IMPACT OF LOW MORALE ON ECONOMICS STUDENT
ACADEMIC PERFORMANCE IN EDUCATION DISTRICT
VI, LAGOS STATE
BY
OLAWUYI JOSEPH OLAYINKA
MATRIC NUMBER: 180129039
A PROJECT SUBMITTED TO THE DEPARTMENT OF LANGUAGE
ARTS AND SOCIAL SCIENCE EDUCATION, FACULTY OF
EDUCATION, LAGOS STATE UNIVERSITY, OJO
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF SCIENCE DEGREE IN ECONOMICS
AND EDUCATION (B.ED), LAGOS STATE UNIVERSITY, OJO
JUNE, 2023
PERSONAL ETHICS STATEMENT
By signing this statement, I am attesting to the fact that I reviewed the entirety of my
attached work and that I have applied all the appropriate rules of quotation and referencing
in use in my faculty as well as adhered to the anti-fraud policies outlined in the Academic
Regulations in the Lagos State University.
NAME: ……………………………………………………………………….
(Surname)
MATRICULATION NO: …………………………………………………….
FACULTY/DEPARTMENT: ………………………………………………….
COURSE CODE/TITLE: ………………………………………………………..
SIGNATURE: ……………………………………………………………………
ii
CERTIFICATION
This is to certify that this research project was carried out by OLAWUYI, Joseph Olayinka
under my supervision in partial fulfilment for the award of Degree in Economics and
Education in the Department of Language Arts and Social Science Education (LASSED),
Faculty of Education, Lagos State University, Ojo.
____________________________
DR. O. TAIWO
Project Supervisor
_______________
Date
________________________
PROF. A. S. JIMOH
Head of Department
_______________
Date
________________________
PROF.S. O. MAKINDE
Dean, Faulty of Education
_______________
Date
________________________
External Examiner
_______________
Date
iii
DEDICATION
This project is dedicated to Almighty God for His mercy upon my life for making my
programme in LASU a success.
iv
ACKNOWLEDGMENTS
I wish to register my profound gratitude to Almighty God for the guidance and grace
throughout my life and for making my expectation become a reality. All glory, honour and
adoration be to God.
My sincere efforts have made me accomplish the task of completing this project. However,
it would not have been possible without the kind support and help of many individuals.
I would like to express my gratitude to my project supervisor Dr. O. Taiwo and Head of
department Prof A. S. Jimoh. Thanks for your fatherly role with words of advice and
encouragement. May your days be long in good health and wealth.
I am equally thankful to my parents Mr and Mrs Olawuyi for their support morally and
financially, as well as by siblings. And finally, many thanks to my close friends for been
there throughout the course of this project.
v
ABSTRACT
The main objective of the study is to examine impact of students’ morale on economics
student academic performance in Education District VI, Lagos State. This research adopted
survey research design. A total of 120 questionnaires were administered and retrieved from
students of the selected secondary schools in Education District VI, Lagos State. Analysis
was carried out using Person Correlation with the aid of Statistical Package for Social
Sciences (SPSS 23.0). Research findings revealed that here is significant relationship
between low morale to study and performance of economics students in Education District
VI, Lagos State. Also, there is significant relationship between teacher’s inadequate
supervision of instructions and performance of economics students in Education District
VI, Lagos State. Finally, that there is significant relationship between school population
explosion teachers’ and performance of economics students in Education District VI, Lagos
State. Based on the findings, appropriate recommendations were proffered such as: an
appraise the roles played by every stakeholders aimed at making the learning environment
conducive to enhance economics students’ performance process in schools. The study
concludes that low morale, teacher’s inadequate supervision of instruction and school
population explosion affects economics students academic performance.
Keywords:
Low morale, Teacher’s inadequate supervision, Student population
explosion and Academic performance
vi
TABLE OF CONTENTS
TITLE PAGE
i
PERSONAL ETHICS STATEMENT
ii
CERTIFICATION
iii
DEDICATION
iv
ACKNOWLEDGMENTS
v
ABSTRACT
vi
TABLE OF CONTENTS
vii
CHAPTER ONE
1
INTRODUCTION
1
1.1
Background of the Study
1
1.2
Statement of the Problem
4
1.3
Purpose of the Study
6
1.5
Research Hypotheses
7
1.6
Significance of the Study
7
1.7
Scope of the Study
8
1.8
Limitations on the Study
9
1.9
Operational Definition of the Term
9
CHAPTER TWO
10
REVIEW OF RELATED LITERATURE
10
2.1
Introduction
10
2.2
Conceptual Review
10
2.2.1
Concept of Classroom Teaching
10
2.2.2
Concept of Learning
13
2.2.3
Concept of Academic Performance
14
2.2.4
Factors that contribute to Student’s Success in Examination
15
2.2.5
Factors that contribute to Student’s Failure in Examination
16
2.3
2.3.1
Theoretical Framework
18
Bean Psychological Theory of Student Performance
vii
18
2.4
Empirical Review
19
2.5
Summary of Literature Review
22
CHAPTER THREE
23
RESEARCH METHODOLOGY
23
3.1
Introduction
23
3.2
Research Design
23
3.3
Population of the Study
23
3.4
Sample and Sampling Technique
23
3.5
Instrument for Data Collection
24
3.6
Validity of the Instrument
24
3.7
Reliability of the Research
24
3.8
Data Collection Procedures
25
3.9
Method of Data Analysis
25
CHAPTER FOUR
26
PRESENTATION AND ANALYSIS OF DATA
26
4.1
Introduction
26
4.2
Presentation of Data
26
4.2.1
Demographic Data Analysis and Presentation of Data
27
4.3
Test of Hypotheses
31
4.4
Summary of Findings
34
4.5
Discussion
35
CHAPTER FIVE
37
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
37
5.1
Summary
37
5.2
Conclusions
38
5.3
Recommendations
38
5.4
Suggestions for Further Studies
39
References
40
APPENDIX: QUESTIONNAIRE
42
viii
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Knowledge is endless thing and teachers are among the important instrument required for
the impacting of this knowledge to be acquired by the students. Many nations of the world
including Nigeria have continued to invest heavily on education since knowledge is
acquired through education. The key role of a teacher is to teach, which can be understood
as meaning to facilitate learning of some target curriculum. Teaching is therefore intimately
tied to notions of learning, and there is a sense that if students do not learn, then whatever
the teacher is doing does not deserve the label of ‘teaching’ (Phelps, 2019).
In the words of Awoyete (2014) education is a weapon for combating ignorance, poverty
and disease. It is a bride between confusion and comprehension. It is always dam for
conserving man’s store of civilization and a rocket for transporting man from intellectual
subservience and sovereignty. Nigeria on her part adopted economics as an instrument for
excellent communication which promotes National development. Thus it becomes
imperative that these important ingredient for development of man. Man should plan and
implement in way that ensures optimum output. This concern has given rise to many
concepts relating to the position outcome of the performance of students in teaching and
learning of economics, such as teacher’s effectiveness, students’ seriousness to learning and
parental interests to the educational development of the children in effect technique of
teaching and learning
1
Education in the wider sense is a life-long process. It begins with the birth of a child and
ends with his death. It is a continuous process. Continuity is the law of life. Education is not
limited to the classroom only; it is also not limited to a particular period of life. Education
is a lifelong process and goes on from birth to death. Throughout life one goes on learning
to adjust oneself to the changing patterns of life. Change it’s the fundamental law of human
existence. Life is a continuous process of growth and development and so education is also
a continuous process (Dumvile 2014).
An individual learns through his experiences, which are acquired throughout his life.
Education is not merely collection of some information. It is acquisition of experiences
through life in the social and natural environment. It includes all the knowledge and
experiences, acquired during infancy, childhood, boyhood, adolescence, youth, manhood or
old age through any agency of education- the press, the travels, the club, the natureformally and informally. Thus, education becomes the sum-total of all experiences that the
student’s receives either in the school or outside. In this wider sense, life is education and
education is life. Whatever broadens our horizon, deepens our insight, refines our reactions
and stimulates thought and feeling, educates us.” In other words, education is the process
whereby a human being gradually adopts himself in various ways to his physical, social,
and spiritual environments. It is the development of all those capacities in the individual,
which will enable him to control his environment and fulfill his possibilities. Education, in
the broader sense, is transmission of life by the living, to the living, through living and for
living”. Education is a means for the development of balanced all- round harmonious
2
development of personality. Personality includes not only body and mind but also spirit
(Gulati, 2016).
Economics is one of a precise subject taught in the higher secondary school level. It is
important to both students and the civilization as great for the reason that it wounds
transversely all compasses of human effort as it can be understood in its simplest definition
by Robbins revised by (Flynn, 2009), “…thus economics as a science which studies human
behavior as a relationship between ends and scarce means which have alternative uses….”
By this definition, Robbins (1935) revised by (Flynn, 2009) lay emphasis on economics as
a science and that economic investigation would be based on positive and logical method
rather than normative with vague judgments. The important ideas of teaching and learning
economics in classroom are to help the basic stage of student masters the principles vital for
understanding the financial problem, precise economic issues.
Effective teaching of Economics is a great importance in the promotion of educational and
communication standard. Thus, as observed in the National Policy on Education (2013)
“No educational system can rise above the quantity of its teachers” .Effective teachinglearning promotes positive solution of educational standard. Educationists all over the
world have worked out numerous accepted models in teaching and learning of Economics.
Yet there are still problems of poor performance of students in teaching of Economics in
the classroom. There are certain factors the teachers perceive as the constraints for the
effective performance of students in Economics among secondary schools students. They
include low morals to study, lack of facilities, population explosion, class discipline,
inadequate supervision of instructions etc.
3
Every day, one form of value judgment or the other are passed on institution of learning
especially in secondary schools. Teachers in schools do not inculcate the eloquence
principles to the students and teachers skills .Teachers pin-down the reasons as lack of
adequate facilities un-conducive environment for studies, lack of learning materials and
poor qualification. What constitute the use of mass failure in Economics in Secondary
School of teaching and learning of Economics is not teachers only. It also includes attitude
of the learners, the infrastructural provision by the school and the attitude of the society to
learning. These variables lead the researcher to investigate comparative study of economics
student’s performance in certification and elimination examinations for both public and
private senior secondary schools, Education District VI, Lagos State, Nigeria.
1.2
Statement of the Problem
Academic performance has been chronically poor in some public and private secondary
schools in Nigeria, despite the Government’s effort to improve quality of education. Many
stakeholders have tried to attribute the wanting academic performance to the socioeconomic factors. Very little has been done to look into these problems, In view of these
difficulties, most teachers of economics still resort to the theoretical method of teaching the
subject.
A good teacher is one who knows the capabilities of his learners and has understanding of
what his or her students need to learn. This implies that the skill of teaching lies in knowing
who, what and how to teach and above all to be able to judge. Good teaching demands great
skill irrespective of the level of teaching. It does not depend on the learner any more as
(Amissah, 2012) indicate. Thus teaching has become complicated due to the increasingly
4
intricate phase of human personality and society. The idea is that a teacher must bear in
mind certain principles of good teaching whiles dealing with the students.
Hence, the question of academic performance and students’ poor performance in
certification and elimination examination like SSCE is therefore usually discussed both in
and outside the academic circles. In the last few years, it has been observed in most
secondary schools that a high percentage of students are performing very poorly in
Economics in certification and elimination examinations for example, WAEC and NECO
(Examiner’s Report, 2012) due to ill motivated behavior of the students towards the
education, lack of professional teachers, existence of lazy teachers and lack of teaching
facilities and equipment (David, 2014). Some of these reports have shown that there are
poor academic activities in secondary schools which obviously lead to rampant failure in
certification and elimination examinations among secondary schools students. It is also
observed that student’s poor performance in Economics in the Senior School Certificate
Examination (SSCE) has continued to be low over the years. Otanyemi (2010), in
Mohammed (2003), states that there has been General outcry about poor students‟
performance in the Senior Secondary School Examination. Students’ poor performance in
the subject is probably due to teachers’ attitudes of non-usage of effective instructional
materials, poor communication and poor teaching methods in the class room, and also
student low interest in the subject. Also the student background affect their performance in
the study of economics because most of them do not come from well to do family
background.
5
Therefore, it is against this background that the researcher was prompted to investigate into
comparative study of economics student’s performance in certification and elimination
examinations for both public and private senior secondary schools, Education District VI ,
Lagos State, Nigeria
1.3
Purpose of the Study
The purpose of this study is to investigate the comparative study of economics student’s
performance in certification and elimination examinations for both public and private senior
secondary schools, Education District VI, Lagos State. The specific objectives are
i.
Find out how low morale to study contributes to performance of economics
students in Education District VI, Lagos State.
ii.
Find out teachers inadequate supervision of instructions contributes to
performance of economics students in Education District VI, Lagos State
iii.
Find out population explosion contributes to performance of economics students
in Education District VI, Lagos State.
1.4
Research Questions
The following research questions were raised:
i
What extent do the low morale to study have significance effect on performance of
economics students in Education District VI, Lagos State?
ii
Do the teachers inadequate supervision of instructions have significance effect on
performance of economics students in Education District VI, Lagos State?
iii
Does the school population explosion have significance effect on performance of
economics students in Education District VI , Lagos State?
6
1.5
Research Hypotheses
The following are the research hypotheses formulated for this study
(i)
There is no significant relationship between low morale to study and performance of
economics students in Education District VI, Lagos State.
(ii)
There is no significant relationship between teacher’s inadequate supervision of
instructions and performance of economics students in Education District VI, Lagos
State.
(iii)
There is no significant relationship between school population explosion teachers’
and performance of economics students in Education District VI, Lagos State.
1.6
Significance of the Study
The outcome of this study will be of great benefit to teachers and students of economics
because the information from this research work will review some important data such as
advise the teachers to further their education and get more knowledge on the study of
economics because they are the only way to students future, bring to the knowledge of
government to organize seminars and workshops in order to expose teachers of economics
to some many academic activities which will in turn help in student performance.
Students will also benefit because they will be motivated by the information from this
research work which will go a long way in making them to see Economics as a compulsory
subject. Teachers should devise every means possible to teach this subject and make sure
that students grasp everything they should know in economics before examination. This
could be done by making sure that they cover their scheme of work every term.
7
The finding of the study will provide training information which will be incorporated to the
curriculum. The curriculum planners will integrate the information into the training model
or packages of the economics students and provide a better instructional material that helps
to make it easy for students to understand and find economics easy in secondary level.
The educational administrators will benefit from this study because there will be room for
them to includes economics in curriculum as a compulsory subject in other to help the
nation’s economy grow by making admission into the higher institution available based on
a credit in economics among others. Students should be serious with this subject and
become friend with it. They could do this by reading Economics every day attaining classes
and by studying their Economics dictionaries and textbooks.
The principals should make sure that they have enough Economics teachers for their
students. They should encourage their economics teachers to attend workshops organized
for them. The principals in collaboration with the government, and PTA should make sure
that every material needed for teaching and learning of economics is provided.
1.7
Scope of the Study
This study is designed to find out the investigation into comparative study of economics
student’s performance in certification and elimination examinations for both public and
private senior secondary schools, education district VI , Lagos State ,Nigeria. The students
of senior secondary schools 2 will be the participants in the study.
8
1.8
Limitations on the Study
The study experience several limitations. The first limitation is sourcing of good materials
for literature review, another limitation was the logistics and the uncooperative attitude of
the respondents posed hindrance to the study.
1.9
Operational Definition of the Term
Investigation: investigation is a thorough search for facts, especially those that are hidden
to need to be sorted out in a complex situation.
Comparative: comparative is a measured judged by estimating the similarity between one
variable and others.
Study: It refers to a detailed investigation and analysis of a subject to situation.
Senior Secondary School: Senior secondary school refers to any institution that covers the
upper part of secondary education immediately after nursery and primary
Certification: it refers to an examination in which an individual demonstrates proficiency
\for a particular profession.
Elimination Examination: it refers to a type of course evaluation that happens at the end
of a training or program.
9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1
Introduction
This chapter reviewed the related literature for the study. The aim of literature is to review
previous researches or studies that have been done in the area of study, what the findings
were and what left to be done, with a view of sharpening the researcher’s knowledge about
the study. The literature review is divided into sub sections of conceptual review,
theoretical framework, empirical review and appraisal of literature.
2.2
Conceptual Review
2.2.1 Concept of Classroom Teaching
Classroom teaching method has been defined in many ways by different authors. Akudolu
(2014) defined classroom teaching as a deliberate effort by a mature or experienced person
to impart information, knowledge, skills and so on to an immature or less experienced
person through a process that is morally and pedagogically acceptable in the wall of
classroom. Fadare (2013) also defined classroom teaching as the action of someone who is
trying to assist others to reach their fullest potentials in all aspect of development through
the chalk –chalk method.
Anunnu and Oyetubo (2014) defined classroom teaching as an attempt to assist students in
acquiring or charging some skill, knowledge, ideas, attitude or appreciation using
classroom instructions. Also Owoso (2015) stated that the aim of teaching is to facilitate
10
learning, stressing that there are many teaching methods and techniques used by teachers in
teaching their students.
If “classroom teaching” were to be a worldwide movement, it would have been right to
conclude that it has been condemned over and over across a wide range of jurisdiction. A
simple perusal through copies of quasi-experimental research work in many educational
departments, research centres and institutions will almost always affirm that students taught
instructional content in classroom are always underperforming compared to those taught
the same content via a different methodology. This pattern of findings is certainly
becoming sacrosanct, with outcomes easily predicted even at the proposal stage of the
research. A lot of educationist believed they are getting closer and closer to clarifying the
specific ways people learn.
But a handful of critical educators are sceptical of this
generalization and are designing backward to determine what the role of teacher is
(Donnelly, 2014); (Wiggins & McTighe, 2017). Also findings from global comparisons of
educational systems are throwing more light on several determinants of educational success
(Boylan et al., 2016).
The classroom teaching approach, often referred to as “chalk and talk” method, involves
direct instruction by the teacher whose primary role is to pass knowledge to students and
conduct testing and assessment. Student-cantered approaches consider the teacher as a
facilitator and a guide who allows students to play participatory role in their own learning
process (Teach.Com, 2016). The student–cantered approach employs strategies such as
inquiry, cooperative learning, and peer instruction.
11
The voices from the other side of the debates, however, have been presenting increasing
evidence to buttress the indispensability of the classroom (or conventional) approach to
teaching. In this regards, (Donnelly, 2014) emphatically stated that new-age education
techniques, where teachers facilitates instead of teach, and praise students on the basis that
all must be winners in open classrooms where what children learn is based on their
immediate interests, leads to underperformance. A rallying point for the classroom teaching
approach is the fact that great mathematicians, scientists, economists and politicians who
had helped in shaping the course of human history for good, were all product of this
foundational approach to classroom instruction. Adding to the body of evidence in favour
of classroom teaching is the real-life examples of functional education systems from
countries such as Korea, Finland and China, which are built on rich culture and traditions
and delivered via an enhancement of the classroom approach to teaching.
Certainly, the argument for and against classroom teaching will continue, and such
criticisms are the basis of enhancements and modifications which, in turn, are favourable to
the overall development of education across the globe. Irrespective of the pedagogical
school of thought, what is certainly clear is the expected end product of the teaching and
learning process. If effective teaching is that which leads to improved students achievement
using outcomes that matter to their future success (Coe et al., 2014), then teaching is
successful only when it cause learning related to purpose. Therefore the teacher’s role,
behaviour and strategies must stem deliberately from established mission and goals, the
curriculum, and agreed-upon learning principles (Wiggins & McTighe, 2017). Also, if over
the decades the trends in teaching methodologies have been skewing towards active
12
engagement and away from mechanical classroom routines, then it should be safe to say
that present-day teaching approaches are appropriately normal and should be regarded as
the classroom teaching of the present time.
2.2.2 Concept of Learning
In common parlance the word 'learning' carries at least two meanings. There is a general
one of some kind of change, often in knowledge but also in behavior. However, learning
cannot be defined merely in terms of changes in behavior. But there is also a more intense
sense of the verb 'to learn' meaning to memorize, to learn by heart (Roger, 2013, p.86). To
say that 'learning is change' is too simple. Not all change is learning. What we usually mean
by 'learning' are those more or less permanent changes and reinforcements brought about
voluntarily in one's patterns of acting, thinking and/or feeling (Roger, 2013).
There have been several attempts to describe the different areas of learning change. The
traditional distinction has been between learning knowledge and learning skills; but others
have elaborated on this. Several point to the need to include attitudes as a third area. In the
field of learning objectives, knowledge, skills and attitudes (KSA) is a well-worn path
(Rogers, 2013, p.86). (Kurst Lewin, 2015) suggested that learning changes occur in skills,
in cognitive patterns (knowledge and understanding),in motivation and interest, and in
ideology (fundamental beliefs) (Rogers, 2013).
Gagné (2012) identified the following five domains or types of learning outcomes: motor
skills which require practice, verbal information - facts, principles and generalizations
which when organized into larger entities become knowledge, intellectual skills – the
13
discriminations, concepts and rules' that help in using knowledge, cognitive strategies – the
way the individuals learns, remembers and thinks, the self-managed skills needed to define
and solve problems, and attitudes.
2.2.3 Concept of Academic Performance
Academic performance has to do with what a learner is able to accomplish in the execution
of class work. Stiggings (2016) sees academic performance as which a learner attain or
achieve at school, college or university, in class, in a laboratory or field work. Some of the
purpose of academic performance measurement are enumerated in (Ukwuije, 2016) as
follows; to determine the relative effectiveness of a programme in terms of students’
behavioral outputs; to identify students growth or lack of growth in acquiring desirable
knowledge, skills, attitudes and social values; to determine the effectiveness of teaching
techniques and learning materials; to help motivate students to learn as they discover their
progress or lack of progress in given tasks; to encourage students to develop a sense of
discipline and systematic study habits; to acquaint parents or guardians with their children
performance; to predict the general trend in the development of teaching learning process;
to make reliable decisions about educational planning and to provide educational
administrators with adequate information about teachers effectiveness and school need. In
summary, academic performance measurement is very important, in schools, colleges and
universities. It is relevant for instructional, administrative, guidance and counseling as well
as research purposes.
14
2.2.4 Factors that contribute to Student’s Success in Examination
There is a range of factors affecting the quality of performance of students. In identifying
the factors affecting the quality of academic success, a series of variables are to be
considered (Waters & Marzano, 2016). There are some students who devote most of their
times to their studies especially during examination periods and yet, performed below
expectation in their final examinations. This can be attributed to undue stress and a whole
lot of other factors. Factors such as parents’ support and type of parenting (single or two
parenting system) could also account for variation in student’s performance (Eweniyi,
2012; (Okolie et al., 2014). Also study shows that social background remains one of the
major sources of educational inequality. In other words, educational success depends
largely on the socio-economic status of one’s parents (Okolie, Inyiagu, Elom, Ndem and
Nwuzo, 2014).
Adeyemi and (Uko-Aviomoh, 2014) observed that the curriculum planning and physical
expansion without adequate and sustainable human and material resources would definitely
fail to produce the desired results. The ability of higher institutions to produce quality
graduates depends largely on the quantity and quality of teachers available. (Ephraim,
2014) opined that Nigerian public institutions have high enrolments without enough
qualified instructors and this has resulted to the worsened situation of staff/student ratio
which is to the detriment of student’s learning and academic research.
Crosnoe, Johnson and Elder (2014) identified 32 factors that could affect students success
in general, and they include: fear; anxiety; confidence; concentration; health and wellbeing,
social factors: peer group; family background; religion; home problems e.g. Break ups of
15
parent; infrastructure for learning; personal or family crisis, economic factors: financial
problem and stress, environmental factors: good learning environment; class size;
environmental condition (peace in the locality crisis e.tc); teaching and training method,
personal factors: lack of reading habit and reading plan; unwillingness to assume full
responsibility; playing and wasteful time spending; interest in a course; lack of selfdiscipline; procrastination ; lack of desire, decision and determination; bad attitude towards
school; lack of initiative and use of imagination; poor literacy skills of students; lack of
self-discipline; lack of maturity; laziness or apathy; inadequate or poor exam preparation,
academic factors: lack of provision of a bridge between theory and practical; heavy course
workload.
2.2.5 Factors that contribute to Student’s Failure in Examination
One of the major problems of educational institutions is academic failure or decreased
academic performance of students. Failure is described as probation, unacceptable average
and repetition of the course, prolonged education, expulsion or dropout, and changing the
course. Also UNESCO has identified academic failure as school dropout and reducing the
quality of education in students. The phenomenon of academic failure has many negative
consequences such as waste of time, waste of the finance of training centers, being
unmotivated, and moral, familial and psychosocial problems of students.
Also these students are at a higher risk of crime, drug abuse, physical abuse, and sexual,
familial and psychological disorders more than the other students are. A study conducted at
a university in America showed that the most common cause of suicide among students was
their academic performance. The exact percentage of academic failure in educational
16
institutions is unknown. According to studies, about 12% of medical students become
conditioned at least one semester during their education. In the study by Hesam and
Sanagou, academic failure was most frequent in medical students (45.3%), nursing students
(17.3%) and healthcare students (10.7%) (5). Bakouei et al. reported the prevalence of
academic failure to be 10.5% (6), while Alikhani et al. reported 16.9% (7).
The causes of academic failure have been presented by theories such as the psychological
theory, sociological theory, economic theory, and institutional and interactive theory.
Generally, most studies have classified the causes of academic failure into internal and
external factors. Dante et al. (2013) in a systematic review evaluated the success or failure
of nursing students in Europe and concluded that gender, age, type of entrance to the
university, group affiliation, students' personality, students' perspective towards nursing
discipline and dropping out, family obligations, clinical learning environment and student
performance were the variables affecting the success or failure in students.
One study reported the psychosocial, educational, developmental, familial, economic,
social and organizational factors as causes of academic failure . Freudenberg believes that
dropping out depends on risk factors such as the individual and family factors, the
companionship of friends and relations, educational planning and scientific levels. Also in
this regard, several studies have addressed other factors such as the student's mood,
intelligence, behaviour, motivation and friends, parental occupation, education of parents
and students, indigenous, economic and social situation of students, GPA, the admission
quota in the exam, the gap between diploma and university admission, employment and
marital status as factors influencing student’s academic failure. Azari et al. reported factors
17
influencing the dropping out in medical students as gender, dormitories, occupation, marital
status, age, admission quotas, and gap between diploma and university admission.
Academic failure in medical students is highly important because medical students, as one
of the main sources of the health system, will provide, maintain and promote public health
in the near future. Due to the importance of their job and its relationship to public health,
poor performance will be irreparable. Thus, detection and identification of students’
problems to prevent their poor academic performance will increase their social success after
graduation and eventually optimize the use of human resources in the country. According to
this introduction, due to the impact of multiple factors, the relatively high incidence of
academic failure and controversies over these factors, the need for identifying educational
problems as well as limitations of previous research, the researcher conducted a qualitative
study to explore the causes of academic failure among nursing students.
2.3
Theoretical Framework
2.3.1 Bean Psychological Theory of Student Performance
The study adopts the Bean Psychological theory of student performance. Bean (1980)
developed the psychological theory of student performance by asserting that the school
characteristics of students must be taken into consideration in order to understand their
integration and performance in school. According to this theory, Bean (1980) further
contends that the ability of students to perform well in school are influenced by their school
environment such as teacher’s behaviors. These behaviors might affect the degree to which
the student is satisfied with the institution. The level of satisfaction might increase the level
of academic performance.
18
In 1985, Bean and Metzner developed a theory on nontraditional students. According to
Bean and Metzner (1985), these are older, part-time and commuter students. The attrition of
these students is mostly affected by the internal environment such as school environment,
teacher’s characteristics, and classroom ergonometric rather than social integration
variables such as friends which tend to affect traditional students. In applying this theory to
the study, teacher’s characteristics such as qualification, years of experience etc. has an
impact on student’s academic performance.
2.4
Empirical Review
Abubakar, Rabiu and Ramlat (2020) This study assessed the academic performance of
secondary school students in English and Mathematics at the senior school certificate
examinations (SSCE) in ten secondary schools of urban and rural locations in five
randomized local government areas of Kogi State between 2017 and 2019. A descriptive
survey design was used in carrying out the investigation. An instrument titled: Students’
academic performance in English Language and Mathematics questionnaires (SAPEMQ)
and academic records of students were used to collect relevant data for the study. The ten
schools were selected based on simple random sampling techniques and the statistical tools
employed to analyse the data collected were percentages, means scores and multiple
regression (backward procedure). Four research questions and corresponding null
hypothesis were formulated to guide the study. The study comprised a total number of 7620
students but 5% i.e. 381 was the sample size. Among other things, the result revealed that,
there was a marked difference in the performance of students in urban and rural schools at
SSCE with impressive model scores obtained as follows urban = 69.8, 54.4, & 60.2 IN
19
2017, 2018 & 2019 respectively. Rural = 36.4, 24.9 & 23.8 in 2015, 2016 & 2017
respectively.
Ukwayi, Etan and Unimna (2019) the study examined the relationship between teacher’s
characteristics and academic performance in Commerce among Senior Secondary School
Students. Two null hypotheses were raised from the objectives. The study adopted the expost facto design. The sample of the study comprised of 280 Senior Secondary School
senior student randomly selected from 14 secondary schools in Calabar Metropolis. Data
analysis was done using frequency, simple percentages while mean, standard deviation, and
Pearson product moment correlation test were used to analyse the hypotheses at a
significant level of 0.05. Results revealed that there is a statistically significant relationship
between teacher’s qualification, teachers’ years of experience and student academic
performance in Commerce among Senior Secondary School Students. The study
recommends among others that in hiring effective teachers, school management should not
look only at qualifications of the teachers. There are various factors that can be considered,
such as the experience, age, gender, attitudes and social behavior of teachers that may
holistically contribute to students’ academic achievement.
Ogunbanwo (2019), in their study examined students’ performance in West African Senior
Certificate Examinations in Boarding and Day Secondary Schools of Kano Metropolis, of
Kano State Nigeria (2005-2011). As a descriptive research, the study population comprised
of all the twelve (12) Boarding Senior Secondary Schools and twenty-six (26) day Senior
Secondary Schools in Kano Metropolis, Kano State. The instrument used to collect data for
the study was an inventory titled Secondary Schools Academic Performance Inventory
20
(SSAPI). The data collected were analysed using simple percentages with frequency
distribution tables showing the extent of degree to measure students‘performance and mean
score to estimate the relationships between the variables of the study. The study revealed
that there was a significant difference between a student being a boarder and a day student.
It was recommended that the State Ministry of Education should provide more
infrastructural facilities to decongest large classrooms, provide more regular inspection to
Schools, and reverse the system of automatic promotion in all state schools in Kano with
the view to maintaining quality. Parents are urged to be part and parcel of the school system
by lending a helping hand to government.
Yakubu, (2017), examined space for convenience planning and academic performance of
secondary school students in Oyo state, Nigeria. Every secondary school leaver is expected
to be able to seek and gain admission into institutions of higher learning, both locally and
internationally. However, this has become unattainable as a result of the poor academic
performance seen in senior secondary school examinations; the quintessential example
being the West African Senior School Certificate Examination (W.A.S.S.C.E.). Data
collected were analysed using Pearson Product Moment Correlation (PPMC) and Multiple
Regression analysis. Two, out of the three independent variables, had significant
relationship with the academic performance of students. study concluded that toilet and
water facilities have been adjudged to have contributed immensely to the academic
performance of students. Thus based on the findings, some of the recommendations made
include provision of adequate toilet and water facilities.
21
2.5
Summary of Literature Review
In summary, the review of the literature revealed that there is a very limited amount of
quantitative research that addresses an investigation into comparative study of economies
students’ performance in certification and elimination examination in senior secondary
schools. Much of the literature reviewed consists of qualitative information focused on
others aspect action or educational research. Therefore, educators and researchers are just
beginning to discover how the success or failure of students in examination
can be
effectively used to improve students’ performance for at all the educational levels.
However, the literature review revealed five themes that address an investigation into
comparative study of economies students’ performance in certification and elimination
examination in senior secondary schools. Each of the themes is largely based on qualitative
data that provides a foundational understanding of how it can be used to promote greater
performance in summative examination.
22
CHAPTER THREE
RESEARCH METHODOLOGY
3.1
Introduction
This chapter discusses the methodology employed in carrying out the study ranging from
data collection to analysis. Thus, the chapter discussed the research design, the study
population, sample and sampling techniques, the research instruments, tests of validity and
reliability of the research instrument, administration of the tools and method of data
analysis.
3.2
Research Design
This study adopted the descriptive research that was conducted using quantitative approach.
The survey research study has been chosen for the study because the population is large and
it allowed for effective sampling of the population that formed the target group used for the
study
3.3
Population of the Study
The populations for this study include all public senior secondary schools in education
district VI, Lagos State. The population also consisted of senior secondary schools students
in education district VI, Lagos State.
3.4
Sample and Sampling Technique
Twenty (20) students were taken from each school through simple random sampling
technique. The researcher used SSS2 students as the respondents, considering the facts that
students at senior secondary level 2 have been academically exposed and may be able to
handle the questionnaire. Students in SSS1 are still new in the school while those in SSS3
23
students are preparing for their West African Secondary School Certificate Examination
(WASSCE 2022).
3.5
Instrument for Data Collection
The research instrument that was used for this study for data collection was structured
questionnaire designed purposely for this study for both Public and Private Senior
Secondary Schools in
Education District VI, Lagos State, Nigeria Questionnaire ‘’
(ICSESPCEEPPSSSQ) was designed and used for the study. The questionnaire was divided
into two part section A and B. Section A consists of the background information of the
respondent which included gender, age, class etc. while Section B consist of items relating
to the subject matter. The questions in this section comprised of twenty (20) items and the
respondents were expected to respond on a four Likert-scale type options of strongly agreed
(SA), agreed (A), disagreed (D) and strongly disagreed (SD). The responses were scored
based on 4, 3, 2 and 1 code. 4=SA, 3=A, 2=D, 1=SD.
3.6
Validity of the Instrument
To ensure the validity of this study, the items in the questionnaire were drawn up to
specification to meet with answers to the research questions and objectives. The
questionnaire was scrutinized for adequacy and relevance of the contents by the project
supervisor and other experts in the department for correction.
3.7
Reliability of the Research
Reliability of an instrument is based on that instrument’s ability to elicit the same response
each time the instrument is administered (Lewis, 2012). Retest reliability method was used
to determine the reliability of the instrument. The questionnaire was administered on 20
students from one of the senior secondary schools that were not part of the sample school
24
but part of the study. The same test was re-administered on the same set of participants after
two weeks. The scores obtained on the two tests are correlated using the Pearson’s Product
Moment Correlation.
3.8
Data Collection Procedures
The questionnaires were administered by the researcher by visited sampled senior
secondary schools in Education District VI, Lagos state. The participants include the
students of the sampled senior secondary schools. The administration of the questionnaire
was carried out by the researcher by personally visited the senior secondary schools in
education districts VI after the permission was granted by the school authorities. The
administered questionnaire collected was subjected to data analysis.
3.9
Method of Data Analysis
The data collected was analyzed using descriptive statistic of frequency and percentage to
obtain a count of the respondents. The simple percentage was used to present the
demographic results while the hypotheses was tested using the Pearson Product Moment
Correlation statistical tool with the Statistical Package for Social Science (SPSS) version
23.
25
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
4.1
Introduction
This chapter presents the result of the descriptive statistics in relation to the research
questions and hypotheses that guided the conduct of the study. The results of the data
analysis are hereby presented systematically. The researcher administered questionnaire on
120 students from public and private senior secondary schools, in Education District VI,
Lagos State Ojo zone of Lagos State. The questionnaire was developed based on research
questions and hypotheses and analyzed using Pearson Product Moment Coefficient analysis
using SPSS. To this end, the chapter is divided into distinct sections, each of which
corresponds to the descriptive analysis of demographic data of the respondents and analysis
of hypotheses respectively.
The first section present the demographic data of the respondents as collected from the
instrument developed for the study. The instrument collected data on the gender, and age.
The second section examined the analysis of the hypotheses which are derivative of
students’ responses on the investigation into comparative study of economics student’s
performance in certification and elimination examinations for both public and private senior
secondary schools, Education District VI, Lagos State questionnaire. Each hypothesis is
examined critically and the data generated from the analysis are used to determine the level
of rejection /non- rejection of the three null hypotheses that were raised in this study
4.2
Presentation of Data
One hundred and twenty (120) copies of the questionnaire were distributed; all were
properly were administered, properly filled and retrieved. All copies representing 100% of
the total sample size.
26
4.2.1
Demographic Data Analysis and Presentation of Data
The data collected using the questionnaire are analyzed and discussed below
Table 1: Student’s Gender Representative of the Respondents
Gender
Frequency
Percent
Male
7
60
Female
48
40
Total
120
100.0
Source: Field Survey 2023
The data collected using questionnaire revealed the overall
student’s
gender of the
participants in the study with 72 male and 48 female students who made up total of 120 of
the total respondents. The percentages are 60% for male students and 40% for the female
respondents.
Table 2: Age Representative of the Respondents
Age
Frequency
Percent
9-11 years
2
2
12 – 13 years
30
25
14 – 16 years
42
35
Above 16 years
20
16
Total
120
100.0
Source: Field Survey 2023
The data collected using questionnaire revealed the overall student’s age distribution of the
participants in the study with 28 fall within the age bracket 9 -11 years giving a percentage
of 24%, 30 participants fall within the age bracket of 12 -13 years giving a percentage of
25%, 42 respondents are in the age bracket 14 – 16 years giving a percentage of 35% while
20 participants are age bracket above 16 years giving a percentage of 16%.
27
Section B
Table 3: Students’ Low Morals to Study Contributing To Performance In Economics
STATEMENTS
S/N
1
2
3
4
5
N
R
S
A
(%)
(%)
(%)
(%)
49
38
22
11
40.8
31.7
18.3
9.2
8
18
43
51
Economics
6.7
15
35.8
42.5
Is there population explosion in the classroom
29
45
25
17
24.2
37.5
20.8
14.2
33
49
28
10
27.5
40.8
23.3
8.3
44
31
29
16
36.7
25.8
24.2
13.3
Do you get tired to study in the classroom
Does your school have enough facilities for teaching
Are you been supervised in the classroom
Does your teacher motivate you in the classroom
Source: Field Survey, 2023
Interpretation
The statement 1 in the above table depicts that 40.8% of the respondents which is a
majority of the respondents never get tired to study in the classroom, 31.7% rarely do get
tired, 18.3% sometimes do get tired while the remaining 9.2% always got tired to study in
the classroom.
Statement 2 in the above table depicts that 42.5% and 35.8% which is a majority of the
respondents affirmed that their school always have enough facilities for teaching
economics, while the 15 and 6.7% of the respondents rarely and never have enough
teaching facilities for Economics in their school.
Statement 3 revealed that 24.2% and 37.5% of the respondents never and rarely
respectively have population explosion in the classroom, while 20.8% and 14.2%
respondents sometimes and always do have population explosion in their classroom.
28
Statement 4 above shows that a majority of the respondents represented by 40.8% and
27.5% are sometimes and always been supervised in the classroom, while 23.3% and 8.3%
are rarely or never supervised respectively.
Statement 5 above reveals that 36.7% of the respondent which is a majority are always
motivated by their teacher in the classroom, 25.8% of the respondents affirmed that they are
sometimes motivated, 24.2% are rarely supervised while the remaining 13.3% are never
supervised.
Table 4: Teachers Inadequate Supervision of Instructions Contributing To Performance of
Students’
STATEMENTS
S/N
SA
A
D
SD
1
2
3
4
Teacher positive/negative remarks have an influence
51
43
18
8
on student performance
42.5
35.8
15
6.7
Teacher supervises instructional materials during
44
31
29
16
teaching of Economics
36.7
25.8
24.2
13.3
Does the school principal monitors teaching-learning
33
49
28
10
process
27.5
40.8
23.3
8.3
Does the education authority visit your school
49
38
22
11
40.8
31.7
18.3
9.2
Source: Field Survey, 2023
Interpretation
The statement 1 depicts that 42.5% of the respondents strongly agreed that the teacher’s
positive/negative remarks have an influence on their performance, another 35.8% of the
respondents agreed to the statement, 15 and 6.7% disagreed and strongly disagreed
respectively to the statement.
Statement 2 above reveals that 36.7% of the respondent which is a majority strongly agree
that teacher supervises instructional materials during teaching of Economics, 25.8% of the
29
respondents also agreed to the statement, 24.2% disagreed while the remaining 13.3%
strongly disagreed to the statement.
Statement 3 above shows that a majority of the respondents represented by 40.8% and
27.5% agreed and strongly agreed that their school principal monitors teaching and learning
process in their school, while 23.3% and 8.3% disagreed and strongly disagreed to the
statement.
Statement 4 in the above table depicts that 40.8% of the respondents which is a majority of
the respondents strongly agree that the education authority visit their school, also 31.7%
agreed to the statement, however, 18.3% and 9.2% of the respondents disagreed and
strongly disagreed respectively.
Table 5: Population Explosion Contributing to Student’s Performance
S/N
1
2
3
4
STATEMENTS
SA
A
D
SD
Students’ get tired of learning when the classroom is
44
31
29
16
over populated
36.7
25.8
24.2
13.3
Teacher give excuses when the class is over populated
8
18
43
51
6.7
15
35.8
42.5
Good sitting arrangement in the classroom influence
49
38
22
11
students’ performance
40.8
31.7
18.3
9.2
Size of the classroom has an influence on students’
33
49
28
10
performance
27.5
40.8
23.3
8.3
Source: Field Survey, 2023
The statement 1 above reveals that 36.7% of the respondent which is a majority are strongly
agree that students get tired of learning when the classroom is overpopulated, 25.8% of the
respondents also agreed to the statement, 24.2% disagreed while the remaining 13.3%
strongly disagreed to the statement.
30
Statement 2 in the above table depicts that 42.5% and 35.8% which is a majority of the
respondents strongly disagreed and disagreed respectively that their teacher give excuses
when the classroom is over populated, while the remaining 16 and 6.7% of the respondents
agreed and strongly agreed to the statement.
Statement 3 in the above table depicts that 40.8% of the respondents which is a majority of
the respondents strongly agree that good sitting arrangement in the classroom influence
students’ performance, also 31.7% agreed to the statement, however, 18.3% and 9.2% of
the respondents disagreed and strongly disagreed respectively.
Statement 4 above shows that a majority of the respondents represented by 40.8% and
27.5% agreed and strongly agreed that size of classroom has an influence on student
performance, while 23.3% and 8.3% disagreed and strongly disagreed to the statement.
4.3
Test of Hypotheses
Pearson Correlation was used to measure the relationship between the independent variable
and the dependent variable of hypothesis 1 to 3 and proper interpretation and analysis
techniques were used to explain the hypotheses testing.
Hypotheses One
There is no significant relationship between low morale to study and performance of
economics students in Education District VI, Lagos State.
31
Table 6: Pearson’s Correlation on low morale to study and performance of economics
students in Education District VI, Lagos State.
Low morale of Student
Low morale to study
Pearson Correlation
study
performance
1
.665**
Sig. (2-tailed)
0.00
Student performance
120
120
.665**
1
0.00
120
120
**Correlation is significant at the 0.05 level of significance
It reveals from Table 6 that there is significant relationship between low morals to study
and performance of senior secondary students in economics in certification and elimination
examination in Education district VI, Lagos State with
(r = .665; N=120; p< .05).
Therefore, the hypothesis which states that there is significant relationship between low
morale to study and performance of senior secondary students in economics in certification
and elimination examination in Education district VI, Lagos State is hereby rejected and the
alternate hypothesis is accepted.
Hypothesis Two: There is no significant relationship between teacher’s inadequate
supervision of instructions and performance of economics students in Education District
VI, Lagos State.
32
Table 7: Pearson’s Correlation on teacher’s inadequate supervision of instructions and
performance of economics students in Education District VI, Lagos State.
Teacher’s
Student
inadequate
performance
supervision
Teacher’s inadequate
supervision
Pearson Correlation
1
Sig. (2-tailed)
.642**
0.00
Student performance
120
120
.642**
1
0.00
120
120
It reveals from Table 7 that there is significant relationship between teacher’s inadequate
supervision of instructions and performance of economics students in Education District
VI, Lagos State with (r = .642; N=120; p< .05). Therefore, the hypothesis which states there
is significant relationship between teacher’s inadequate supervision of instructions and
performance of economics students in Education District VI, Lagos State is thereby rejected
and the alternate hypotheses accepted.
Hypotheses Three
There is no significant relationship between school population explosion teachers’ and
performance of economics students in Education District VI, Lagos State.
33
Table 8: Pearson’s Correlation on school population explosion teachers’ and performance
of economics students in Education District VI, Lagos State.
School population Student
School population
explosion
Pearson Correlation
explosion
performance
1
.535**
Sig. (2-tailed)
0.00
Student performance
120
120
.534**
1
0.00
120
120
** Correlation is significant at the 0.05 level (2-tailed)
It reveals from Table 8 that there is significant relationship between school population
explosion teachers’ and performance of economics students in Education District VI, Lagos
State with (r = .534; N=120; p< .05). Therefore, the hypothesis which states There is no
significant relationship between school population explosion teachers’ and performance of
economics students in Education District VI, Lagos State is hereby rejected and the
alternate hypothesis accepted.
4.4
Summary of Findings
The following findings emerged from the study based on the analyzed data collected from
the study.
1.
There is no significant relationship between low morale to study and performance of
economics students in Education District VI, Lagos State.
34
2.
There is significant relationship between teacher’s inadequate supervision of
instructions and performance of economics students in Education District VI, Lagos
State.
3.
There is significant relationship between school population explosion teachers’ and
performance of economics students in Education District VI, Lagos State.
4.5
Discussion
The discussion on the findings center on the views and opinion effect of low morale on
economics students academic performance in Education District VI, Lagos State, Nigeria.
Results obtained from the analysis carried out on data collected on hypothesis one revealed
a positive relationship between low morale to study and performance of economics students
in Education District VI, Lagos State. The finding of this hypothesis corroborates the
National Policy Education (2013) that effective teaching of Economics is a great
importance in the promotion of educational and communication standard. Thus, “No
educational system can rise above the quantity of its teachers”. Effective teaching-learning
promotes positive solution of educational standard. Educationists all over the world have
worked out numerous accepted models in teaching and learning of Economics. Yet there
are still problems of poor performance of students in teaching of Economics in the
classroom. There are certain factors the teachers perceive as the constraints for the effective
performance of students in Economics among secondary schools students. They include
low morals to study, lack of facilities, population explosion, class discipline, and
inadequate supervision of instructions.
35
From the hypothesis two, the result obtained indicated that there is significant relationship
between teacher’s inadequate supervision of instructions and performance of economics
students in Education District VI, Lagos State. The finding of hypothesis II contradicted
Adeyemi and Uko-Aviomoh (2014) views that the curriculum planning and physical
expansion without adequate and sustainable human and material resources would definitely
fail to produce the desired results. The ability of higher institutions to produce quality
graduates depends largely on the quantity and quality of teachers available.
The result of finding from hypothesis three indicates that There is significant relationship
between school population explosion teachers’ and performance of economics students in
Education District VI, Lagos State.
The result of hypothesis III also confirm the view ofNwadiani (2016) that the higher the
class-size, the lower the cost of education. He contended however, that most classrooms are
over-crowded spreading resources thinly and thereby affecting the quality of education
36
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents a general summary of the present research work carried out by the
researcher. The outlines of areas discussed were the conclusions, recommendations and
suggestions for further studies.
5.1
Summary
This study has empirically examined low morale on economics students academic
performance in Education District VI, Lagos State, Nigeria. The study is keen at
identifying, determining and ascertaining the extent by which the various economics
students’ affect their academic performance.
The objective of the study was to find out the low morale on economics students academic
performance in Education District VI, Lagos State, Nigeria and it is significant because it
would help stakeholder (policy makers, school administrators, teachers, government and the
students) in playing a sensitive role aimed at improving the standard of education through
the provision of a conducive learning environment. The key variables are operationally
defined to conclude the chapter.
In chapter two, some literatures considered related to the present study were reviewed. The
conceptual framework provided a base as it explores the concepts of learning and teaching.
Scholarly works on the variables such as the academic performance, factors that Contribute
to student’s success in examination and factors that contribute to student’s failure in
examination.
37
The third chapter of this study examined the methodology used in carrying out the research
work. The research design used is the descriptive survey. The population of the study
comprises all public senior secondary schools in education district VI of Lagos State A
sample of 120 was randomly selected from six schools out of population. A questionnaire
containing 15 items was designed to collect data for the study. The instrument was
validated by researcher’s supervisor; a pilot study was carried out before it was finally
deployed to the field.
The fourth chapter presented the analysis of the data in form of frequency and percentage
tables. The three null hypotheses were tested using Pearson product moment correlation
coefficient base on SPSS at 0.05 alpha levels and all three hypotheses were accepted.
5.2
Conclusions
On the basis of the findings, the study concluded that:
There is no significant relationship between low morale to study and performance of
economics students in Education District VI, Lagos State.
There is no significant relationship between teacher’s inadequate supervision of instructions
and performance of economics students in Education District VI, Lagos State.
There is no significant relationship between school population explosion teachers’ and
performance of economics students in Education District VI, Lagos State.
5.3
Recommendations
According to the above findings, and conclusion it is recommended that the problem of
academic poor Performance in public and private Secondary Schools in education district
38
VI can be alleviated by providing improving students morale to study through good
conducive working environment to teachers, adequate teachers supervisors of instructions
during the classroom teaching and provision of motivation to teachers, this will enable
school management to recruit competent ones and all incompetency should lay off.
5.4
Suggestions for Further Studies
The study makes the following suggestions for further studies:
Appraise the roles played by every stakeholders aimed at making the learning environment
conducive to enhance economics students’ performance process in schools;
Research need to be conducted in other states or zones of the country on the importance of
improving teaching and learning of economics
A replication of this study could be carried out in another States in Nigeria to compare and
contrast the findings;
The same study could be carried out in other education zones after 5 to 10 years to check
for possible improvement in the Zones; and a comparative study could be carried out in the
topic based on two or more senatorial zones to ascertain positive differences in opinions.
39
References
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41
APPENDIX
(QUESTIONNAIRE)
IMPACT OF LOW MORALE ON ECONOMICS STUDENTS ACADEMIC
PERFORMANCE IN EDUCATION DISTRICT VI, LAGOS STATE
Lagos State University, Ojo
Faculty of Education,
Department of Language, Art
and Social Science Education
Dear Respondent,
I am an undergraduate student in the above department who is undergoing his final year
project titled “impact of student's morals on academic performance and it effect on
examination outcome (A case study of secondary school students' in ojo local government
area of Lagos state)". I humbly seek your consent to fill this questionnaire. I solemnly
assure that information will be treated with confidentiality and anonymity and use only for
academic purpose.
Yours sincerely,
__________________________
Researcher
Please tick [√] as appropriate
Section A: Demographic Characteristics
1. Age (a) 10 – 14 years [
]
(b) 15 – 19 years [
2. Gender (a) Male
]
(b) Female
[
42
[
]
]
(c) 20 and above [
]
Section B: Students’ Low Morals to Study Contributing To Performance in
Economics
For each statement in section B, please tick (√) the appropriate box in front of the
statements that describe your opinion.
Key: Never (N); Rarely (R); Sometimes (S); Always (A)
Students’ Low Morals To Study Contributing To
Performance In Economics
1
Do you get tired to study in the classroom
2
Does your school have enough facilities for teaching
3
Is there class discipline when teaching
4
Is there population explosion in the classroom
5
Are you been supervised in the classroom
6
Does your teacher motivate you in the classroom
N
R
S
A
Section C: Teachers Inadequate Supervision of Instructions Contributing To
Performance of Students’
For each statement in section C, please tick (√) the appropriate box in front of the
statements that describe your opinion.
Key: Strongly Disagree (SD); Disagree (D); Agree (A); Strongly Agree (SA)
Teachers Inadequate Supervision of Instructions
Contributing To Performance of Students’
1
Teacher positive/negative remarks have an influence on
student performance
2
Teacher supervises instructional materials during teaching
3
Does the school principal monitors teaching-learning process
4
Does the education authority visit your school
43
SD
D
A
SA
Section D: Population Explosion Contributing to Student’s Performance in
Certification and Elimination Examination Economics
For each statement in section C, please tick (√) the appropriate box in front of the
statements that describe your opinion.
Key: Strongly Disagree (SD); Disagree (D); Agree (A); Strongly Agree (SA
Population Explosion Contributing to Student’s Performance
1
Students’ get tired of learning when the classroom is over
populated
2
Teacher give excuses when the class is over populated
3
Good sitting arrangement in the classroom influence students’
performance
4
Size of the classroom has an influence on students’ performance
44
SD
D
A
SA
LAGOS STATE UNIVERSITY, OJO
FACULTY OF EDUCATION
EVALUATION OF STUDENTS’ PROJECT REPORT
Name of Student:……………………………………………………………………………
Matric Number: ……………………………………………………………………………
Programme: …………………………………………………………………………………
Course Code: …………………………………………………………………………………
Project Topic:
………………………………………………………………………………………
…………………………………………………………………………
Supervisors and other evaluators of students’ project reports are requested to grade the report as
here-under
SN
CRITERIA
GRADE
1.
Background Aspect: Description of background of the problem of the
20
study; review of related literature.
2.
The Investigation: Description of instrument(s) used (if any); procedure
20
for selection of sample and/ or materials; methodology/ procedure for the
investigation or study.
3.
Presentation of Results: Appropriate, clear, relevant, correct (including
15
tabulation and figures where necessary)
4.
Interpretation and Discussion of Results and Conclusions: Clear,
25
appropriate, logical, relevant and valid
5.
Language and Styles: Clear, suitable, grammatically correct.
10
6.
Format: General impression of the arrangement of content, typing, binding,
10
etc.
7.
100
Total (%)
_____________________________________
___________________
Supervisor’s Name and Signature
Date
45
SCORE