CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
This chapter focused on the discussion of results from which general conclusion was drawn. Recommendations were made base on the findings of the study and suggestion for further studies were raised.
5.1 Discussions of Results
Research question 1, Table 1 shows that most principals and teachers perceived that highest of the physical resources (52.9%) provided are not functioning and (40.1%) of physical resources are not available. Whereas only (33.7%) of physical resources are available and useful in the Ilorin local government area of kwara state secondary schools. These physical facilities have to be adequate in number and they should all be in good conditioning for schools to function properly. These findings corroborate the early findings of Hallak, (1990) who identified facilities as a major factor contributing to academic achievement in the school system. This, according to him, includes the school buildings, classroom accommodation, furniture libraries laboratories, and recreational equipment, apparatus and other instructional materials. While the availability, relevance and adequacy of these resources items contribute to academic achievement, the scholar did not fail to point out that unattractive school buildings classrooms, absence of playing ground and flower beds and surroundings devoid of aesthetic appearance can contribute to poor academic attainment.
As shown in table 2, research question 2 above, NCE holders takes the highest (52.98%). Than B.Sc, B.Ed holder (45.98%) and M.Sc, M.Ed holders (1.08%). This tells us that in Ekiti state secondary schools, NCE holders dominated the teaching staff. Government should give room for the NCE holder to further their education by giving them approval for sandwich courses. Not only that, B.Sc, B.Ed holders should not relent. They too need to further their education by proceeding to the M.Sc, M.Ed level because education is a continuous process and one can only give what one has.
The above finding is in agreement with Oni (1995) and Adesina (1990) who discovered that human resources played the important role in the teaching-learning situation than any other educational resources and that the quality of education hinges upon the qualities of teachers available. Anderson (1999) Discovered that teaches who regularly monitor and supervise their students’ learning by checking students’ work and helping individual student to overcome errors and learning difficulties are likely to have student who exhibit higher level of achievement. Teachers are the limbs of the educational system.
However, on the side of non-teaching staff, the strength in 2009 (36.82) was more than the strength in 2008 (32.12%) and 2010 (31.04%). This shows that in 2010, many retired and there was no replacement. Government should employ more Bursars, Liberians, Typists, Lab. Attendants and Securities because they are as well important in the school settings and also contribute to education directly or indirectly.
As indicated in table 3 above, the identified major sources of financing secondary schools education in Ekiti State is adequate as it takes the highest score (53.7%). Quite adequate and not adequate are (25%) and (21.3%) respectively. This result is in line with earlier findings by Adeogun (2001). He reported that good education costs more than bad. Inadequacy of funds handicaps principals in their administrative and academic functions.
Research question 4, table 4 above shows that the respondents scored materials not available higher (48.5%) than the materials available (19.6%) and the materials not functioning (31.9%). The above analysis implies that most of the materials needed in Ekiti State secondary schools are not supplied and the larger percentage of the ones supplied are not functioning. That is, our of the remaining (51.5%), the larger parts of it are not functioning (31.9%). Material resources are very important. We record poor academic performance of the students in WAEC and NECO simply because students are not taught with practical examples. Like computer, most students in the rural areas that will write the same paper with the people in the city have never seen nor touch nor work with computer before and yet, they will sit for the same examination relating to computer. This result is in line with the previous findings of researchers and scholars like Oni (1995) and Aghenta (1999) who found that the quality of education received by the learners in school, to a very large extent is determined by the level of availability of the material resources and of course the overall atmosphere in which learning activity takes place.
