A COMPARATIVE ANALYSIS OF THE ACADEMIC PERFORMANCE OF COMPUTER SCIENCE, INTEGRATED SCIENCE AND ENGLISH LANGUAGE OF JUNIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Measuring of academic performance of student is challenging since student performance is the product of socio-economic, psychological and environmental factors. Education ought to be growing as a profitable industry with prime objective of maximizing profit by delivering high quality education that produces well educated, skilled mannered students according to needs and requirements of the dynamically growing market. There are two groups of students as generally perceived, that is those who improve and those who don’t improve. Students performance is also a ected by different factors such as learning abilities because new paradigm about learning assumes that all students can and should learn at higher levels but it should not be considered as constraint because there are other factors like race, gender, sex that can a ect students performance Hansen (2000). Mishae (2001) explained the e ect of age, qualification and distance from learning. Place on the students performance in his explanation concerns the readiness in doing a particular discipline in the school; for instance, a student that is not capable of doing sciences in the secondary school joins sciences because his/her friends are o ering the  subjects.  Winston et al  (2002)  added that  the academic performance of student is also coined in the students impatience (this time discount behavior).  Yuonne (1998) further elaborated that students academic performance is very much dependent on SEB (socio-economic background) as per his statement, secondary school students performance is with statically significant di erences. Alexander (2001) explained that some of the practice adopted by secondary school administration can also influence their academic performance, such practices like organized study group, debate club, media and culture clubs etc. According to Bello Lawel, an Abuja based educationist a member of the All Nigeria committee of Principals of secondary school (ANCOPSS). The truth is that the reading culture in Nigeria is generally poor. To make it worse, these days, mot of our students hardly read. Instead they waste their precious time watching televisions or films, listening to music, playing to music, playing video/computer games. Another educationist Mohammed (2009) attributed the dismal performance on the external examinations to the lackadaisical attitude of the government and its refusal to adequately fund the education sector. According to him, on several occasions we clamored for improved budgeting allocation to the education sector but all these have fallen on deaf ears. For instance, UNESCO recommends that 26 percent of any country’s budget should be allocated to the education sector but instead what do we have in Nigeria. Government paying lip service to the education sector. Other countries who understand the importance of education have taken proactive steps to adequately fund their education sector. For instance, Ghana has allocated 29 percent to its budget education sector, even far more than the UNESCO recommendation. The same thing with countries like South Africa and Botswana who allocated 35 and 37 percent respectively to the education sector. So until these things are implemented we would continue to morty age the future of our children.