In table 5, Ho: the calculated t-value (2.01) is greater than the
critical t-value of 1.65 at 0.05 level of significance for 298 degree of
freedom. Hence, the null hypothesis which states that there is no
significant relationship between educational resources and students’
academic performance in Ekiti state secondary schools, is rejected. This
implies that, there is significant relationship between educational
resources and student academic performance. However, all the educational
resources has a lot of positive benefits on students’ academic
performance in the sense that, when there is human,. Material and money,
students learn at easy and even have better results. It was also found
in the study that there was significant relationship between the
quantity of resources allocated to each local government in Ekiti state
secondary schools and the academic performance of students. This further
confirms the important role of adequate educational resources. The
finding of the study is in line with Fuller (1985) that students who had
used two or more books were almost three times better than those who
had no textbooks in school. Hallack (1990) also emphasized that the
availability, relevance and adequacy of educational resources items
contribute to the academic achievement.
Table 6, Hoi: reveals that
the calculated t-value (2.31) is greater than the critical t-value of
1.65 at 0.05 significance level for 298 degree of freedom. Thus, the
null hypothesis which states that ‘there is no significant relationship
between physical resources and students’ academic performance in Ekiti
state secondary schools’ is rejected. However, there is a positive and
significant relationship between physical resources and students’
academic performance in Ekiti State secondary schools.
This could be
attributed to the fact that the sustenance of qualitative secondary
education depends largely on adequate provision of physical resources in
the schools. The above result is in agreement with Fuller 1985, who
stated that school library significantly influence students’ academic
performance.
The result of the data analysis in table 7, Ho 2:
indicates that calculated t-value (1.99) is greater than critical
t-value (1.65) at 0.05 level of significance for 298 degree of freedom.
The null hypothesis is therefore rejected. This means that there is
significant relationship between human resources and students’ academic
performance in Ekiti State Secondary schools. In other words, the above
result infers that the quantities and qualifications of staff has a lot
to do with the students’ academic performance and also confirms the
important role of teachers in facilitating effective teaching and
learning process.
This result is in agreement with Oni (1995) and
Adesina (1980) who discovered that human resources played the most
important role in the teaching learning situation than any other factors
of production in the school system and that the quality of education
hinges upon the qualities of teachers available.
Table 8, Ho3: Shows
that the calculated t-value (2.00) is greater than the critical t-value
(1.65) at 0.05 level of significance for 298 degree of freedom. This
indicates that the null hypothesis is rejected. Thus, there is
significant relationship between financial resources and student’s
academic performance in Ekiti state secondary schools.
The result of
hypothesis confirmed that financial resources available in the schools
covered b the study has significant effect on students’ academic
performance. It was discovered that students performed better in schools
that are well funded than those that are poorly financed. This result
is in line with earlier findings by Adeogun (2001) that reported that
good education costs more than bad. Inadequacy of funds handicaps
principals in their administrative and academic functions. He also
asserted that education as a social service requires adequate funding to
procure, maintain and keep the school services going.
Table 9, Ho 4:
Above shows that the calculated t-value (2.14) is greater than the
critical t-value (1.65) for 298 degree of freedom at 0.05 significance
level. Hence, the null hypothesis which states that ‘there is no
significant relationship between material resources and student’s
academic performance in Ekiti State secondary schools’ is rejected. This
means that, there is positive and significant relationship between
material resources and student’s academic performance since instrument
tools is directly linked with teaching and learning process in the
school system. 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. Children learn best when they can
actively explore an environment rich in adequate materials.
