ORGANIZATIONAL FACTORS AS CORRELATES OF SCIENCE STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS

ABSTRACT

This study primarily investigated organizational factors as correlates of science students’ academic performance in senior secondary schools of Lagos state. Variables such as teachers’ qualification, availability of laboratory facilities, utilization of school facilities, teacher-students attitude toward the teaching and learning of chemistry, teacher/student relationship were specifically considered to ascertain whether or not they have any relationship with students’ academic performance in chemistry. A correlational survey design was adopted for the study. A total number of 22 public senior secondary schools constituted the population while 550 respondents (500 students and 50 teachers) from ten of the schools randomly selected from Oshodi/Isolo local government area of Lagos state made up the sample. Data were collected using the “Organizational factors and science student academic performance questionnaires (OFSSAP-A for the teachers and OFSSAP-B for the students) and analyzed with Pearson product moment correlation statistics. The study found a significant positive relationship between the five organizational factor variables and academic performance of chemistry students. The study concluded that when the right work force along with the laboratory facilities are in place, functional and utilized, effective teaching and learning occurs. Based on the findings it was recommended that the stakeholders in education industry should improve on the learning environment of students, ensure that facilities are provided and utilized in all the senior secondary schools  and the curriculum implementers improves in their relationships and attitude, it is most likely that student’s achievement in chemistry will be highly enhanced.

 CHAPTER ONE

    INTRODUCTION

1.1 Background to the Study

From the inception of the world, there has been a constant interaction between man and his environment towards goal realization and this interaction with both the human, physical and material resources gave rise to an organization.  Oxford advanced learners dictionary defines an Organisation as a collection of people working together in a division of labour to achieve a common purpose like the families, banks, companies, schools and others. The school could be viewed as an organized environment where educational curricular are interpreted; it can also be described as a formal structured organisation which serves as a transitional stage in life between family and the society (Olabode, 2002; Musa, 2004; Tabir, 2004). 

The school organization has the sole purpose of developing the intellectual, the emotional and skillful aspect of an individual for the individual to be useful to himself and his society; the objective of a school boils down to the performance of the students’ academically and all round development of the individual. In order to achieve the objectives of an organization some factors come in to play. Some of the organisational factors that affect students’ academic performance in science discipline include: teachers and students related variables like the qualification of the teachers, teacher-student relationship and teacher/students attitude towards chemistry teaching and learning respectively; school environment related variable like class size, availability of laboratory facilities, utilization of facilities, school location and so on.