Students and Teachers’ Perception of the Causes of Poor Academic Performance in Edo State Secondary Schools
Students and Teachers’ Perception of the Causes of Poor Academic Performance in Edo State Secondary Schools
Introduction
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed English and Mathematics between 2004 to 2007 is shown below.
Purpose of the Study
The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance qualification of teachers and academic performance and students’ environment and poor academic performance.
Research Questions
This research will attempt to answer the following questions:
1. What is the perception of teachers on students’ poor academic performance and teachers’qualifications?
2. What is students’ perception on teachers’ qualification and students’ poor academic performance?
3. What is the perception of teachers on students’ poor academic performance and teachers’ method of teaching?
4. What is students’ perception on their poor academic performance and teachers’ methods of teaching?
Literature Review
The Concept of Poor Academic Performance
Introduction
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed English and Mathematics between 2004 to 2007 is shown below.
Purpose of the Study
The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance qualification of teachers and academic performance and students’ environment and poor academic performance.
Research Questions
This research will attempt to answer the following questions:
1. What is the perception of teachers on students’ poor academic performance and teachers’qualifications?
2. What is students’ perception on teachers’ qualification and students’ poor academic performance?
3. What is the perception of teachers on students’ poor academic performance and teachers’ method of teaching?
4. What is students’ perception on their poor academic performance and teachers’ methods of teaching?
Literature Review
The Concept of Poor Academic Performance
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