ABSTARCT

This study was carried out to examine the impact of school factors on secondary school students' academic performance in Esan West Local Government Area of Edo State, Nigeria. The study was specifically set to ascertain whether there is a significant relationship between school based factors and students academic performance, ascertain the school based factors which significantly affects students academics performance in secondary school in Esan West Local Government Area of Edo State, Nigeria, determine the effect of unfavorably school based factors on students academic performance, and find out the implications of unfavorably school based factors on students academic performance. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected secondary schools in Esan West Local Government Area of Edo State. In determining the sample size, the researcher conveniently selected 119 respondents while 110 were received and 100 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and percentage, while the hypotheses was tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals that there is a significant relationship between school based factors and students academic performance. Furthermore, the study showed that the school based factors which significantly affects students academics performance in secondary school in Esan West Local Government Area of Edo State, Nigeria includes: proximity of school t busy roads, unavailability of adequate learning facilities, over-population, and inadequate infrastructural facilities. The study recommends that government and other education stakeholders should make concerted efforts to provide adequate classroom building and renovate the existing dilapidated structures in public secondary schools. This would help to reduce the problem of school overcrowding and it would go a long way to create enabling teaching and learning environment. To mention but a few.

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

Education is an element in stimulation of social economic development as advanced by several government policy documents and various scholars (ROK, 2007; World Bank, 2005; Selina 2012). According to Todaro (2004) a country which is unable to invest in education to develop knowledge and skills of her people and utilize them effectively in national economy will be unable to develop anything else. Hallack (1990) states that education has been identified Worldwide as an important component that determines character and social economic development of any nation. Developed countries like USA and Japan have a large pool of highly skilled human resources. This has enabled them to not only exploit local natural resources but also to identify and negotiate for other countries resources. Secondary school education is fundamental ingredient for creating economic development. In the United States it has been more important than increased capital in accounting for worker productivity and US economic growth (Smith, 2003).

The teaching force in most state in Nigeria is not promising. Teachers complain of increased students teacher ratios, many secondary schools are understaffed. Many school management committees are of the opinion that as a result on the ban of levies, they are unable to recruit extra teachers through the PTAs. In addition, these problems are contributing significantly to high school drop out rates and have seriously affected the inflow of students in secondaryeducation (Sifuna, 2009).

The performance of education is evaluated based on examinations given -and attainments of students in such examinations. Examinations have been accepted by educationists and other stakeholders as an important aspect of any education system (Mbatia, 2004). The importance placed on examination has seen stakeholders come up with strategies aimed at improving students’ performance in examinations (Juma, 2011).

Provision of good quality education require adequate physical facilities such as classrooms, laboratories, human resource in form of teachers and support staff which are acquired based on availability of financial resources in schools. This makes financial resource to be a key resource in education provision (Mbatia, 2004). (Wamukuru, 2006) asserts that the number of students exceeded the available human and physical facilities in the public schools. The teacher-student ratio increased from the recommended 1:40 students per class to between 1:60 and 1:90 students per class (MOEST, 2010).

Studies done on the impact of school environment and students’ academic attainment attest to the fact that there is significant relationship between school based factors and students’ performance (Mayama, 2012; Lumuli, 2009). Several researchers have identified factors that contribute to quality of education in schools. These factors are classified under; school based factors and non school factors that are external – not within school control. Internal factors are factors within school control. For instance factors such as instructional management and teacher training have been cited as school based factors (Digolo, 2003; Eshiwani, 1993). 

Availability of physical resources in a school will greatly influence the retention power of the school. Thomas and Martin (1996) argue, “those who work in school as teachers and associate staff, school premises, furniture, books and premises provide some of the means by which we transform our hopes and aspirations for children’s education into daily learning opportunities”.

The Nigeria government has on one hand established the Directorate of Quality Assurance and Standards (DQAS) to enhance quality deliverance of the curriculum while on the other hand, parents are required to provide relevant infrastructure and facilities. Though secondary schools within Esan West Local Government Area of Edo State have same catchment area for students, they record varied results in national examination. Poor supply of these resources leads to low quality attainments as reflected through examinations results. This study seeks to examine the impact of school factors on secondary school students' academic performance in Esan West Local Government Area of Edo State, Nigeria.

1.2 Statement of the Problem

The desire to provide quality education for all children was one of the major objectives of the struggle for independence. As such, the government of Nigeria is currently implementing measures to improve the quality of education in secondary schools. Despite government measures like teacher salary increase to boost performance, performance in public secondary schools in Esan West Local Government Area of Edo State has been persistently low.

The academic performance of Esan West Local Government Area of Edo State is below average and therefore it shows that the school based factors may be influencing the academic performance of the students. This study therefore proposes to find out how school based factors have contributed to academic performance as evidenced by students results in WAEC examinations.

1.3 Objectives Of The Study

The main objective of the study is to examine the impact of school factors on secondary school students' academic performance in Esan West Local Government Area of Edo State, Nigeria. The specific objectives include:

1. Ascertain whether there is a significant relationship between school based factors and students academic performance.

2. Ascertain the school based factors which significantly affects students academics performance in secondary school in Esan West Local Government Area of Edo State, Nigeria.

3. Determine the effect of unfavorably school based factors on students academic performance.

4. Find out the implications of unfavorably school based factors on students academic performance.

1.4 Research Questions

The study will be guided by the following questions;

1. Is there a significant relationship between school based factors and students academic performance?

2. What are the school based factors which significantly affects students academics performance in secondary school in Esan West Local Government Area of Edo State, Nigeria?

3. What are the effect of unfavorably school based factors on students academic performance?

4. What are the implications of unfavorably school based factors on students academic performance?

1.5 Research hypothesis

Ho: There is no significant relationship between school based factors and students academic performance.

Ha: There is a significant relationship between school based factors and students academic performance.

1.6 Significant of the Study

The study may be useful to the stakeholders in the Ministry of Education and policy makers to establish areas that have knowledge and skill gap. It will help the policy makers in human resource planning, allocation and disbursement of funds to public primary schools in the country. The findings of the study may assist in providing data and information for proper planning and decision at the Ministry of Education, leadership, CDF administration and NGOs. Researchers will apply the recommendations of this study in adding new knowledge in the area of study area.

1.7 Scope Of Study

This study is structured to focus on the impact of school factors on secondary school students' academic performance in Esan West Local Government Area of Edo State, Nigeria. Hence the study will be delimited to some selected secondary schools in  Esan West Local Government Area of Edo State.

1.8 Imitations Of The Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study. Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

Academic Performance: refers to grades achieved by students in the examination

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