Background of the Study
Education is a means through which young and old members of the society are taught about the expected behavior of the society and the rules of polity. The values, skills, attitudes and knowledge that equip the individual to achieve personal and society development and progress Ozigi (2008). According to Dounladi (2006). Education is a process of teaching and learning in which students acquire practical knowledge, values and skills for effective participation in the society. He further said asserted that, the process of acquiring the relevant knowledge, attitudes, values and skills must be made as concrete as possible for easy learning. There is no accurate record as to when accounts started, but available information suggests that record keeping is as old as man. The strategy for keeping record then was to make marks on the wall, stone, papyrus or wax tablets, it was highly primitive.
Qualitative and functional education at all levels of education has been the clamor for education policy makers since time immemorial. Basic science occupies a pivotal position in science and technology and in every aspect of human endeavor (Agwagah and Horlom Peters, 2004; Akinsola. Tella and Tella, 2007; Olayemi, 2009; Abubakar and Eze, 2010; and Abubakar and Uboh, 2010). Since basic science is a compulsory subject from universal basic education to junior secondary level and to a compulsory requirement to be passed or attempted before tertiary education, then, there is need for a qualitative and functional Basic science to be in place as one of the fulfillment of the 7-point agenda of the federal government.
Quisumbing in (Acceladse,2004) mentioned that true test of quality education is the degree to which one can share what he has learnt with others to improve the quality of life. Qualitative and functional basic science can be evident in the academic achievement of students emphasizing their cognitive level.
This dissertation describes a research study that examined the possible relationship between students’ school entrance ages and their academic success. Specifically, how does the academic success of students who enter school at an age comparatively younger or older than their peers within their grade level) compare to the academic success of students who enter school at an age comparatively average to their peers? Academic success was defined and determined by a state mandated criticism-referenced academic assessment. This research study are examined the issues of student gender as a possible contributing factor, in addition to age, to student academic success.
Statement of the Problem
Educators and parents have been known to hold strong beliefs about academic practices that are unsupported by research. The benefit of such academic practices may have been proven false or there may be insufficient research or conflicting research in the field to substantiate them. One example is the belief that academic success is strongly and positively related to a students’ age at entrance to school or compared to the age of classmates. Some parents ‘‘wonder whether they should delay enrollment even when their child seems ready for kindergarten’’, especially after reading newspaper articles or hearing stories herallding success for young children whose parents delayed their entry into school. Numerous studies regarding school entrance age and students success have been published; yet experts do not agree on the extent to which student age affects student success, or if produces a consistent affect at all.
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