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ANALYSIS OF STUDENTS PERFORMANCE IN AGRICULTURAL SCIENCE IN PUBLIC SECONDARY SCHOOLS

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ANALYSIS OF STUDENTS PERFORMANCE IN AGRICULTURAL SCIENCE IN PUBLIC SECONDARY SCHOOLS

 

 

CHAPTER ONE

INTRODUCTION

 

Background of the study

The differential scholastic achievement of students in Enugu North 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 Enugu State (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 release of Senior Secondary Certificate Examination Result (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subject.

Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/test and some other significant as falling below an expected standard, poor academic performance has been observed in school subjects especially Agricultural science  and English language among secondary school students (adesemowo, 2005). Aremu (2000) stress that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the economy and politics.

Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as in instrument that can be used to achieve a more rapid economics, social, political, Technological, scientific and cultural development in the country.

The National policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of education opportunities to all Nigerian children, irrespective of any real or marginal disabilities.

To role of secondary education is to lay the foundation for further education and if a good foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have pass the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong pees, low achievement, low achievement motivation and the likes (Aremu & sokan 2003; Aremu & oluwole 2001; Aremu, 2000).

Morakinyo (2003) believe chat the falling level of academic Achievement is attributed to teacher’s non-use of verbal reinforcement strategy. Other found out that the attitude of some teaches to their job is reflected in their poor attendance to lessons. Lateness to school, unsavory comments about student’s performance that could damage their ego, poor method of teaching and the like affect pupils’ academic performance.

The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teaches or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neural mechanism, to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teaches are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interactions with pupils? Or is it poor performance of students caused by parent’s neglect, separation and poverty? The present study therefore sought to find out students and teachers’ perception of the causes of poor academic performance among secondary school students in Nigeria.

 

PURPOSE OF THE STUDY

This work examines students’ academic performances in agricultural science  from 2006-2016. It examines the performances among male and female students also

The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance, qualification or teachers and academic performance, and student’s environment and poor academic performance.

 

Objectives of the study

This research will attempt to answer the following questions:

  1. To understand the relationship academic performance and teachers qualification between 2006 and 2016?
  2. To know if the quality of teaching and learning facilities have a significant impact on students’ academic performance in agricultural science , and efficient teaching input
  3. To understand relationship over the years of study between student academic performance and teaches method of teaching?
  4. To know relationship between students’ learning environment and academic performance?

 

RESEARCH QUESTIONS

This research will attempt to answer the following questions:

  1. What is the relationship academic performance and teachers qualification between 2006 and 2016?
  2. Does the quality of teaching and learning facilities have a significant impact on students’ academic performance in agricultural science , and efficient teaching input
  3. Is there a relationship over the years of study between student academic performance and teaches method of teaching?
  4. Is there a relationship between students’ learning environment and academic performance?

 

Research hypothesis

H0: There is no relationship between teachers’ qualification, teachers teaching methods and the availability of teaching and learning facilities and students’ academic performance in agricultural science  in the years of study

 

H1: There is a relationship between teachers’ qualification, teachers teaching methods and the availability of teaching and learning facilities and students’ academic performance in agricultural science  in the years of study

 

H02: There is a strong relationship between gender and students’ academic performance in agricultural science

H2: There is no relationship between gender and students’ academic performance in agricultural science

 

 

 

 

 

 

 

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