comparative analysis of academic performance of
student in Economics and mathematics
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Academic
performance has been described as the scholastic standing of a student at a
given moment. This scholastic standing could be explained in terms of the
grades obtained in a course or groups of courses (Daniels and Schoulen, 1970).
Simkins (1981) commented on this scholastic standing and argued that
performance is a measure of output and that the main outputs in education are
expressed in terms of learning, that is, changes in knowledge, skills and
attitudes of individuals as a result of their experiences within the school's
system. STAN, (1992) supported this argument and reported that performance is
the level of attainment of a person in an examination, that is, how an
individual is able to demonstrate his or her abilities in an examination.
Noting
this point, Al-Shorayye (1995) regarded a student's performance in an
examination as being depended on his cumulative grade point average. His
argument supported Entwistle and' Wilson's (1977) assertion that a student's
success is generally judged by examination performance while the best criterion
of performance is the sum of the student's academic performance in all the
subjects taken.
Researchers
had deliberated much on performance as a measure of school output (Blaug and
Woodhall, 1968; Adeyemi, 1998; Bandele, 2001). Blaug and Woodhall (1968), for
instance, argued that the only measure of performance of school leavers is the
attainment in GCE examinations. Consequently, they measured output in terms of
the number of school leavers weighted by different indices of quality or number
of passes and reported that performance in GCE is one relevant criterion of
educational quality and that 'academic index' measures output in terms of GCE
results.
The
pattern of grading students in the Senior Secondary Certificate (SSC)
examinations in Nigeria is such that the distinction grade is being represented
by A1 to B3. The credit grade is represented by C4 to C6. The ordinary pass
grade is represented by D7 and E8 while the failure grade is represented by F9
(Ondo State Ministry of Education, 1994; Ekiti State Ministry of Education,
1997; WAEC, 2006). It needs to be mentioned however, that the distinction and
credit grades are the only requisite grades for admissions into Nigerian
universities and candidates must have at least credits in five subjects
including English Language in order to qualify for admission (JAMB, 2007).
Considering
the results in the WASSCE and similar examinations, a fall in performance in
public examinations has been reported in many countries (World Bank, 1988;
Adeyegbe, 2002; Onipede, 2003). The World Bank (1988), for instance, found that
the quality of education especially in Sub-Sahara Africa has eroded markedly
while State support has declined in real dollars.
Researchers
have identified different factors that could cause students’ failure
(Wankowski, 1973; OECD, 1989; Al-Methen and Wilkinson, 1992). Wankowski (1973)
for instance, reported that academic failure seems to be associated with the
lack of personal confidence, emotional instability and temperamental tendency
towards extraversion. Supporting this fact, Al-Methen and Wilkinson (1992)
reported that failure in students is due to the lack of confidence in the
knowledge they possess
which in turn could affect their level
of activity in the classroom. They argued that students’ academic problems
arise from personal inadequacies such as low ability; negative self concept,
anxiety, maladjustment, environmental influences such as poor classroom
conditions, curricular inadequacies, peer groups and the lack of home support.
These arguments supported OECD's (1989) remarks that many young people do not
learn much in developing countries. Some often leave school before the school
leaving age while others are in the habit of attending school irregularly.
Researchers
have given other reasons why most candidates find it difficult to pass their
examinations (Oke, 1992; Ijaiya, 2000; Oderinde, 2003; Adeyemi, 2007). Among
these reasons include having to repeat classes, lack of adequate knowledge in
their various subjects, inadequacy of professionally qualified teachers in
schools and insufficient facilities. These reasons might perhaps have led to
the remarks made by (Odesola, 2001; Adelugba, 2003; Asaolu, 2003) that Ondo
State recorded an unprecedented failure in core subjects in the year 2000
senior secondary certificate examinations in the annals of the State.
Therefore,
since performance is a measure of school output (Simkins 1981), why the Senior
Secondary Certificate (SSC) examinations is major public examinations exposed
to by secondary school students in Kwara States, Nigeria, this study intended
to examine the performance level of students in the examinations from 2007 to
2011 in Ilorin Metropolis of Kwara State.
1.2 Statement of the
problem
Over the years,
many educational authorities have sought to find out the reasons for the
downward trend in the academic achievement of secondary school students.
The
performance of secondary schools' students in Ilorin L.G.A, Nigeria has been a
subject of controversy. Some schools of thought were of the view that the
performance was improving (Ige, 2001; Afolabi and Adewolu, 1998). Other schools
of thought argued that the performance level was dwindling terribly (Onipede,
2003). The problem of this study, therefore, was to determine whether or not
any significance differences exist between the performance level of secondary
schools' students in senior secondary certificate examination in Ilorin L.G.A
of Kwara State, Nigeria?
1.3 Purpose of the study
The
general purpose of this study is to make a comparative analysis of academic
performance of student in Economics and mathematics from 2007 to 2011 in Ilorin
L.G.A of Kwara State. Specifically, the study intend to examine whether:
i.
There
is a difference in performance of senior secondary school students in 2007 and
2008
ii.
There
is a difference in performance of senior secondary school students in 2009 and
2010
iii.
There
is a difference in performance of senior secondary school students in 2010 and
2011
iv.
There
is a difference in performance of senior secondary school students in
Mathematics and Economics
1.4 Research
Questions
The
following questions are posed to guide the investigation:
i.
Is
there is any difference in performance of senior secondary school students in
2007 and 2008?
ii.
Is
there any difference in performance of senior secondary school students in 2009
and 2010?
iii.
Is
there any difference in performance of senior secondary school students in 2010
and 2011?
iv.
Is
a difference in performance of senior secondary school students in Mathematics
and Economics?
1.5 Statement of
hypotheses
The
following research hypotheses were formulated to answer the research questions:
i.
There
is no significant difference in performance of senior secondary school students
in 2007 and 2008
ii.
There
is no significant difference in performance of senior secondary school students
in 2009 and 2010
iii.
There
is no significant difference in performance of senior secondary school students
in 2010 and 2011
iv.
There
is no significant difference in performance of senior secondary school students
in Mathematics and Economics
1.6 Significant of the
study
It
is the researchers view that the findings of the study will be of immense
benefits to parent, policy makers, planners of educational program, students.
The
administrator may also provide rich or conducive environment that will
facilitate healthy study techniques. The study will also be useful to the
students because of the various study techniques pinpointed. The students will
note other factors that influence their academic performance such as study
techniques, level of anxiety and self-concept may now be understood and
appreciated as relevant factors.
A
study of this nature will help teachers to adopt and use appropriate
instructional materials and methods that will stimulate students to develop
effective study techniques. The teacher will also have a good understanding of
the problems associated with students and therefore guide them towards
achieving academic performance.
The
study will expose researchers to problems associated with study techniques
formation. It will add more information to the existing literature in this
area. The study will also stimulate, them to carry out further research.
1.7
Delimitations of the study
The
study was delimited to senior Secondary Schools in student in Ilorin L.G.A of Kwara
state. It was also delimited to the variables under study.
This
study would have covered the whole of ……… state, but due to financial
restrictions, the study was limited to senior Secondary in student.
The
psychological state of the students, which include their temperament (joy or
Sadness) as at time they were supplying the information in questionnaire might
affect their response thus may influence the research result.
1.9 Definition of terms
TO GET THE
COMPLETE MATERIAL (CHAPTER 1 TO 5, REFERENCES AND
QUESTIONNAIRE),
SIMPLY DEPOSIT N3000 WITH ECOBANK
ACCNT NAME: UMOH
UMOH ASUQUO
ACCT. NO.:
3351064296
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information: 08038828403, e-mail: eduresearchhome@gmail.com
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