FACTORS MILITATING AGAINST THE ACADEMIC PERFORMANCE IN GOVERNMENT AMONG THE SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU EAST LOCAL GOVERNMENT AREA

ABSTRACT

The topic of the study is factors militating against academic performance in government among senior secondary school in Enugu East local government. The study was motivated by the alarming rate at which secondary school students were rejecting offering government in preference of other school subject in Enugu east Local Government Area of Enugu State. The purpose of the study is to identify these factors militating against the poor academic performance of students within this Enugu east local government, comparison was made with high achieving school within the same area. The study was carded out using a descriptive survey research method. The area of the study was Enugu East Local Government Area. The population of the study is 3000 students and 67 teachers which comprises the secondary schools in the Enugu East Local Government Area. The simple size used for the study was (240) respondent. The Data for the study was collected from primary source using questionnaires as instrument for collection and was analyzed using simple’ percentage. The
following findings were made in this study: Home conditions or parental support variables contribute in causing students to perform poorly academically, low level of interaction with children’s teachers, low involvement in the parent teacher association, lack of adequate instructional materials to teach the subject government, lack of good infrastructures for conducive learning, unqualified teachers and student lifestyle like truancy. Recommendation of the finding: it was recommended among others that there is the need to improve parents “attitude, intensify supervision of teachers”. Building of good school building for adequate learning of government to yield good performance of the students.

                                         CHAPTER ONE                                                         

   INTRODUCTION

   Background to the Study

Undoubtedly, education is the key to economic and technological advancement, a means of alleviating poverty among the populace as well as ameliorating their lifestyles. In recognition of this, the federal Government of Nigeria has through its national Policy on Education in 1977, 1981, 1998 (and revised in2004) spelt out how education can be utilized to bring about the necessary transformation.

 Admittedly, secondary schools which is the foundation of the educational system is expected to produce graduates who should be able to maintain high and sensitive position so that the laudable objectives can be realized. Sadly enough, in recent time the products of this citadel of learning can no longer compete favourable with their counterparts from other parts of the world. The reason for this is not far fetched. It is simple that the quality of education has fallen. To explain this point, (Esu in Mba 2018) opined that there is a near national outcry on the poor quality of Education in Nigeria especially in Enugu east local government area . Also, commenting on this, it is noted that the scripts of some students in external exams like WAEC were unreadable and far beyond comprehension because  some students find it difficult to take notes during teacher and also many are unable to have a firm grasp of material taught even after repeated explanations by the teacher.

Education is the key to development and it has the capacity to upgrade teaching effectiveness as well as learning efficiency among learners. Efforts by have being made by school administrators to improve the performance of Public secondary school students. The school environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, and Oluchukwu, in Mba 2018).  Hence, the school environment remains an important area that has to studied and well managed to enhance students’ academic performance. 

According to Jam  (2009) academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. In other words, academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.  Academic performance generally refers to how well a student is accomplishing his or her tasks or studies. There are quite a number of factors that determine the level and quality of students’ academic performance. (Scottk, 2002). 

According to Hussain (2006) secondary school students in public schools often come from economically poor and average income families. These families face various problems causing emotional disturbance among their children. This singular factor has caused serious damage to the achievement status to secondary school students.

        Achievement is generally a pedagogical terminology used while determining learners’ success in formal education and which is measured through reports examinations, researches, and ratings with numerous factors of variables exerting influence. Essentially, the National Policy on education (Federal Republic of Nigeria, 2004) has identified school achievement contents according to school subjects which are classified as core or elective subjects.

Although studies abound on the causative and predictive nature of factors of study habit on students academic achievement. all factors or variables tend to focus on poor study habit while the effects are yet to be fully accessed on the nations educational development.

The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the school environment (Ajao 2001). The issue of poor academic performance of students in Nigeria has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Delta State and Nigeria at large. The quality of education depends on the teachers as reflected in the performance of their duties. Over time pupils’ academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao 2001). Teachers have been shown to have an important influence on students’ academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students (Afe 2001). Both teaching and learning depends on teachers: no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna 2001). Considering governments’ huge investment in public education, its output in terms of quality of students have been observed to be unequal with government expenditure.

In Nigeria, there are so many factors influencing the ability of students to cultivate effective and efficient study habit. Ozmert (2005) emphasized the importance of environmental influence as a major factor in the development of students studying habit. In the same vein, Adetunji and Oladeji (2007) submit that the environment of most children is not conducive for studying; it is in the light of this that made some parents to prefer their children to go to boarding school for proper discipline and to inculcate better reading habit.

The development of any nation or community largely depends upon the quality of education available to its citizens. It is generally believed that the basis for any true development must commence with the development of human resources. Hence, formal education remains the vehicle for socio-economic development and social mobilization in any society. Secondary education is the foundation on which further education is built. Secondary education has two (2) main purposes. The first purpose is to produce a literate and numerate population that can jointly deal with problems both at home and work. It also serves as a foundation on which further education is built (Akanle, 2013).

 Poor academic performance of secondary school student has been on the increase in both in internal and external examination. Okeye (2009) defines poor academic performance of the individual or candidate in a learning situation as one in which a candidate fails to attain a set standard of performance in a given evaluation exercise such as test, examination or series of continuous assessment. Usually, that standard is based on a number of stipulated objectives and other school activities. A candidate who scores less or below the standard I regarded as showing a poor academic performance in school. Some people blame students themselves and others blame government while, others blame teachers. That is why Nwana (2010) stated that one may hear  elderly parents, retired civil servants and persons say that school leavers of nowadays are not able to speak correct and fluent English, they cannot solve simple arithmetic problem and they do not know their basic time tables.

  Teachers, students, parents/ and ministry of education, science and technology have different factors that contribute the rapid growth of poor academic performance in schools today.  For instance teachers perceive the following as causes of poor performance; non use of verbal reinforcement, poor attendance to lesson, poor method of teaching, teacher work load, emotional problems, study habits, teachers consultation, poor interpersonal relationship, self esteem and motivation orientation. While students perceive the following causes of poor performance; low motivation, students effort, abilities and traits and role perception. Parents perceived low income, illiteracy, nutrition type of discipline at home, lack of role model, finance, poor parenting and poor teaching as causes of poor performance. Finally, the ministry of education perceives the following as a cause of poor performance; attitude of teachers to their work, poor methods of teaching, poor attendance to lesson, performance failure to offer guidance and counseling to students poor management. This became an issue of concern to the researcher and it prompted a research on factors contributing to poor academic performance in government among senior secondary school in Enugu east local government area.

Poor academic  performance according to Aremu (2003) is a performance that is adjudged by the examine/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially Mathematics and English language among primary school pupils (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the pupils and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.

Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that primary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children irrespective of any real or marginal disabilities.

The role of primary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in primary school to pupils because of their low retention, parental factors, association with wrong peers, low achievement, low retention, and the likes (Aremu & Sokan, 2003; Aremu & Oluwole 2001; Aremu, 2000). Morakinyo (2009) believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about pupil’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.

The content of Nigeria education must reflect the past present and future of the dynamic Nigeria society in terms of the roles the individual is expected to play in the resent modernalization process. 

The Nigeria formal education system is the organized and structured aspect of the education which takes place within the four walls of the school.  It however has to be noted that, all emphasis in terms of government budgetary allocation and general planning, is usually placed on formal education.  Hence, a discussion of Nigeria’s educational system is almost synonymous with a discussion of the formal educational system.  As has been pointed earlier, the formal education system comprises interrelated sub-system or levels.  The major levels of the Nigerian educational system are primary, secondary, (post primary), and tertiary (Post Secondary) (Mkpa:2012).  Since the introduction of formal education in Nigeria, various conferences and seminars have been held and Commissions set up to deliberate on crucial issues in the Nigeria educational system.  Of remarkable significance are the National Curriculum Conference in 1969 which reviewed old, and identified new national goals for Nigeria’s educational system and the 1973 seminar of distinguished educational experts and representatives of all segments of the society under the chairmanship of chief S.O. Adebo which renewed the 1969 paper and made more recommendations.