Background to the Study
Education is globally-accepted as the most viable tool for sustainable human development. It is equally an indispensable tool for enhancing economic growth and national development. Education is seen as the cornerstone of every development forming the basis for literacy, skill acquisition, technological advancement as well as the ability to harness the natural resources of the state. Participants in the World Conference on “Education for All” in Jomtien (2006) pointed out that education is a fundamental right of all people, women and men of all ages throughout the world. It helps to ensure a safer, healthier, more prosperous and environmentally-sound world. It is an indispensable key for personal and social improvement. UNESCO (1990) has however pointed out that the current provision of education is seriously deficient and that it must be made more relevant, qualitatively improved and universally available. In recognition of the inestimable value of education, foundation of whatever a child wants to become in life academically is laid here. It is sad to note that the academic performance of students at this level is very poor in the northern part of this country (Northern Education Research Project, 2000). In the North Central Zone, for instance, the quality of secondary school leavers has continued to deteriorate. In Kwara state specifically, students look for crooked means of passing their examinations. This is as a result of the fact that success in examination serves as a good motivator to students, teachers, administrators and employers of labour. On the other hand, failure to perform successfully in examination demoralizes all and sundry, especially students. It is the craving to succeed and avoid the frustration and embarrassment associated with failure that makes students engage in examination malpractices which has threatened the very foundation of our educational system (Ijaiya, 2004). Among the causes of examination malpractices are poor condition of service for teachers and inadequate teaching and learning facilities. These have an adverse effect on the quality of teachers as well as the quality of instruction because no educational system can rise above the quality of its teachers (FRN, 2004).
Statement of the Problem
Research studies have shown that many secondary school products in Nigeria are poor in reading, writing, computational and vocational skills. Many of them also perform woefully in various examinations (Foster, 1999; Uzoka, 2000). Two parameters that are commonly used to determine school effectiveness are students’ results, especially in standardized tests, and their behaviour or performance after school (Ijaiya, 2008). In the recently-released 2009 WAEC’s Senior Secondary School Examination results, only 25.99%, that is, 356,981 out of 1,427,924, had five credits including Mathematics and English Language. For the National Examinations Council which was released in 2009, only 10% or 126,500 of the 1,200,765 candidates had five credits that could qualify them for admission into higher institutions (Unilorin Bulletin, Nov. 2009). If only 10% of the total candidates are qualified to proceed to higher institution, then the remaining 90% or1,080,000 candidates would drop out and majority of them would become political thugs, hooligans and fraudsters who terrorise the population. and made the educational system consumptive rather than productive (Jimoh,2008). Therefore, there is the need for teachers to acquire enough skills to make them relevant technologically. Also, the relevance and adequacy of educational services and their effective utilization to students’ academic performance cannot be overemphasized. Thus, the specific problem of this study centres around investigating the extent to which provision, utilization and maintenance of educational services can influence teacher quality and in turn influence students’ academic performance in North Central public senior secondary schools in Nigeria.
Purpose of the Study
Educational services facilitate the implementation of educational policy, the attainment of policy goals and the promotion of effectiveness in the educational system (FRN, 2004). The main purpose of this study is investigating the relationship among educational services, teacher quality and students’ academic performance in public senior secondary schools, North Central Zone, Nigeria.
Specifically, the purpose of the study is to:
- determine the influence of educational services on teacher quality and on students’ academic performance;
- determine the extent to which the provision of library services enhances teaching and learning.
- determine the influence of teacher quality on students’ academic performance
- determine the extent to which supervision of instruction influences teaching and learning;
- find out the level of students academic performance in public senior secondary schools, North Central zone, Nigeria.
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NAME: TITUS AYANI SOLA
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