BOARDING AND DE-BOARDING IMPACTS ON SENIOR SECONDARY STUDENT ACADEMIC SUCCESS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The secondary school level serves as a transition between the elementary and secondary school levels. The federal government's definition of secondary education states that the broad goal of secondary education is to prepare students for meaningful life in society and for further education (Edu, 2004). The basic premise is that secondary schools should be able to provide high-quality secondary education to all students who are eligible (Federal Ministry of Education, 2004). The place in which a student resides has a significant impact on their academic success. Geographical locations, resources, technology availability, and teacher quality are all factors that contribute to differences in success. According to the National Education Association (2013), low student success in schools is becoming disturbing and must be addressed. However, in some circumstances, the type of school has an impact on pupils' educational success. Secondary schools in Nigeria have a mix of boarding and de-boarding (day) students. Boarding students live at schools, whereas day students go to school every morning to hear lectures and then return home after school. However, the dispute over which is the most acceptable or suited for pupils is still ongoing, and no consensus has been achieved (Osagie, 2002). De-boarding, according to certain schools of thought, is preferable than boarding schools, and vice versa. According to recent studies, secondary schools are not fulfilling their responsibilities to the best of their abilities. Omoregie (2005) bemoaned the fact that today's secondary school graduates are unable to function in society or go into higher education without the assistance or forgery of their parents. It must be emphasized that education cannot be the best tool for attaining national development if secondary education is not well-managed to achieve its goals and objectives. Secondary education in Nigeria, according to Omoregie (2005), is plagued with problems of all sizes and scopes, all of which combine to imply that the system is at a fork in the road. This crises generally has an impact on students' academic success in school, resulting in secondary education's goals and objectives not being met. The study's purpose is to investigate the impact of boarding and de-boarding on the educational success of senior secondary school students in Kaduna State's Chikun Local Government Area.
1.2 STATEMENT OF THE PROBLEM
In Nigeria, senior secondary school students' overall academic success has deteriorated. It's disheartening to see how poorly pupils do in science and the arts. According to Okeke (1997), teaching science concepts to students has been a difficulty for instructors over the years. According to the author, low performance is regrettable and partly attributable to the methods used by many teachers, school type or nature, school location, and also school type impacts secondary school students' success. Most notably, whether a kid attends a boarding or day school has an impact on their performance. The West African Senior School Certificate Examinations show that students in day and boarding schools do badly (Uche, 2000). As a result of this pattern, these students frequently have difficulties in securing admission to postsecondary institutions for further education (Richard, 1999). In view of the foregoing, the researcher plans to present empirical data on the impacts of boarding and de-boarding on the academic success of senior secondary school students in Kaduna State's Chikun Local Government Area.
1.3 OBJECTIVES OF THE STUDY
The purpose of this study is to look at the impact of boarding and de-boarding on senior secondary school students in Kaduna State's Chikun Local Government Area. The study aims to accomplish the following goals in particular.
i. Determine the type and reason of students' low academic success in senior secondary school.
ii. To determine the extent to which boarding school has an impact on senior secondary school students' academic success.
iii. To examine the impact of de-boarding on senior secondary school students' academic success.
iv. To see if there is a difference in average success between boarders and day male students.
v. Determine the difference in average success between boarders and day male students.
vi. Determine the difference in average success between boarders and day female students.
1.4 RESEARCH QUESTIONS
i. How can the reason of students' low academic success in senior secondary school be determined?
ii. What is the extent to which boarding school has an impact on senior secondary school students' academic success?
iii. What are the impacts of de-boarding on senior secondary school students' academic success?
iv. What is the difference in average success between boarders and day male students?
v. What are the differences in average success between boarders and day male students?
vi. What are the differences in average success between boarders and day female students?
1.5 SIGNIFICANCE OF THE STUDY
The outcomes of this study are predicted to be extremely beneficial to the newly constructed geography curriculum for students with visual impairment. The outcomes of this study will assist the following people who have visual impairments:
i. Based on the findings of this study, the National Council on Education (NCE) will be able to advocate appropriate educational systems (day and/or boarding) in both the public and private sectors of society.
ii. It is believed that the outcomes of this research study would be useful to school administrators in ensuring that proper and proven measures are in place to guarantee that students' academic success improves.
iii. Curriculum planners will use the findings of this study to build new programs and subjects for the school curriculum that will benefit all kids, regardless of whether they attend a boarding, day, mixed, or single-sex school system.
iv. Secondary school students will be able to use the study's findings to make informed decisions about the type of school to attend and the best learning practices to employ in order to facilitate learning.
v. This research will open the path for educational scholars to do research on the benefits and drawbacks of de-boarding and boarding.
vi. This study will aid senior secondary school teachers since it will lead the road and bring to light approved procedures in schools that will improve students' success, such as counseling and disciplinary actions.
1.6 DELIMITATION OF THE STUDY
The scope of this study is confined to the impacts of boarding and de-boarding on senior secondary school students in Kaduna State's Chikun Local Government Area. Students in boarding and day secondary schools will have their academic success evaluated. Their performance will also be assessed depending on gender. Teachers and students from Government Secondary School Chikun (boarding) and Government Secondary School sabo (day) in Kaduna State's Chikun Local Government Area participated in the study.
1.7 DEFINITION OF TERMS
Senior secondary school is the third and final year of education for students transitioning from junior secondary to secondary school.
Senior secondary school students: These are students who are in their final three years of secondary school.
Boarding students: Students in the non-residential system of education .
De-boarding/day students: Students that do not attend a residential school are referred to as . Students attend lectures and attend school, then return home each day after school.
Boarding school: refers to students who are enrolled in a residential school. Students attend lectures and school and remain in school for the duration of the term. They only visit their families over the holidays.
In contrast to boarding schools, day schools have students who attend school every morning and return home every evening.
Academic Success: This term refers to a student's overall average accomplishment in several disciplines throughout the school.
Teaching strategies: Are the teaching style/methods used to provide instructions in order to enhance learning.
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