Influence Of Teachers Attitude And School Environmental Factors On Academic Performance Of Computer Studies Student In JSS2 In Ukuano Abia State

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Influence Of Teachers Attitude And School Environmental Factors On Academic Performance Of Computer Studies Student In JSS2 In Ukuano Abia State


Abstarct


This study was carried out to examine the influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State. The study was specifically set to find whether there is a significant relationship between teachers attitude and students academic performance; find whether there is a significant relationship between school environment and students academic performance; ascertain the school environmental factors associated with poor academic performance of computer studies student in JSS2 in Ukuano Abia State; and find out the relative influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of JSS2 students of some selected junior secondary school in Ukuano, Abia State. In determining the sample size, the researcher conveniently selected 200 respondents while 150 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 Chi-square statistical tool. The result of the findings reveals that the school environmental factors associated with poor academic performance of computer studies student in JSS2 in Ukuano Abia State include; unconducive school location, overcrowdedness, poor infrastrcture, inadequate provision of teaching/learning materials, bullying, and disruptive behaviours in the classroom. Furthermore, the study showed that teachers attitude and school environmental factors have relative influence on the academic performance of computer studies student in JSS2 in Ukuano Abia State as students losses concentration in the class, becomes reluctant in participating in the class, losses interest towards learning, students performs poorly academically, while high rate of truancy become the norm among students. The study recommends that geachers attitude and school environmental factors have relative influence on the academic performance of computer studies student in JSS2 in Ukuano Abia State as students losses concentration in the class, becomes reluctant in participating in the class, losses interest towards learning, students performs poorly academically, while high rate of truancy become the norm among students. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. The problem of students’ under-performance in secondary schools in Nigeria has been a much discussed educational issue. In solving any problem however, it is pertinent to understand the causes of such problems. Many causes or agents have been studied as the etiological starting point for investigating the phenomena of school failure or success. These causes are looked into from several perspectives including the role of the students, teachers, parents or family, school environment, society, government etc. Notable works among these are effects of: students’ study habits (Ayodele & Adebiyi, 2016; Obasoro & Ayodele 2022), school environment (Adesoji & Olatunbosun, 2018; Okoro, 2018), teachers’ competencies (Akiri & Ugborugbo, 2019), parents’ economic status (Osonwa et al, 2017), continuous assessment (Kolawole & Ala, 2018; Okwu & Orum, 2022), educational funding (Ugwulashi, 2022). However, much attention have not been given to teachers attitude and school environmental factors as determinants of students academic performance in junior secondary schools, which is the focus of this study.

School environmental factors are the internal surrounding of the school. These include; teaching, learning materials, Information Technology and Teacher support, School climate (Ayça and Ali, 2017; Ojukwu, 2017; Odigwe and Idowu, 2016). A peaceful and friendly school setting makes students feel happy whereas schools located within busy town centers are susceptible to street noise- that interferes with students‟ concentration in their studies(Siringi, 2020).

Booth & Okely (2015) defined school environment as the physical environment (e.g. facilities and equipment), school policies (e.g. time allocated for activities) and infrastructures (e.g. library, laboratory and hostels) made available for learning achievement of students. Chuma (2022), states that the school environment includes those aspects within the students surrounding at school that influences the process of teaching and learning. Similarly, Ileoye (2015) posit that the school environment comprises the availability of adequate and qualitative facilities to promote teaching and learning. Odeh, Oguche and Ivagher (2015) outlined the characteristics of the school environment to include school buildings, furniture’s, playgrounds, sporting facilities and other related equipment which aid the teacher’s delivery of lesson. The school environment also includes the social relationships in the school. It is an accepted fact that a good school environment promotes academic performance of students while the reverse is the case. Poor school environment which has a negative influence on students’ academic performance as reported by Good (2019). A healthy and attractive school environment promotes conducive learning and students pride in their schools and their interest to stay in school (Mgbodile 2018).

On the other hand, attitude of teachers during teaching in a class significant contributes to students performance. The term attitude connotes feelings, opinions and dispositions which affects behaviour(Jones et al. 2020). How successful a person is in achieving his or her set goals is a function of the person’s attitude. A teacher’s attitude to teaching will certainly affect his or her performance in the classroom. Attitude is about emotions and feelings, and effective teachers willingly share emotions and feelings (i.e., enthusiasm, affection, patience, sadness, disapproval) as well as a sincere interest and care about their students.

Studies have shown that the group climate in a classroom is almost always set by the teacher. Some classes exhibit friendliness and cooperation while others are notable for jealousy, unhealthy competition, or hostility(Ekperi, 2018). When either situation occurs, the teacher is almost always contributing to the climate by direct modeling and through behaviors which foster the climate among the students. Teachers who respond favorably to differences among students in style, personality, independence, capability or motivation, are good models for other teachers and for students (Johnson, 2019; Brookfield, 2016). Teachers with negative attitudes may not be as approachable to students as teachers who are positively motivated. So, students find it difficult asking such a teacher questions on the grey areas of the subject he/she teaches. Once this is the case, students begin to lose interest in the subject and learning generally, which ultimately affects their academic performance negatively.


1.2 Statement of the Problem

Recent years have seen a decline in the overall academic performance of students enrolled in junior secondary schools in Ukuano Abia State which has caused widespread cause for worry. Many people, including the student’s parents, teachers, and counselors, have voiced significant worry with the student’s declining academic performance computer science. Despite the measures that have been put in place by the government to ensure that teaching and learning are carried out in an efficient manner, the low academic performance of students continues to rear its ugly head. There has been a persistent fall in students’ motivation and participatory learning, which has led to a common worry and complaint among instructors of secondary schools: students’ poor academic performance and short attention spans as a result of this decline(Julianne, 2020). As a direct consequence of this, students in secondary schools engage in problematic behaviors such as skipping classes, showing up late, engaging in bullying behavior, and being socially reactive (Orhungur, 2022). These disruptive behaviors may be traced back to the myriads of environmental issues plaguing junior secondary schols in Abia State ranging from depleted physical environment, school policies, teachers attitude, availability of school facilities etc. In view of the above, this study will investigate the influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State.


1.3 Objectives of the Study

The broad objective of this study is to examine the influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State. Other specific objectives includes:

  1. Find whether there is a significant relationship between teachers attitude and students academic performance.
  2. Find whether there is a significant relationship between school environment and students academic performance.
  3. Ascertain the school environmental factors associated with poor academic performance of computer studies student in JSS2 in Ukuano Abia State.
  4. Find out the relative influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State.

1.4 Research Questions

The study was guided by the following research questions:

  1. Does a significant relationship exist between teachers attitude and students academic performance?
  2. Is there a significant relationship between school environment and students academic performance?
  3. What are the school environmental factors associated with poor academic performance of computer studies student in JSS2 in Ukuano Abia State?
  4. What are the relative influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State?

1.5 Hypotheses

  • Ho: Teachers attitude and school environmental factors have no relative significant influence on the academic performance of computer studies student in JSS2 in Ukuano Abia State.
  • Ha: Teachers attitude and school environmental factors have a relative significant influence on the academic performance of computer studies student in JSS2 in Ukuano Abia State.

1.6 Significance of the Study

This study will be of great importance in providing relevant information that can be used by government at whatever level (federal, state and local) who is seen as the principal actor in terms of educational development in the society to provide adequate facilities and maintenance strategies in secondary schools. Secondly, findings of this study will be of relevance to students because it will provide insight into the problems whose solutions might help in taking specific actions which will efficiently and effectively address the poor performance of students as a result of poor nature of our secondary schools in Nigeria today.

Again, findings of this study are of relevant to teachers who are the principal agents of curriculum implementation because it provides recommendations that would help them to make appropriate utilization of learning environment to create conducive atmosphere that would enhance effective teaching and learning. It is a fact that people work better in places where they feel comfortable and it is believed that the results of this work offered recommendations on how to better up poor conditions of schools thereby creating enabling environment for teachers‟ job satisfaction which no doubt will have positive effect on students‟ learning outcome.


1.7 Scope of the Study

This study will focus generally on the influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2. The study will geographically be delimited to selected junior secondary schools in Ukuano Abia State, Nigeria.


1.8 Limitations of the Study

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse’s nature, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.


1.9 Definition of Terms

School:

A school is an institution designed for the teaching of students under the direction of teachers.

Learning Environment:

This refers to the diverse physical locations, contexts and culture in which students learns. In other words, it is the condition and influence which a learner comes in contact with, resulting in a series of complex interactions and ensuring change in behavior.

School Environmental Factors:

These are the internal conditions of the school that influence students‟ academic performance.

Academic Performance:

Simply means the outcome of the educational goals that are achieved either by the students or teacher. It is a measurement in terms of specific and desirable results in examination.


1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State. The study was specifically set to find whether there is a significant relationship between teachers attitude and students academic performance; find whether there is a significant relationship between school environment and students academic performance; ascertain the school environmental factors associated with poor academic performance of computer studies student in JSS2 in Ukuano Abia State; and find out the relative influence of teachers attitude and school environmental factors on academic performance of computer studies student in JSS2 in Ukuano Abia State.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are JSS2 students of some selected junior secondary school in Ukuano, Abia State.


5.3 Conclusions

In the light of the analysis carried out, the following conclusions were drawn.

  1. There is a significant relationship between teachers attitude and students academic performance. Likewise, there is a significant relationship between school environment and students academic performance.
  2. The school environmental factors associated with poor academic performance of computer studies student in JSS2 in Ukuano Abia State include; unconducive school location, overcrowdedness, poor infrastrcture, inadequate provision of teaching/learning materials, bullying, and disruptive behaviours in the classroom.
  3. Teachers attitude and school environmental factors have relative influence on the academic performance of computer studies student in JSS2 in Ukuano Abia State as students losses concentration in the class, becomes reluctant in participating in the class, losses interest towards learning, students performs poorly academically, while high rate of truancy become the norm among students.

5.4 Recommendations

Based on the conclusion drawn, the following recommendations were made:

  1. 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.
  2. Teachers should constantly create a friendly environment in the classroom as this will help to stir up a learning hunger in the students which will in turn make the classroom more engaging.
  3. Government should embark on time to time and proper monitoring and evaluation of teachers to ensure that the teachers carry out their duties effectively in line with the guidelines for the teaching profession.
  4. Education stakeholders should endeavour to provide adequate class furniture (chairs and lockers or desk) in public secondary schools and students should be oriented on how to maintain these facilities because most a time‟s students destroy these facilities by themselves.
  5. Small class population should be maintained in public secondary schools and the population of students admitted into public schools should depend on the available space and facilities. Because, there is need to make the number of students to be taught in the class to be moderate, so that the teacher would be able to manage the class effectively and give individual attention to students where necessary. 4. Adequate instructional materials should be made available in public secondary schools and teachers should be encouraged to be using instructional materials in the course of presenting their lessons and they should be made to update their knowledge and skills in improvisation of instructional materials through seminars, workshops and conferences organized by government and professional bodies.

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