THE SIGNIFICANCE OF EDUCATIONAL FACILITIES ON THE ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS

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ABSTRACT

This study is to investigate the significance of educational facilities on the academic performance of students in secondary schools in Akoko- Edo Local Government Area of Edo State. Eight research questions are developed to capture the topic and questionnaire is designed to elicit information from the respondents which comprise of teachers and students of the selected schools, 100 population samples were randomly selected from the five schools in the L.G.A. percentage and frequency distribution were used to present the result of the information gathered. The findings revealed the contribution of adequate teaching material or facilities to the performance of students, the importance of teaching facilities, problems militating against the use of educational facilities and how it can be resolved in the study area.

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background of study

Statement of problem

Purpose of study

Research questions

Significance of study

Scope of study

Limitation of study

Definition of terms

CHAPTER TWO         

Review of related literature

CHAPTER THREE    

Research design and methodology

Study population

Sampling techniques

Sample population

Research instrument

Validity of instrument

Reliability of instrument

Data procedure

Data analysis

CHAPTER FOUR       

Data analysis and presentation

CHAPTER FIVE

Conclusion and recommendation

REFERENCES 

QUESTIONNAIRE     

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Education is man’s fundamental method of reform and progress. It can be regarded as the tool with which society brings the transmission of its own culture. Reomer (1981) refers to education as “all those experiences of the individual through which knowledge is acquired, the intellect enlightened or the will strengthened “ while Unachuka (1989) defines education as “ the process by which individuals are assisted formally or informally, though proper direction and finance, to develop their capacity for their own benefit and that of the society.

Education can therefore be regarded as a social process whose purpose is to bring about certain desirable behavioural change in the total development of the individual. In the whole world education has been given more regard while in Nigeria particularly education has been seen as the main vehicle for rapid development.

It is obvious that since advent of the Europeans, Nigerians have attached much importance to western education. The first type of schools according to Bab Fafunwa (2001) were the Islamic and Arabic schools which emerged as a result of the Islamic Scholars arrival into the country on the pretence of trade. They brought along with them their religion which was Islamic under which were the Arabic school.

The first set of schools were usually situated under big trees with students who were mainly normally conducted in the evenings after their trading activities with the merchants who acted as the tutors. These teachers are called “Mallams”. It is obvious that the first type of school system didn’t have any facility apart from the slate and foreign textbooks used.

Furthermore, with the arrival of western education, the uses of facilities became ivogue. Classrooms which came in small rooms now in form of schools which comprises of administrative blocks, offices with such facilities as chairs, tables, chalk and chalkboards. Textbooks were also provided to aid teaching, this ease the way knowledge was formally imparted to the students to prove for old stanions system.

Walberg and Thomas (1992) shown that pupils have been noted to learn best when they can effectively explore at school environment that is rich in material, so that whenever they are given the responsibility to make meaningful choice, they afford to interact with the available facilities.

This led to Adaralegbe’s (1978) statement which states that the large scale of educational programme had been embarked upon, because of increasing awareness of the country that, education pauses the way for modernization and enable one to improve oneself. Putting this into consideration in our schools presently it will be noted that, education by various government bit yet, much efforts is still required to meet up adequately. Since over fifty million people desire education presently.

Classrooms are very vital in schools, the classrooms are constructed to suit the purpose of learning and also considering climate of the people. eagle Hardt (1954) emphasized that classrooms referred to as “Teaching laboratories”. Much importance should be attached to facilities to enabler an imagined educational programme to be achieved. This in short shows the importance of the provision of efficient and effective facilities to help enhance a smooth and conducive teaching and learning process to enable the production of effective manpower for the nation.

STATEMENT OF PROBLEM

Inadequate facilities will surely affect the smooth teaching and learning process in all schools. There are some problems outlined below encountered in schools due to lack of adequate facilities. It is known that the academic performance of each student depends to a large extent on the facilities exposed to while learning but, when they are lacking some problems is faced.

The first noted, peculiar problem would be generated when there is no inclusive teaching and learning conduction. The unconduciveness could be as a result of non availability of facilities like table and chair in the classroom. There can never be way of concentration by students. Students can not be expected to achieve any of the objectives at the end of the lesson. If pupils have to share chairs with their mates, they would be easily distracted among themselves and the class which is supposed to be active3ly involved in the learning process turns out to be appealing and there is enough discomfort for the day to discourage the interest of the pupils for the whole day’s work.

Since the interest of the students are very low, they are going to also have a low level of understanding, knowledge to be imparted to the students would not be fully understood. There may also be limitation in understanding. Laboratories are lacking in many schools and in some schools were they can be found reagents and equipment are lacking. For instance students in  science class who always learn in abstract, that is without practical knowledge, of what teacher is saying cannot have effective learning and this will automatically affect his/her academic performance. These lacks of laboratories have resulted to low interest in science subjects today, such subjects are physics, chemistry and biology.

Also the non availability of teaching facilities like textbooks, buildings, chart, chalkboards etc. have hindered students performance academically and this has resulted in their low interest in most of the subjects offered in their various level in secondary schools.

Finally, it is observed that the students supply their acquired knowledge in effectively since they have not been able to be taught with the practical aspects but rather expressed to only theoretical aspects of their field of specialization, if they have been opportune to make use of facilities in different aspects they would have been effectively appropriate.

PURPOSE OF THE STUDY

The origin of using facilities to aid learning has been the pre-occupation of the proponent of school facilities. The studying of the teaching facilities in relation to students’ academic performance is to know the importance of teaching facilities.

SCOPE OF THE STUDY

This study will be limited to a few selected secondary schools under Akoko-Edo Local Government Area of Edo State. The study covers the following schools;

1.   Akoko-Edo Comprehensive College, Igarra.

2.   Unity Comprehensive College, Ibillo.

3.   Ososo Grammar School, Ososo.

4.   Somorika Grammar School, Somorika.

5.   Ikpeshi Grammar school, Ikpeshi.

SIGNIFICANCE OF THE STUDY

This study is meant to help educators and education planners realize what problems students who are subjected to since there is the rapid desire for education by an increasing population of Nigeria, which have to be met adequately and with the high rate of facility storage.

The study is meant to identify these problems and how much effect it has on the performance of the students since these facilities exist to facilitate and stimulate the instructional programme of the school system they should be provided and maintained.

RESEARCH QUESTIONS

This project aims at the teaching facilities and how it affects the performance of students in selected institutions. In order to achieve this, the following research questions are very essential.

1)   Is there a relative difference in academic performance between schools with adequate teaching facilities and school without adequate teaching facilities?

2)   What are the problems encountered by schools without teaching facilities?

3)   What are the effects of lack of teaching facilities?

4)   What are the advantages of having effective teaching facilities?

5)   What are the disadvantages of not having teaching facilities in a school?

6)   Are there adequate facilities in your school?

7)   Is there chance of improvement in providing facilities to schools?

8)   Is there teaching and evaluation condition good in your school?

9)   Do you enjoy teaching without adequate school facilities?

10)               How can the government improve effective teaching in schools?

DEFINITION OF TERMS

Facilities: these are materials that make it possible or easier to do something, such facilities in teaching like desks, chairs, libraries etc. for easy learning process.

Equipment: things needed for a particular purpose. School equipment like modern equipment, learning technology for writing on.

Academic performance: that is, the ability in academic works. It may be either excellent or poor performance.

Adequate: enough in quantity or good enough in quality, for the purpose or need for effective academic performance.

Significance: this is the importance of something or educational equipment

Laboratory: this is a room or building used for scientific research, experiments testing etc.

Teaching: this is the passing of knowledge from an experienced person to an inexperienced person.

Effective: this is producing the result that is wanted or intended.

Education: this is the process of teaching and learning to improve knowledge and develop skills of an individual to the society.

Classroom: this is where teaching and learning takes place.

INFLUENCE OF CLASSROOM SIZE ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA

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CHAPTER ONE

INTRODUCTION 1. BACKGROUND OF STUDY

Qualitative education remains the fulcrum for global development and freedom. Therefore all hands must be on deck worldwide to formulate policies that will enhance qualitative education right from elementary school to tertiary institution, and continuous, effective monitoring must be well established to check all factors that may frustrate this global pursuit. Hence, most societies require children to attend school for a specified number of years or until they reach a certain age. Many of the benefits of schooling occur in part because students learn some new knowledge or skills that enhance their ability to communicate, solve problems, and make decisions.

Academic achievement of students especially at the secondary school level is not only a pointer to the effectiveness or otherwise of schools but a major determinant of the future of youths in particular and the nation in general. The medium through which the attainment of individuals and the nation’s educational goals can be achieved is learning. Learning outcomes have become a phenomenon of interest to alland this account for the reason why scholars have been working hard to unravel factors that militate against good academic performance (Aremu & Sokan, 2002). This phenomenon has been variedly referred to in literature as academic achievement, or scholastic functioning. Academic achievement of learners has attracted attention of scholars, parents, policy –makers and planners.

In an attempt to put sound education on ground worldwide, many factors have been incriminated as being responsible for falling standard of education where it is perceived and established. Among such factors is the issues of ‘’class size’’ .Adeyemi (2008) defined class size as an educational tool that can be described as an average number of students per class in a school, while Hoffman (1980) described it as the number of students per teacher in a class. Kedney (1989) described it as a tool that can be used to measure performance of the education system. A lot of argument has gone on the impact of class size on performance, some fingering over-bloated class size as the main factor responsible for falling standard of education, most especially in the elementary or secondary level of education in Nigeria, however others see this as mere coincidence seeing other factors as being responsible.

Class size is an important factor with respect to academic performance of students. There is a consensus among researchers and educational scholars that, student’s achievement decreases as class size increases. The effect of class- size on cognitive achievement has been debated and researched for many years, this has been inconclusive. Class size refers to educational tools that can be used to describe the average number of students per class in a school. In emphasizing the importance of class-size to the learning teaching process, ALL Nigerian Conference of Principals of Secondary Schools (ANCOPSS) recommended a maximum of forty students per class for efficient and effective teaching.

1.2 STATEMENT OF PROBLEM

Schooling has multiple purposes, for instance, higher levels of schooling are associated with higher earnings and economic mobility, better health, lower mortality rates, and greater participation in the leadership process in one’s immediate and the global community. In an attempt to put sound education on ground worldwide, many factors have been incriminated as being responsible for falling standard of education where it is perceived and established. Among such factors is the issue of classroom size. Fabunmi,BraiAbu and Adeniyi (2007) pointed out that classroom congestion and low utilization rate of classrooms are common features of secondary schools in Nigeria.

They have negative impact on both secondary school teacher productivity, student learning input and thus secondary school student academic performance.In particular, poor scholastic achievement can influence the reputation of a school because academic success is associated with the quality of the school. The alarming rate of failure in our secondary schools is highly embarrassing.In view of the points above, the study focuses on classroom size as it correlates with academic performance of secondary school students in Nigeria

1.3 OBJECTIVES OF THE STUDY

The main aim of the study is to influence of classroom size on academic performance of secondary school students in Nigeria. Specific objectives of the study include:

• To investigate into the effect of classroom size on the educational performance of secondary school students.

• To determine the extent to which the group size affects the manner in which teaching and learning is mediated in secondary schools.
• To establish whether there is some kind of mechanism which can assist in establishing what determines a large, small or even optimum class size which strikes a balance between size and achievement.

1.4 RESEARCH QUESTIONS

For the purpose of this research work the following research questions have been formulated;

1. What relationship exists between class-size and the quality of output from secondary schools in Nigeria?

2. Is there any significant difference between the quality of output of students in schools having an average small class-sizes and the quality of output of students in schools having an average class-sizes in Nigeria?

3. What are the general attitudes and preferences of students in secondary schools regarding class size?

4. Is there significant scientific evidence to prove and convince legislators, school educators, parents and other major stake holders in the educational fraternity that class size makes a difference in student academic performance.

1.5 RESEARCH HYPOTHESES                                                      The following hypotheses will be tested to guide this study;

• There will be no relationship between classroom size and secondary school academic performance
• There is no significant effect between classroom size and the academic performance of secondary school students in Nigeria.

1.6 SIGNIFICANCE OF THE STUDY

This study will be highly important to the government at all level, the parents, educational planners, decision and policy makers as well as other stakeholders in education. However, this study will help the public and private schools to know and ascertain the influence of class size on the students’ academic achievement, thereby making the stakeholders to develop appropriate strategies in solving the classroom overcrowding in the school and as well enhance the students academic performance.The study will provide an insight understanding for the public and private schools to know the effect of Classroom size on the students’ academic achievement, thereby making the school stakeholders to develop appropriate measures of improving the school environment for the students in the schools.

Through this study, the students as well as the teachers will be able to know the effect of class size on the student’s academic achievement.The class size as relates towards students academic achievement will enable the government and the general public to be aware of the effects of these factors and work towards better improvement.It is important to note that findings in this study will also serve as a source of reference for other researchers who may want to conduct the same or similar study in other subjects or part of the country.

1.8 LIMITATIONS OF STUDY

• Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
• Time constraint- The researcher will simultaneously engage in this study with other   academic work. This consequently will cut down on the time devoted for the research work.

1.9 DEFINITION OF TERMS

Achievement According to Black and William (1998:219) achievement is past oriented. It is based on a specific body of knowledge and it reveals areas of weakness, which can result in remedial action. Achievement can also reveal competence and such results can be used to predict future performance.

Academic Performance

This refers to the students’ achievement, scores within the class and his position relative to all those subjected the same test.

THE ROLE OF PARENTAL STATUS IN THE ACADEMIC PERFORMANCE OF STUDENTS

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ABSTRACT

The research study was solely designed to examine, describe and quantity the role of parental status in the academic performance of students in some selected secondary schools in Oredo Local Government Area of Edo State. In the course of this study, the concept parental status and the negative and positive effect was looked into. The idea of different authors about parental status was equally examined. Students in Akenzua 11 secondary school, Idia College, Emotan College, Paragon comprehensive secondary school, Travis Christian College, and Dr. Garrick memorial secondary school were used as samples. The study was aimed at finding out how parents’ status, family background, peer group curiosity etc. contribute to students’ academic performance in Oredo Local Government Area. The results of the research shows that students academic performance is determined by their parental status. The investigation also shows that parental status includes low income earners and high income earners and high income earners, broken home, parental background, violence homes, single parents home. It was discovered that parents status affect students academic performance and causes dropout. Therefore, this work recommends that the mass media should mount heavy awareness on the positive and negative impact of parents involvement in their children’s academic and also call for the introduction of some meaningful and educational activities for the students. The provision of counselling services of schools and the imposition of some levies to restrict parents from not providing the students with their necessary teaching involvement, care, finance and advice. It was also discovered that parental status causes some students to loose their focus, ambition, goals, due to frustration. Parental status alters behaviour on the part of the students in the students learning situation.

TABLE OF CONTENT

Chapter One           

1.0             Introduction

1.1             Background for the study

1.2             Statement of the study

1.3             Research questions

1.4             Purpose of the study

1.5             Significance of the study

1.6             Scope and delimitation of the study

1.7             Limitation

1.8             Definition of terms

Chapter Two           

2.0             Literature review

Chapter Three        

Research Methodology

2.1             Research Design

2.2             Population of the study

2.3             Sample and sampling procedure

2.4             Research instrument

2.5             Validity and reliability of the instrument

2.6             Administration of instrument

2.7             Method of data collection

2.8             Method of data analysis

Chapter Four          

4.0       Data analysis, interpretation and discussion of result

4.1       Use of relevant tables to present and analyze the data

Chapter Five           

5.0       Summary, Conclusion and Recommendation

5.1       Summary

5.2       Conclusion

5.3       Recommendation

References   

Questionnaires       

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

From birth to age eighteen children spend just a fraction of  their lives in school. Thus it is not surprising that many factors outside the school environment can significantly influence students prospects for academic success in schools. These factors (parental status) is in play both during the years before children begin formal schooling and while they are actually enrolled in elementary and secondary school. a diverse array of issues, including parents beliefs and expectations about education, the availability and quality of child care, family economic status, the persistence, or absence, of violence in a child life, access to social services, physical and mental health issues, opportunities for constructive, healthy activities outside of school; and the nature and strength of school community connections, can make a difference in a child’s opportunities to do well in school.

A commonly used phrase but one that has the ring of substantial truth is that parents are their children’s first teachers. Parents beliefs expectations and attitudes about education and their children’s achievement have a profound early impact on students conceptions of the place of education in their lives. What parents think about the importance (or unimportance) of doing well in school is often mirrored in students results. A study into some selected schools in Oredo Local Government Area of Edo State found that nearly all students (97%) who earned mostly A’s and B’s on their report cards reported that their parents encouraged them to do well in school. among students who earned mostly C’s nearly half (49%) said they received little parental encouragement. Some families clearly have more resources to devote to their children and can move easily find time to spend nurturing and encouraging them. When both parents work can increasingly common phenomenon or when a child is being raised by a single parent, finding time to read to the child to encourage the completion of homework. Many children grow up in home with an abundance of fiscal and materials resources. But not all do. Poverty takes a tool on student’s school performance. Poor children are twice as likely as their more affluent counterparts to repeat a grade to be suspended, expelled or drop out of high school and to be placed in special education classes. Family composition and economic circumstances are often intertwined. More than half of the poor families are headed by an unmarried mother who must balance employment issues (these women are often trapped in love – wage jobs) with child care and parenting responsibilities. In sum, children from more economically affluent home circumstances have a leg up in many areas of life, including education.

This research shows that despite the compelling importance of robust physical and mental health to students prospects for academic success, not surprisingly access to quality services is often a function of family income. The less financially stable the child’s family the less likely the child is to have regular medical care. Children covered by health insurance are more likely to have better access to health care than children not covered by such insurance. Uninsured students are under significant risks factors particularly for adolescent, are drugs, and alcohol drinking, smoking cigarettes and using harder drugs, from marijuana to cocaine can cause substantial long term physical and mental health problems, in the short term use of many of these substance can cause reduced school attendance and general in attention to school studies.

STATEMENT OF THE PROBLEMS         

Having gotten a good understanding of the parental status in the academic performance of the students, it will be of great importance to precisely and with concise examine the statement of the problem. This study is aimed at investigating the role of parental status among some selected secondary school students academic performance in Oredo Local Government Area of Edo State. However, the researcher will investigate this study in the following capacity.

To identify the various problems faced by the students due to their parental status that causes most of them to dropout of school, performing so low in academic works and engaging in social vises.

RESEARCH QUESTIONS

Based on the above, issues discussed so far, the study will focus on seeking answers to the following questions.

1.                 What type of family do people of Oredo Local Government Area practices?

2.                 Does parental background affect student’s academic performance?

3.                 Is there any difference between the children of high income earners and low income earners?

4.                 Does the medical status (health) of the students affect his/her academics?

5.                 Does parental involvement and family size affect student’s education?

PURPOSE OF THE STUDY

The main objectives of this study as intended by the researcher to investigate and highlight the role of parental status in the academic performance of the students in Oredo Local Government Area of Edo State. Though, this study is limited to Oredo, its research findings may be applicable to other parts of Nigeria. Therefore, the purpose of the study is to supplement the existing findings on the topic.

1.                 To investigate the role of parental status in the academic performance among students of Oredo Local Government Area of Edo State.

2.                 To find out to what extent with which parental involvement in students academic improve their performance either positively or negatively.

3.                 To determine how good salary structure can upgrade or affect a student’s academic performance.

4.                 To identify the various factors to be considered in the academic performance of students in relationship with parental status.

SIGNIFICANCE OF THE STUDY       

The significance of the study, the role of parental status in the academic performance among students in Oredo Local Government Area of Edo State cannot be over emphasized. The study is not only much significant to Nigeria in general. Amongst the importance of this research works are:

1.                 It will serve as a reading text to knowledge about how parent’s socio-economic status affect the performance of students.

2.                 It will serve as a veritable tools for seminars, public lecturers as well as a medium of awareness campaign on the role of parental status.

3.                 It will serve as an expository literature, on parents involvement irrespective of the occupational status not only to secondary students but to all and sundry.

4.                 It will help in exposing the teacher to the influence of parental status in the academic performance of the student.

5.                 It also help planners to know that children are from different family background.

6.                 It will be useful to educationalist.

Above all this piece of work will offer very useful suggestion on the implication and role of family and teacher play to prevent low parental engagements in the students academic performance of Oredo Locality and the need to rehabilitate the PTA (parents, teachers association) meeting.

SCOPE OF THE STUDY

The role of parental status in the academic performance of the students, tends to cover some selected recognized (private and government) secondary schools in Oredo Local Government Area of Edo State.

DEFINITION OF TERMS  

Students – children (secondary school students) in Oredo Local Government Area in Edo State.

Parent – the father and mother to a child (student) in Oredo

Academics – educational study by a student

Role – the duties

Performance – the act of carrying into effect, to do a task

Academic performance – this has to do with a student carry into effect either negatively or positively his/her educational studies

Low income earners – these are parents who salary structure are low due to their kind of low occupation or no occupation at all e.g. the poor.

High income earners – these are parents who salary structures are due to their kind of job or business

Socio-economic status – it has to do with parents occupation, moral, marital, educational status and level of knowledge

IMPACT OF PERSONALITY TRAITS ON STUDENTS ACADEMIC PERFORMANCE

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDIES

Personality is something everybody knows that it exists, but nobody knows that what it is (Schneewind and Ruppert, 1998). It is certainly true that it is difficult to put human personality which Goethe (1970) called the greatest happiness for children of this earth into scientific terms. Personality determines a set of important characteristics and that how people interact with others. Human personality is the combination of a number of traits.

Personality can be measured as a set of items usually questions about behaviour and feelings to which the subjects have to respond by agreeing or disagreeing with that question or statements. (Kline, 1993). In 1930 personality psychology became an identifiable discipline in social sciences. During that time many separate lines of inquiry came together for the field generated by Allport (1937), Murry (1938) and Lewin (1935). Mary Laurence F. Fortu (n.d) described the following as the components of personality which are habits, attitudes, interests, values, principles and mental capacity or intelligence.

Academic performance is a major issue among students, teachers, parents, school administrators, and the community at large. Attempts have been made by researchers to unravel the complexities surrounding academic performance. Psychologists have put forward a lot of reasons why these disparities in performance exist. A lot of attention had been paid to external factors such as type of school, teaching methods, school location, instructional materials, teachers experience, and so on (WAEC, 2005). Many spend lots of money in order to secure good schools either for their children or themselves and those who can afford it even invest on education abroad as they believe this will enhance performance, and which in turn gives an added advantage in terms of securing gainful employment.

Opinions vary as to why some students excel academically while others appear to be underachievers. Many psychologists have consistently attempted to identify the major predictors of individual academic performance. Factors such as intelligence, self concept, gender, study habit, maturation, home background, amongst others, just to mention a few, have been extensively explored as being responsible for academic performance. Other factors that have been researched into in the past include: child rearing patterns, peer group influence, socio-economic background and learning environment.

Another major factor that is believed to be responsible for academic performance in students is their personality traits. Traits Theorists have tried to identify the major traits that characterize personality. Notable among these are Sigmund Freud in the early 1900’s, Gordon All port (1961), Cattell (1967), Hans Eysenck (1985) Feldman (1994), McCrae and Costa (1987) and a host of others. Personality has been defined in many ways by many psychologists who wrote on the concept. According to Feldman (1994) in Daminabo (2008), Personality is the sum total of the characteristics that differentiates people, or the stability of a person’s behavior across different situations. In other words it means those qualities the individual is noted for.

Traits on the other hand are “enduring dimensions of personality characteristics which differentiates people from one another” (Colman, 2003). Traits are therefore the sum total of stable characteristics in a person across different times and situations, which make him or her unique or distinct from others. This agrees with the definition by Mischel 1981, (in Agbakwuru, 2000) which refer to personality traits as consistent differences between the behaviors characteristic of two or more people. It is also defined as “any distinguishable, relatively enduring way in which one individual varies from another” (Guliford, 1959 in Agbakwuru 2000).However, there has been an increasing interest in the big five personality traits and the role they play as regards academic performance of students. Of particular interest is the role that these traits play in the academic performance of students.

These traits, popularly known as the ‘Big Five’ include conscientiousness, agreeableness, openness to experience, extraversion and locus of control. The acronym CAOEL is used to describe them. These personality traits affect academic performance in students, either positively or negatively. And so parents, educationists, psychologists, counselors, are all worried at the rate of decline of academic standard. Big Five otherwise known as CAOEL has therefore been explored in order to find possible solutions to the problem of underachievement amongst school students. The acronym CAOEL denotes the traits: conscientiousness, agreeableness, openness, extraversion and locus of control to experience.

McCrae and Costa (1980) researched extensively on these traits.  A high score on Conscientiousness shows a student who is self disciplined, careful, thorough, organized and determined. Low scores on this trait portray indiscipline, carelessness, disorganization and indifference. That student who scores highly on this trait is expected to perform excellently well, academically and vice versa. Agreeableness describes one who is sympathetic, trusting and cooperative. Students with high scores on agreeableness are selfless, flexible and pleasant. Such students work with others easily with little or no friction. Those scoring low on this trait however find it difficult to get along with others. McCrae and Costa 1988 in Daminabo, (2008) noted this to be psychotics, which refers to a person who is skeptical, unsympathetic, uncooperative and rude. Low scores are expected to affect academic performance negatively. The researcher is therefore out to examine what influence these personality traits have on the academic performance of students.

1.2   STATEMENT OF THE PROBLEMS

The problem of underachievement has assumed a worrisome dimension in the Nigerian educational system. Desperate to make it anyhow, students have devised various illegal means to succeed in examinations, even when they are not academically competent. And unfortunately, the system has buckled under the pressure. Examination malpractice has risen steadily to become a seemingly untamable monster. It is increasingly becoming difficult to equate competence of people with supposed academic performance as represented in their certificates. Many candidates are unable to defend the result they supposedly acquired honorably. And of course this has consistently led to inability to compete effectively in the job market which has become a serious issue.

Several factors have been researched into in the past as to the cause of this social malaise, but there seem to be indications that some hidden factors may be responsible that needs unraveling. This desire to see this problem curbed gave rise to this study and the researchers’ aim is to see if there is a way in which the big five personality traits can help, especially from the perspective of the analytical and scientific approach of measurement and evaluation. The researcher has consequently chosen to explore this problem among the students. This study is therefore aimed at an examination of the influence of personality traits on academic performance of the students.

1.3   OBJECTIVES OF THE STUDIES

The objectives of the study are therefore to:

1. Find out there is any significant relationship between personality trait and students academic performance.
2. Determine the different types of personality trait that can influence students academic performance
3. To examine the factors influencing students academic performance.

1.4   RESEARCH QUESTIONS

1. Is there any significant relationship between personality trait and students academic performance?
2. What are the different types of personality trait that can influence students academic performance?
3. What are the factors influencing students academic performance?

1.5   HYPOTHESISHO: There is no significant relationship between personality trait and students academic performanceHA: There is significant relationship between personality trait and students academic performance

1. SIGNIFICANCE OF THE STUDY

This study will educate the stakeholders in the education sector on how the individual personality traits of students can influence their academic performance. This study will also enlighten them on different types of personality traits and how this traits can influence academic performance of students.This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study on the impact of personality trait on the academic performance of students in Nigeria covers all the students in Edo state, Nigeria by carefully examining their different personality traits and its effect on student’s academic performance. The study will also cover an overview of factors hindering student’s academic performance.

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1. DEFINITION OF TERMS

Personality: the combination of characteristics or qualities that form an individual’s distinctive character.Performance: is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goalsTrait: a distinguishing quality or characteristic, typically one belonging to a person.

REFERENCES

Agbakwuru, C. (2000). Teacher Personality traits and Characteristics and learning Effectiveness of Pupils. Psychological Perspective vol. 2 (22)-28 Blickle , B. Costa, G and McCrae (1992). The biological basis of personality. New York: Springfield Colman, A.M. (2003). Dictionary of Psychology, New York: Oxford.Daminabo, W. H. (2008). The Relationship between Personality Traits and Academic Achievement of Secondary School students in Rivers State. Unpublished M.Ed. dissertation, University of Pot-Harcourt. Gulliford, M. Paul, C. (1999). Citation and Referencing : The 5th Edition Apa style. Onitsha: West and Solomon. WAEC (2005). Variables affecting student achievement. Available at http://www.waec.org/resource/primer/variable.htm

 

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THE EFFECT OF INSTRUCTIONAL STRATEGY IN INCORPORATING LOCAL PRACTICES ON SECONDARY SCHOOL STUDENTS INTEREST AND ACHIEVEMENT IN CHEMISTRY

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CHAPTER ONE

INTRODUCTION

Chemistry is the branch of science that deals with the study of the structure and composition of matter. Chemistry has often being described as the central science, being that effective study of chemistry lays a solid foundation for the scientific and technological development of an early learner in the sciences. Oriaifo (2002) while stressing the importance of chemistry education noted that chemistry equips the learner with specific knowledge skills and attitude which enables him/her become useful to him/her and the society at large.In Nigeria, chemistry as a subject occupies a prominent position in the nation secondary and tertiary curriculum.

At the secondary level of education, a credit pass in chemistry is a pre-requisite for students to further their studies in fields like Medicine, Pharmacy, Agriculture, Engineering, Home Economics, Biological Science and other science related fields of endeavour. Chemistry do not just start and end in the classroom or school as often perceived, phenomenon in chemistry are practiced in our day to day lives in and outside the school.

Some of the home chemistry practices are the process of heating (cooking/warming) of our food, the process of washing our cloths with soap or detergents, addition of limestone when cooking (eg beans, unripe plantain etc), the process of boiling grinded fresh tomato to allow the  liquid to get dried, addition of salt to perishable food stuffs in other to preserve them, boiling and filtering of impure water to make it clean for drinking, the process of putting stainless steel spoon into meat while boiling, the process of separation of kerosene or petrol from water, the process of preparation of pap from grounded maize (corn), the process of spraying insecticides in the house to kill insects, the act of melting ice block into liquid water for the purpose of drinking, preparation of our African delicacy fufu through cassava, the burning of materials in the presence of air (oxygen), the process of rusting of clean nail when it has been exposed to air and water (chemical change) etc.this is just to mention but a few.

This goes to show that principles in chemistry are applied in our day to day activities even in our various homes. These principles are not just applied in our urban areas, even in our local villages chemistry is been practiced. For example, in most villages local soap is made from ashes of burnt plantain peels and used (or bleached) palm oil, quality drinking water has long been a problem in our local villages so most often people in the rural areas use alum to purify there drinking water, virtually all the different cooking practices in the local villages are based on chemistry phenomenon.

As important as the subject isand in spite of its day to day applications students achievement has long been poor and unsatisfactory year after year (Inomiesa and Unuero, 2003; Udo, 2008; WAEC Chief Examiners report 2007,2008, 2009 and 2010; Ogbu, 2012; Omoifo 2012). WAEC,2009 revealed that weaknesses associated with the performance of candidates in chemistry were attributed to lack of relevant textbooks, inadequate preparation for examination and non-familiarization with examination syllabus which was in essence attributed to wrong way and manner teachers teach chemistry, that the teachings did not stimulate and sustain students interest in chemistry (Njoku 2007).The continuous record of students poor performance has attracted a lot of assertions (Nwagbo, 2002&Njoku, 2007). The steady decline in students performance in chemistry and its related subjects has remained a source of worry to the students, parents, teachers, government and even Non-Governmental Organizations in Nigeria.

According to Asiyai (2005) teachers on their part haveused different teaching methods such as discussion, questioning, guided discovery, expository etc. to enhance the standard of achievement of students in external examinations like West African Examination Council(WAEC),National Examination Council (NECO) etc. notwithstanding these methods had not yielded expected results. These teaching methods include the conventional lecture method which is predominantly used in most Nigerian secondary schools due to the fact that most of the schools are over populated and the chemistry classes are over crowed, the chemistry syllabus is wide and the teaching time is often too short compared to the chemistry scheme, have not been able to salvage the poor performance in chemistry.(Adesida,Agbaji, Atere-Roberts, Bello, Dakare, Ihuoma, Kashim, Okonkwo, Otegbeye & Yabaya, 2002).

Interest has a lot to do, if there is going to be a meaningful improvement in the teaching and learning process of chemistry. According to Graber (2011), Piaget in 1974 considers interest a decisive factor in the learning process, he defines interest as the dynamics of assimilation, and every process of equilibration is based on interest. Together with many other authors it is believed that developing interest in a topic is an important pre-condition for self-directed learning as well as an important goal for school learning with regard to life-long learning, out-of-school behaviour and choice of profession. Since 1965, Herbart modern pedagogy has emphasized the value of interest not only as a means, but as an educational end in itself. Modern interest research has confirmed Herbart conception, and that interest-based motivation to learn has positive effect both on the studying process and on the quantity and quality of learning outcomes (Hidi, Renninger & Krapp, 2004).

Due to the steady decline on interest in chemistry and in the sciences there is a decrease in enrolment in sciences in general and chemistry in particular. Omoifo (2012), indicated poor enrolment in sciences and technology education.The question now is, why is there high rate of poor performance in chemistry? Why do students have low rate of interest in chemistry? Is it true that chemistry phenomenon are also practiced at home? Do chemistry go beyond the four walls of the schools? Do the students know that the process of heating (cooking/warming) of our popular bean cake (i.emoi-moi, a common African delicacy) is called water-bath in chemistry? Dothe students know that the warm feelings they get when they add detergents to small quantity of water is an illustration of exothermic reaction taking place between the water molecules and the detergent? Do the students know that addition of limestone when cooking (eg beans, unripe plantain etc) act as a method of increasing the rate of the chemical reaction taking place?Do the students know that the process of boiling grinded fresh tomato to allow the  liquid to get dried leaving only the tomato is an example of separation technique in chemistry called evaporation process? Do the students know that the process of putting stainless steel spoon or nail into meat while boiling increases the rate of reaction and the stainless steel spoon or nail acts as a catalyst? Do the students know that the process of preparation of our African delicacy fufu through cassava is a chemical process called fermentation? Do the students know that the burning of materials in the presence of air (oxygen) is also a chemical phenomenon called combustion? Do the students know that the process of rusting of clean nail when it has been exposed to air and water is an example of a chemical change?  This is just to mention but a few common cases whereby students home chemistry(i.e. local practice) is related to their school chemistry. This goes to show that principles in chemistry are applied in our day to day activities even in our various homes. Therefore, will incorporating local practices enhance students’ interest and achievement in chemistry?

Statement of Problem

A look through science education literatures in the past two decades and summaries of chief examiners reports of results by external examination bodies for exampleWest African Examination Council (WAEC), indicate that all is not well in the teaching and learning process of chemistry.Poor performance of students in chemistry as a subject is on the rise. On an average scale,more than 40% of students who sat for chemistry in the senior secondary school examinations fail. Poor performance as recorded by WACE is also collaborated by results from National Examination Council (NECO), (Omoifo, 2012).Poor enrolment in chemistry and its related courses is a clear indication that there is a great problem of lack of interest. For the fact that chemistry principles are used in our day to day human activities and its peculiarity in the field of sciences students ought tobe very much interested in chemistry and the level of enrollment ought to be high. But over the years enrolment in the subject has been poor, indicating that the level of interest has significantly dropped. The inability of students to relate chemistry lessons to local practices in their day to day home environment is also worrisome. Will incorporating local practices enhance students interest and achievement in chemistry?To this effect, this study therefore, is an attempt to incorporate local practices (chemistry at home) in the teaching of chemistry at school.

Research Questions

The following research questions will guide the study:

1. Will there be a difference in achievement of students taught chemistry by incorporating local practices (experimental group) and students taught chemistry without local practices (control group)?
2. Will there be a difference in interest of students taught chemistry by incorporating local practices (experimental group) and students taught chemistry without local practices (control group)?

1. Will there be gender difference in achievement in incorporating local practices?
2. Will there be gender difference in interest in incorporating local practices?

Research Hypothesis 

The following hypotheses will be tested at 0.05level of significance. Ho1: There is no significant difference in achievements between students taught chemistry by incorporating local practices (experimental group) and students taught chemistry without local practices (control group). Ho2: There is no significant difference in interest between students taught chemistry by incorporating local practices (experimental group) and students taught chemistry without local practices (control group). Ho3: There is no significant difference in achievement in gender among students taught chemistry by incorporating local practices Ho4: There is no significant difference in interest in gender among students taught chemistry by incorporating local practices.

Purpose of the Study This paper is aimed at finding out the effect of instructional strategy in cooperating local practises on interest and achievement in chemistry. To achieve this stated goal, the paper will especially examine the need to ignite, stimulate and sustain students’ interest towards the learning of the subject. It will also assess the impact of gender and students’ home environment on the achievement of the students in relation to their disposition and perception of the subject.

Significance of the Studies

The findings of the study will be significant in the following ways:

1. To the chemistry teacher, this study will generally help in guiding and directing the teacher in the preparation of the lesson plan in ensuring to add instructional skills/materials that will relate to students local practice in their home environment to ignite, stimulate, sustain and develop student interest thereby improving the achievement of the students in chemistry in particular and sciences in general.
2. It will demonstrate to the teachers the need to improvise on instructional techniques that will relate chemistry to students local practices in their home environment.
3. To the chemistry students, the study will be of immense value to them since it will bring to their notice that chemistry phenomena in their lessons are what they are locally used to in their environment, this will develop genuine interest in chemistry classes if effective and efficient learning is going to take place, for them to retain what is learns better and improve on their achievements.
4. To the curriculum planner, the findings of this study will make it necessary now than before to specify appropriate instructional strategies for enhancing students interest and making the subject students centered. This will in turn help teachers/students develop interest in chemistry classes.
5. To the Government and Non-Governmental Organizations, the findings of this study will provide a different point of view if the issue of poor performance of students in chemistry and sciences in general is to be tackled holistically. It will emphasize the need for organizing policies, seminars, lectures, workshops, etc. that will be aimed at developing/improving students interest in chemistry for the nation to advance to a higher  level in science and technology
6. To future researchers, the findings of this study will be a source of method, materials and reference for studies on similar topics.

Scope and Delimitation

The term as used in this research refers to both theory classes and laboratory classes in secondary school. Thus, the scope of the present study will be limited to chemistry as experienced by students in secondary school chemistry classes. This study will be carried out in Yenagoa Local Government Area, one out of the Eight Local Government Areas in Bayelsa State. This local government is chosen because it comprises more secondary schools in the state being the capital of the state. The class of interest is Senior Secondary II (SSII) chemistry classes. The content area to be covered in this study will be delimited to chemistry S.S.II. Scheme of work from week II to week V topics.