CHAPTER FOUR
PRESENTATION AND ANALYS
This chapter deals with the presentation and analysis
the research questions drawn and hypotheses formulated for the study.
Table 1: Performance of students in private and public schools (21)13-2015)
Grades
Source: WAEC, 2013-2015
The results presented in table 1 revealed that 0.6% of the student that sat for
Accounting in SSCE had A 1 and B2 in private schools while 03% in public schools.
AlfcQ, within the year considered in the study, 15.4% of the students had B3 in
private while there was 13.2% in public schools. Furthermore, it was revealed that
7. 5% and 2.5% of the candidates had C4 in private and public schools respectively.
Also, 13.2% had C5 in private schools while only 1.3% of the candidates had C5 in
public schools. It was : further revealed that 35.8% of the candidates in private
schools had C6 while 11.6% had C6 in public schools. On the aggregate 73.1% of
the candidates in private schools had the grade between A1-C6 in Accounting while
in public schools, there was 28.9% in these grades. This analysis shows that there is
higher performance in Accounting among private schools than the public schools.
Test of Hypotheses
Hypothesis 1: There is no significant difference between the Accounting
performance of students in public and private schools.
Table 2: t-tcst analysis of Accounting performance between Public and Private
schools
f
t
cai
tab
Variables N
X
SD
df
Public
318
2.49
2.20
Private
318
4.39
1.63
634
11.059
1.96
P< 0,05 (significant)
The result presented in table 2 shows that t- cal (11.059) is greater ;han t-tab (1.96)
at a = 0.05 le\el of significance. This makes hypothesis 1 ;o be rejected. Hence, there
is no significant difference between Accounting performance of students in public
and private schools. The mean score of private school (439) was found greater than
the mean score of public school
this indicates that private schools students performed significantly better than their
counterparts in public schools.
Hypothesis 2: There is no significant difference between the Accounting
performance of male and female students in private schools.
Table 3: latest analysis of the performance of male and female students
in Private schools
t
t
ca*
tab
Variables N
X
SD
df
Male
128
5.72
7/71
Female
190
T38
1.15
——————— ^ ———————————
—— '
316
5.491
1.96
P< 0.05 (significant)
The result presented in table 3 shows that t-cal (5,491} was greater [riant-tab (1.96)
at 0.05 level of significance. This makes hypothesis 2 to be rejected. This implies
that there is a significant difference between the Accounting performance of male
and female students in private schools, The mean of male students (5.72) was found
to be greater than the rjiean of their female counterparts (4,38). This implies that
male students in private schools performed better than their female counterparts in
\ccounting.
Hypothesis 3: There is no significant difference between the Accounting eribrmance of the male and female students in public schools.
Table 4: t-test analysis of the performance of male and female students n Public
schools
t
t
cal
tab
W
X
SD
df
N
T&S
Male
-^ ————————— '
Female
149
2.50
2,21
316
4.372
1.96
P<0.05 (significant)
The result in table 4 shows that t-cal (4.372) is greater than t-tab . 96), 0.05 level of
significant. This makes hypothesis 3 to be rejected, there is a significant difference
between the Accounting performance male and female students in public schools.
The mean score for male (2.68) was also found to be greater than the mean score for
female (2.50). This implies that male students performed significantly better than
their female counterpart in Accounting.
Discussion of Finding
The findings of this study revealed a significant difference between Accounting
performances of students in public and private schools. The rinding shows that
private students performed significantly better than their :oLinterparts in public
schools. This finding is in relation with the finding of Vational Centre for Education
Statistics (NCES) (2009) that students mending private schools performed better
than students attending public s. It was noted that one of the reasons for these
differences is as a of the fact that private schools are free of bureaucracy that plague
:hools in public sectors. Also, private schools avoid political entanglement, "he study
of Qhmloye (2010) also confirmed that school types are a major .:actor responsible
for performance of students. Oredein and Oloyedc (2008) i^ted that private schools
students are well monitored, supervised and insistently corrected. All these factors
accounted for the brilliant Trformance of private schools students than public
schools.The study further revealed a significant difference between the Accounting
performance of male and female students in both private and public schools. Male
students were found to perform better than their female counterparts in both schools.
These findings contradict the finding of Abe and Gbore (2003) that there was no
difference between achievement of boys and girls on multiple choice and true- false
test format. However, the finding }f the study corroborated with the finding of
Oloyede that boys performed ^etter in numerical ability and problems solving than
girls. It is generally relieved that majority of the girls dislike science subjects and
consequently, :iey do not perform creditably well in the subject whereas boys tend
to have .atural inclination and interest in physical science and they often perform ttcr
than girls in social science courses especially Accounting.
METHODOLOGY
This Chapter describe the procedures or methods used to carry out this
study. This procedure relates to designs area of the study, population, and sample,
instruments of data collection, validation, reliability, and administration of
instrument of data analysis.
Design of the Study
The Research Designs for this study is an ex-post factor type. This Design deals
with collection of data and records. Inventory was used to collects scores of students
in accounting from four secondary school.
The research was carried out in ikere Ekiti in a city in Ekiti. The area of the
study is by the local government
Population of the Study
The population of the study comprises of accounting students from public and
private school in ikere local government area of Ekiti State.
Sample of the Study
The sample of the study was made up of the six hundred and thirty six students
selected from four senior secondary schools out of it which were two from private
secondary schools using stratified random sampling techniques, 318 students were
selected from Public Secondary schools using random sampling techniques. Senior
secondary school (sss3) students constituted the sample for the study.
Instrument for Data Collection
The instruments used for this study was the results for 2013, 2014 and 2015
WAEC Examination scores in accounting. The Scores were collected from four
Secondary schools (private and public senior secondary schools) in Ikere Ekiti.
Validation of the Study
The instrument used was standardized Examination scores of the West African
Examination Councils which has a proven validity.
Reliability of the Instruments
The instrument is consistent and very reliable, split half method was
used to determine the reliability co-efficient and the r-pollen was 0.74 which
implies that the instruments are highly reliable.
Methods of Data Collection
The researcher went to the respondents ‘school and made a request for
the 2013, 2014 and 2015 WAEC results. On reaching the schools where the
respondents were, the researcher simply sought for assistance from the registrar of
the respective schools who provided the data.
Data Analysis
In analyzing the data, the researcher used the student‘s t-test statics to test
for the difference in Performance of students in Accounting in public and private
schools.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This Chapter deals with the presentation and analysis of data based on the
researcher question drawn and hypotheses Formulated for the study
Table 1: Performance of Students in Private and Public Schools
Grades
Private
%
A1 B2 B3 C4
2
2
49
24
0.6 0.6 15.4 7.5
Private
Public
1
42
8
%
0.3 13.2 2.5
public
Source: WEAC 2013-2015
C5 C6 D7 E8
42
114 50
26
13.2 35.8 15.7 8.2
F9
9
2.8
Total
318
100
4
1.3
187
58.8
435
100
37
8
11.6 2.5
31
9.7
The results presented in the table 1 revealed that 0.6% of the students that sat for
Accounting in SSS and A1 and B2 in private schools while 0.3% in public schools.
Also, within the year considered in the, 15.4% of the students had B3 in private while
there was 13.2% in public school.
Furthermore, it’s was revealed that 7.5% and 2.5% of the candidates had C4 in
private and public schools respectively. Also 13.2% had C5 in private schools .it was
further revealed that 35.8% of the candidate in private in school. On the aggregate
73.1% of the candidates in private schools had the grade between A1-C6 in
Accounting while in public schools, there was 28.9% in these grades. This analysis
shows that there is higher performance in Accounting among private schools than
the public schools.
Test of Hypothesis
Hypothesis 1: There is no significant different between the Accounting performance
of student in public and private schools.
Table 2: t-test analysis of Accounting performance between Public and Private
schools
Variables
Public
N
318
__
X
2.49
SD
2.20
df
tcal
ttab
Private
318
4.39
1.63
634
11.059
1.96
P< 0.05 (significant)
The result presented in table 2 shows that t-cal (11.059) is greater than t-tab
(1.96) at 0.05 level of significance. This makes hypothesis 1 to be rejected. Hence,
there is no significant different between Accounting performance of students in
public and private schools. The mean score of private school (4.39) was found
greater than the mean score of private school (4.39) was found greater than the score
of public school (2.49), this indicates that private schools students performed
significantly better than their counterpart in public schools.
Hypothesis 2: There is no significant between the Accounting performance of male
and female counterparts in public schools.
Table 3: t-test analysis of the performance of male and female students in
Private schools
Variables
N
Male
128
Female
190
P<0.05 (significant)
__
X
5.72
4.38
SD
1.71
1.15
df
316
tcal
ttab
5.491
1.96
The result presented in table 2 shows that t-cal (5.491) is greater than t-tab (1.96) at
0.05 level of significance. This makes hypothesis 2 to be rejected. This implies that
there is a significant difference between the accounting performance of male and
female in private school.
The means of male students (5.72) was found to be greater than the mean of their
female counterpart (4.38). This implies that the male students in private school
performed better than their counterpart in accounting.
Hypothesis 3: There is no significant difference between the accounting
performance of the male and female students in public schools
Table 4: t-test analysis of the performance of the male and female students in
public schools
N
SD
X
Male
169
2.68
female 149
2.50
P<0.05(significant)
df
tcal
ttab
2.26
2.21
316
4.372
tab
N
1.92
The result in table 4 shows that t-cal (4.372) is greater than t-tab (1.96) , 0.05 level
of significant . This makes hypothesis 3 to be rejected , hence , there is a significant
difference between the accounting performance of the male and the female students
in public schools.
The means score for the male (2.68) was also found to be greater than the score for
female (2.50). This implies that the male performed significantly better than their
female counterpart in accounting.
Discussion of Findings
The findings of this study revealed a significant difference between
accounting performance of the students in public and private schools. The findings
show that private students performed significantly better than their counterpart in
the public schools. This finding is in relation with the findings of National Center
for Education Statistics (2009) that students attending private schools are free of
bureaucracy that plague schools in public sectors, Also private school avoid political
entanglement.
The study of Olunloye (2010) also confirmed that schools types are a major
factor responsible for performance of the students. Oredein and Oloyede (2008)
noted that private schools students are well monitored, supervised and consistently
corrected. All this factors accounted for the brilliant performance of private schools
students than public schools.
The study further revealed a significant difference between the accounting
performance of male and female students in both private and public school. Male
students were found to perform better than female counterparts in school. This
contradict the findings of oloyede that boys performed better in numerical ability
and problems solving than girls. it is generally believed that majority of the girls
dislike science subjects whereas boys tends to have natural inclination and interest
physical science and they are often perform better than girls in social science course
especially accounting.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion, recommendation and suggestions
for further study
Summary
This study compares secondary school student's performance in Accounting
between private and public schools in Ikere Local Government Area of Ekiti State.
The study specifically examines the differences between. The Accounting
performances of students in private schools. In view of these, three research
hypotheses were formulated for the study.
The study reviewed several literatures under the following headings: student
variable, studying habit, attitude and gender, teacher variable, qualification, interest,
environment factors, class size, school location and; school type. This study
employed ex-post facto research design. All students’ r. private and public schools
in the study area formed the population of the study. Simple random sampling
technique was used to select 318 students in private schools and 318 students in
public schools, making a total of 636 samples. The results of SSCE from four
selected schools between the years 2013-2015 Were used as data for the study. The
data were analyzed using descriptive and t-test statistics at a = 0.05 level of
significance. The results showed that private schools performance is significantly
better than public schools. Also, male students performed better in Accounting than
their female counterparts in both private and public schools.
Conclusion
Based on the findings of the study, it was concluded that the type of school attended
by students is one of the major factors responsible for performance of such students
in Accounting- Also, the gentler of the students -.as effect and contributed to
student’s achievements in Accounting.
Recommendation
The study recommends that;
1. Public schools should be properly monitored and supervised by
government to ensure teachers effectiveness and dedication to service
2. Inspectors of education should regularly visit the school and see howteachers are
performing in the classroom
3. Parents should carefully select schools that will better the future of their children.
4. There should be regular meeting between management’s arid teachers and
between teachers and students on how to identity causes of failures and how to
proffer remedy to them in public schools.
It is recommended that female students should be given attention and better
5. Teaching strategies that will enable and motivate them to perform equally, even
better than their male counterpart.
6. The female students in both private and public schools should be encouraged,
motivated and carefully handled during accounting lesson in order to enforce
effective learning in them.
7. Male students should try to interact meaningfully with their female counterparts
and help to provide solution to their problems in accounting.
Suggestions for Further Research
This study investigated the performance of students in accounting (in relation
to gender) in both public and private schools. Due to time and financial constraints,
the researcher consulted only four schools (two private and two public) from where
a sample of six hundred and thirty-six was obtained. It is therefore suggested that
further researches involving more schools and larger samples could be carried
out. Researches into other factors affecting students1 performance such as
school location and class size could also be carried out.
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