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Influence Of School Environment On Academic Achievement Of Students Of Public Secondary School
[A CASE STUDY OF ENUGU STATE]
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Concept of public secondary schools
Public school is the heart of the nation’s life in democracy. It remains the only hope, the only institution empowered by the government to make available to everyone in the country. They are the only industry that demonstrates commitment to equality by providing equal educational opportunity to the community. As Minow (1990) noted that inculcation of the civic values of tolerance, equality, liberty and democracy is best provided by the public schools, the school intended to afford children from all works of life equal opportunities and shared experiences.
The concepts of public schools are restricted to those schools that are publicity founded, which excludes schools that are operated by churches and private fee-charging independent schools. Public education is intrinsically related to government schools, (Okafor 2006). In other words it can be seen as the education provided through the media of government. Cooper (1990), states that public schools refer to those schools in which government have centralized control, standardized attendance and admissions, set curriculum and programmes, mandatory teacher certification, and the goal of standardized outcomes of school in the interest of equity.
Public schools are those schools which are owned, managed, controlled, financed and supervised by the state government through the state ministry of education and post primary school management Board. In public school government give permanent financial support as well as supervision and inspection (Okafor 2006)
Historical development of public secondary schools
The western type of education was introduced in Nigeria in 1842 by the missionaries who came to Nigeria. At the early stage, schools were under the control of the missionaries without any clear code or guidelines guiding educational practices in the country. It was more or less a competition to win converts among various religious denominations. As Ejiogu in Akpa, Udoh and Fagbamiye (2005) rightly put it that the competition among the Christian missions led to the establishment of mushroom and enviable schools and colleges.
The activities of these missions led to the geographical disparity in the establishment of schools. While some areas were not adequately served, some had too many schools. Besides, the missions were not really interested in the value of education; they only saw it as an instrument for evangelization. The teaching-learning process was characterized by indoctrination of the native in order to propagate European civilization. Ejiogu also states that the mission also promoted disunity among communities. Each mission regarded its own doctrine as superior to those of other denominations.
Nwankwo (1981) also observed that there was no uniformity in educational policies of the missionaries. The only thing that was common to all of them was the recognition of the place of education in evangelism. This led to lack of clarity in the educational policy of the country at that time. Nwankwo further points to the incoherent content of education under missionary control. The subjects in the curriculum varied from one mission to the other. Most of the teachers were unqualified to teach. Also they were not enough to serve the existing schools. This prompted the missions to embark on teacher training which was also done haphazardly. They also declare public holiday at will. Moreover the uncooperative attitude of the missions partly led to the failure of the Universal Primary Education (UPE) scheme introduced in the then Eastern Region in 1957 (Nwankwo 1981).
By 1882 the first education ordinance which provided the general rules and guidelines for the conduct of annual examination for the pupils as well as requirement and condition for the award of leading certificate to the teachers was promulgated. It laid the solid foundation for government involvement in the control of education.
Government involvement in education at this time was restricted to supervision, inspection and assistance by way of grants in aid and over all control for quality and efficiency. Several education ordinances were passed with the purpose of reducing the growth and establishment of unassisted schools. This situation of school ownership and control remained for many years until middle of 1970’s when the various government (state and Federal) in the country decided to take over the school. As Ikegbunam (1997) argued that no responsible government in modern times would allow the education of its people to be controlled by individuals and groups that might not be sufficiently committed to the philosophy and aspiration of the country.
In 1970, the East central state which was carved out of the former Eastern region, promulgated a decree – the public Education Edict which provided for the transfer to the state all rights to school property and management of such schools. The effect of this action was to terminate the age-long missionary voluntary agency participation in education, (Olagboye, 2000). The decree was in the tradition of the educational reform acts of 1964 and 1967. The Federal military government already had served notice that “Nigeria cannot afford to leave education to the whims and caprices of individual choice.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThe study was carried out to investigate the influence of school environment on academic achievement of students in Enugu State public secondary schools. The design of the study is descriptive while the population comprised principals and teachers in the education zone. The sample size for the study was 600 respondents while a researchers’ self developed questionnaire formed the instrument for data collection. Three experts validated the instrument and a cronbach Alpha reliability ... Continue reading---
APPENDIX A - [ Total Page(s): 1 ]APPENDIX IDepartment of Educational FoundationsUniversity of Nigeria, Nsukka.20th March, 2010.Dear Sir/Madam,Influence of school environment on academic achievement of students of public secondary school in Enugu State.I am a postgraduate student of the above institution, conducting a research on the above topic: This is to seek for your permission to enable me distribute my questionnaire (copy attached) to your teachers for completion, to enable me carry out this research successfully.Thanks fo ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSTitle Page Approval page Dedication Acknowledgement Certification Abstract Table of Contents CHAPTER ONE: INTRODUCTIONBackground to the Study Statement of the Problem Purpose of the Study Significance of Study Scope of the Study Research Questions Hypotheses CHAPTER TWO: REVIEW OF LITERATUREConceptual Framework Concept of Environment Concept of Public Secondary schools Historical Development of Public Secondary School Changes in Structure of the Ownership of Public ... Continue reading---
CHAPTER ONE - [ Total Page(s): 4 ]Studies on the relationship between availability of resources and students academic achievement have revealed that secondary schools provided with adequate education resources performed significantly better than those provided with inadequate resources (Balogun, 1995). Environment is a very important factor in achievement of goal of any educational programme. People acquire most of their knowledge through the interaction with facilities provided in the environment for learning. Also learning is ... Continue reading---
CLUSTER - [ Total Page(s): 2 ] ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]Validation of the instrumentThe instrument was subjected to face validation by three experts from the field of Education Administration and Planning, in the Department of Educational Foundations and one in Measurement and Evaluation, of the faculty of Education, University of Nigeria, Nsukka. The experts were requested to look at the adequacy of the items in line with the purpose research questions as well as the rating scale. Corrections were affected in some of the items and on the response op ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]Conclusion: The conclusion is drawn that Principals and Teachers do not differ significantly in their mean ratings with regard to the extent school environment affects students academic achievement.Summary of Findings1. The result identified office for teachers, reading room for students and classroom space for teaching as the major areas that to a great extent affect the academic achievement of students with regard to buildings in the public secondary schools.2. It also identified p ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 3 ]The mean responses of the principals and teachers were individually identified and subjected to t-test analysis. The findings from the analysis revealed that respondents agreed on the extent school buildings affect the academic achievements of the students of public secondary schools. The findings revealed that staff offices, classroom accommodations and library are the major areas affecting academic achievement of the students.Furthermore, the responses made by principals were separated from th ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]REFERENCESAdegboyega, A.A. (2002). Trends in Public Financing of Federal Inventors in Nigeria a Case Study of University of Ibadan in Adedeji, S. O. (ed) African Journal of Educational Planning and Policy Studies 3, No. 1 pp 95-108.Agugbuem, E.O. (2002). Taking the Distance out of the Distance Education; the Complementary Roles of Information Nigeria Education Review 7 (1) 171 – 179.Akpa, G.O. Udoh, S.U, and Fagbamiye E.O. (2005). Deregulating the Provision and Management of Education in ... Continue reading---
