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BY
FEBRUARY, 2016.
CERTIFICATION
This is to certify that this project was carried out by ADELUGBA,
SUNDAY MOSES, in the Department of Educational Management, Adekunle
Ajasin University, Akungba Akoko, Ondo State.
----------------------Dr. A. J. Ayeni
Supervisor
----------------------Date
DEDICATION
I dedicate this research work to the all sufficient God, who made my dream a
reality. Is also dedicated to everyone had contributed to my academic success
particularly my dear parents. Mr. and Mrs. Adelugba.
ACKNOWLEDGEMENTS
To the Immortal, Invisible God only wise, the most Beneficial and the
Merciful who from His inexhaustible mercy and love saw me through the
elementary education to the university education, I hereby summarize my
appreciation by saying thank you Lord.
If all the hairs of my body are tongues, they are not enough to appreciate my
amiable and God sent supervisor, Dr. A. J. Ayeni for his relentless effort and
supervisory roles to ensure a meaningful completion of my project. May God
Almighty continue to enrich your knowledge, bless you and guide you through in
life (Amen.)
My special thanks also goes to all my lecturers in the Department of
Educational Management starting from the Father of the Department, Prof. W. O.
Ibukun, Dr. (Mrs.) C.A. Akinfolarin (H.O.D), others are Dr. O.S. Alimi, Dr A.I.
Oyetakin, Dr. F.O. Alabi,
and Dr. I.G. Osifila, Dr. O.I Daniel, Dr. G.B Ehinola,
and Mr. S.B. Akinsade for their efforts in giving me all round education,
counseling and encouragement towards my academic success.
I also wish to express my appreciation to my parents Mr. and Mrs. Adelugba
for their immeasurable support, advice, prayers endurance and perseverance to
make me whom I am today.
appreciation goes to all my relatives that I cannot list due to limited space; I
appreciate all your supports.
Once again the work will be incomplete without appreciating the
indefatigable efforts of my colleagues and friends for releasing their resources in a
way or the other in persons of Ayobami Adedotun, Agboola Banji, Emylomo,
Busayo, Debbie, Asake, Phamoshasy and all class of 15 students of Educational
Management, I appreciate you all.
ABSTRACT
The study examined the level of availability and adequacy of learning resources
and the level of teachers utilization of learning resources in public and private
secondary schools, and determined the effect of learning resources on students
academic performance in public and private secondary schools in Owo Local
Governmrnt Area. Descriptive design of the survey type was used. Eight secondary
schools were randomly selected for the study. An instrument titled Learning
Resources and Students Academic Performance Questionnaire (LRSAPQ) was
used for data collection and t-test statistics was used to test the hypotheses raised.
Findings revealed that there is a significant difference in the level of teachers
utilization of learning resources in public and private secondary schools because
the mean score of 16.79 for the private schools is greater than the mean score of
13.94 for the public secondary schools. It was recommended that individual
parents should contribute to the success of their children, by providing necessary
learning materials that will improve their academic performance. Also, the state
Ministry of Education should provide adequate classrooms, learning equipment
and build teachers capacities in the use of instructional materials to enhance
teaching-learning process and achieve better academic performance in public
secondary schools.
TABLE OF CONTENTS
Title Page
Certification
ii
Dedication
iii
Acknowledgement
iv
Table of Contents
vi
Research Questions
Research Hypotheses
Delimitation
Definition of Terms
10
13
20
22
25
27
29
Population
29
29
Research Instrument
30
30
30
Data Collection
30
Data Analysis
31
32
Discussion of Findings
41
48
Recommendations
49
References
51
Appendix
55
CHAPTER ONE
INTRODUCTION
are classified into inputs and outputs. The, inputs consist of human and material
resources while outputs are the goals and outcomes of the educational process.
Both the inputs and outputs form a dynamic organic whole and if one wants to
investigate and assess the educational system in order to improve its performance,
the interrelatedness and effects of one component on the other must be examined.
Resources are very important in the development of qualitative education.
The success or failure of an educational system depends on the quality and quantity
of resources made available to it. (Adeogun, 2002).
Availability of learning
resources enhances the effectiveness of schools as these are basic things that can
bring about good academic performance in the students. Maicibi (2003) opined
that all institutions or organization are made up of human beings (workers) and
other non-human resources. When the right quantity and quality of human
resources are brought together, the human resources manipulate the other resources
towards realizing institutional goals and objectives. Consequently, every institution
should strive to attract and retain the best of human resource.
Learning resources which are educational inputs are of vital importance to
the teaching of any subject in the school curriculum. Wales (1999) was of the
opinion that the use of learning resources would make discovered facts glued
firmly to the memory of students. Savoury (2001) also added that, a well planned
and imaginative use of visual aids in lessons should do much to banish aparthy,
paper
supplies and writing materials such as biro, eraser, exercise books, crayon, chalk,
drawing books, notebooks, pencil, ruler, slate, workbook, etc.
Savoury (2001) suggested a catalogue of useful visual aids that are good for
teaching in secondary schools i.e pictures, post cards, diagrams, maps, filmstrips
and models. He said that selection of materials which are related to the basic
contents of a course or a lesson, helps indepth understanding of such a lesson by
the students in that they make the lesson attractive to them, thereby arresting their
attention and thus, motivating them to learn. He advocated the use of pictures
which will help children in grounding their thoughts and feelings. He said that
pictures are used as alternatives to real objects where it is impossible to show
students the real objects, and they do serve effectively in tan imagined activities.
It is also very vital to have sufficient and adequate human resources in terms of
teacher quality for the teaching of all subjects in the school curriculum. Without
the teachers as implementing factors, the goals of education can never be achieved.
In order to achieve a just and egalitarian society as spelt out in the Nigerian
Research Questions
This study sought to answer the following questions:
i.
ii.
schools?
What is the level of teachers utilization of learning resources in both public
iii.
Research Hypotheses
The following hypotheses are formulated to guide the study.
Ho1: There is no significant differences in the level of teachers utilization of
learning resources in public and private secondary schools.
Delimitation
This study is designed to examine variable such as; learning resources, are
related to students academic performance. The study is limited to assessment of
eight (8) randomly selected Senior Secondary School Two (SSII) in Owo
Metropolis. The school include; four (4) public secondary schools and four (4)
private secondary schools.
Definition of Terms
Learning Resources: These are educational inputs that are used to promote,
encourage and enhance qualitative teaching and learning.
Instructional Materials: Educational resources which influence the
students learning and the instructors teaching. It helps to improve students
knowledge, abilities, and skills in their assimilation of information on a
subject or course e.g. textbooks, art prints, slides, video cassettes, pictures,
sound recordings etc.
Resources: A source of supply, support, or aid especially one that can be
readily drawn upon when needed.
Visual Aids: An item of illustrative matter, such as a film, slide, or model,
designed to supplement written or spoken information so that it can be
understood more easily.
Academic Performance: This is the outcome of education- the extent to
which a student has achieved their educational goals.
Curriculum: The total learning experiences provided by a school. It
includes the content of courses (the syllabus) and the methods employed
(strategies).
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of related literature is presented under the following sub-headings:
i.
ii.
iii.
iv.
v.
vi.
teaching could help foster the course objectives. Maranga (1993) notes the value of
learning resources by stating that resources and methods of instruction among
others, affect the amount of learning that takes place. This means that for learning
to be effective, the resources must be availed. The provision of quality and relevant
education and training are dependent on, among other things, the supply of
adequate equipment and teaching materials. This means that proper learning
resources used for teaching could help provide quality education; in this context,
help meet the objectives of producing well behaved students.
According to Agun (1999), learning resources are instructional materials and
devices through which teaching and learning are facilitated in schools. Examples
of learning resources include visual aids, audio aids, real objects and many
others. Visual aids are designated materials that may be locally made or
commercially produced. They come in form of, for example, wall-charts,
illustrated pictures, pictorial materials and other two dimensional objects. There are
also audio-visual aids that are teaching machines like radio, television, and all sorts
of projectors with sound attributes. Savoury (1998) suggested a catalogue of useful
learning resources that are good for teaching history i.e. pictures, post cards,
diagrams, maps, filmstrips and models. He said that selection of materials which
are related to the basic contents of a course or a lesson, helps indepth
understanding of such a lesson by the students in that they make the lesson
attractive to them, thereby arresting their attention and thus, motivating them to
learn. He suggested a catalogue of aids which could be used to teach history. He
advocated the use of pictures which will help children in grounding their thoughts
and feelings. He said that pictures are used as alternatives to real objects where it is
impossible to show students the real objects, and they do serve effectively in thier
imagined activities.
Instructional materials
National Teachers Institutes (2002) defined instructional material as those
materials which promote the effectiveness of instruction and help the teacher to
communicate more effectively. Also Ifeagwu (2000) stated that instructional
materials facilitates teaching of subject matter with increasing effectiveness at all
levels of learning. The same vein, Ughamadu (1992) defined instructional
materials as the resource that the teacher and students use to influence the
effectiveness of teaching and learning process. However, Fadeije (2005) noted that
it is the creative use of such resources that will increase the probability of making
the students learn and improve their performance of skills that are to be developed.
Bozimo and Ikwumadu (2002) grouped instructional materials into reading
materials, Audio-Visual materials and non-reading materials.
materials to which students have been exposed have contributing factors to the
students academic achievement. Jimoh (1992) observed that poor laboratory
facilities and lack of relevant textbooks are among factors that are responsible for
low performance of students in physics, chemistry and Biology. Studies by NPEC
(1998), FUN/UNICEF/UNESCO UNDP (2000) and UBE (2001), showed that over
the years, there had been massive deterioration and inadequacy in school inputs
and processes. Corroborating this, FME (2003), in its Education Sector Status
Report (ESSR) noted with dismay the poor quality of inputs in public schools.
According to the report, such poor quality inputs have negative impact on teaching
and learning (school processes) and ultimately on achievement (output). Asuru
(2000), put that on the negative slope of availability of school facilities on
numeracy, it indicates that facilities in themselves may not make any positive
impact on achievement unless they are effectively utilized. Anene (1997),
examined the influence of laboratory experiment on the performance of the Nigeria
secondary school students in WASC chemistry examination. He found that
insufficient laboratory work is accountable for students poor performance in
chemistry. The availability of well equipped laboratory is a sure pointer that
adequate provision for students practical work has been made. He went further to
recommend that teachers should make effective use of the laboratory so as to
enhance students performance in the subject. While Ezeirouma (1985), assert that
schools with well equipped laboratories have significantly better school certificate
results. Bassey (2004), observed that most schools lacked textbooks and other
types of instructional media for achievement of curriculum delivery. Odukwe
(1999), regretted that many schools in Nigeria apart from the model school and
Federal Government Colleges hardly have adequate material resources. Gidado
(2005), states that in some rural public schools, teachers and pupils read under
trees. He went further argued that in some secondary schools, staff rooms are not
enough to accommodate teachers. And in some teacher education institutions, it
has been observed that lecture halls, classrooms, laboratories, hostels, staff
quarters, offices and office equipment, generating plants etc are in most cases
inadequate compared to the number of staff and students that make use to them. In
some federal and state owned institutions, the ratio of student/staff to the available
infrastructure is greatly inadequate. In the researchers, school there are students
populations of over 1500, with 9 classes, which means each class will have no less
than 166 students.
Onyejiemezi (1981), Adedayo (2000) Ibrahim (2005) and Atadoga (2007),
ascertained that the use of teaching materials, be it visual, audio or audio visual
materials, enhance effective learning of some science subjects and contribute to
the full potential of the learners. Effective learning cannot take place without
availability of basic relevant learning materials. In addition to private studies,
where teachers give the students tutorial, exercises and home work, the need for
learning materials is imperative. Ogunshege (1990) and Ekpenyong (1990), called
books veritable vehicles of communication and transmission of education, learning
and culture in any society. Akujuo (1991), emphasis that books have been the
basics tools for any educational development. Many studies and reports have
confirmed the crisis of books and other learning materials. According to Adesina
(1990) and Iyila (1995), most of the higher institution of learning in Nigeria are
facing the problem of acute shortage (and non availability for some disciple) of
essential books. While Gojeh (1993), noted that most college libraries have
outdated and insufficient collections, while some programmes in the colleges do
not have books, journal and other reference materials to meet the needs of their
patrons.
According to Ayodele (2008:13), a situation in which machine tools are
lacking in technical colleges, where tractors and harvesters are not available in
schools of agriculture, where computers are not known in commercial school.
Shuaibu (2005), observe that for effective and meaningful learning to take place
three factors are indispensable, namely: the teacher, the pupils and the instructional
materials alongside the conductive environment.
iii.
b.
c.
d.
the materials artistic, literary and physical quality and format, including its
durability, manageability, clarity, appropriateness, skillfulness, organization
and attractiveness;
e.
the possible uses of the material, including suitability for individual, small
group, large group, introduction, in-depth study, remediation and/or
enrichment;
f.
the contribution the material will make to the collections breadth and
variety of viewpoints;
g.
h.
i.
the price of the material weighed against its value and/or the need for it.
absolute.
Akolo (1997) conducted a survey of audio-visual materials for eight Teacher
Training Colleges in Kwara State and for twelve Teachers Colleges in Plateau
State of Nigeria. His study considered such elements as equipment and materials
owned by each of the selected teachers colleges, utilization of equipment and
materials owned, and the number of teachers that had some measure of audiovisual related training.
The study revealed that there was under-utilization of instructional
equipment in some areas and non-utilization in other areas where the research was
conducted.
In a study on effective utilization of visual aids in business studies, Bridge
(2000) pointed out that teachers need to increase their knowledge in the field of
Audio- Visual materials and use them to make their lessons attractive and
interesting to students. In a bid to find alternative of making instructional materials
available for use, Dike (2002) observed that a creative teacher can construct some
of the needed instructional materials and as well teach students how to construct
these materials. Okpala (1999) noted that if learning resources are properly
utilized, they will enable the teachers to achieve the following:
(a) Reduce verbalization.
(b) Humanized and utilized the subject matter.
teaching/ learning
resources. They do so consciously because they know the use have positive effect
on learning outcomes as their cognate experiences during teaching practice
supervision reveals (Morris,1999).
Using educational learning resources boosts students success in the
classroom. These resources reinforce what a teacher says and ensures the main
points are understood. Some of these resources signal students to the important
information and allow them to experience something that is abstract in life. They
engage students other senses in the learning process and allow for different
teaching styles.
Learning resources should have specific educational values and should help
in the realization of desired learning objectives (Patil, 2009).When these resources
are employed; there is a great scope for pupils to move about, talk, laugh and
comment upon. Therefore, under such atmosphere the pupils work because they
want to work and not because the teacher wants them to work. The teaching
profession is filled with countless opportunities to enrich the academic lives of
students. While some concepts and educational objectives will be easy to students
to grasp, others will require you to think creatively to ensure that important
learning objectives are met. Using audio-visual aids in teaching is one way to
enhance lesson plans and give students additional ways to process subject
information. Regardless of their overall quality, learning resources are of little use
if operators do not know how to incorporate them effectively into a presentation.
Availability and utilization of suitable learning resources in good supply and
in rich variety and range is essential in education and especially for the
achievement of curriculum objectives. Ibitoyo (2001) noted some of the advantage
of learning resources in heighten motivation for learning, provide freshness and
variety, appeal to students of varied abilities, encourage active participation, give
needed reinforcement and widen the range of students experienced. Dale (2000),
Ofoefuda (1996), Ocho (2003) noted that some instructional materials used in
schools area).
manpower, not merely to carry on the present work of education, but to raise its
quality, efficiency and productivity. They will need buildings, equipment and more
learning materials.
Akintayo (1998) did a survey of the learning and teaching problems of
history in the secondary schools in Ekiti central local government area of Ondo
State. She made use of 100 students and all history teachers in 6 secondary
schools. Questionnaires were distributed to them to respond to. 44% of the students
agreed that one of the factors affecting poor performance in history is lack of
qualified teachers to teach the subject.
Momoh (1995) carried out a research on the effects of instructional
resources on students performances in WASC examination in Kwara State. He
correlated material resources with academic achievements of students in ten
subjects. Information was collected from the subject teachers in relation to the
resources employed in teaching in five schools. The achievements of students in
WASC examinations for the past five years were related to the resources available
for teaching each of the subjects. He concluded that material resources have a
significant effect on students achievement in each of the subjects. In the same
manner, Moronlola (1992) carried out a research in Ilorin local government of
Kwara State. She also used questionnaires to tap information on the material
resources available for the teaching of ten subjects in ten secondary schools. She
collected WASC examination results for the past five years and related these to
students academics performance in each of the ten subjects and to the amount of
resources available for the teaching of the subjects. She also reported a significant
effect of material resources on the academic achievements of students in each of
the subjects.
In the same vein, Popoola (1990) investigated the effect of instructional
resources on the academic performance of students in Ogun State. Five secondary
schools in Abeokuta were used for his study. Questionnaires were designed to elicit
responses on instructional materials that were available for the teaching and
learning of each of the three school subjects he examined. He collected WASC
examination results for five years and compared performance of students in
schools with adequate material resources and performance of students in schools
with inadequate material resources. He found a significant difference in the
performance of the two sets of students.
performance.
The criteria for the selection of learning resources were explained according
to the Board of Education (2014) and finally various researchers gives suggestions
on the utilization of learning resources in curriculum delivery.
CHAPTER THREE
RESEARCH METHOD
This chapter contains the procedure used for the study under the following sub
heading:
Research Design
Population and sample
Research Instrument
Validity of the Instrument
Reliability of the Instrument
Data Analysis
The data collected were analysed using frequency counts, percentage and ttest statistics at 0.05 level of significance.
CHAPTER FOUR
RESULTS AND DISCUSSION
Results
This chapter contains the analysis of data collected with appropriate
statistics to answer the research questions and test the hypotheses.
Table 1: Demographic Information of the Respondents
Schools
21-30
31-40
41-50
50 years and above
Total
Gender
Male
Female
Total
Educational Qualifications
N.C.E
Bachelor Degree
Masters Degree
Total
Frequency
17
26
29
8
80
Frequency
54
26
80
Frequency
30
32
18
80
Percentage %
21.0
33.0
37.0
19.0
100.0
Percentage %
67.5
32.5
100.0
Percentage %
37.5
40.0
22.5
100.0
In table one, the distribution of the selected respondents was according to the
Age, Gender and Education qualifications. From the result, the questionnaire was
evenly distributed among the selected schools in the study area, it was discovered
that 17 of the respondents are between the age range of 21-30, while 26 of the
respondents are between the age range of 31-41, 29 of the respondents are between
the age range of 41-50, while only 8 respondents are 50 years and above. The
distribution according to gender shows that male teachers 54(67.5%) are more than
the female teachers with 26(32.5%). Finally, most of the teachers educational
qualifications are NCE with 30(37.5%), Bachelor Degree 32(40.0%) and Masters
Degree 18(22.5%).
Research Question 1: How adequate are learning resources in public secondary
schools?
Table 2a: Distribution and adequacy of learning resources in public schools.
S/N
ITEMS
Agree Fairly
Disagreed
d
Agreed
%
%
%
1.
The school buildings are enough for the
7
13
20
students population
17.5%
32.5%
50.0%
2.
Government,
parent/guardians
provide
12
6
22
financial support for the procurement of 30.0%
15.0%
55.0%
stationaries and teaching aids
3.
The school library have textbooks in the
20
12
7
subject area I teach
50.0%
30.0%
17.5%
4.
The school laboratory is well equipped with
22
12
6
the necessary science equipment needed.
55.0%
30.0%
15.0%
5.
The school provides teachers with audio10
10
20
visual material and electronic instructional 25.0%
25.0%
50.0%
materials for teaching.
6.
Writing material such as exercise books,
15
15
10
biro, pencil, chalk, workbooks are made 37.5%
37.5%
25.0%
available for the teachers by the school
authority.
7.
The school computer laboratory is
25
10
5
inadequate with few computers installed.
62.5%
25.0%
12.5%
8.
Students are well equipped with learning
7
13
20
materials such as exercise books, textbooks, 17.5%
32.5%
50.0%
biro, pencils/biros
From the table 2a above, in item 1, it was revealed that 7(17.5%) of the
respondents agreed that the school buildings are enough for the students,
population, 13(32.5%) fairly agreed, while 20(50.0%) disagreed that the school
class buildings are enough for the students population. Item 2 revealed that
12(30.0%) of the respondents agreed that the government, parent/guardians
provides financial support for the procurement of stationeries and teaching aids,
6(15.0%) fairly agreed while 22(55.0%) disagreed that the government,
parent/guardians provides financial support for the procurement of stationeries and
teaching aids. Item 3 revealed that 20(50.0%) of the respondents agreed that the
school library have textbooks in the subject area they teach, 13(32.5%) fairly
agreed while 7(17.5%) disagreed that the school library have textbooks in the
subject area they teach. Item 4 revealed that 22(55.0%) of the respondents agreed
that the school laboratory is well equipped with the necessary science equipment
needed, 12(30.0%) fairly agreed while 6(15.0%) disagreed that the school
laboratory is well equipped with the necessary science equipment needed. Item 5
revealed that 10(25.0%) of the respondents agreed that the school provides the
teachers with audio-visual materials and electronic instructional materials for
teaching, 10(25.0%) fairly agreed while 20(50.0%) disagreed that the school
provides the teachers with audio-visual materials and electronic instructional
materials. Item 6 revealed that 15(37.5%) of the respondents agreed that writing
materials such as exercise books, biro, pencil, chalk, work book are made available
for the teachers by the school authority, also 15(37.5%) fairly agreed while
10(25.0%) disagreed that writing materials such as exercise books, biro, pencil,
chalk, work book are made available for the teachers by the school authority. Item
7 revealed that 25(62.5%) of the respondents agreed that the school computer
laboratory is inadequate with few computers installed, 10(25.0%) fairly agreed,
while 5(12.5%) disagreed that the school computer laboratory is inadequate with
few computers installed. Item 8 revealed that 7(17.5%) of the respondents agreed
that students are well equipped with learning materials such as exercise books,
textbooks, biro, pencil etc., 13(32.5%) fairly agreed while 20(50.0%) disagreed
that student are well equipped with learning materials such as exercise books,
textbooks, biro, pencil etc.
7.
8.
25
62.5%
20
50.0%
15
37.5%
10
25.0%
30
75.0%
10
25.0
10
25.0%
20
50.0%
5
12.5%
13
32.5%
10.
25.0%
25
62.5
7
17.5%
From the table 2b above, in item 1, it was revealed that 20(50.0%) of the
respondents agreed that the school buildings are enough for the students,
population, 13(32.5%) fairly agreed, while 7(17.5%) disagreed that the school
class buildings are enough for the students population. Item 2 revealed that
22(55.0%) of the respondents agreed that the government, parent/guardians
provides financial support for the procurement of stationeries and teaching aids,
Disagree
%
30
37.5%
19
23.8%
13
16.2%
18
22.5%
Item 9 revealed that 15(37.5%) of the respondents agreed that they have
access to learning resources during lessons, 15(37.5%) fairly agreed while
10(25.0%) disagreed that they have access to learning resources during lessons.
Item 10 revealed that 10(25.0%) of the respondents agreed that they are satisfied
with the condition of learning resources in their schools, 5(12.5%) fairly agreed
while 25(62.5%) disagreed that they are satisfied with the condition of learning
resources in their schools. Item 11 revealed that 22(55.0%) of the respondents
agreed that they achieve instructional objectives with the use of learning resources,
12(30.0%) fairly agreed, while 6(15.0%) disagreed that they achieve instructional
objectives with the use of learning resources. Item 12 revealed that 25(62.5%) of
the respondents agreed that the students achieve to a greater extent with the use of
available learning resources, 10(25.0%) fairly agreed, while 5(12.5%) disagreed
that the students achieve to a greater extent with the use of available learning
resources.
Disagree
%
10
25.0%
5
12.5%
12
30.0%
Item 9 revealed that 20(50.0%) of the respondents agreed that they have
access to learning resources during lessons, also 10(25.0%) fairly agreed while
10(25.0%) disagreed that they have access to learning resources during lessons.
Item 10 revealed that 25(62.5%) of the respondents agreed that they are satisfied
with the condition of learning resources in their schools, 10(25.0%) fairly agreed
while 5(12.5%) disagreed that they are satisfied with the condition of learning
resources in their schools. Item 11 revealed that 22(55.0%) of the respondents
agreed that they achieve instructional objectives with the use of learning resources,
6(15.0%) fairly agreed, while 12(30.0%) disagreed that they achieve instructional
objectives with the use of learning resources. Item 12 revealed that 30(75.0%) of
the respondents agreed that the students achieve to a greater extent with the use of
available learning resources, 10(12.5) fairly agreed, while non of the respondent
disagreed that the students achieve to a greater extent with the use of available
learning resources.
Table 4a: Analysis on Students Academic Performance in WASSCE 2012/20132014/2015 in public secondary in Owo Local Government Area of Ondo State
Year
No.
of No.
of
Candidates
candidates with
Examined
5 credits and
above including
English language
& Mathematics
No of students
that obtained 5
credit and above
without English
language
&
Mathematics
No
of
candidates
without
any credit
2012/2013
970
120
(12.37%)
800
(82.47%)
50
(5.15%)
2013/2014
1,085
140
(12.90%)
225
(18.67%)
875
(80.64%)
920
(76.34%)
70
(6.45%)
60
(4.98%)
2014/2015
1,205
candidates with 5 credit above without English Language and Mathematics is 875
(80.64%) also number of students without any credit is 70(6.45%).
Also, in 2014/2015, the total number of students examined is 1,205 number
of candidates 5credit including English and Mathematics is 225(18.67%), No of
candidates with 5 credit above without English Language and Mathematics is
920(76.34%), also number of students without any credit is 60(4.98%).
Table 4b: Analysis on Students Academic Performance in WASSCE 2012/20132014/2015 in Private secondary schools in Owo Local Government Area of Ondo
State.
Year
No.
of No.
of
Candidates
candidates with
Examined
5 credits and
above including
English language
& Mathematics
No of students
that obtained 5
credit and above
without English
language
&
Mathematics
2012/2013
400
300
(75.0%
100
(25.0%)
2013/2014
600
550
(91.67%)
50
(8.33%)
2014/2015
700
680
(97.14%)
20
(2.86%
No
of
candidates
without
any credit
Hypothesis 1
H01: There is no significant difference in the level of teachers utilization of
learning resources in public and private secondary schools.
Table 5: Test of difference in the level of teachers utilization of learning resources
in public and private secondary schools.
School
Public
Private
N
40
40
Mean
13.94
16.79
t-tab
Sig.
0.666
0.05
Hypothesis II:
H02: There is no significant difference in the effect of learning resources on
students academic performance in public and private secondary schools.
Table 6: Test of difference in the effect of learning resources on students academic
performance between public and private secondary schools.
School
Mean
Public
Private
40
40
11.67
18.89
Std.
Deviation
4.356
1.775
t-cal
t-tab
Sig.
0.677**
0.236
0.05
It was revealed that majority of the respondents disagreed that the school
laboratory is well equipped with the necessary science equipment needed. This
implied that shortage of labouratory equipment constitute a setback to students
academic performance. This confirmed the view of Futunbi (1996) that learning
materials contribute significantly to students have been exposed have contributing
factors to the students academic achievement. Also Jimoh (1992) observed that
poor laboratory facilities and lack of relevant textbooks are among factors that are
responsible for low performance of students.
In hypothesis one, there was a significant difference in the level of teachers
utilization of learning resources in public and private secondary school. The private
schools performed better than the public secondary schools. This furthein
Technical Drawing with a low mean score of (13.94), than confirmed the findings
by Fagbemi (2002), that lack of equipment and teaching resources in schools
would hinder the teaching and learning of school subjects, thereby not achieving
educational goals.
Schulman and Tamir (1983), also compiled a list of objectives of using
laboratory or workshop in teaching, the list included the teaching and learning of
skills, concepts, attitudes, cognitive abilities and understanding the nature of
Technical and Vocational Education.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The research work was carried out to examines Learning Resources and
Students Academic Performance in Private and Public Secondary Schools in Owo
Local Government Area of Ondo State.
Chapter one introduces the problem while chapter two reviewed some
relevant literatures on the topic. Chapter three discussed the instrument, population
and sampling techniques used for the study and also the method of data analysis.
Questionnaire was used to collect data in selected secondary schools in Owo Local
Government Area of Ondo State and 80 teachers were used in all.
Chapter four was the result of the data analysis, which was done using
frequency count, percentage, and t-test. After the analysis of the data in chapter
four, it was discovered that:
i.
Students from private schools performed better than students from public
schools.
ii.
iii.
Large number of students in the classrooms made the class rowdy and not
conducive for learning.
Conclusion
The study examined the comparative analysis of learning resources and
students academic performance in public and private secondary schools in Owo
Local Government. It was discovered that the private schools students performed
better than their public schools counterparts. The public secondary schools are
faced with lack of access to standard laboratory facilities, rowdy classes in an unconducive learning environment and low commitment on the part of parents.
The study has further proved that schools facilities are highly potent
determinant of academic achievements. Facilities in terms of laboratory, libraries,
schools buildings, chairs, tables, administrative blocks, school maps and the likes
are very crucial to high academic attainment. The study indicated that achievement
is a function of availability of learning resources.
Recommendations
The following suggestions are made for the improvement of students
academic performance in secondary schools in Owo Local Government.
REFERENCES
Abitogu S.O, (2002). The relationship between students socio-economic
background and their achievement in mathematics in selected secondary
schools in Akure South Local Government Area, Ondo State, Nigeria.
Unpublished PGDE Project, Obafemi Awolowo University, Adeyemi
College of Education Ondo.
Ajila C, & Olutola A. ( 2007). Impact of parents socio-economic status on
university students academic performance. Ife Journal of Educational
Studies, 7(1): 31-39.
Bamgboye, E. A, Ogunowo B. E, Badru O.B & Adewoye E. O, (2001). Students
admission grades and their performance at Ibadan University pre-colonial
Bello, M. O (1997). Sociology of Nigeria education for University and Colleges.
Owerri New Africa Publishing Co.
Birgen, P. (2005). A teacher can Break or Make A child. Education Insight.
Nairobi: Insight Publishers.
Bolorunduro, O. M. (1988). Laboratory Facilities and Students Performance in
Chemistry: A study of selected school in Oranmiyan L.G.A Osun State,
Zaria Journal of Educational Studies 2 (2), 33 38.
Cohen D, Raudenbush S, & Ball, D. (2003). Resources, instruction and research.
Educational Evaluation and Policy Analysis, 25(2): 1-24.
Chukwu, A. (2002). Promoting students interest in Mathematics using local
games. International Journals of Arts and Technology Education, 2(1): 5456.
Dele, E. (1983). Audio visual methods of teaching. New York Dryden Publication.
Ezeinuoma, C.O. (1985). A comparison of the availability of teaching facilities and
the school result Biology performance of 14 schools in Agula LGA of
Anambra State. Unpublished B.Sc. (ed) thesis, University of Lagos Nigeria.
Oladele C. (1997). Violence in divorced pioneer families. The Family, 4(1): 36-40.
Olubadewo, S.O (2005). School Facility Conditions and Students Academic
Achievement. A Challenges of Education Policy Makers. Kano Journal of
Educational Studies 3(1), 50 56.
Omotoso, H. M. (1981). A study of the performance pattern and Trend in SC/GCE
Examinations as indicators of falling or rising standard of secondary
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Osuafor A.M. (2001). Effects of Field Trip and Role Play on Pupils Achievement
and Interest in Environmental Concepts in Primary Science. PhD Thesis,
Unpublished.Nsukka:.University of Nigeria Nsukka.
Oyenuga A.O. (2007). Factors Affecting Academic Performance of Secondary
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APPENDIX
DEPARTMENT OF EDUCATIONAL MANAGEMENT
FACULTY OF EDUCATION
ADEKUNLE AJASIN UNIVERSITY AKUNGBA AKOKO.
TEACHERS QUESTIONNAIRE
I am currently undertaking a research work with the topic: Analysis of
Learning Resources and Students Academic Performance in Public and Private
Secondary Schools in Owo Local Government.
This questionnaire contains the necessary information for this research work.
You are expected to respond to the items objectives as possible. All information
supplied will be treated confidentially and will be used strictly for this research
work.
Thank you for your co-operation.
___________
Adelugba, S.M
SECTION A
BIO-DATA
Age: 21-30years
above
Gender:
Male
31-40years
41-50 years
50 years and
Female
N.C.E
B.Ed
SECTION B
Please respond to each statement according to your own opinion on items
discussed. The following are the options to choose from:
SA= Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree.
S/
N
1
2
3
4
5
6
7
8
9
10
11.
12.
ITEM
FA
The school class buildings are not enough for the students population
Government, Parent/guardians provides financial support for the
procurement of stationeries and teaching aids
The school library have textbooks in the subject area I teach
The school laboratory is well equipped with the necessary science
equipments needed.
The school provides the teachers with audio-visual materials and
electronic instructional materials for teaching
Writing materials such as exercise books, biro, pencil, chalk, work
book are made available for the teachers by the school authority.
The school computer laboratory is inadequate with few computers
installed.
Students are well equipped with learning materials such as exercise
books, textbooks, biro, pencil e.t.c.
I have access to learning resources during lessons.
I am satisfied with the condition of learning resources in my school
I achieve instructional objectives with the use of learning resources
Students achieve to a greater extent with the use of available learning
resources.
SECTION C
Checklist of Students Academic Performance in WASSCE 2012/2013 2014/2015
Academi No. of Candidates No. of Candidates No. of Candidates No. of
c Session Examined
with 5 credits and with 5 credit and
Candidates
above, including
above without
without any
English and
English Language credit
Mathematics
and Mathematics