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THE
INFLUENCE OF SCHOOL PLANT ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL
STUDENTS
CHAPTER ONE
1.0
INTRODUCTION
1.1 BACKGROUND
OF STUDY
The
introduction of adequate school plant by the most schools in the developed part
of the world has increased overtime. In recent times stakeholders in the
Nigerian education system have been agitated as a result of persistent and
alarming slide being experienced in the Nigerian Education system. The
situation has worsened in spite to effort by successive governments which have
sought to revamp the glory of the Nigerian Education system to no avail.
Multifarious problems ranging from mismanagement of allocated resources to
declining standard of education are being experienced (Ajayi, 1999). The
foregoing result in dwindling performance of students in external examinations
such as the Senior School Certificate Examination (SSCE) organized by West
African Examination Council (WAEC) as posited by Dada (1987), Enacsator (1995),
Ajayi 1999 and Akinbuiro and Joshua (2004). Okafor, Ugbe, Iheagwam and Betiang
(2003) opines that the avalanche of problems faced in the education system
culminate in falling standards and loss of confidence in the Nigerian education
system. Public outcry about the debilitated state of Nigerian education has
yielded little or no result. Government and its education policy making
apparatus seem to be slap happy as evidenced by shoddy handling of the economy,
without much result to show for its effort at tackling a plethora of problems.
Political parties also cash in on the heightened public concern for improvement
in the educational system, however they only pay lip service to this urgent
situation. Adebayo (2009) Aptly captured the level of decline in Nigerian
education system by stating that “a casual visit to any public school in
Nigeria would reveal the extent to which these educational institutions have
decayed”. Educational facilities at all levels are in a terrible shape; schools
are littered with battered structures; worn out equipment (where they are
available at all); overcrowded classrooms; inadequate manpower in quantity and
quality; instability in the academic calendar owing to strikes; very low
teacher (staff) morale due to poor remuneration and working conditions”.
Therefore it is pertinent to redress the deplorable situation of the
educational system in order to shore up academic standards. A veritable means of
achieving this feat is to look into the situation of crumbling infrastructures.
Similarly,
Alimi, Ehinola and Alabi (2012) opine that in South-West Nigeria secondary
schools, instructional space such as classrooms, libraries, technical workshops
and laboratories are structurally defective, that is, classrooms are not
spacious enough”. The foregoing trend definitely portends grave consequences
for Nigeria secondary school system. A situation in which facilities are
grossly inadequate would likely lead to mass failure in external examinations.
The implication for instance is that where students lack necessary learning
experiences due to inadequately of facilities, the achievement of pre-specified
objectives of the curriculum becomes unattainable and leads inevitably to
failure of students when they are assessed based on objectives of the
curriculum that were not achieved during teaching/learning evaluation of
student.
The pathetic
situation in Nigeria schools is worsened by the fact that enrolment in schools
increase without commensurate expansion of school or provision of adequate
facilities in schools. (Asiyai, 2012). Most Nigerian public schools have been
in existence for a relatively long period with the same limited classrooms,
open space, library, laboratory etc. Such schools have witnessed little or no
renovation over time, while virtually nothing is done to expand the size of
facilities in such schools.
That school
plant occupies a premium place among factors which impinge on students
achievement is an understatement. In fact the quality of teaching and learning
in schools, which is also a determinant of students’ performance, is contingent
upon adequacy of school plant (Asiyai, 2012; Odufowokan, 2011). School plants
are made up of the indispensable systems and structures required by any viable
educational institution to function effectively and achieve the objectives for
which it was established in the first instance (Alimi, Ehinola and Alabi,
2012). They are facilities which physically and spatially enable teaching and
learning and by extension help in producing desirable results as evidenced by
good academic performance of products of an education.
1.2
STATEMENT OF RESEARCH PROBLEM
The nature
of school environment especially in the areas of adequate plant in the school
environment may have effect on the academic performance of students in Jos
north L.G.A. Most secondary schools in Jos North local government area, Plateau
state have been on the list of school with poor academic performance in recent
times in SSCE examination (Kehinde, 2010). Effort have been put in to enhance
the learning environment and to influence the academic performance of students
but most of the efforts seems ineffective; in the course of solution to the
problem facing schools in Jos north, some problems were identified but the
study will focus on the area of school plant
1.3 AIM AND
OBJECTIVES OF STUDY
The main aim
of the research work is to determine the influence of school plant on the
academic performance of secondary school students in SSCE in Jos, North. Other
specific objectives of study are:
1. to
determine the relationship between school plant and the academic achievement of
secondary school students in SSCE in Jos north local government area, Plateau
state
2. to
investigate on the factors affecting the introduction of plant in most
secondary schools in Jos north local government area
3. to determine
the extent to which school plants can influence the performance of student in
SSCE examination
4. to
proffer solution to the above problem
1.4 RESEARCH
QUESTIONS
The study
came up with research questions so as to ascertain the above stated objectives
of study. The research questions for the study are:
1. What is
the relationship between school plant and the academic achievement of secondary
school students in SSCE in Jos north local government area, Plateau state?
2. What are
the factors affecting the introduction of plant in most secondary schools in
Jos north local government area?
3. To what
extent do school plants influence the performance of student in SSCE
examination?
1.5
STATEMENT OF RESEARCH HYPOTHESIS
H0: school
plant does not influence the academic performance of students in SSCE in Jos
north local government area of plateau state
H1: school
plant influences the academic performance of students in SSCE in Jos north
local government area of plateau state
1.6
SIGNIFICANCE OF STUDY
The study on
the influence of school plant on the academic performance of student in SSCE
will be of immense benefit to the entire secondary schools in Jos north local
government area of plateau state, the study will also serve as a repository of
information to other researchers desire to carry out similar research on the
above topic. Finally the study will contribute to the body of existing
literature and knowledge in this field of study and provide a basis for further
research
1.7 SCOPE OF
STUDY
The study on
the influence of school plant on the academic performance of student in SSCE
will be limited to five (5) secondary schools in Jos north local government
area of plateau state
1.8
LIMITATION OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work
1.9
DEFINITION OF TERMS
Plant:
Plants are mainly multicellular, predominantly photosynthetic eukaryotes of the
kingdom Plantae
Academic
performance: is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals
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