of children aspiring for admission into secondary institutions, especially with the products of the Universal Basic Primary Education (UBE). It was; therefore, felt that schools must be de-boarded in order to allow more intakes. This is usually done without adequate preparation to cater for such large number of students which leads to failure. The shortage of qualified teachers, inadequate facilities for a large school, lack of good school environments, amongst others are factors for poor results. ‘Overcoming Candidates‘ Poor Performance at the West African Senior School Certificate Examination’ will give good consideration to candidate-related factors such as students’ inadequate preparation and poor coverage of the syllabuses, failure to adhere to instructions, lack of understanding of the demands of the questions, which is due to the poor reading culture, illegible handwriting and poor spellings, examination malpractice, among others, are responsible for the poor performance of students in examinations. 18 Some schools of thought hold that day students, which travel from their various homes to school, perform academically better than their counterparts in the boarding houses. This, they claim, is due to the fact that, day students are mostly under the care of their parents and guardians who, in addition to maintaining adequate home discipline, may also help the students with their school work. The number of candidates in a graduating set, no doubt, is a factor that could mar or make performance level in final examinations in senior secondary schools.
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.
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 factors affecting student performance in secondary school certificate examination in Nigeria. 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 factors affecting student performance in secondary school certificate examination in Nigeria.
Summary
This study was on factors affecting student performance in secondary school certificate examination in Nigeria. Five objectives were raised which included: To find out the impact of economic factors on student performance in West Africa senior secondary school certificate examination in Nigeria, to ascertain the role of cultural factors on student performance in West Africa senior secondary school certificate examination in Nigeria, to investigate the influence of demographic factors on student performance in West Africa senior secondary school certificate examination in Nigeria, to examine the impact of teachers’ performance on factors on student performance in West Africa senior secondary school certificate examination in Nigeria and to assess the influence of school environment on student performance in West Africa senior secondary school certificate examination in Nigeria. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ikeja, Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the study on the factors affecting student performance in the Senior Secondary School Certificate Examination (SSSCE) in Nigeria sheds light on crucial aspects of the educational system and provides valuable insights for various stakeholders. The significance of this study lies in its potential to inform educational policies, curriculum development, teacher training, resource allocation, and efforts to promote equity and inclusivity.
However, it is essential to consider the limitations of the study, such as sample size and representativeness, self-reporting bias, the challenge of establishing causation, time constraints, subjectivity in data collection, contextual specificity, and potential retrospective nature. These limitations highlight the need for further research and a nuanced interpretation of the findings.
Nevertheless, this study contributes to our understanding of the multifaceted factors that influence student performance in the SSSCE. It provides a foundation for evidence-based interventions and strategies aimed at improving educational outcomes and ensuring a quality education for all students. By addressing these factors, policymakers can develop targeted policies, curriculum designers can refine instructional approaches, and teachers can enhance their teaching practices to better support students. Additionally, resource allocation can be optimized to provide necessary facilities and materials, particularly to schools in need.
Furthermore, recognizing the impact of demographic factors and striving for equity and inclusivity in education is crucial for reducing educational disparities and promoting equal opportunities for all students. This study underscores the importance of considering individual differences and tailoring interventions to meet the diverse needs of students.
Overall, the findings of this study contribute to the ongoing efforts to enhance student performance in the SSSCE in Nigeria. By addressing the identified factors and implementing evidence-based strategies, it is possible to improve educational outcomes, foster academic success, and pave the way for students to achieve their full potential.
Recommendation
Based on the study’s findings on factors affecting student performance in the Senior Secondary School Certificate Examination (SSSCE) in Nigeria, the following recommendations are proposed:
- Strengthen Teacher Training: Provide comprehensive and ongoing professional development programs for teachers that focus on effective instructional strategies, student engagement techniques, and assessment practices. Emphasize the use of innovative and interactive teaching methods that cater to diverse learning styles and promote active student participation.
- Enhance Curriculum Relevance: Continuously review and update the curriculum to ensure its alignment with current educational needs and industry demands. Incorporate practical and real-world applications into the curriculum to enhance students’ problem-solving skills, critical thinking abilities, and creativity. Foster interdisciplinary approaches that promote holistic learning.
- Improve Access to Resources: Allocate sufficient resources, including textbooks, learning materials, laboratory equipment, and technology, to schools, particularly in underserved areas. Bridge the digital divide by providing internet connectivity and computer access, enabling students to leverage digital resources for learning.
- Address Socioeconomic Disparities: Implement targeted interventions to support students from disadvantaged backgrounds. This may include scholarships, financial assistance programs, mentoring initiatives, and community partnerships to provide additional resources and support for students facing socioeconomic challenges.
- Enhance Parental and Community Involvement: Encourage active engagement of parents and communities in supporting student learning. Establish channels of communication between schools and parents to promote mutual understanding and cooperation. Organize workshops, seminars, and parent-teacher conferences to foster collaboration and strengthen the home-school partnership.
- Foster a Positive School Climate: Create a conducive and inclusive school environment that promotes student well-being, discipline, and positive social interactions. Implement anti-bullying policies, peer mentoring programs, and initiatives to develop students’ social-emotional skills. Encourage extracurricular activities that cater to students’ interests and talents.
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