Private and Institutional Cost of Secondary School Education
Chapter One
Objectives of the Study
The objective of the study is to investigate private and institutional cost of secondary school. The specific objectives are;
- To find out what makes private secondary school costly
- To find out whether the cost of private and institution affect academic performance students
- To find out whether student in private school performance better than those in public
CHAPTER TWO
LITERATURE REVIEW
introduction
Cost of education
Owolabi (2006) defines that educational cost as all forms of resources used up in the process of providing education for an individual or for a group of individual. This cost is made up of both direct and indirect costs. Direct cost is the monetary value of all tangible and intangible resources invested in education. It is necessary to define educational costs in term of the total opportunity costs. The real cost of education is the alternative opportunities that have to be sacrificed or forgone in the process of providing education services. For instance, the opportunity cost or true cost of construction of a new secondary school building is the alternative projects that are foregone such as road project or agricultural development.
Cost of education analysis categorizes the input of education into five categories, namely, the cost of personnel, facilities, materials and tools, program costs and other input costs (Levin & McEwan, 2001). According to Levin and McEwan (2003), personnel costs are the costs for human resources in education including those who serve full-time, part-time and voluntary. It involves the role, qualifications and time spent in the provision of education. Input time also covers the use of the time involved in education programs. Meanwhile, input costs for facilities are expenses for building, facilities and the space used for education programs. Costs of materials include expenses for computers, printed materials, books, stationaries and references. Cost of inputs varies according to the level of education. The cost at higher education may be higher than at the school level. Tuition fees are one of the new costs at higher level of education set by universities. Furthermore, students must spend on new sets of equipment – the basic requirement in their studies such as uniforms, laboratory or workshop attires, as well as special equipment according to the course and type of study. Computer, communication and entertainment devices are new items that are not on the list of disbursement in primary or secondary schools. Cost of transportation at schooling level refers to the daily journey to school. In higher education, it refers to the transportation from home to college or university, and from dormitory or college of residence to university. Living expenses is part of private cost incurred during their stay in college or university for higher education. Private education costs also include cost of particular programs and other costs.
Social Costs
Social costs of education are those costs that individual student do not bear personally. They are the costs born by the society, represented by the cost incurred by the federal, state and local governments in the process of providing education for citizens. Education possesses many characteristics of a public good which makes it to generate considerable externalities. Thus, the decision of a household to invest in formal education will necessitate him incurring certain costs, which are direct to him, but also have a spillover effect on some of his family members either in form of the money they would spend or in terms of what has to be foregone while in school. Similarly, the benefits that accrue to the individual are private, but some other benefits also accrue to the whole economy in terms of additional to the human capital stock plus other people who will be feeding from his future income (Edame, 2008). Psacharopoulos (1973), in synthesizing the findings of 53 studies in 32 countries, found that both private and social rate of return for education were generally higher than returns to investment in physical capital. This suggests that per capital income difference among countries can be better explained by differences in the endowments of human rather than physical capital. In a related viewed, Okodoko (2008) studies investigated the correlational study of educational cost and demand for teacher education. A correlational research design was used in the study with a sample size of 400 school teachers while Education Cost Demand for Teach Education Questionnaire (ECODTEQ) was the instrument used for data collection. The study indicates a significant relationship between educational cost and demand for teachers’ education in Bayelsa State. This finding can be extrapolated to private secondary schools. Inline with the study, Ndakor (2009) conducted a study on the direct cost and demand for private secondary education in Rivers South-East Senatorial District, River State. The simple random sampling technique was used to draw one thousand eight hundred and ninety (1890) students and 22 administrators of private secondary schools as samples. The main instrument for data collection were two sets of questionnaire. The study revealed that there is a significant relationship between direct cost and demand for private secondary education in Rivers State. This may have been informed by the fact that Rivers State is industrialized and is highly populated. The increases in population and lose of confident in public secondary schools by parents due to structural decay and ineffective learning environment tend to accentuate the demand for private secondary education.
CHAPTER THREE
RESEARCH METHODOLOGY
Research is the process of arriving at a dependable solution to problems through planned and systematic collection, analyzing and interpretation of data (Osuala, 1993). Green and Full (1975) defines research methodology as the specification of procedures for collecting and analyzing the data necessary to solve the problem at hand such that the differences between the cost of obtaining various levels of accuracy and the expected value of the information associated with each level of accuracy is optimized. Thus, in this chapter the method and techniques of data collection and analysis for this study are discussed in details, research design, population of study, sample and sampling technique, sources of data collection, research instrument, validity of the instrument, reliability of the instrument, procedure for administration of research instrument, as well as the limitation of the research methodology. This will be important in order to assess performance appraisal and staff motivation in the financial sector.
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from residents in Ado Ekiti in order to determine the private and institutional cost of secondary school education. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be the selected (75) residents in Ado Ekiti
Sample Size and Sampling Techniques
The researcher made use of stratified sampling technique because all the members have the same probability of occurrence. The researcher narrowed down the samples to residents in Ado Ekiti in order to determine the private and institutional cost of secondary school education.
In this study, the researcher used the [TARO YAMANE FORMULA] to determine the sample size.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 50 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on private and institutional cost of secondary school education. 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 the challenges of private and institutional cost of secondary school education
Summary
This study was on private and institutional cost of secondary school education. Three objectives were raised which included: To find out what makes private secondary school costly, to find out whether the cost of private and institution affect academic performance students and to find out whether student in private school performance better than those in public. In line with these objectives, three research questions and hypotheses were formulated and answered. The total population for the study is 75 residents in Ado Ekiti. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study.
Conclusion
Conclusively, the study emphasized that parents still exert great influence in preparing and making students to stay in schools. However, the poor performance of students in their public examination is real and the reported level of students’ performance may not be a good reflection of the private cost. There was no significant relationship between private Unit cost per student of Secondary education and students’ academic performance in secondary schools in Ado Ekiti
Recommendation
There is need to increase budgetary allocation for secondary education in the state.
Material resources in schools should be adequately provided in all secondary schools in the state.
Teachers participation in staff development programs such as competency test, exchange teaching, and professional writing, must be given prominent attention in secondary schools in the state and these should be stated in the letters of appointment for newly recruited teachers and letters of promotion for the teachers already in the teaching service of the state.
Teachers should be encouraged to provide more remedial teaching for weak students and slow learners after the normal school hours and special allowance should be given to such volunteer teachers.
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