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Quality Control And Student Academic Performance
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According to Asare. (2006), quality control is the means by which a firm makes sure that its goods and services serve the purpose for which they are intended. Quality control is also described by the Microsoft Encarta Encyclopedia (2003) as processes that are aimed at ensuring that goods or services are of standard or quality that the manufacturer or supplier have determined. While Nickels, MCHugh and MCHugh(2006)define quality control as the measurement of the problems arid services against set standards, Asare (2006)explain that quality control consists of measuring actual quality performance, comparing it with a standard and acting on any difference. Quality control can therefore be described as the means by which a firm makes sure that its goods and service will serve the purpose for which they are intended.
Inspection as a component of the school system is essentially a quality control mechanism for ensuring standards in schools and the education they provide (Dunford, 2006). It is the responsibility of the Inspectorate Division of Ministry of Education, the key agency for determining school quality and implementation of national policies on education. The inspectorate’s unique position in the educational system gives it a “legal†power to gain access to schools and to organize inspections whenever this is necessary, and render a “state of affairs†report on all aspects of the school; and to make recommendations to teachers, school heads, managers and policy makers on ways to improve school system.
According to Lillis (2009). the main aims for establishing the inspectorate division of the education service are;
i. To improve the quality of teaching and learning;
ii. To monitor policy implementation and accountability at the lower level of schools and
iii. To engage in routine administration tasks to ensure efficiency in school
According to the NPE (2004), the primary responsibilities of school inspectors include to:
1. Diffuse information about instructional materials and tested and effective teaching methods;
2. Obtain information in respect of difficulties experienced by teachers in schools and institutions and further provide advisory solution through appropriate authorities;
3. Monitor and document the overall quality of education in schools and proffer practical and positive advice;
4. Organize meetings with and workshops for teachers when necessary with a view to improving their professional competence; and
5. Provide strong sense of comradeship and professionalism among teachers.
Traditionally improving the quality of teaching and learning is the main focus of the inspection process (Ormston and Shaw 2001) but it is possible for monitoring and administrative duties to overshadow this responsibility. In this regard, Lillis (2006) notes the assumption that by systematically monitoring and objectively evaluating instructional process in schools, inspectors guide teachers to adopt good teaching practice that promote learner achievement.
As guardians of educational standards, inspectors serve as the eye and ears of the ministry of education and for that matter play a liaison role between the central administration that enact policies and schools that implement those policies. As agents of the educational administration, inspectors also have responsibilities to monitor maintenance and efficiency in the management and the use of school supplies. This includes monitoring teachers performance in the classroom and their career growth (Asare,2006).
School inspection has been criticized for its inadequacy to assist classroom teachers to improve their performance (Tuoyo, 2000). West Burnham (2004) also sees inspection as an external imposition which prone to rejection by teachers.. This is more so when inspectors behave like tin-gods (Ijaiya, 2001) as cited by Oyetola, Kayode and Okunuga (2012). School inspection is particularly criticized for limitations as a post mortem examination of certain school activities, searches for lapses and wastages rather than preventing them and the seeks rectification which is often more costly (Oyetola, Kayode and Okunuga, 20l2).Neither the parents nor the pupils expect failure. Most children come to school with hope and enthusiasm to learn but somewhere along the process, many fail even though teachers are teaching. The failure therefore, suggests that there is a dissonance between what the teachers teach and the needs of the learners. Inspectors on visits to the school may not be able to handle this problem successfully without the schools’ input. Schools are therefore in the best position to attack such a problem being in constant touch with their own students. The worth of any management is based on its ability to produce quality products and satisfy clients and other stake - holders. Its tasks therefore, include identifying and solving any problem that militates against quality delivery. Such a problem solving approach will be directed at taking preventive measures against wastage.
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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---
