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Quality Control And Student Academic Performance
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter presents a review of relevant literatures on quality control and students academic performance in senior secondary schools. The related literatures are reviewed under the following sub-headings:
• Concept of Quality and Quality Control
• Techniques of Quality Control
• The Needs for School Quality Control in Schools
• Quality Control and Supervision
• Quality Control and School Efficiency
• Concept of Students Academic Performance
• Quality Control and Students Academic Performance
• Appraisal of Literature Review
THE CONCEPT OF QUALITY
The term quality has no generally accepted definition but suffice it to say that quality refers to the standard of a phenomenon when it is compared to other things like it. Quality can be said to lie in the eyes of the beholder. It is that which best satisfies and exceeds customers needs and wants (Oduma, 2013). This is because the customers, who pass the judgment on quality, also make reference to the best comparable performance (item).
In defining quality, Asare (2006) points to the lack of clear definition of the term and infer that quality denotes a desirable characteristic in output of goods and services, as well as processes that makes and delivers those out puts in ways that please customers. In spite of differences in meaning however, the concept of quality reflects how customers think about quality, and issues that managers at all levels need to address if quality is to happen. In its basic sense, fry, stoner and Hattwick (2001) refer to quality as the ability of a product or service to consistently meet or exceed customer expectations. While McShane and von Glinow (2000) define quality as the value that the end user perceives from a product or service, Asare (2006) describe quality as the degree of excellence of a goods or service. The implication is that a product or service has quality when its features satisfy the anticipated customer needs and expectation and conforms to a standard. This also implies that people expect the product or service to be consistently good. In this respect, quality is define in terms of “value†because it is the benefits of the product or service that the customer assesses against the price at which it is sold.
Quality is perceived differently by various professionals who often use the term. While, for instance, an accountant sees the quality of a product in terms of cost effectiveness, a customer is likely to judge it on the basis of its reliability. However, quality is something everyone considers good and wants to have (Cole, 20 Quality has to do with whether something is good or bad; it is about the standard of something when compared with other things. It therefore pre-supposes that there is a standard set. In manufacturing industries, standard or quality of products can be assessed against an original product or against customers specifications.
Quality is related to a body of knowledge about products, services and customer/client satisfaction. The term is not a synonym for excellence or goodness such as quality car or quality food (Adegbesan, 2007). Quality is creating an environment where educators, parents, government officials and community representatives work together to provide students with the resources they need to meet current and future academic and societal needs (Arcaro, 2005). Quality has to be seen in terms of relationships rather than intangible and unattainable goals. What does quality mean in the context of education? Many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity and quality have often been used synonymously. Quality education is not an easy concept to qualify. When we are discussing quality education for all our learners it is important to take time to understand this concept.
According to Global Monitoring Report (2005) - The Quality Imperative, two principles characterize most attempts to define quality in education. The first identifies learners cognitive development as the major explicit objective of all education systems. The second emphasizes education’s role in promoting values and attitude of responsible citizenship and in nurturing creative and emotional development.â€
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 2 ]QUESTIONNAIREUniversity of IlorinDepartment of Primary Education Studies Quality Control and Student Academic Performance Questionnaire (QCASAPQ)Dear Sir/Ma,This questionnaire is designed to investigate the quality control and students academic performances in Ilorin metropolis.Please, you are requested to answer the questions honestly, as your response will assist in assessing the quality control on student academic performance in senior secondary school in Ilorin metropolis.SECTION A:Name of ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]Operational definitions In this study, the researcher made use of some terms which are considered necessary to be operationally defined. There are:Quality: This is the standard or degree of measuring educational excellence of student cognition skills in senior secondary schools.Control: This is the measure adopted by the school to ensure the conformity of the institution in accordance with the laid own procedures. Quality control: This refers to the effective management of the school to me ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGY This chapter deals with the method and procedure employed to carry out this study. Specifically, it focuses on the following:• Research Design • Population, Sample and Sampling Technique • Instrumentation • Procedure for Data Collection • Method of Data Analysis Research Design The researcher’s used descriptive design. The method was found appropriate for the study because it involves a systemati ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]OPERATIONAL HYPOTHESES Hoi: there is no significant relationship between school administration and student’s academic performance in senior secondary schools in Ilorin metropolis.Table 5 indicated that calculated r value of .897 was greater than the table value of 0.195 at 0.05 level significance. Thus, the null hypotheses which states that there is no significance relationship between school administration and students’ Academic performance was rejected. Therefore, there is ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATIONS This chapter presented the summary and conclusion dawn from the research carried out with recommendations based on the finding of the study.SUMMARY OF THE FINDINGS The study investigated the quality control and students Academic performance in Ilorin metropolis. The research design adopted for the study was a descriptive survey. The study used random sampling technique to select 10 senior secondary school and 100 participants. ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCEAdam, B. (2011). Human resources as the wealth of national. New York: the free pressAsari, M. (2006). Classroom, climate, pupils aspiration and capacity building. Lagos: key publishers Adegbesan, S. O. (2011) established quality assurance in Nigeria education system implications for education managers. National Institute for Educational Planning and Administration (NIEPA).Adepoju TL (2005). Principles and practice of primary education in Nigeria. Ibadan: corporate publishers.Ajayi T, an ... Continue reading---
