Assessment Of Factors Responsible For Poor Academic Performance In Public Primary Schools
This study is on assessment of factors responsible for poor academic performance. The total population for the study is 200 staff of selected primary schools in Gwagwalada Area Council Abuja. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up headmasters, administration staff, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Table Of Content
- Title page
- Approval page
- Table of content
- 1.1 Background of the study
- 1.2 Statement of problem
- 1.3 Objective of the study
- 1.4 Research Hypotheses
- 1.5 Significance of the study
- 1.6 Scope and limitation of the study
- 1.7 Definition of terms
- 1.8 Organization of the study
- 3.1 sources of data collection
- 3.3 Population of the study
- 3.4 Sampling and sampling distribution
- 3.5 Validation of research instrument
- 3.6 Method of data analysis
Data Presentation And Analysis And Interpretation
- 4.1 Introductions
- 4.2 Data analysis
- 5.1 Introduction
- 5.2 Summary
- 5.3 Conclusion
- 5.4 Recommendation
1.1 Background of the Study
Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examine/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially Mathematics and English language among primary school pupils (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the pupils and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.
Education at primary 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 the country. The National Policy on Education (2004) stipulated that primary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children irrespective of any real or marginal disabilities.
The role of primary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in primary school to pupils because of their low retention, parental factors, association with wrong peers, low achievement, low retention, and the likes (Aremu & Sokan, 2003; Aremu & Oluwole 2001; Aremu, 2000). Morakinyo (2003) believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about pupil’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.
The question therefore is what is the cause of this fallen standard and poor academic performance of pupils? Is the fault entirely that of teachers or pupils or both of them? Is it that pupils of today are non achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or of is it because teachers are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interaction with pupils? Or is the poor performance of pupils caused by parents’ perception of the causes of poor academic performance among primary school students in Nigeria.
1.2 Statement of problem
The differential scholastic achievement of students in Nigeria has been and still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004).
Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of student’s low performance at both internal and external examination. This problem are attributed to poor foundation from primary school due to poor teaching standards as well as other factors such poor funding of education by government as well as negligence by parents. It is against this constraints that the researcher sees the subject matter as an empirical problem worthy of investigation.
1.3 Objectives of the Study
The central objective of the study is to assess the factors responsible for the poor academic performance in public primary schools.
The specific objectives are:
- Ascertain environmental factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja.
- Examine teachers factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja.
- Determine the attitudes of pupils as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja.
- Find out attitudes of parent as causes of pupils poor academic performance in primary schools in Gwagwalada Area Council Abuja.
1.4 Research Hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
- H0: there are no environmental factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja
H1: there are environmental factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja
- H02: there are no teacher’s factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja
H2: there are teacher’s factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja
1.5 Significance of the Study
The justification of the study lies in the fact that it will bring out and correct the factors that lead to poor academic performance in the public primary schools. It will also help the government the non-go-environment agencies and the society at large to know and appreciate their effort and give necessary support for the improvement of teaching and learning in out primary schools
1.6 Scope and Limitation of the Study
The scope of the study covers assessments of factors responsible for poor academic performance. The researcher encounters some constrain which limited the scope of the study;
a) Availability of Research Material:
The research material available to the researcher is insufficient, thereby limiting the study
The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
c) Organizational privacy:
Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities
1.7 Definition of Terms
Poor Academic Performance:
The causes for poor academic performance can be external or internal. External causes include: school environment, social interaction, teachers and teaching techniques. Regardless of what the cause may be, poor academic performance is not a situation that warrants punishment. It shouldn’t be about blaming people.
The action of assessing someone or something
1.8 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the study.
Chapter four concentrate on the data collection and analysis and presentation of finding.
Chapter five gives summary, conclusion, and recommendations made of the study
Summary, Conclusion And Recommendation
It is important to ascertain that the objective of this study was on assessments of factors responsible for poor academic performance. 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 assessments of factors responsible for poor academic performance
This study was on assessments of factors responsible for poor academic performance. Four objectives were raised which included: Ascertain environmental factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja, Examine teacher’s factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja, determine the attitudes of pupils as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja, find out attitudes of parent as causes of pupils poor academic performance in primary schools in Gwagwalada Area Council Abuja. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary schools in Gwagwalada Area Council Abuja. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up headmasters, administration staff, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
In line with the findings of this study on factors affecting poor academic performance of secondary school students. This study therefore concluded that the poor performance could be attributed to a number of reasons which if remain unchecked the situation may even worsen. Firstly the reporting attitude of students when school opens leaves much to be desired. The two weeks consistently missed each school term by most of the students go without recovery resulting in inadequate syllabi coverage subjecting them to massive failing in the examinations.
Performance would remain poor if schools in question take no active role in the procurement of essential teaching and learning materials. Intensifying teacher monitoring by responsible officers would arrest the situation to some extent. Professional advice will be timed and again provided where need arises to ensure learners are given quality and standard lessons for better results. Supervising officers in the schools under review need to devise workable systems that would motivate the teaching staff Teachers need to cultivate the attitude of hard work and self-supervisory to reach the desired goal of good students’ performance in the examinations. Teachers should equally observe prudent time utilisation and syllabus coverage. Schools and communities should have sound rapport and work together with the common good. Working in isolation and yet they are stakeholders would not improve the welfare of pupils in these learning institutions in question. Parents equally have a major role to play on the education of the child. Taking a child to be enrolled in school is just a starting point. Parental assistance in school assignments is vital and would go a long way. Parents should come on board and encourage their children to do homework given to them. Even when they cannot give guidance on how to go about the same work, checking through what the child has learnt in school would motivate the child to do more in school.
Based on the findings of the study, the researcher recommends that:
- School head teachers should procure teaching and learning materials. These teaching and learning materials include text books, equipment and materials for the specialized rooms like Science laboratories, home economics rooms. Design and Technology rooms, etc.
- Heads of Departments to ensure that all teaching and learning materials in their departments are secure and well accounted for. Any teacher or learner who loses a book should be made to replace within the shortest possible time.
- Both internal and external monitoring should be intensified in all schools.
- Schools to ensure that teachers are managed properly in order to improve the quality of education.
- Cases of both teacher/student absenteeism not to be condoned in all schools.
- Government to quickly send more qualified teachers in all affected secondary schools.
- Educational policy makers in the Ministry of General Education should ensure that schools are equipped with all the necessary physical and material resources. The Ministry of General Education should ensure school administrators and teachers are offered in-service training on the factors influencing school effectiveness and develop monitoring tools to evaluate school effectiveness.
- The parents and the general community should be informed through public meetings and Parents- Teachers Association meetings of the need to support the teaching/learning process and offer moral support to teachers and the school administration. The schools should ensure they hold academic clinics at the beginning of each term with parents of pupils who perform poorly to explore possible measures.
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