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Quality Control And Student Academic Performance
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Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. Goal 6 of the Dakar Framework for Action (2000) emphasizes the need of a stimulating pedagogy. It is the teaching and learning process that brings the curriculum to life, determines what happens in the classroom and subsequently the quality of the learning outcomes.
The concern for quality has been at the core of the motivating forces for reforms in education. Ajayi and Adegbesan (2007) see quality as the total of the features of a process, product or service on its performance, in ‘customers’ or clients’ perception of that performance. It is not just a feature of a finished product or services but involves a focus on internal processes and outputs and includes the reduction of wasted and the improvement or productivity. Taking a cue from the above definition, Fadokun (2005) characterized quality by three interrelated and interdependent strands;
i. Efficiency in the meeting of its goals,
ii. Relevance to human and environmental conditions and needs,
iii. Exploration of new ideas, the pursuit of excellence and encouragement of creativity.
With regards to education, the International Institute for Educational Planning (2011) views quality from different perspectives. The first is from the internal criteria of the system such as profile expiration and the external criteria which are the fitness and relevance of such an education to its environment. Arikewuyo (2004) views quality in education to be judged by both its ability to enable the students performs well in standard examinations and relevance to the needs of the students, community, and the society as a whole. He finally concluded that quality serves as determination of gradations based on standard of excellence beneath which mark inferiority imposed, adduced, and defined superiority.
QUALITY CONTROL
Quality control is a procedure or set of procedures intended to ensure that a manufactured product or performed service adheres to a defined set of quality criteria or meets the requirements of the client or customer.
Quality control is similar to, but not identical with, quality assurance. Quality assurance is defined as a procedure or set of procedures intended to ensure that a product or service under development (before work is complete, as opposed to afterwards) meets specified requirements. Quality assurance is sometimes expressed together with Quality control as a single expression, quality assurance and control.
In order to implement an effective quality control program, an enterprise must first decide which specific standards of the product or service must meet. Then the extent of quality control actions must be determined (for example, the percentage of units to be tested from each lot). Next, real-world data must be collected (for example, the percentage of units that fail) and the results reported to management’ personnel. After this, corrective action must be decided upon and taken (for example, defective units must be repaired or rejected and poor service repeated at no charge until the customer is satisfied); If too many units failure or instances of poor service occur, a plan must be devised to improve the production or service process and then that plan must be put into action. Finally, the Quality control process must be ongoing to ensure that remedial efforts, if required, have produced satisfactory results and to immediately detect recurrences or new instances of trouble.
Quality control according to dictionary.com (2015) is an aspect of the quality assurance process that consists activities employed in detection and measurement of the variability in the characteristics of output attributable to the production system, and includes corrective responses. Quality control is directed at determining the extent to which a product meets that standard. Cole (2006) defines quality control as “basically a system for setting standards and taking appropriate action to deal with deviations outside permitted tolerancesâ€
Quality control practices in Nigerian education is based essentially in school inspection, monitoring and control. While such measures appropriate for obtaining data on policy implementation and for strategic planning and aid public accountability. They are of little value when comes to managing classroom learning processes (West — Burnt, 2004).Also, while the provision and rehabilitation of school facilities assist in the delivery of quality, some intervention is needed to plan on how to utilize such facilities effectively in the teaching/learning process.
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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---
