SCHOOL TYPES AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY

SCHOOL TYPES AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN SECONDARY SCHOOLS

CHAPTER ONE: INTRODUCTION

       

1.1      Background to the Study

        The need for quality education for Nigerian children has been a major concern, mostly to the parents. They believe that the issue of students’ academic performance is very crucial in every educational system. However, the quality of school, among other inputs determines the output, which is students’ academic performance. Sabitu (2012) stated that the brilliant performance of a student in the final examination determines the quality of 

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output of the school he/she attended. This is why it is mandatory for secondary schools in Nigeria to function in compliance with the achievement of the national education objectives. Nevertheless, the rate of poor academic performance of student in Nigeria has become a great concern to all stakeholders in education.

Stakeholders in education are curious to better understand the effect of school type on learning because policy, as they know, can influence the quality of any school. A particular type of school is known by such attributes as name, curriculum, learners’ category, and school ownership. Several scholars have reported these factors to be influential to students’ academic performance. According to Okon and Archibong (2015), household members select school type for their children/wards based on wealth and academic performance. In addition, researchers have found variations in students’ performance based on school type (Ajayi, 2006; Philias & Wanjobi, 2011).

For instance, scanty studies in England revealed that a comprehensive school environment could not fully nurture the potential of learners, especially for pupils who are gifted and talented.  Therefore, there was a need for government to establish Grammar schools specifically to provide more good school places for such students. Moreover, Some value-added studies comparing grammar schools with comprehensive or other types of school have suggested that Grammar schools have better pupil outcomes than others (Atkinson, Gregg, and McConnell 2006; Levaçić and Marsh 2007).

However, these studies also suggested that the subsequent lower attainment of the much larger number of pupils in the associated secondary modern schools at least outweighs any such gains in grammar schools.

Several studies have also revealed gender-based (single sex and mixed) educational settings as being among the major determinants of a child’s academic performance (Link, 2012; Eisenkopf, Hessami, Fischbacher, and Ursprung, 2015).  To this end, a number of explanations have been proffered for differences between single-sex and coeducational settings in educational processes, and ultimately, in students’ outcomes. One of the most commonly discussed differences between the two types of settings relates to the dominant presence of boys in the coeducational classroom. According to Smyth (2010), boys prevail over the girls in all aspect – good or bad. Smith suggested that the presence of boys in the classroom tends to have a negative effect on girls’ academic engagement and achievement.

Parents select school type for their children/wards based on their wealth and preference for academic performance. This raises the prospect of selection bias in empirical estimates of the effect of school type on just scores. In general, evidence from school survey is consistent with the long standing perception of the superiority of private schools over public schools. In terms of schooling input, Strauss, Beegle, Dwiyanto, Haranwati, Pattinasarancy, Satriawan and Sikoki (2004); Serrate and Melnick (1995) pointed to higher quality in private schools, although not necessarily for every indicator of quality. According to Rong’uno (2017) government-aided schools are finding it rough maintaining the high level of academic race. Studies show that the effect of Universal Primary Education (UPE) weighs down most of the public schools. Implementation of UPE has seen public schools enroll high number of pupils leading to large classes that have overwhelmed the teaching force. Consequently, performance has continued to drop. On the other hand, private schools have an edge over their counterparts as they are more organized in terms of pupil enrolment and teaching/learning facilities.

Today, Mission owned schools compete favourably with those owned by government and individuals. The history of modern education in Nigeria could be traced to the efforts of private organization especially the Christian mission. Although Fafunwa (1981) affirms that “the missionaries without exception used the school as a means of conversion”. There is no doubt that the schools established during these periods served as a springboard for the emergence of nationalized government schools in Nigeria. The issue of government’s neglect of educational sector is not a new phenomenon.

SCHOOL TYPES AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN SECONDARY SCHOOLS

Against this differences that this study sought to find out the difference in academic performances in Biology among students who attended a particular school type in Ini Local Government Area.

1.2   Statement of the Problem

        Almost all the senior secondary school students in Ini local government area offer biology and take it at the senior school certificate examinations. There has been an identified gap in the teaching of biology and the academic outcomes of students in the area. Schools in the area are run either by missions, private concerns or government. Similarly, some schools are known to operate diverse curricular like Commercial, Grammar and Comprehensive. The influence of the diverse school types on the academic performance of students in biology has not been understudied in Ini local government area of Akwa Ibom state. This has made this study to be very imperative in a bid to ensuring improved performance of students in this all important life science.

1.3   Purpose of the Study

1.4   Research Hypotheses

1.4   Significance of the Study

Delimitation of the Study

1.7     Limitations of Study

1.8   Definition of Terms

School:    A school is an institution designed to provide learning spaces and learning environments for the teaching of students (or "pupils") under the direction of teachers.

School Type: school types include private, public, grammar, single-sex, coeducational, comprehensive, etc.

Single-Sex School:  Single-sex education, also known as single-gender education, is the practice of conducting education where male and female students attend separate classes or in separate buildings or schools.

Coeducation:  the education of both male and female students at the same institution.

Grammar School: a secondary school emphasizing languages in preparation for college.

Comprehensive School:   a secondary educational institution that teaches an inclusive range of subjects across the academic and vocational spectrum.

Private Schools:      schools which individuals or groups of individual establish for teaching and learning for profit making.

Public School: This is the type of school own and manages by the government.

Mission Schools:     Schools owned and managed by religious organizations

Academic Performance:   performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school

CHAPTER TWO: REVIEW OF RELATED LITERATURE

SCHOOL TYPES AND ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN SECONDARY SCHOOLS

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