CHAPTER ONE

INTRODUCTION
1.1 Background of the Study
Undoubtedly, education is the key to economic and technological
advancement, a means of alleviating poverty among the populace as well
as ameliorating their lifestyles. Admittedly, secondary school which is the
foundation of the educational system is expected to produce graduates
who should be able to maintain high and sensitive position so that the
laudable objectives can be realized. Sadly enough, in recent time the
products of this citadel of learning can no longer compete favourable with
their counterparts from other parts of the world. The reason for this is not
farfetched. It is simple that the quality of education has fallen. To explain
this point, (Esu in Mba 2018) opined that there is a near national outcry
on the poor quality of Education in Nigeria especially in Enugu east local
government area . Also, commenting on this, it is noted that the scripts of
some students in external exams like WAEC were unreadable and far
beyond comprehension because some students find it difficult to take
notes during teacher and also many are unable to have a firm grasp of
material taught even after repeated explanations by the teacher.
Education is the key to development and it has the capacity to
upgrade teaching effectiveness as well as learning efficiency among
learners. Efforts by have being made by school administrators to improve
the performance of Public secondary school students. The school
environment, which include the classrooms, libraries, technical
workshops, laboratories, teachers’ quality, school management, teaching
methods, peers, etc are variables that affect students’ academic
achievement (Ajayi, and Oluchukwu, in Mba 2018). Hence, the school
environment remains an important area that has to studied and well
managed to enhance students’ academic performance.

1
 According to Jam (2019) academic performance is the ability to
study and remember facts and being able to communicate your
knowledge verbally or on paper. In other words, academic performance
refers to how students deal with their studies and how they cope with or
accomplish different tasks given to them by their teachers. Academic
performance generally refers to how well a student is accomplishing his
or her tasks or studies. There are quite a number of factors that determine
the level and quality of students' academic performance. (Scottk, 2012).

As explained by (Tema and Mlawa, 2010) at MKUKUTA annual

assessment meeting report, it was observed from the recent statistics
released by the National Examination Council NECO that there was a
trend of massive failures in science subjects in secondary schools in
Nigeria It is in actual fact getting worse year after year. There is 12%
increase of poor performance in science subjects higher than the
proportion of failures five years ago.
According to Shekighenda, (2010), education sector stakeholders
have called on the government to see the need to arrest the rising
incidence of students doing poorly in science subjects, warning that
failure to take immediate action would make Nigeria run dangerously
short of scientists.
In the study of Mabula (2012), it was shown that there is a
continuation of failure, and poor performance in science subjects in
secondary schools National Examinations, and there is a continuous
dropout from science subjects, the drop out is more serious in Physics and
chemistry subjects as compared to mathematics and biology which are
compulsory to all students.

2
 In recent statistics given out by the National Examination Council
NECO shows that the trend of massive failure is in actual fact getting
worse day by day.
Science and technology are keys to socio-economic development
in an increasingly interconnected world. It is therefore imperative that
developing countries like Nigeria to embrace science and technology as a
vital tool for accelerating the country’s socio-economic development.
There are various studies conducted on the issue of poor
performance in science subjects, and trend of performance in science
subjects, some of the studies includes; the study looking on the
contributory factors to poor learner performance in physical sciences
whereby he found out that lack of resources, language of learning and
teaching (LoLT), the socio-economic status of learners, parent
involvement, large classes, the developmental level of learners, and the
curriculum are among the factors for the poor performance in science.
In the study on the factors influencing academic performance of
ward secondary schools case study in Moshi municipality, the study done
by (Komba et al., 2013) it was found out that; there is poor performance
in ward secondary schools, and the factors influencing their bad
performance are lack of teachers, un-conducive teaching and learning
environments, and poor teaching and learning materials.
There is poor trend of performance in secondary schools especially
in science subjects. As elaborated in the research on the performance the
Audit Report on School Inspection Programme for Secondary Schools in
Nigeria, (2018) found out that education system is facing a major
challenge in ensuring quality education to create a competent human
resource base in science. This can be seen from the poor performance of
students in examinations, and especially in mathematics and science
subjects. With reference to school inspectorate programme by the CAG

3
 report, 70 percent of students who sat for their SSCE in 2007 failed the
subject of mathematics, and a significant number of failures were also
present in other science subjects.
The researcher therefore sees there is a need to investigate on the
factors influencing poor performance of science subjects in secondary
schools in Nigeria, since there is no similar study done on the factors
influencing poor performance of science subjects in secondary school ,
the researcher sees the research gap and decides to conduct the study in
order to investigate, and provide information on what are the factors
influencing poor performance of science subjects in secondary schools ,
also to give out recommendations on what are the possible solutions to
the problem of poor performance in science subjects among secondary
schools.
1.2 Statement of the Problem
According to Kogi State Ministry of Education (2020), the
performance of students at secondary school has dwindled tremendously
and the situation has become worrisome to all stakeholders of education
in Lokoja Local Government Area. Products of our educational system
can no longer compete with graduates from other parts of the world. The
increasing nature of poor academic performance of secondary school
students especially in external examinations like WAEC or JAMB, tend
to shift the blame on the teaching methodology adopted by the teachers
and lack of fund from the government to provide quality textbooks.
However, these might not be the main reasons why students perform
poorly in examinations because it is yet to gather adequate research
evidence to prove that it is a key factor on why students fail. Emphasizing
the importance of school environment to student’s academic
performance.

4
 Academic performance of students in secondary schools has
received much attention of late in the Nigerian educational system. It is
pertinent to understand that the so – called academic performance of
primary school pupil is a Canker worm that has eaten deep into the
fabrics of our primary schools today. However, in environment where
such an ugly situation is found, tention, conflict and anarchy dictate the
tone of relationship between pupils, the teachers for a smooth and
effective school management. Since the end of the Nigeria Biafra Civil
War in 1970, academic excellence has been on the decline. This appears
to be more pronounced in the primary schools. Poor academic
performance has constituted a big problem not only for schools but the
dynamic Nigeria society.
The performance of science subjects in secondary schools in recent
two decades has been rapidly dropping in Nigeria; the trend shows there
is speed downfall of performance in science subjects especially in
secondary schools. And the failures in science subjects may results into
shortage of science experts like doctors, engineers, and teachers.
Therefore there is a need to investigate on what are the root causes and
factors influences poor performance in science subjects, and how to
eradicate the problem. Hence this study assess the challenges responsible
for poor performance in science students in Senior Secondary Schools.
1.3 Objective of the Study
The general objective of the study is to assess the challenges
responsible for poor performance in science students in Senior Secondary
Schools in Lokoja Local Government Area, Kogi State.
Other specific objectives of this study are:
i. To investigate trend of academic performance of science subjects in
Senior Secondary Schools in Lokoja Local Government Area, Kogi
State

5
 ii. To determine the factors influencing poor performance in science
subjects in Senior Secondary Schools in Lokoja Local Government
Area, Kogi State.
iii. To find out if there are enough qualified Science Teachers in
Secondary School in Lokoja Local Government Area
1.4 Research Questions
The research questions in this study are listed below:-
i. What is the academic performance of science subjects in Senior
Secondary Schools in Lokoja Local Government Area, Kogi State?
ii. What are the factors influencing poor performance in science subjects
in Senior Secondary Schools in Lokoja Local Government Area,
Kogi State?
iii. Are there enough qualified Science Teachers in Secondary School in
Lokoja Local Government Area
1.5 Significance of the Study
This study will be useful to students, researchers, scholars,
educationists, parents, educators and school administration who will use
it for further studies. It is hoped that this study will provide information
for parents, educators and school administrators to reflect upon various
factors that help students in achieving their academic goals.
This study provides a valuable reference for other schools to reflect
upon the school environment as it affect the academic performance of
student in secondary school. It will serve as resource materials for others
who want to carry out research in related field.
This study is very important to student’s teachers and professional
teachers in the field of science, the knowledge gained from this study
would enable prospective school administrators, examiners, writers and
students to understand various reasons why students perform poorly
academically and find ways of solving the problems.

6
 This study will help in finding out the role school environment
factors play in student’s poor academic performance in science in senior
secondary school in Lokoja local government area. It will also help to
find out educational administration issues that contributed to the poor
achievement of students in Lokoja local government.
This study sheds more light into the causal relationship among
school environment, home, teacher, educational administration and
student related variables under investigation and achievement of students.
Finally, the outcome of the study is therefore expected to assist all
stakeholders in the district, particularly at the basic education level, to
fashion out appropriate strategies that would enhance the regard, the
study would be useful to secondary schools in Lokoja local government
area in analysis of the causes of poor performance in both internal and
external examination.
1.6 Scope and Delimitation of the Study.
The study will be delimited to challenges responsible for poor
performance in science students in Senior Secondary school in Lokoja
Local government. This local government is made up of 19 communities,
which are Adankolo, Ahubana, Lokongoma, Meme-Bridge, Sarkin-
Noma, Adana, Agbaja, Ageni, Agodo, Ahuji, Akpata, Baji, Banda,
Batake, Budon, Choko-Choko, Denbor, Ebo, and Eggan.
They are many students in this local government with over 30
secondary schools but five (5) selected for this study. Each school has
about 1000 students but 10 percent will be taken from the each population
of the school The reason for concentrating this study in 5 secondary
schools was due to distance in locations. This study was restricted to
Challenges of poor performance in science students in senior secondary
schools in Lokoja LGA.

7
1.7 Operational Definition of Terms
Academic Performance is the outcome of education to the extent to
which a student, has achieved their educational grades.
Influencing Factors are factors or causes which lead for something to
occur or to happen like lack of teachers, lack of teaching materials, and
lack of motivation, traditions and customs and difficulty of science
subjects.
Secondary School Education is an educational level after primary
school education. It’s divided into two parts. Ordinary level (o-level)
consists of four academic year’s form 1-4, and advanced level (a-level)
consists of two academic year’s form 5-6.
Science Subjects are studies deal with structure and behavior of natural
and physical world based on facts learned through experiment,
observation and development of theories. Science subjects in Nigeria
include Physics, Chemistry which are optional subjects, while Biology
and Mathematics are compulsory subjects.
Poor Performance it is unsatisfactory outcome results of examinations,
which is failure and cannot help a candidate in any way. Poor
performance denotes by letter F which ranges from 0 to 39
Curriculum: In this research a curriculum is defined as “a document, a
syllabus, a process for developing a plan, the plan and the execution, a
system and structure of an undefined discipline”
Science: A subject that has an impact in our everyday activities, a subject
that is important both to individuals and to the nation in order to meet the
global economic requirements. In this study science means mathematics,
physical science and life science.

8
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework
The study’s conceptual framework is basis on the assumption that
learning is constructing of ideas, knowledge and understanding through
experience, observation and reflection, and there are Independent
variables which are the influencing factors in the process of learning
science subjects, and has relation to dependent variables which are
academic performances in grades. There are also some factors which,
when come across may reverse the influencing factors in independent
variables and hence alter academic performances in dependent variables,
these are referred to as extraneous variables.
2.1.1 Overview of Education
Education is the process of Initiating and preparing human through
training. Okoye (2018) defined education as a process of teaching or
training and learning in a school or college to improve knowledge and
development skills. Mlozi et al (2013) defines education as a process of
learning, how to make decision that consider the long term future of the
economy. Education gives us knowledge of the world around us and
changes it into something better. It develops in us a perspective of
looking at life. It helps us build opinions and have points of view on
things in life. Education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, beliefs, and habits. Educational
methods include storytelling, discussion, teaching, training, and directed
research. Education frequently takes place under the guidance of
educators, but learners may also educate themselves Education can take
place in formal or informal settings and any experience that has a
formative effect on the way one thinks, feels, or acts may be considered
educational. The methodology of teaching is called pedagogy

9
 Education is commonly divided formally into two types formal and
informal education.

2.1.2 Concept of Academic Performance

According to scholar’s definition Daniels & Schouten, (2017),

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 Mallory,
(2014), commented on this scholastic standing an 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 know ledge, skills
and attitudes of individuals as a result of their experiences within the
school’s system. Academic performance is regarded a student’s
performance in an examination as being depended on his cumulative
grade point average Al-Shorayye (2015). 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. On the other hands, Poor academic performance according
to Aremu, (2010), is a performance that is adjudged by the examinee and
some other significant as falling below an expected standard. The
interpretation of this expected or desired standard is better appreciated
from the perpetual cognitive ability of the evaluator of the performance
Academic achievement or (academic) performance is the extent to
which a student, teacher or institution has achieved their short or long-
term educational goals.
Academic achievement is commonly measured through
examinations or continuous assessments but there is no general
agreement on how it is best evaluated or which aspects are most
important—procedural knowledge such as skills or declarative

10
knowledge such as facts. Furthermore, there are inconclusive results over
which individual factors successfully predict academic performance,
elements such as test anxiety, environment, motivation, and emotions
require consideration when developing models of school achievement.
Now, schools are receiving money based on its student’s academic
achievements. A school with more academic achievements would receive
more money than a school with fewer achievements.
The concept of low academic performance varies in its definition,
Daz(2009) in his work consider low academic performance or academic
failure as the situation in which the subject does not attain the expected
achievement according to his or her abilities, resulting in an altered
personality which affects all other aspects of life. Similarly, Tapia(2010)
as cited in Diza(2012) notes that while the current educational system
perceives that the student fails if he or she does not pass, more
appropriate for determining academic failure is whether the student
performs below his or her potential. Aremu(2010) defines poor academic
performance as performance that is adjudged by the examiner/testee and
some other significant as falling below an expected standard. The
interpretation of this expected or desired standard is better appreciated
from the perpetual cognitive ability of the evaluator of the performance.
According to daily Time opinion, the survey carried out by the
National Teacher Institute in November, 1982 showed that out of 300,000
teachers in the country, 200,000 a clear two third were unqualified. A
students trained by quacks teacher under bamboo tree or a shade without
the barest facilities, we believe is likely to be denied the self fulfillment
and confidence that adequate education given In schools where there are
enough qualified teachers differs from those schools with less qualified
teachers.

11
 According to Akor (2010), he said that the important of well
qualified and experienced teachers cannot be overemphasized. They are
the essential ingredients needed by students to learn effectively. Dr Titus
Olikhens, one time Bendel state commissioner for education, in this
article stated that shortage of qualified teachers, insufficient provision of
instructional material and teaching methods and lack of incentives for the
study were problems simulating against the achievement of the objectives
Norman,(2014) A pebble argued that one of the things affecting the
effective teaching of teachers to provide better explanation which is
traceable to their lack of adequate concept and research method is really
one of the reasons why students they teach don’t perform well in the
subjects they teach them.
M. B Oguniyi et el(2009) write that many teachers are not trained.
The few trained and qualified ones hardly stay as classroom teachers as
they find other forms of employment or to higher institution of earning
combined and keeps reported qualification and previous experience,
perception of professional role; responsibility goal and interest affect
teaching. In this context, schools with N.C.E graduates teachers tend to
have better primary six certificate and junior secondary school results
than schools with grade II teachers. Another problem noted is lack of
textbooks.
Lack of textbooks is another factor that is responsible for poor
academic performance. There are no enough comprehensive books for
both the teachers and the students or students use. As a result of non
availability of authentic textbooks, teachers do not give vivid information
to the students or students in Lokoja local government area. The few
available ones are out dated.
M.B. Oguniyi et el(2009) stated that acute lack of textbooks and
other printed materials are inadequate funds are not also made readily

12
 available for teachers to purchase basic materials needed for improvising
apparatus.
Also, writing along the same line I.B. Otitoju stated that many
students teacher are likely to find themselves in schools where there are
not textbooks and instructional materials and the student’s teacher are
expected to perform the miracle of teaching student that improvised
materials will be of help to the teaching students. The inability of teachers
to make use of improvised materials kills the interest of students staying
the subjects.
2.1.3 Factors Influencing Learner Performance in Sciences
Many studies have been conducted to investigate the various
variables that influence learner performance in the sciences. For example,
a study by King’aru (2014) sought to investigate factors that contribute to
poor performance in science subjects among students in secondary
schools. The study showed that factors that contribute to poor
performance in science include poor teaching methodologies in science
education, negative attitude towards science subjects among students and
lack of resources such as textbooks and well-equipped laboratories.
Another study by Ngema (2016) conducted in South Africa
investigated factors that cause poor performance in order to make efforts
to improve the science pass-rates in secondary schools. The results
indicated that factors that contribute to poor performance are; change in
the curriculum, the time allocated for each science topic, the teachers’
teaching load, resources, the educators’ lack of specialized content
knowledge, the medium of instruction, the involvement of the parents,
poverty, and motivation.
A study by Chileya (2016) investigated the factors that affected the
poor academic performance of pupils in science examinations in selected
day secondary schools. The study showed that the factors affecting poor

13
academic performance of secondary school leaving examinations in
selected day secondary schools were teacher/pupil absenteeism, lack of
teacher/pupil motivation in schools, inadequate internal and external
teacher monitoring in schools, abnormal teacher workload, non-parental
involvement in the learning process of their children, late reporting for
lessons by both teachers and pupils, schools and communities working in
isolation, inadequate syllabi coverage, inadequate qualified human
resource, insufficient teaching and learning materials in selected day
secondary schools.
Mwaba (2011) conducted a study to investigate the low
performance of female pupils in physical science at Serenje Technical
High School Academic Production Unit, Zambia. This study revealed that
lack of skilled manpower, lack of resource books, lack of teaching
materials and laboratory apparatus, the language of science, beliefs, and
misconceptions are among factors that influence the performance of girls
in physical sciences.
In a study conducted to explore factors affecting performance in
biology 5090 at selected high schools in Lesotho, Mamalanga and
Awelani (2014) concluded that the possible factors responsible for the
poor performance included lack of financial support, lack of equipped
libraries, lack of laboratories and science textbooks and method of
teaching.
In Nigeria, a study was conducted by Ojukwu (2016) to investigate
the perception of students on the causes of their poor performance in
external chemistry examinations in Umuahia North Local Government
Area of Abia State. The study found that the students’ perceived causes
of poor performance were; the teachers’ educational qualifications, their
methods and strategies of teaching, their failure to use of instructional
materials and their teaching experience, low retention of learned materials

14
 by the students, inadequate coverage of the syllabus, non-conduct of
practical’s and lack of knowledge of the subject matter. These findings
support (Barineka, 2012) who found that some of the variables that may
be responsible for poor performance in chemistry may be curriculum and
instructional materials related variables.
Mukhwana (2013) studied the student-related factors that influence
the performance of students in Biology in Kenya Certificate of Secondary
Education in Eldoret municipality. The study found that student-related
factors affecting performance of Biology: primary school Science which
provides a requisite background for Biology at secondary school level;
interest in Biology (theory and practical) provides which provides a force
for learners to participate in the learning process; their ability to carry out
the practical effectively, and students’ ambition and attitudes.
However, there is no known research conducted to establish the
factors that influence learner performance in science in the Eastern
province of Zambia. Further, from the above studies, no study collected
the views of school administrators, teachers, and learners. It is this gap
that this study sought to fill by investigating the factors that influence
poor performance in science from the point of view of school
administrators, teacher, and learners.
2.1.4 Students Back Ground and Their Academic Performance
Science has been regarded as the bedrock of modern day
technological breakthrough is built. Nowadays, countries all over the
world, especially the developing ones like Nigeria, are striving hard to
develop technologically and scientifically, since the world is turning
Scientific and all proper functioning of lives depend greatly on Science.
Science is a dynamic human activity concerned with understanding the
workings of our world. This understanding helps man to know more
about the universe. Without the applications of science, it would have

15
been difficult for man to explore the other planets of the universe.
Science comprises the basic disciplines such a Physics, Chemistry,
Mathematics and Biology. Many investigations have shown that
secondary school students are exhibiting dwindling interest in Science,
Ogunleye, B.O. (2012).
Besides, Physics as one of the Science subjects remains one of the
most difficult subjects in the school curriculum according to the Nigeria
Educational Research and Development Council (NERDC) (2010).
Studies have revealed that the academic performance of Nigerian students
in Ordinary Level Physics was generally and consistently poor over the
years. Physics is an important science subject that makes immense
academic demands on the students in its learning. The learning of the
physics is difficult at best and almost impossible at worst but because of
its enormous importance to science and technology, there is huge interest
in student’s achievement in physics. In the light of this, the relationship
between the background and classroom environments and students
achievement in physics has generated a great deal of discussion for a long
time. The family background should be an environment in which children
have the opportunity to succeed and be happy Esiobu, G.O. (2015). A
conducive home influence manifests itself further in the school
environment. It helps plan, execute and evaluate child’s school
experiences. In relation to level of maturation and mental health of the
child in order to help him/her excel academically. Furthermore it has been
x-rayed that some factors,which are attributed present in family
contributes greatly to the academic performance of students. Among
these are parental educational background, income, exposure, parental
relationship with each other, strength of the family population, religion,
sex differentiation, occupation etc. the interplay of these factors in the
family determines to great extent the readiness of child to learn. Never

16
 less, the influences of others factors like mental and physical disabilities
can account for poor academic performance in physics. In the whole the
family background being an umbrella in the initiation of the child into the
world should provide favorable conditions, which will improve the
academic performance of child irrespective of the constraints encountered
in his academic pursuits.
Most of subjects offered in secondary school have some factors,
which affects their assimilation by students. Physics is no exception.
Students come from different home and as a result have different
challenges to contend with Adeyemo, S.A. (2010), In addition to this,
Students’ educational outcome and academic success is greatly
influenced by the type of school which they attend. The school one
attends is the institutional environment that sets the parameters of a
students’ learning experience. Depending on the environment, a school
can either open or close the doors that lead to academic achievement.
According to Considine and Zappala the type of school a child attends
influences educational outcomes Considine, and Zappala, (2007), On the
other hand, there is evidence that, students from urban backgrounds had
significantly better academic and research indicators than those from
rural and remote backgrounds Cambridge University Reporter (2003).
2.1.5 Student Interest and Their Academic Performance
We live in a world that is increasingly dependent on physics and
fueled by breakthroughs in physics research. Technology continually
advances, we are beginning to answer questions about the beginning and
end of the universe, and we are discovering amazing things about the
interaction of subatomic particles. Unfortunately, less and less students
are studying physics, which is causing the general public to mitigate their
understanding about scientific concepts.

17
 According to Esiobu, (2015), students form opinions about physics
in the early years of secondary school, and those beliefs become less
favorable as students get older. One reason that so many people have
such a lack of familiarity with physics is the fact that very few people
ever actually take a physics course. Generally, a negative attitude toward
a given subject leads to lack of interest and, when subjects can be
selected, as in senior high school, to avoiding the subject or course.
Furthermore, a positive attitude toward science “leads to a positive
commitment to science that influences lifelong interest and learning in
science”. This is one reason why major science education reform efforts
have emphasized the improvement of students’ attitudes.
Several studies have identified a number of factors affecting
students’ attitudes towards science in general. These can be largely
categorized as gender, personality traits, structural variables, and
curriculum variables. Of these, the most significant is gender for, stated
“sex is probably the most important variable related to pupils” have
reported that males have more positive attitudes toward science than
females, while others found no statistically Significant gender
differences. On the other hands, it was initially discovered that teachers
and professors have the single largest influence on students who show an
interest in physics. Family members and famous physicists also had a
strong amount of influence, but a student’s peers had very little influence
on that student’s positive interest in physics. Osborne, J., Simon, S. and
Collins, S. (2013).
2.1.6 Strategies for Improving Learner Performance in Science Subjects
The study indicated that many strategies can be adopted to improve
the performance of learners in science. These strategies are backed by
other research studies. They include enhancing CPD meetings,
conducting of practicals, regular assessments, motivating teachers and

18
 learners, provision of teaching/learning materials as well as effective
planning and delivery of lessons. The finding that enhancing assessment
through tests, exercises, and quizzes is in line with recommendations by
the science syllabi (MESVTEE, 2013) while the finding that assessment
through giving homework can improve performance is similar to the
recommendation by Monde (2012). Further, learners ought to be exposed
to standard questions at the level of examination questions. Through the
2018 - 2021 Strategic Plan, the Eastern Provincial Education Office
advocates for strengthening assessment in order to enable learners
adequately prepare for National Examinations, as well as acquire
necessary skills and knowledge (PEO, 2019).
Motivating teachers and learners can also improve learners’
performance as also asserted by King’aru (2014). This is because when
motivated, both teachers and learners would increase their on-task time
and effort and hence improve learner performance. The study also
revealed that enhancing the conduct of practicals, providing teaching and
learning materials such as laboratory apparatus and laboratory manuals
would also improve learner performance, this result confirms claims by
Mwaba (2011); Monde (2012) and King’aru (2014). Other strategies for
improving learner performance include identifying slow learners and
administering remedial work in order to increase acquisition of learned
concepts. Teachers also need to effectively plan and deliver their lessons
using appropriate strategies that engage learners in the learning process.
2.1.7 Factors affecting academic performance of the students
Individual differences
Individual differences in academic performance have been linked
to differences in intelligence and personality. Students with higher mental
ability as demonstrated by IQ tests and those who are higher in
conscientiousness (linked to effort and achievement motivation) tend to

19
achieve highly in academic settings. A recent meta-analysis suggested
that mental curiosity (as measured by typical intellectual engagement) has
an important influence on academic achievement in addition to
intelligence and conscientiousness.
Children's semi-structured home learning environment transitions
into a more structured learning environment when children start first
grade. Early academic achievement enhances later academic
achievement.
Parent's academic socialization is a term describing the way parents
influence students' academic achievement by shaping students' skills,
behaviors and attitudes towards school. Parents influence students
through the environment and discourse parents have with their children.
Academic socialization can be influenced by parents' socio-economic
status. Highly educated parents tend to have more stimulating learning
environments. Further, recent research indicates that the relationship
quality with parents will influence the development of academic self-
efficacy among adolescent-aged children, which will in turn affect their
academic performance.
Children's first few years of life are crucial to the development of
language and social skills. School preparedness in these areas help
students adjust to academic expectancies.
Indirect evidence suggests that physical activity could affect
academic achievement. Studies have shown that physical activity can
increase neural activity in the brain. Exercise specifically increases
executive brain functions such as attention span and working memory.
Non-cognitive factors
Non-cognitive factors or skills, are a set of "attitudes, behaviors,
and strategies" that promotes academic and professional success, such as
academic self-efficacy, self-control, motivation, expectancy and goal

20
setting theories, emotional intelligence, and determination. To create
attention on factors other than those measured by cognitive test scores
sociologists Bowles and Gintis coined the term in the 1970s. The term
serves as a distinction of cognitive factors, which are measured by
teachers through tests and quizzes. Non-cognitive skills are increasingly
gaining popularity because they provide a better explanation for academic
and professional outcomes.
Motivation
Motivation is the reasoning behind an individual's actions.
Research has found that students with higher academic performance,
motivation and persistence use intrinsic goals rather than extrinsic ones.
Furthermore, students who are motivated to improve upon their previous
or upcoming performance tend to perform better academically than peers
with lower motivation. In other words, students with higher need for
achievement have greater academic performance. Bad dietary habits can
create the disadvantage of a lack of motivation Self-control, in the
academic setting, is related self-discipline, self-regulation, delay of
gratification and impulse control. Baumeister, Vohs, and Tice defined
self-control as "the capacity for altering one's own responses, especially
to bring them into line with standards such as ideals, values, morals, and
social expectations, and to support the attainment of long-term goals." In
other words, self-control is the ability to prioritize long-term goals over
the temptation of short-term impulses. Self-control is usually measured
through self completed questionnaires. Researchers often use the Self-
Control Scale developed by Tangney, Baumeister, & Boone in 2004.
Through a longitudinal study of the marshmallow test, researchers
found a relationship between the time spent waiting for the second
marshmallow and higher academic achievement. However, this finding

21
only applied for participants who had the marshmallow in plain site and
were placed without any distraction tactics.
High locus of control, where an individual attributes success to
personal decision making and positive behaviors such as discipline, is a
ramification of self-control. High locus of control has been found to have
a positive predictive relationship with high collegiate GPA.
Extracurricular activities
Organized extracurricular activities have yielded a positive
relationship with high academic performance including increasing
attendance rates, school engagement, GPA, postsecondary education, as
well as a decrease in drop out rates and depression. Additionally, positive
developmental outcomes have been found in youth that engage in
organized extracurricular activities. High school athletics have been
linked with strong academic performance, particularly among urban
youth. However, involvement in athletics has been linked to increased
alcohol consumption and abuse for high school students along with
increased truancy.
While research suggests that there is a positive link between
academic performance and participation in extracurricular activities, the
practice behind this relationship is not always clear. Moreover, there are
many unrelated factors that influence the relationship between academic
achievement and participation in extracurricular activities (Mahoney et
al., 2015). These variables include: civic engagement, identity
development, positive social relationships and behaviors, and mental
health (Mahoney et al., 2015). In other research on youth, it was reported
that positive social support and development, which can be acquired
through organized after school activities is beneficial for achieving
academic success (Eccles & Templeton, 2012). In terms of academic
performance there are a whole other group of variables to consider. Some

22
of these variables include: demographic and familial influences,
individual characteristics, and program resources and content (Mahoney
et al., 2015). For example, socio-economic status has been found to plays
a role in the number of students participating in extracurricular activities
(Covay & Carbonaro, 2010). Furthermore, it is suggested that the peer
relationships and support that develop in extracurricular activities often
affect how individuals perform in school (Eccles & Templeton, 2012).
With all these variables to consider it is important to create a better
understanding how academic achievement can be seen in both a negative
and positive light.
In conclusion, most research suggests that extracurricular activities
are positively correlated to academic achievement (Mahoney et al., 2015).
It has been mentioned that more research could be conducted to better
understand the direction of this relationship (Eccles & Templeton, 2012).
Together this information can give us a better understand the exact
aspects to consider when considering the impact that participation in
extracurricular activities can have on academic achievement.
Method of Teaching
The method of teaching is another factor responsible for poor
performance. The norm is the traditional approach with the teacher at the
centre of activities and with memorization as the prima means of
learning. Although memorization has its place, it cannot on its own
arouse the student real interest and imagination, nor can it capture their
involvement in the process of learning.
According to Maduabum, it is essential for any teacher to become
acquainted with teaching methods that will help students achieve learning
objectives.
Teachers Poor Motivation

23
 Teacher’s poor motivation is another factor responsible for
students poor performance. A poorly motivated teacher will teach the
subject poorly.
According to Ogunniyi(2009) in his work stated that many trained
in subject, the few trained and qualified ones hardly stay as classroom
teachers as they find some other forms of employment or to go higher
institution, because they are not motivated. Teacher’s salary is not always
paid on time. A hungry will not be motivated to teach.
Commenting further, he said that several methods exist which
teachers can utilize to ensure effective learning, such method include
demonstration method, discussion method, project method, field trip, play
away method.

According to Essien(20188) P. 81, he therefore, enumerated some

common faults in the teaching in senior secondary school

 Lack of preparation
 Lack of interest by teachers
 Attempting too much problems in the lesson

Size of the classroom

Following the introduction of the Universal Basic Education (UBE)
programme into the country, this caused a gigantic increase in student’s
population in secondary students on roll. However, there is no doubt that
less time is available for individual attention to the students. In most of
the classroom, where group work is done, the classes are so noisy and
rowdy and the teachers are unable to control the students. Such a
situation does not allow for effective learning. Due to the number of
students in the classroom, the teachers use much of the time meant for
teaching in controlling the students, as such, much work is done in short

24
time because the teachers will now try to teach everything for the period
in less time. There will be no time left for the teacher to pay attention to
individual students with individual difference. This does not give room
for effective teaching and it affects the performance of the students
For increasing student -teacher interactions to controlling the comfort
level, classroom sizes can be a notable factor in contributing to school
success. Although there is no standard requirement for constructing
classrooms to a specific size, many schools and educational institutions
follow general guidelines regarding dimensions in relation to the
organization of a positive learning environment. Below are the qualities
of good class size
Students Per Space
While it would be easy, and functional, to say that there is one set
standard size for any classroom, this is an impossibility in the modern
school system. Some smaller private schools may have rooms with a
dozen or less children, while public schools with little funding may be
overcrowded and have large numbers of students in each class. When
considering the standard size of a classroom, it is best to break down
necessary dimensions by student numbers. One study by the University of
Georgia's School of Design and Planning Laboratory found that there is a
minimum number of square footage per student required in elementary
and secondary school classrooms. For example, 10 elementary school
students require at least 539 square feet of space, while 15 students need
784 square feet. Although this is not a concrete standard, a guide such as
this demonstrates how class and room size clearly tie together.
test, and teacher/instructor areas and furniture (e.g., chair and
desk).
Size of Students

25
 Similar to square footage of classroom space per student, the size
of the student in the actual room can significantly change the standard. A
standard room for an elementary school class may look very different
than that for a secondary school. This is primarily due to the obvious fact
that a first grader and an eleventh grader differ widely in height and
weight. Imagine a group of 20 seven-year-olds and another of 20
seventeen year-olds. These two classes clearly require varying degrees of
space for movement and comfort level. According to the University of
Georgia's School of Design and Planning Laboratory, the 20 elementary
school children would need 1,029 square feet of classroom area, while the
same number of secondary students require over 300 more square feet to
total 1,344.
Students lack of interest and unconducive environment.
Unconducive environment and lack of interest affect their performance of
the schools.
Tunde S. G. (2012) in has lecture said, students tend to shy away
and become frustrated from the subject because of their poor and this
makes them to be weak academically and others. Think that social
science is very· easy hence little or no attention is paid to the subjects in
the classroom.
Maduabum (2009) in his book titled "teaching effectively" and
'Students come from different socio-economic background. Some may
come from rich family some from poor families and others from what
may be the amount of time and the kind of home environment to study in
the extra moral activities in 'which he participate and the manner which
he spent his leisure time, all of which are largely dependent upon the
socio economic status of his parents, for instance, a child who hawks rice,
banana, beans, after school, and with extra coaching courses at home after
school, and has a good time to study. In a relatively stimulating

26
intellectual environment. He further added that a learner's entry behavior
is hisprevious background knowledge, which is related to it. He further
said that 'the failure of students to grasp complex concepts preparation'.
Lack of sufficient instructional materials generally hinders the teaching
and learning. This fact cannot be over-emphasized, as instructional
materials are the only way open to teaching to support verbal illustration
to sustain the student's' interest for a considerable length of times.
Maduabum (2009) pointed out that it is to be properly learned, the
classroom, for sole reliance on the inadequate school resources will create
an undesirable class majority.
Personality and Disposition of Teachers
The personality and disposition of teachers for a long way in
affecting the social and moral behavior of the student or students. The
teacher’s themselves lack the social qualities they want to the students to
have most teachers in this local government are behaves contrary to the
expected norms and values of the society.
Family background and Poor Academic Performance of the Student
Family background is a very important determinate of students
achievement. Family background influence conformity to societal norms.
The family is the primary socializing agent of which a child is a member
since it is in the family the child is born (Agwanda, 2002). Performance
of students is a product of environment factors (Reche, 2012). Inadequate
closeness between the children and parents could result into insecure
environment for the child resulting into the self perception as unworthy of
love and perceiving others as unavailable and responsive. This may cause
individuals to interpret losses and disappointment as personal failures,
which contributes to the development of distress (Oghulubu 2007).
Distress affects academic achievements of students. A child who is often
subjected to severe and harsh treatment will suffer academic detest

27
 (Chukwu, 1996). One may rightly say that the family is the informal
socializing agent since all its members have blood relations. A child is
having his/her primary exposure to the world and hence he/she is totally
guided by the adults in his family most especially the parents. Home
environment has an effect on student’s academic performance. This is
because the home has a great influence on the student’s psychological,
emotional, social and economic state. Home environment of a student
determines academic performance. If it is not conducive for reading,
academic performance is poor (Oloo, 2009). In the view of Ajila and
Olutola(2010) in the state of the first socializing agent in an individual’s
life. This is because the family background and context of child affects
his reaction to life situations and his level of performance.
Unfortunately, some parents aren’t aware how family structure can
influence learning (Donkor, 2010). These norms are unavoidable family
environment that influence family relationship.
2.1.8 Solutions to poor academic performance
1. Government should be able to provide supports for students from a
poor background like grants, scholarships, etc. This will assist
students in this category to remain focus.
2. Teachers should be student focus rather than being content minded.
3. Parents should try to live in harmony at least for this sake of their
child. This will help them to be psychologically stable.
4. Qualified teachers should be employed by schools for quality
teaching.
5. Conducive environment for learning should be provided by schools.
6. Students should be ready to learn, attend class regularly, and be
inquisitive in class.
7. Group reading among students should be encouraged.

28
 8. The Government in Nigeria through the Secondary Education
Management Board (SEMB) should organize regular workshops and
seminars for science teachers to sensitize them to appropriate
behaviour patterns capable of stimulating interest in science.
9. Textbook authors in science should endeavour as much as possible, to
make their illustrations vivid, understandable and mathematical free
for readers.

2.3 Theoretical Literature Review

The theoretical frameworks for this work are ACT-R and VAK.
ACT-R (Adaptive Control of Thought – Rational) is a general
theory of cognition developed by John Anderson and colleagues at
Carnegie Mellon University that focuses on memory processes. It is an
elaboration of the original ACT theory (Anderson, 1999) and builds upon
HAM, a model of semantic memory proposed by Anderson & Bower
(1973). Anderson (1983) provides a complete description of ACT-R. In
addition, Anderson (1990) provides his own critique of ACT-R and
Anderson (1993) provides the outline for a broader development of the
theory.

29
 Fig 1. ACT-R Framework.
ACT-R distinguishes among three types of memory
structures: declarative, procedural and working memory. Declarative
memory takes the form of a semantic net linking propositions, images,
and sequences by associations. Procedural memory (also long-term)
represents information in the form of productions; each production has a
set of conditions and actions based in declarative memory. The nodes of
long-term memory all have some degree of activation and working
memory is that part of long-term memory that is most highly activated.
According to ACT-R, all knowledge begins as declarative
information; procedural knowledge is learned by making inferences from
already existing factual knowledge. ACT-R supports three fundamental
types of learning: generalization, in which productions become broader in
their range of application, discrimination, in which productions become
narrow in their range of application, and strengthening, in which some
productions are applied more often. New productions are formed by the
conjunction or disjunction of existing productions.
Like a programming language, ACT-R is a framework: for
different tasks (e.g., Tower of Hanoi, memory for text or for list of words,
language comprehension, communication, aircraft controlling),
researchers create "models" (i.e., programs) in ACT-R. These models
reflect the modellers’ assumptions about the task within the ACT-R view
of cognition. The model might then be run.
Running a model automatically produces a step-by-step simulation
of human behaviour which specifies each individual cognitive operation
(i.e., memory encoding and retrieval, visual and auditory encoding, motor
programming and execution, mental imagery manipulation). Each step is

30
 associated with quantitative predictions of latencies and accuracies. The
model can be tested by comparing its results with the data collected in
behavioural experiments.
2.4 Empirical Studies
A study by Oluchukwu (2011) aimed at assessed and investigated
the academic performance of secondary school students in two principal
subjects (English Language and Mathematics) at the Senior School
Certificate Examinations (SSCE) in ten secondary schools typical of
urban and rural locations in five randomized Local Government Areas of
Oyo State, Nigeria between 2005 and 2007. The study employed a
descriptive survey research design. An instrument titled: Students’
Academic Performance in English Language and Mathematics
Questionnaire (SAPEMQ) was used to collect relevant data for the study.
The ten secondary schools involved were selected based on simple
random sampling technique and the statistical tools employed to analyse
the data collected were percentages, means scores and multiple regression
(backward procedure). Four research questions and one null hypotheses
were formulated to guide the study. The result among other things
revealed that, there was a marked difference in the performance of
students in urban and rural schools at the SSCE with impressive means
scores obtained in urban schools (Urban = 69.8, 54.4 and 60.2 in 2005,
2006 and 2007 respectively; Rural = 36.4, 24.9 and 23.8 in 2005, 2006
and 2007 respectively). The implications of the findings for educational
planning and policy in Nigeria were discussed.
A study by Jolif (2018) aimed at investigating factors that
contributed to poor performance in science subjects among students in
secondary schools in Busia County, Kenya. The study used the input-
output relationship or education production function. The study employed
a cross-section research design whereby a total number of 110 students

31
from six schools in the county, 15 students from three schools outside the
county and 45 teachers were involved. Data collection was achieved
through use of questionnaires and structured interviews. The findings of
the study showed that factors which affected science performance were
negative attitude towards science subjects, unfavorable home
environment and family background. Inadequate resources such as
textbooks, physical infrastructure and laboratories made learners lose
interest in the subject hence poor performance. Schools that had
inadequate infrastructural and human resources performed poorly. The
study further revealed that availability of practical lessons classified and
reinforced scientific concepts. It further discovered that learners’ interest
in science increased their manipulative skills and memory of the content.
It makes the subject relevant, helps the learners to acquire skills, it
promotes discipline and also assist them in solving problems. The study
also contended that poor capital investment in terms of provision of
science learning resources contributed to student low level of academic
achievement. The study also revealed that poor learning environment was
another key factor which caused poor performance of pupils in science
education. In this regard, environment includes all the facilities and
infrastructure available at the place where the school is located and all
that can be found within the school surroundings. For the case of this
study, the learning environment refers to the physical location, teaching
delivery as well as approached to learning whereas the term infrastructure
is used to refer to things such as classrooms, furniture, laboratory and the
library (Siwel, 2008).
Ife (2017) in his work toted the quest for improving the academic
performance in Public Senior Secondary School Students in Kaduna
south local government area of Kaduna state. What prompted this work
with particular reference is motivation of teachers. It is the intention of

32
this project to indentify the effect of poor motivation of teachers on
student academic performance. The study which was a descriptive survey
employed the use of structured questionnaire with close ended questions
and was administered to Public and Private Senior Secondary School
teachers and Public and Private Senior Secondary School Students
respectively in five (5) randomly selected Public and Private Secondary
Schools in Kaduna South Local Government Area of Kaduna State. The
results showed that when teachers are not motivated, their productivity
are hampered this in turn reduces the academic performance of Students.
It was recommended that government in all levels should make the
payment of teachers’ salary and other fringed benefit a priority and it
should be paid on time, government should ensure that basic facilities for
effective teaching and learning are adequately provided, Teachers should
improve in their teaching skills to enhance higher academic productivity
amongst students. Seminars and workshops should be conducted for both
teachers and students to increase academic productivity.
Nbina, (2012), analysis of Poor Performance of Senior Secondary
Students in Chemistry in Nigeria. This study investigated the poor
performance of students in Chemistry. The widespread poor performance
and the negative attitudes towards chemistry of secondary school students
have been largely ascribed to teaching problems. A random sample of
109 students from St Pius X College Bodo City was used. The research
instrument was a reliable and validated 20 items likert type questionnaire
which was administered on 109 secondary school students to obtain
responses on the factors that are responsible for poor performance of
students in Chemistry. The responses were analyzed using t-test statistics.
At 0.05 significant level and 38 degree of freedom, the calculated t-value
was 0.469 and the t-critical was 2.021. Since t critical was significant the
null hypothesis was retained. Thus, there was no significant difference

33
 among the respondents concerning the factors that are responsible for
poor performance of students in Chemistry in Nigerian secondary
schools. One of the recommendations made was the need for efficient and
effective teachers who are professionally and academically qualified to
promote Chemistry learning in schools.
2.5 Summary of Related Literature
This chapter was review under the three sub-headings from the
conceptual framework, it was discovered that for a successful national
development, there is need for a good output in the performance of the
subject science and that government is the subject, which the nation
heavily depend on in achieving its objectives towards making the
students know a lot about science and its environment etc from the
studies reviewed, it was discovered that there are many challenges that
are responsible for poor performance of students in science and are;
teachers as persons, teacher’s teaching qualification, teachers attitudes,
students attitudes, students gender attitude, teacher’s methodology lack of
teacher and the environment etc
From the theoretical rationale, it was used that the survival and
growth of any science education in secondary school does not rest on the
teacher but on the other staff of the school, the school’s management, the
school’s proprietor and the community where the school resides. The
staff of the school including the teachers, the school management, the
school proprietor and the community where the school resides are the
system of the school.
The theory used was Constructivism is basically a learning theory
based on observation and scientific study about how people learn. This
theory explains that an individual can acquire knowledge through
cognitive constructivism which deals with how the individual learner
understands the developmental stages and learning styles, and social

34
 constructivism which deals with how meanings and understanding grow
out of interactions.
Therefore this theory explains how the teaching and learning of
science student in secondary schools in Lokoja Local Government Area
can be affected.

CHAPTER THREE
METHODOLOGY
3.1 Research Design
The research design for this study is descriptive survey research
design. According to Odo(2009) a survey design is a design in which a
group of people or items are studied by collecting and analyzing data
from a few people or item by considered to representative of the entire
group.

35
3.2 Population of the Study
The population of the study consist of all students of senior
secondary school 2 (i.e SS2) in Lokoja Local Government Area.
The population is 2,726 (sources: Kogi State Ministry of
Education publication 2022).
3.3 Sample and Sampling Techniques
For the purpose of this study the researcher randomly sampled 5
secondary school representing 6.8% of the 73 public and private schools
in Lokoja Local Government Area as stated by Kogi State Ministry of
Education (2022).
The researcher selected the sample using the taro yamanes
sampling techniques whereby every personnel of the selected
organization i.e the total population where made to be independent and
are giving equal chances of been selected in the sampling.

Therefore, the yamani’s formular is

Formula:

N = N
1 + N(e)2
Where n is = the sample size
N = The total population under study
e = The assumed error margin
1 = constants is a tolerateable taken as 5% (0.05)
The population as said earlier was 30 to determine the sample size using
the above for formula we have:-

n = N
1 + N(e)2
Where e= 0.05
n = 2,726
1+ 2,726 (0.05)2
n= 2,726

36
 1+ 2,726 (0.0025)
n= 2,726
1+ 6.815

n= 2,726
7.815 = 349
Therefore, the sample of the study is three hundred and forty nine
(349) respondents.

3.4 Instrument for Data Collection

The questionnaire was the main instrument for data collection; it
was constructed by the researcher and was submitted to experts in
measurement and evaluation for correction.
The questionnaire has two (2) sections, section A and section B.
Section A contains the personnel data of respondents and section B
contains the questionnaire item and it was structured in such a way as to
elicit response which help to provide answer to the research questions
posed in the study. The respondents indicated their response as follows
Strongly Agree SA
Agree A
Strongly Disagree SD
Disagree D
3.5 Method for Data Collection
The researcher will developed a questionnaire for collecting data.
A questionnaire will be preferred in this study because of its suitability
for gathering information from a large number of respondents. It will also
less expensive and less intrusive.
The questionnaires consists of four parts, namely:
Part 1: Demographic Information.
Part 2: Questions related to the extent good and bad reading culture
affects academic achievement in English Language?
37
 Part 3: Questions related to the extent to which a student’s gender can
affect his or her Reading Culture in English Language?
Part 4: Questions related to the extent interest affect Reading
Culture?
3.8 Method of Data Analysis
Data analysis will involve the breaking down of data into
representative constituents in order to find answers to the research
questions. The data will be analysed by using the descriptive statistics of
mean and standard deviation to answer the research questions, and the
analysed data will be presented in charts for clear viewing and
understanding. Finally chi-square goodness of fit statistics will be used to
test the research hypothesis. Descriptive analysis is needed to get the
frequency and means in order to objectively review the finding.

38
 REFERENCES
Abu-Hilal, M.M. (2002). A structural model of attitudes towards schools
subjects, academic aspiration and achievement. “Educational
psychology, 20,75-84.
Adepoju T. (2001) location factors as correlates of private and academic
performance of secondary schools in Oyo State.” A proposal presented
at the higher students staff seminar. Department to education, university
of Ibadan, Ibadan.
Abuseji F. A (2007) student and teacher related variables as determinants of
secondary school students “32,3-18. Retrieved June,2,2011, from
http://pkukmweb.ukm.my”
Ademola O.R. & Olajumoke, A.A (2009). Parental involvement as a correlate
of pupils “achievement in mathematics and science in Ogun state,
Nigeria. “Educational research and review, 4(10), 457-464 retrieved May,
27,2011, nigeriahttp://academicjournals.org/err”
Agulanna, G.G. (1999) Family structure and prevalence of behavioural
problems among Nigeria adolescents. “The counselor, 17 (1), 154.
University of Ghana http://ugspace.ug.edu.gh89
Agyemang, D. K (1993). Sociology of education for African students. Accra:
Black Mask Ltd.
Akabayashi, H. and Psachoropovlous, G.(1999). The trade-off between child
labour and human capital formation: A Tanzanian case study. The Journal
of development studies 35 (5), 121-140.
Anamuah-Mensah, J., Asabere-Ameyaw, A, and Dennis, S. (2007). Bridging
the gap: linking school and the world of work in Ghana. Journal of career
and technical Education, 23 (1), 133-152. Retrieved September 2, 2012,
from http>//web. Ebscohost.com/ehost/pdf
Akanle, O.B. (2007). Socio-economics factor influencing students academic
performance in Nigeria some explanation from a local survey. Sociology

39
 and social work community. Retrieved February 4, 2011. From
http://www.medwelljournals.com/fulltext/pjss/2008/319-323.pdf.
Akiri, A.A, and Ugborugbo, N.M. (2009). “Teachers effectiveness and
students” academic performance in Nigeia public secondary schools in
Delta State, Nigeria”. Students Home communication science, 3 (2), 107-
113. Retrieved January 4, 2012, from http://krepublisher.com
Akuapem South Municipal Ghana Education service (2009). Medium term
Development plan (MTDP) 2009-200012.
Allen-Meares, P. Washington, R.O. & Welsh, B.L. (2000). SOCIAL WORK
services in schools (3RD Edition) Boston: Allyn and Beacon.
Anamuah-Mensah, J. (2010). Reaction to daily graphic publication, Friday
August 27, 2010.
Avotri, R., Owusu-Darko, L., Eghan H. & Ocansey, S. (1999). Gender and
primary schooling in Ghana. Brighton: IDS/FAWE.
Barnes, W. (2003). “Teachers participation in community development
Activities in Ghana. Unpublished thesis, Brighton, University of Sussex”.
Bennell, P. and Akyeampong A. K. (2007). Teacher motivation and
incentives-International research project final report submitted to
DFID, London.
Berg, B.L. (2004) Qualitative research methods for the social sciences (5 th
Edn). Boston Pearson education INC.
Bilesanmi, J.B. (1999). A causal model of teacher characteristics and students
“Achievement in some Ecologically concepts. Unpublished Thesis, Ph.
D, university of Ibadan, Ibadan. Retrieved June, 2, 2011, from
http://pkumweb.uk.m.my.
Blake, J. (1989). Family size and achievement. Los Angelos. University of
California Press, PP. 10-11.
Boakye, J.K.A., Agyeman-Duah, S. Osei, J. and Brew-ward, M. (1997). Causes
of dropout from basic education in Ghana: Accra Ministry of education.

40
Bronfenbrenne, U. (1986). Ecology of the family as a context of human
development. Research perspective. Development psychology, 6, 723-
742.
Cary, J. Roseth, W.J., David, T., and Roger (2008). Promoting early adolescents
achievement and paper relationships: the facts of cooperative,
competitive, and individualistic goal structure psychological Bulletin 134
(2). 223-246.”
Case, A., Paxson, C., and Ableidinger, J. (2004). Orphans in Africa: parental
death, poverty and school enrolment. Demography, 41 (3), 483-508.
Christenson, S. L. and Gorney, D. (1992). Family factors and student
achievement: an avenue to increase students school psychology quarterly,
7,178-206.
Coleman, J.S. (2006). “The adolescent society”. Education next, 6 (1), 40-43.
Conway, K.S and Houtenwille, A. (2008). Parental effort, school resources and
student achievement journal of homework assigned and completed and
pupil achievement Journal of educational psychology, 9,70-83.
Cooper, H. Lindsay, J, Nye, B., and Geathouse, S. (1998). Relationships among
attitudes about home work, amount of homework assigned and
completed and pupil achievement journal of educational psychology,
9,70-83.
Coukline, J. (1996). Introduction to criminology. New York: Macmillan.
Engin-Demir, C. (2009). “Factors affecting the academic achievement of
Turkish Urban poor”. International of educational development, 29
(1), 17-29.
Edward, J.E (2002). The validation study of the Joseph self-concept scale for
children. Dissertation abstracts international; the sciences and
engineering, 62.

41
Downey, D.B (1995). Bigger is not better family size, parental resources, and
children’s educational performance. America sociological reviews, 60,
746-761.
Grolnick, W.S., and Sloiviaczek, M.L. (1994). Parent involvement in children’s
schooling. A multidimensional conceptualization and motivation
model child development, 65, 237-252.
European Commission, 2015. Science education for responsible citizenship.
Brussels: European Commission
Fobih, D., Akyeampong, K.A. and Koomon, A. (1999). Ghana primary school
development project: final evaluation of project performance Accra
ministry of education.
Fertig, M. and Schmidt,. M.C. (2002). The role of background factors for
reading literacy: straight national scores I the PISA 2000 study.
Discussion paper 545, institute for the study of labour (IZA) Bonn.

42
 Appendix I

National Teachers’ Institute

Kaduna,
Lokoja Study Centre.

Dear Respondent,

I am a Post Graduate Student of National Teachers’ Institute, Lokoja

Study Centre. I am pursuing a Post Graduate Diploma in Education (PGDE) and
would sincerely need your assistance.

I am carrying out a research on: assessment of challenges responsible for

poor performance in science students in senior secondary schools in Lokoja
local government area, Kogi state. It is in this regard that I have prepared a
questionnaire for you to give your response.

Please, kindly respond to the questionnaire for the progress of this

research. All the information provided by you shall be treated confidential.

Yours faithfully

Bello Chatta Asipita

43
 Appendix II
STUDENTS’ RESPONSE QUESTIONNAIRE.

Name of School:__________________________________________________

Class: ____________________________ Sex: ________________ Age:______

Please tick [ ] your answer from the options below:

SA = Strongly Agreed A = Agreed

D = Disagreed NO = No Opinion SD = Strongly Disagreed

The suitability of each item should be scored as follows using the rating scale:

SA statement = 5; A statement = 4; NO statement = 3; D Statement = 2 and

SD statement = 1.

Academic performance of science subjects in Senior Secondary Schools

1. Science Teachers encourage students to read, so as to pass Science

examinations. SA [ ] A[] NO [ ] D[] SD [ ]
2. Parents encourage students to read and study at home, so as to pass science
examinations. SA [ ] A[] NO [ ] D[] SD [ ]
3. Even when Parents/Teachers teach, reading, the number of students that
passes the Science examination are very few. SA [ ] A[]
NO [ ] D[] SD [ ]
4. Parents always absent students from school unnecessarily so they always
fail. SA [ ] A[] NO [ ] D[] SD [ ]
5. Teachers read out for students during Science examinations. SA [ ] A[
] NO [ ] D[] SD [ ]

44
Factors influencing poor performance in science subjects in Senior
Secondary Schools

6. Change in the curriculum. SA [ ] A[] NO [ ] D[]

SD [ ]
7. Poor teaching methodologies. SA [ ] A[] NO [ ] D[
] SD [ ]
8. Teacher/pupil absenteeism. SA [ ] A[] NO [ ] D [ ] SD
[]
9. Lack of teacher/pupil motivation in schools SA [ ] A[] NO [ ]
D [ ] SD [ ]
10. Lack of laboratories and science textbooks. SA [ ] A[] NO [ ]
D [ ] SD [ ]
11. Non-conduct of practical’s. SA [ ] A[] NO [ ] D [ ] SD
[]
12. Enough qualified Science Teachers in Secondary School. SA [ ] A [ ]
NO [ ] D [ ] SD [ ]

45