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Factors influencing students academic performance in Non governmental secondary schools

CHAPTER ONE

Introduction

Nigeria accords high priority to education and regards it to be instrumental in implementing efforts stipulated in local and global development, policies, programmes and strategies such as National Development Vision 2025, National Strategy for Growth and Poverty Reduction (NSGPR) and the Millennium Development Goals (MDGs). At local level, the Nigeria Development Vision 2025 and NSGPR regard education as pivotal tool in bringing about the desired socio-economic transformations (URT, 2001; 2005).  Education is an important tool of development as it opens new horizons and raises quality of life of the individual as well as the nation. NSGPR sees education as one of the key pillars to reducing poverty in the country (URT, 2005, 2011). Global development efforts consolidate, among others, around addressing challenges facing education sector.

These efforts are centred on promoting education because low-quality education means low-quality of life; as education has greater role to play in enhancing standard of life in any community. However, the education system in Nigeria has not developed substantially, particularly at the post primary levels and in recent years both primary and secondary academic has been declining. Statistics show that there has been a declining trend in the proportion of primary school leavers passing Standard VII. The pass rate, for example, fell from 70.5 percent in 2006 to 49.4 percent in 2009. The rate slightly went up again in 2010 when 53.1 percent passed (MoEVT, 2010). Unfortunately, while the pass rates at primary school level have been decreasing, the proportion of primary school leavers selected to join secondary school has been increasing progressively (TenMet, 2011).

Statement of the Problem    

As means towards curbing challenges facing education system in Nigeria, significant research work has been conducted to investigate issues related to low academic performance of secondary school education system in the country. Most of past studies have attributed low-education academic performance in Nigeria to factors related to limited availability of teaching staff and physical learning infrastructure (Galabawa, 1999; OECD, 2005; Swai & Ndidde, 2006; URT, 2006; UNESCO, 2010; Mkonongwa, 2012; Hakielimu, 2012). These studies examined the quantitative elements of school’s internal physical resources; little efforts were made to assess quality aspects of these resources and most of these studies were conducted in public schools, treating schools as public service rather than business entities. The theoretical approaches used to assessing education in the previous studies were pedagogical rather than business oriented. There is therefore limited knowledge on business related factors behind successful academic performance of non-government secondary schools.

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Updated: 4th January 2019 — 8:00 pm

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