CHAPTER ONE

1.1 Background to the study

Learning has been so much associated with the school that some people

almost think that learning goes on only in schools. Mokoba and Okoye (2011)

highlighted that educators, universally identify class size as a desirable attribute

that can affects learning. There is no doubting the fact that much learning goes

on in school. The school is particularly and specifically arranged so as to

facilitate effective learning. Unfortunately, the poor condition of our schools,

particularly the primary schools today in the nation raises a lot of anxiety. A

cursory look at these school in spite of government efforts reveals schools

dominated by dilapidated buildings, school void of good furniture and

equipment, schools where instructional materials are either not provided or are

inadequate; school that are under-staffed; schools, where teachers’ salaries and

allowances are not promptly paid, schools that have not been inspected for the

last 15 years; schools where there is no discipline among other things. The

government, and especially the parents are very much concerned with the

quality and volume of learning acquired (for interesting review, see Cools,

2011). Several studies by Sociologist, Psychologists and Educationists showed

that the type of schools a learner attends has profound influence on his

academic achievement. For instance, Dobbie and Fryer (2013) observed some

differences found among children who attended private primary schools

performed better than pupils in public schools. This implies that the business of

1
education is not taken with all the seriousness it demands in the public schools.

This of course is what may be regarded as the general apathy of the citizenry to

government’s owned business or property. A situation that has resulted in

lackadaisical attitude of government’s workers, including teachers in the public

schools tend to believe that an intelligent child would succeed automatically at

school without any active assistance coming from them.

UNICEF in 2011 investigated on Learning which commence to monitor

the learning achievement of primary school pupils throughout the Federation, it

was shown that most of the private schools had means in the three areas tested

higher than the national means and that of their public counterpart. He

compared performance between urban and rural schools; private and public

schools, as well as between male and female primary school pupils. He

concluded that while Osun State comes last in almost all the sub-sector

analysed, the only cheering exception is in the private schools where it

performed better than other states and indeed exceeded the grand mean. He did

not give reasons for low or high achievement.

Oyelade, 2017 however, went further to also assessed the quality of

education, rigorous supervision in schools, relevant instructional materials,

standard school buildings, less-crowded classrooms, conducive school

environment are some of the major school variables influencing pupils,

academic attainment. He concluded that in areas where private schools are well

established, drop-out rates would be drastically reduced and pupils academic

2
performance enhanced. This he said may be due to availability of resources and

more importantly to the fact that teachers are positively motivated. In a study

carried out in the U.S. by Lubienski and Lubienski (2014), they compared

academic achievement among charter, private and public schools. One of the

major findings from this study showed that private schools scored higher than

charter and public schools. In a related study carried out also in the U.S. by

Braun, Jenkins and Grigg (2018), they compared the performance of pupils in

private and public schools in both reading and mathematics involving grades 4

and 8, results showed that the private schools performed better than the public

schools not only in reading and mathematics, but also in the two grades (4th &

8th) involved in the study. Overall, findings indicated that the average private

school mean score was higher than the average public school mean score, and

that the difference was statistically significant. However, in the study comparing

students' academic performance in business studies in public and private Junior

Secondary School Certificate Examinations (BECE) in Bauchi Local

Government Council Area of Bauchi State, Nigeria, conducted by Igbinedion

and Epumepu (2011), it was revealed that there was significant difference in the

academic performance in business studies between the public and private

schools from 2008 to 2011. Results further showed that the percentage

performance trend of public schools were higher than those of the private both

males and females. Consequent upon the discussion above, more parents and

guardians who can afford it are daily withdrawing their children and wards from

3
the public schools to the private fee-paying primary schools despite its

expensive nature even in this hard time. Many of the private schools are

growing bigger and fatter at the expense of the public ones whose enrolment is

daily dwindling. It is in this context that this study is set out to compare pupils

academic performance between the private and public schools in Bauchi and

West Local Government Council Areas of Bauchi State, Nigeria.

The study therefore sought to find out if there is any difference in pupils

academic attainment between private and public secondary schools in the two

local government council areas involved in the study. It also highlighted the

causes of such differences in academic achievement between the private and

public schools and suggested measures to rectify the differences so discovered.

1.2 Statement of the problem

However, there has been tremendous development in the educational sector of

the state. New public and private schools have been established to meet the

educational demand of its citizenry (1st Bauchi State Education Summit, 2004).

The researcher observed that there is unimpressive performance of students in

secondary school, the researcher therefore embarked on this study to find out

whether there is actually any performance difference in academic performance

of students.

4
1.3 Objectives of the Study

The objective of the study are stated to find out whether significant difference

exist between academic performance of public and Private Schools in Business

studies.

i. What is the level of performance in public secondary school in Business

studies?

ii. What is the level of performance in private secondary school in Business

studies?

1.4 Research Hypothesis

The following hypothesis were formulated and tested at 0.05 level of

significant:

Ho1: There will be no statistically significant difference in the academic

performance of students on Business Studies between private and public

secondary schools in Bauchi State.

Ho 2: There will be no significant difference in the academic performance of

private and public secondary school on Business Studies in rural area in Bauchi

State.

Ho 3: There will be no significance difference in the academic performance of

male and female students on Business Studies in public secondary schools.

Ho 4: There will be no significance difference in the academic performance of

male and female students on Business Studies in private secondary schools.

5
1.5 Significance of the Study

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. In so doing, they can investigate the possibility

of introducing those factors to their school, which may consequently lead to

enhancing students educational outcomes in school This study will also be

significant because the findings will stimulate parents, school managers,

teachers, students and the society’s awareness on the importance of conducive

learning environment the findings of the study will also assist school

administrators and curriculum planners to develop strategies that would reduce

negative effects of poor learning environment on academic achievement of

students in primary schools.

The findings of this study shall also be useful to school proprietors,

government school administrators and parents in understanding the influence of

school environment on academic achievement of students in primary schools.

This study will also be of importance to students themselves as it will be made

known to them the effects of school environment on their academic

achievement. Finally, the findings of the study will act as a reference point to

other interested scholars interested in this area of research.

6
1.6 Delimitation of the Study

The study is delimited to finding out students’ performance in business studies

in public and private schools in Bauchi Local Government. The research is

delimited to male and female students’ teachers and principals.

1.7 Operational Definition of Terms

UNICEF

unicef, in full originally called the United Nations International Children's

Emergency Fund, now officially United Nations Children's Fund, is an agency

of the United Nations responsible for providing humanitarian and

developmental aid to children worldwide. The agency is among the most

widespread and recognizable social welfare organizations in the world, with a

presence in 192 countries and territories. UNICEF's activities include providing

immunizations and disease prevention, administering treatment for children and

mothers with HIV, enhancing childhood and maternal nutrition, improving

sanitation, promoting education, and providing emergency relief in response to

disasters.

Basic Education Certification Examination (Bece)

To transit from the ninth year of the basic education class to the senior

secondary, the BECE is conducted for candidates in their third year of the

Junior Secondary School.

7
Proprietor

The proprietor is the legal entity that owns the school. The role of the proprietor

is primarily concerned with the governance of the school, including: long-term

financial planning. administrative policies and. accountability.

Classroom

classroom or schoolroom is a learning space in which both children and adults

learn. Classrooms are found in educational institutions of all kinds, ranging

from preschools to universities. The classroom provides a space where learning

can take place uninterrupted by outside distractions

Library

A library is a building or room containing collections of books, periodicals, and

sometimes films and recorded music for use or borrowing by the public or the

members of an institution.

Business Studies

Business studies, often simply called business, is a field of study that deals with

the principles of business, management, and economics. It combines elements

of accountancy, finance, marketing, organizational studies, human resource

management, and operations.

8
 Assessment: The action of assessing someone, something or it means to

evaluate.

Performance: This refers to the action or process of performing a task or

function

Student: young learners in a tender level of secondary school education

Private schools: This refers to schools owned and financed by private

individuals in Nigeria.

Public schools: This refers to schools owned, controlled and managed by

government which could be local government, state government or federal
government.
Academic Performance: This refers to the overall performance of
students in both their continuous assessments, and examination over a period of
school time.

Comparative study: This means finding out the relationship between

two or more variables or things.

9
 CHAPTER TWO

2.1 Introduction

On the basis of a literature review, this chapter examines the research on high

school academic success. The strategic value of secondary education is

explored, and the awareness deficit is defined. It also includes results of

previous longitudinal research comparing public and private secondary school

success.

2.2 Empirical Review

Without students, schools, colleges, and universities are nothing. Students are

the lifeblood of any educational establishment (Thapa, 2011). Education has a

direct impact on the social and economic growth of a country. When the time

comes to produce outstanding leaders and human resources for the country,

students' academic performance (academic a c c o m p l i s h m e n t ) plays a

crucial part in the process (Ali et al., 20013). Previous study has focused on

measuring student academic achievement, and it poses a number of challenges

to academic literature and science (Thapa,2013). Social, psychological,

economic, environmental, and personal factors all have an impact on student

achievement. However, these characteristics differ from person to person and

nation to country.

10
2.3 Conceptual/Theoretical Framework

According to many academics, theories are a crucial starting point for human

behavior research since they explain the study's complicated phenomena by

indicating which factors should be considered (Thapa, 2013). According to

Daft's (2008) System theory, Olasunkanmi & Mabel's (2012) notion of quality

control and assurance at secondary education level, and Abraham Maslow's

(1949) Need Hierarchy Theory (theory of motivation).

2.4 Brief History Of Education In Nigeria

Western or formal education was started in Nigeria in 1842 only at the primary

level by the Christian missionaries who managed the educational system

according to their respective philosophies. The missionary organizations

available then were the Chord missionary society, the Wesleyan Methodist, and

the Catholic. Secondary education was established in 1859 and the first

secondary school was CMS Grammar school, Lagos. The reason behind the

delay of secondary schools was not well known. Though, there are insinuations

that it was because the missionaries thought that secondary education can

induce some critical thinking in people, which may not be helpful for their

policies.

During this period, the British colonial government couldn’t interfere in the

education system due to some political and financial factors. But in 1872, they

11
started to intervene in the education system by giving donations to the

missionary societies to support education.

In 1882, the colonial government brought a document- Education ordinance,

with the aim of having total control on education. This was their first formal

pronouncement in education in Nigeria. Schools were classified then into

Government and private school. The government school were financed entirely

through public funds but the private only receive little aid from public fund

The 1882 education ordinance was cumbersome to implement in Nigeria

because the curriculum, the method, and the medium of communication was too

foreign for a Nigerian child. All these led to the failure of the ordinance and

another ordinance was provided in 1887. The new ordinance was seen as the

first effective effort made by the colonial government to aid education. Though,

only some metropolises in Lagos were covered then.

More foreign teachers were employed, more schools were established and

financial encouragements were given to the missions, voluntary agencies and

private individuals to establish more schools.

After amalgamation, Lord Fredrick Lugard- then the Governor General of

Nigeria, set up some new ideas. These ideas form major part of 1916 ordinance.

The ordinance came into existence exactly on 21st of December, 1916. Since

12
the ordinance took place after amalgamation, it was able to take care of the

country as a whole.

The northerners had for long been resisting the intrusion of western education

either from the colonial government or the missionaries. Lugard met with

leaders from the north to convince them that the education will not affect the

Islamic tradition which is more paramount to the northerners.

After 73 years from the date of establishment of the first secondary school, the

first higher education institution was established in 1932. The first institution

was the Yaba Higher College. The college was established in 1932, but

commenced studies in 1934.

In 1948, The University College Ibadan was created, starting with just 104

students. The number of universities rose from one to five in 1962. And in the

1970s and 1980s, an appreciable number of higher institutions was established.

Statistics show that, in 1980, the number of students that gained admission into

primary school was about 12 million, 1.2 million for secondary school, and

240,000 at the university level.

Today, western education has suffered many damages. The standard of

education that the schools were known for is no more. Nigerian university

graduates lack the proper knowledge and skills to acquire employment.

13
Measures must be put in place for Nigerian education to attain its past glory.

2.5 SCHOOLS FACILITIES AND STUDENTS PERFORMANCE

The Schools facilities have been observed as important factors to quantitative

education. The importance of teaching and learning to the provision of

adequate instructional facilities for education cannot be over-emphasized. The

dictum that “teaching is inseparable from learning but learning is not separable

from teaching” is that, teachers do the teaching to make the students learn, but

students can learn without the teachers. According to Akande (2019), learning

can occur through one’s interaction with one’s environment. The environment

here refers to facilities that are available to facilitate students learning outcome.

It includes books, audio-visual, software and hardware of educational

technology, so also size of classroom, sitting position and arrangement,

availability of tables, chairs, chalkboards, shelves on which instruments for

practical’s are arranged (Farrant, 2011 and Farombi, 2013).

According to Oni, 2018, facilities constitute a strategic factor in organizational

functioning. This is so because they determine to a very large extent the smooth

functioning of any social organization or system including education. He

further stated that their availability, adequacy and relevance influence efficiency

and high productivity. In his words, Farobi 2015, opined that the wealth of a

nation or society could determine the quality of education in that land,

emphasizing that a society that is wealthy will establish good schools with

14
quality teachers, learning infrastructures that with such, students may learn with

ease thus bringing about good academic performance. Ajayi and Ogunyemi

(2014) reiterated that when facilities are provided to meet relative needs of a

school system. Students will not only have access to the reference materials

mentioned by the teachers, but individual students will also learn at their own

paces. The net effect of this is increased overall academic performance of their

entire students.

In his study on resource concentration, utilization and management as correlates

of students learning outcomes in Oyo State, Farombi (2016) found that the

classroom learning environment in some schools were poor. He cited examples

of schools without chalkboard, absence of ceiling, some roofing sheets not in

place, windows and doors removed among others, a situation which the

researcher regarded as hazardous to healthy living of the learners. According to

Nigerian Tribune on Thursday 25 November 1999, in caption; Mass Failure will

continue until. “the Chairman of the National Committee of WAEC, Dr. U.B

Ahmed opined that the classroom is the origin of failure ....” a close look at the

public schools and what goes on there shows that nothing good can come out of

most schools as they do not have facilities, adequate and appropriate human

resources to prepare candidates for WASCE.

The above statement indicates that the problems of candidates mass failure in

WAEC’s organized examination will continue until the situation of the nation’s

15
public schools change for the better. Writing on how to improve secondary

education in developing countries, World Bank Publication (2014), citing

Mwamwenda and Mwamwenda (2010) linked performance of students to the

provision of adequate facilities while referring to a survey of 51 students in

secondary schools in Botswana that students performed significantly better on

academic tests when they had adequate classrooms, desks and books. Earlier,

Fagbamiye (2017) attesting to why students performance standard fall, observed

559 cases from 13 secondary schools in Lagos State using age, type of school

(Day or Boarding, mixed or single sex), teachers qualification and teaching

experience as well as intake quality using students entrance examination

achievement. His findings revealed that secondary schools which are equipped

had good records of achievement and attracted more students. He concluded

that good quality schools in terms of facilities and younger students intake

perform better in WASCE.

Commenting on why high academic attainment is not in trend in Nigeria,

Adesina (2011) identified poor and inadequate physical facilities, obsolete

teaching light on school facilities and moral guiding provision, Fabunmi (2017)

asserted that school facilities when provided will aid teaching learning

programme and consequently improve academic performance of students while

the models guiding their provision to schools could take any form as rational

bureaucratic and or political model, whichever model is adopted, according to

16
him there is always a common feature different allocation of facilities to

schools. In his words, Ojoawo (2018), however, noted that certain schools are

favoured in the allocation of facilities at the expense of others. Writing on poor

performance of students in public examinations, L. Bauchi (2016) stated that in

many developing nations, certain physical facilities are none existent, and that

those instances where amenities are available man are of substandard quality.

What is even more alarming is the correlation, which these observers claim to

exist between quality of facilities and academic performance. Lamenting on the

glowing inadequacies of school facilities in our educational industry,

Akinkugbe (2012) opined that everywhere you look, primary, secondary,

special, technical, tertiary, there is abundant evidence of crippling inertia,

criminal neglect and a pervasive decay in values and standard.

Other scholars (Wilcocksonn 2010, Lawai 2012, Ajayi 2015, Suleiman 2016)

have variously identified the significance of facilities in teaching learning

spheres. We can say that absence or poor (and or deteriorating) quality of

educational facilities can affect academic performance. Gamoran (2011),

however, holding a contrary view noted that facilities.... teachers salaries, books

in the library and the presence of science laboratory, had little impact on

variation in student achievement once student background variables had been

taken into account.

17
This statement connotes that before such student could perform well in higher

educational level, he must have been groomed or cushioned by availability of

resources in his elementary days upon which he now uses as spring board.

According to Hallak (2010), facilities form one of the potent factors that

contribute to academic achievement in the school system. They include the

school buildings, classroom, accommodation, laboratories, libraries, furniture,

recreational equipment, apparatus and other instructional materials. He went

further to say that their availability, relevance and adequacy contribute to

academic achievement. He however, quickly added that unattractive school

building and overcrowded classroom among others contribute to poor academic

attainment. Describing where these facilities should be located, he ascribed that

educational facilities should be located in appropriate places, while the needs of

the users should be put into consideration. In another development, Aliyu

(2016) as cited by Johnson (2011) found that there was no significant difference

between students in secondary schools with and without adequate instructional

facilities. However, he submitted that instructional facilities were indispensable

to academic achievement of students in English Language, Mathematics,

Biology and Geography while students could perform well in other subject

without adequacy of sophisticated instructional materials. He concluded in a

comparative study on correlate of school extrinsic variables with students

academic attainment in science using a target population of 182 secondary

schools with 20 schools randomly chosen to represent each of the three science

18
subjects; Physics, Chemistry and Biology in Bendel State. Arubayi (2013)

found a positive relationship between the independent variables of laboratory

facilities; recommended textbooks, number of science book in the library and

teachers qualifications and the dependent variable, the academic achievement of

students in Physics, Chemistry and Biology. From the various facts highlighted

above, attempt will be made to identify the contributions of some elements that

constitute these facilities and their impact on academic achievement of students.

They are; Libraries, Textbooks, School Buildings, Laboratories.

2.6 Teachers Qualification and Students Performance on Business Studies

Olayemi (2012) observed that the depreciation that has endangered both

public/private secondary schools as a result of the relevance of teachers

qualification with the subject(s) taught. The secondary school students learn

more from teachers who hold a Bachelor Degree in Education or NCE with the

wealth of experience in teaching the methodology of a professional teacher is

quite different in the field of academics. Ogunniyi (2013) cited by Bolarinwa

says that the use of continuous assessment is to obtain information about the

state of the development of the learner and to help grow by providing him with

suitable facilities and opportunities that make him demonstrate from time to

time, the knowledge understanding , attitudes, and skills acquired as a result of

exposure to various experiences. The studies also suggest that students learn

19
more from experiences than they do from less experienced ones. Professional

development of high quality enhances students.

The roles of teachers are very important in teaching; for instance, in schools

where there are formal teaching methods, the teachers are the source of all the

knowledge that the children acquire in the class. He is able to determine how

well the students learning and knows the most effective way of providing

assistance.

Good course content and technology enhance student learning (Mayer etal,

2010). Researchers have found out that greater gains in student’s achievement

occur in classes with few students than in the large classes (Kinger 2018). Class

size reduction allows for individualized attention. Small classes also enhance

safely, discipline and order. Reduction in class size does not however guarantee

quality if qualified teachers and appropriate classroom buildings are not

available to cater for the expansion in the number of classrooms. According to

sears (2019) the building furniture and equipment contribute remarkably to the

intellectual growth of the learners more especially, the instructional strategies

are often influenced by the quality and quantity of the school facilities. When

students are overcrowded in a terrible condition, this will have a disruption of

the student’s mental activities and situation that generally initiatives against

effective teaching and intellectual growth of the leaners more especially, the

instructional strategies are often influenced by the quality and quantity of the

20
facilities. When students are overcrowded in a terrible condition, this will have

disruption of the student’s mental activities and situation that generally initiates

against effective teaching and intellectual development of the students.

Furthermore, for effective teaching, well-equipped Library and subject norms

are needed but the truth is that majority of Nigerian secondary schools today

lack these essential facilities.

In most of Nigerian secondary schools, classroom accommodation is grossly

inadequate as a result of the large enrolment in the schools; the classrooms are

usually overcrowded with up to eighty or more students receiving instructions

in a classroom designed for only thirty to forty students. In most cases, the

chairs and desks are not enough, in some schools students up while some sit on

bare floor to learn. The studies also suggest that students learn more from

experienced teachers than they do from less experienced one. Teachers

Professional development enhances high quality of students performance.

Whilaker (2017) was of the opinion that teachers are important factor in

creating positive learning environment. He further stressed that as professional

they know that teaching is more than simply passing information. Many

teachers are aware of the need of engaging in the ‘search for more life-

enhancing and effective processes. Teachers interest in initiating life enhancing

learning activities and qualities than those associated with their initial training

as teachers. Teachers need new knowledge, skills and qualities in to cope with

21
the complete process of classroom management and organization. Onabamiro

(2014) was of the opinion that some teachers in our secondary schools lack

mastery of their subject and thereby cannot communicate effectively while

some are too rigid in their teaching methods.

In term of consistency and role modeling some teachers do not practice what

they preach, for instance, a teacher who frequently comes late to the class, talks

tactlessly smokes freely in the school premises, dress shabbily, indulges in

moral laxity, absents him/herself without reasonable excuses, exhibits

insubordination to the principal and fellow staff is not likely to be taken

seriously by the students when he teaches in the class and therefore such

teachers teaching is not likely to have a positive impact on the term of learning.

A researcher conducted by Brestford entitled, the influence of classroom

interactions on students, was aimed at having a greater knowledge of how

mutual interactions between teachers and the students could affect students

attitudes and the learning outcome. A group of students were selected as the

research sample from various high schools in British locality. The interaction

that occurred between the teachers and the students were observed.

Teachers can explain and justify to the various purposes of various teaching

device they employ. They can give clear guidance to students on what it means

to work hard. He opines that where students are involved in a two-way

discussion on the progress they make via classroom discussions, they develop

22
the ability of thinking and talking about their problems in which cases the

teacher can provide necessary help resulting in better learning outcomes.

He also recommends target setting as a way of promoting dialogue between

teachers and students and also among students. Since an ongoing dialogue

between teachers and student using a shared language of teaching and learning

means a culture in which students are trained to ask for help on how to improve

their work. Where there is a culture of asking for help in classes as well as

feedback and discussion about how well they are learning, student can therefore

conclude that classroom interaction has a positive impact since they reflect upon

the work they do, can get adequate feedback on how well they are doing

academically, make meaningful contribution to the reporting of their own

achievement and can also ask their teachers how to improve their work.

Furthermore, effective classroom interaction could improve student who are

free to learn and can perform better in the class. Also there are those who are

shy in class and use the best teaching method to improve them academically for

better performance.

Finally, the effective classroom interaction will help students to cover the

syllabus since they can easily walk to teacher or fellow classmate to explain an

area of study that is not clear. The spirit of irrational fear will become less

thereby leading to higher academic performance.

23
In another research carried out by Onyinyechi in 2012, the teacher and student

interaction in the classroom was studied with focus on verbal interaction. The

research work is entitled, the level of teacher and student interactions and its

implications on student’s performance. The researcher concludes that the level

of teacher’s qualification and experience tends to communicate easily and better

thereby enhancing the performance of students.

Onyinyechi recommends that a teacher should give room for question and

answers during classes since the study of English Language as a second

language course cannot be taught without proper clarification and proper

understanding. Teachers should always use various teaching methods as

deemed appropriate. They should also communicate and help students

personally discover new techniques of problem solving.

2.7 Schools Environment and Students Performance on Business Studies

Scholars have observed the fact that, students performance is an output of

educational system which cannot be examined in isolation of the inputs and

process. Therefore, IBRD/World Bank (2012) asserted that good quality of

education requires efficient systems that would provide supportive learning

environment motivated staff with mastery of their subject matter adequate

access to resources, and students who are healthy and ready to learn. In the

same vein, Obanya Okpala (2019) submitted that, it is only a combination of

quality inputs and quality processes that can produces quality outcomes.

24
Concerted efforts have been made at investigating trends of students

performance in English Language as well as factors responsible for the level of

their performance. equipment and instructional materials for effective teaching

(Akpan, 2011 and Odogwu, 2011),use of traditional chalk and talk methods

(Oshibodu,1988,Edwards &Knight, 2015),large pupils to teachers ratio (Alele-

Willliams, 2013) limited background preparation in English Language, lack of

English Language teaching equipment and materials, fright and anxiety, low

level of interest and some government policy (Abimbade, 2015), problems of

poor reading abilities, self-concept and performance motivation (Akinsola,

2012). Good physical and mental health of students is essential if they are to

fully participate in education activities being offered; if they are to concentrate

and learn while in school. Physical activity fuels the brain with oxygen

enhances learning and school performance. Physical activity enhances

connections between nerves and assists in memory. Children who participate in

daily activity have shown superior academic performance and better attitude

towards school (Dwyer, Blizzard and Dean,2013). This means that, schools

with effective health services have better chances of achieving high academic

excellence in their Studies. School counseling services serve a vital role in

maximizing students performance. Effective counseling services are important

to the school climate and a crucial improving students ’performance (American

school Counselor Association, ASCA 2010).A lot of studies have revealed a

close link between school counseling and students academic performance. For

25
instance,(House and Martin 2011 and Lee and Wartz 2012) discovered that,

school- counseling service through the counselors has great effect on academic

performance of students. School leadership is one of the school-based quality

factors that have to be reckoned with in students ‘performance. Leadership is

the process of influencing the activities of an organized group towards goal

setting goal performance.it is the ability to get things done with the assistance

of other people in the institution (Adesina, 2016).it is a mechanism for directive

coordination, which leads to goal performance in an organization (Atanda and

Lameed, 2015). A cursory examination of the literature on school effectiveness

reveals that while there are some differences of approach, he active leadership

of the principal is regarded as essential to school improvement in general and

the most essential ingredient of educational reform (Purkey and Smith,

2012).To be regarded as effective, the principal being the educational leader

must ensure that other effective factors are put in place. (Obadara, 2018)

discovered that transformational and transactional leadership styles contributed

significantly to academic performance of secondary school students (R=0.712,

P<0.05) and (R=0.0799 P=0.05), respectively.

Supervision is a quality assurance mechanism regarded as effective, the

principals being the educational leader in the schools. This could be carried out

within the school by the head of department, Vice principal or the principal. The

Ministry of Education also supervision is critical for the effective teaching and

26
learning processes.it is one of the factors that influence student’s performance in

schools (Pansiri and Dambe, 2015). It means that instructional supervision is

meant to improve instructions and learning outcome. Atanda (2012) also found

positive relationship between supervision of instruction and school quality

(r=0.766), he also confirmed that supervision in both private and secondary

schools does not differ.

The place of instructional materials facilitating teaching and learning has been a

major concern of researchers in recent time. Apparently because of this

concern, different researches have been carried out on the effective use of

researchers like Abimbade (2015) and Lasisi (2015) agreed that no matter the

method or strategies chosen to be affective, there is need to make use of

appropriate materials in facilitating learning.

Studies have established significant difference between library and students

academic performance. For instance, Keith (2004) in his study found that the

size of a library media programme as indicated by the size of its staff and

collection is the best school predictor or academic performance of students. In

addition, the instructional role of the library media specialist shapes the

collection and in turn academic performance. Finally, the degree of

collaboration between library media specialist and classroom teacher is affected

by the ratio of teachers to pupils. In a related study, Waldman (2012)

discovered that students visit library for different purpose. This purpose

27
therefore will have strong influence on their performance. In one of his

research, 33% to sleep, 30% to socialize, 24% to use the library’s electronic

resources, 22% to check the books out and 21% to e-mail or chat. He

concluded, that, even though some of these areas overlap (research and use of

electronic researches, for example)and students could pick more than an

option, it is clear that these students are mostly using the library as a place, not

to make use of the library resources or services.

From fore going, the empirical studies have establish that there are a number of

factors found within the school which could influence students background that

the study investigated the influence of school-based quality factors (school

leadership, quality of instruction, school library, and supervision of material

and sports facilities) on students academic performance in Senior Secondary

Schools Certificate Examination in Nigeria with special reference to English

Language.

2.8 Home Background Students Performance on Business Studies

The type of home a child comes from affects the learning behavior of the child

in terms of the acceptances of the values by which the home is adapted to. A

home in which positive are not encouraged, love is not given and affection

denied, will not be a suitable home environment for a growing and developing

child. When a child is denied these rights or privileges, a negative attitude is

developed towards the learning environment. Lack of adequate supervision

28
affects students performance. The child tends to take things lightly and is very

resistant and unserious concerning school activities. Children can come from

various types of home such as the natural and stable home, the polygamous

home, divorced or separated homes. Children from a natural and stable home

usually have a more positive attitude towards learning. They have been seen

over the years to be more successful academically and intellectually in all areas

of their academic training. Due to the peaceful co-existence at home, the

children grow up to feel loved and derive a clear understanding of the society,

the environment in which they live, as well as develop a proper manner of

altitude justifying to the environment.

The home and the family set up have the greatest influence on the child. The

parental influence and childhood experiences are considered important factors

that are responsible for child’s development and intelligence. Dubey (2015)

stated that “no other agent of socialization is as important to the total makeup of

the child as is family”. The home should provide a good environment and

facilities for a child to learn and to develop early education experiences.

According to Croward (2013), “The home plays a significant role in the early

development year of a child.

Also, flemmy (2020) believe that the first in the sequence of a child’s extra

school experience is the home into which he is born. It is desirable to discover

as much as possible about the background from which a student comes from.

29
Lodger (2019) believes that education should begin from birth and in the home.

To him education was in fact growth and that the early years were all important.

This he the environment of the child influences his character and all true

education involves balance and harmony,

Walter (2017) sees home background as the basis for student development. If

the home is secured, in peace and harmony, children are most likely to be at

peace with everything they do. Once the home broken., and the is with either

parent, there is always vacuum. So a parent who keeps custody of the child must

play a dual role.

It can therefore be expected that the home conditions will exercise

considerable influence on the child’s background. The kind of mental

challenge to which a child is exposed to at various periods is likely to

determine the kind of mental abilities which he/she possesses.

According to Odebunmi (2015) “when parent are aware of favourable

environment, children may be academically prepared for formal school

such as secondary school and tertiary institutions. This statement suggests

that the child’s home has a considerable role to play in the educational

development of the child. Similarly, Taiwo (2017) stated that, “The home

should provide the opportunity for a child to show his interest and ability

by providing an environment which is intellectually stimulating to the

child. Parents should encourage their children by providing them with

30
school materials books, writing materials and other school needs that might

help them develop intellectually. A child that that deprived of the above

items and encouragement would find it difficult in adjusting to the

conditions in the school.

The attitude of parents towards their children is an important factor

influencing the academic performance of such a child. The way and first

experiences a sense of belonging and affection while at home. The way and

manner a child.

It can therefore be expected that the home conditions will exercise

considerable influence on the child’s background. The kind of mental

challenge to which a child is exposed to at various periods is likely to

determine the kind of mental abilities which he possesses. Parent should

encourage their children by providing them school material such as books;

writing materials and needs that might help them develop intellectually. A

child that is deprived of the above items and encouragement would find it

difficult in adjusting to the conditions in the school.

The attitude of parents towards their children is an important factor

influencing the academic performance of such a child. A Child first

experiences a sense of belonging and affection while at home. The way and

manner a child behaves in school is a function of the relationship that

exists between him and his parents at home. Studies have shown that a

31
child who in loved and cared for by his parents responds positively to

school work in terms of academic performance of parental affection

perform poorly in school. Parents should therefore desist from depriving

their children of their love and affection. Depriving a child of a good

education or affection might turn the child to be a criminal or a truant in

the school.

According to Durojaiye (2011) ‘’A child is not born a criminal, laziness or

indolent, it is the environments that make him so. ‘’A child whose parents

are educated would likely perform better than a child from semi- literate

home. Various studied reveal a positive influence between the educational

attainment of the parents and the academic performance of the students.

Some of the researchers pointed out that, where parents are highly

educated and reasonable; they can coordinate the home and school

influence on their child in such a way as to bring progress in his academic

work.

Douglas et al (2013) agrees that: if parents are themselves well educated

and successful in life, the students are further stimulated to performance by

this identification. Ogunlade (2018) looked into the extent to which the

educated attained of students and students and his findings revealed that

former has a greater effect on the latter. Various reviewed works (2020)

carried out in the United Kingdom attempted to bring out the influence of

32
occupation, income, educational attainment and cultural interest of parent

on the abilities of children as measured by intelligence. Educated parents

encouraged their children to develop interest in school work by providing

for the child to be aware of a goal to strive towards. While children from

homes with poor educational attainment may suffer from material

deprivation. Their parents may consider going to school a waste of time,

money, and energy and may be reluctant to provide for their school needs.

Douglas et al (2018) pointed out that: there are many aspects of home life

and particularly to the relationship between parents and children which

may stimulate or inhabits school progress through their effects on the

children’s motivation to work and learn. It is generally considered that

achieved is increased by strong motivation

One can infer from the above that, closeness to an adult member of the

family may bring about remarkable results in one’s academic performance.

When such adult member happens to be highly educated parent, the result

is very likely to be far better. It is well known that children from different

social classes achieve different degrees of academic success.

The Robin report (2017) noted generally, that there was a cumulative

disadvantage for the children from working class homes. The report

revealed that children from upper socio economic status have 60% greater

chance of completing their education than children from low working class

33
homes. Values and attitudes have been associated with different social

classes and quite notable, is the way these values and attitudes influence

parents, behavior towards the child.

Duvall (2012), gave two different values orientations among parents viz,

traditional and development value. Traditional values are common among

working class and lower class parents and are concerned with the

cleanliness, obedience and the respect of the child. Development values on

the other hand, place emphasis on the child’s motives and development of

self-control and emphasis internal qualities. This according to her is found

among the middleclass people. Hyman (2016), believe that middle class

people value for Bauchi and emphasis orderliness and security.

Odebunmi (2010), said that “middle class to provide a good environment

for their children academic than those of poor parents’’. According to him,

rich parents can provide books and materials for their children.

Nevertheless Hurlock (2015) is of the opinion that the levels of social-

economic status the students belong affect their social acceptance.

Bookcook (2015) agrees that the most important predictor of achievement

associated with the family is the social- economic status of the parents.

According to him, the higher the Social-economic status of the students

family, the higher this schools achievement to be. Research shows the

same pattern in the America, Asia and Africa. The relationship of social-

34
economic status to achievement is well known, social-economic most

important even in the face of the significant variable ability, (Bookcook

2015).However, social-economic status is associated with a complex

number of variables and since environment is not a one dimensional thing,

so socio-economic status is related to other family characteristics like the

family size. The research in other countries shows, for examples that the

children from lower economic status home where the family is lager start

school with verbal disadvantage (Durbey et al 2016). This is assumed to

be because such children have less interaction with adults since mothers

and other siblings are working.

Also, Bookcook 2015 has found out that the kind of relationship and

communication patterns that middle-class children in developed societies

have with their parents, help them to participate in the expected direction in

school. The reason for this difference in experience, knowledge, economic

security and the requirements of their work situation (kohan 2010). Recent

studies in Nigeria do seem to support this conceptualization. Bolarinwa

(2015) illustrates how patterns of child’s behavior established in the home,

have a carry-over to the school. Also, the hypothesis that there is a

common cause, namely the pattern valued help by parents often influences

both family size and intelligent quotient (IQ) of students has been tested

and appears true (Menes Hint 2014). It would see that whatever the

35
cause, the quality of life in larger families does not influence measured

intelligences and perhaps even attitude towards the school. These

tendencies in their turn will have a vital bearing on success at school more

especially, in the process of selection for secondary education.

2.7 Influence of School Physical Facilities on Academic Achievement

of Junior Secondary school students on Business Studies

School facilities have been observed as a potent factor to quantitative

education. The importance to teaching and learning of the provision of

adequate instructional facilities for education cannot be over-emphasized.

The dictum that “teaching is inseparable from learning but learning is not

separable from teaching” is that teachers do the teaching to make the

students learn, but students can learn without the teachers. According to

Akande (2015), learning can occur through one’s interaction with one’s

environment. Environment here refers to facilities that are available to

facilitate students learning outcome. It includes books, audio-visual,

software and hardware of educational technology; so also, size of

classroom, sitting position and arrangement, availability of tables, chairs,

chalkboards, shelves on which instruments for practicals are arranged

(Farrant, 2010 and Farombi, 2011).

Writing on the role of facilities in teaching, Balogun (2012) submitted that

no effective science education programme can exist without equipment for

36
teaching. This is because facilities enable the learner to develop problem-

solving skills and scientific attitudes. In their contribution, Ajayi and

Ogunyemi (2018) reiterated that when facilities are provided to meet

relative needs of a school system, students will not only have access to the

reference materials mentioned by the teacher, but individual students will

also learn at their own paces. The net effect of this is increased overall

academic performance of the entire students.

Commenting on why high academic attainment is not in vogue in Nigeria

primary schools, Adesina (2015) identified poor and inadequate physical

facilities, obsolete teaching techniques, overcrowded classrooms among

others, as factors. Throwing more light on school facilities and moral

guiding provision, Fabunmi (2018) asserted that school facilities when

provided will aid teaching learning programme and consequently improve

academic achievement of students while the models guiding their provision

to schools could take any form as rational bureaucratic and or political

model.

According to Hallak (2017), facilities form one of the potent factors that

contribute to academic achievement of students in the school system. They

include the school buildings, classroom, accommodation, libraries,

laboratories, furniture, recreational equipment, apparatus and other

instructional materials. He went further to say that their availability,

relevance and adequacy contribute to academic achievement of students.

37
He however, quickly added that unattractive school buildings and

overcrowded classrooms among others contribute to poor academic

achievement of the students in primary and other levels of education.

According to Ajewole and Okebukola (2014), a number of factors are said

to have contributed to the students poor academic achievement in school.

The authors stress that a host of these factors may surround students poor

achievement in school which may include: poor study habits and lack of

available resource materials, poor school climate, indiscipline, inadequate

facilities, teachers ineffectiveness, the teaching method and the type of

learning environment available for both the students and the teachers. From

the authors view, the poor performance of students in primary school may

be a reflection of the type of learning environment.

Farombi (2015) observed that school environment may have negative

influence on students academic achievement especially if such

environment lacks good school climate, instructional materials, discipline,

physical facilities, has poor teacher quality, type of location of school is

questionable, Odeh. R. C et al., Influence of School Environment on

Academic Achievement of Students in Secondary Schools in Zone “A”

Senatorial District of Benue State, Nigeria there is small class size and over

population of students in classrooms. Farombi further opined that school

facilities are a potent factor to quantitative education. The importance to

teaching and learning of the provision of adequate instructional facilities

38
for education cannot be over-emphasized. The dictum that “teaching is

inseparable from learning but learning is not separable from teaching” is

that teachers do the teaching to make the students learn, but students can

learn without the teachers. According to Akande (2015), learning can occur

through one’s interaction with one’s environment. Environment here refers

to facilities that are available to facilitate students learning outcome. It

includes books, audio-visual, software and hardware of educational

technology; so also, size of classroom, sitting position and arrangement,

availability of tables, chairs, chalkboards, shelves on which instruments for

practicals are arranged (Farrant, 2011 and Farombi, 2015).

Tsavga (2011) maintains that the learning environment plays a vital role in

determining how students perform or respond to circumstances and

situations around them. This implies that no society is void of

environmental influences. The learning environment determines to a large

extent how a student behaves and interacts, that is to say that the

environment in which we find ourselves tend to mould our behaviour so as

to meet the demands of life whether negatively or positively. The author

opined that the desire for both qualitative and quantitative education has

multiplied the problem of providing an effective and conducive learning

environment for teaching and learning. In Nigeria, there is an increase in

the number of students enrolment in schools with little or no regards to

improving the learning environment so as to better their performance.

39
Freiberg, Driscoll and Knights (2017) observed that some of the notable

factors that may influence students’ academic achievement in secondary

schools are; school climate, instructional materials, discipline, physical

facilities, teacher quality, type of location of school and class size. This is

because, schools with a good and conducive environment that has the best

type of teachers, instructional materials and physical facilities will produce

better school leavers with high achievement. Most at times parents of

students are not satisfied with the facilities provided in their school. Also,

the extent at which some teachers, exhibit high level of indiscipline does

not seem to portray them as role models. They rather encourage

indiscipline among students by their attitudes. This may have negative

influence of students academic achievement.

Adzemba (2019) defines learning as a relatively permanent change in

behaviour due to practice and experience. This definition is a confirmation

of Akoja (2020), who views learning as a relatively permanent change in

behavior as a result of insight, practice, experience or stimuli in the

environment. To buttress further view school environment as the

immediate surroundings of the school which also include classrooms

dining halls, examination halls, football fields among others. For learning

to be meaningful and effective, Learning environment according to Zaria in

Aliade (2010) is a place where teachers impact knowledge of the various

subjects to students thereby bringing them up morally and guide them as

40
regards to career choice. Awule cited in Aliade (2010) stated that learning

environment should have good infrastructural development, adequate

trained teachers, good leadership and adequate instructional materials

among others. All these characteristics according to the author have

positive impact on academic achievement of students in primary schools.

In the same vein Abenga (2018), opined that an improved environmental

condition leads to higher intelligence scores while poor environmental

conditions reduce these scores. Academic achievement in this context

simply means the scores students have obtained in either examination or

test which has led to their performance. In this study therefore, the

researcher hopes to examine the influence of school environment on

academic achievement of primary schools students in Zone A Senatorial

District of Benue State with particular reference to availability of trained

2.8 School location and academic performance on Business Studies

For over four decades, series of studies have suggested the importance of

school as social environment of learning. Some of these studies examined

locational planning and their attendant consequences on achievement of

students in various states of the Federation. The studies were intended to

assist education authorities of various states to decide where a particular

type of school should be located; the size of a school in each location;

whether a new school should be built or otherwise among others (Mbakwe,

2016). The World Bank recommended that the following data were needed

41
for rationalizing and drawing up of both the urban and rural school map.

Schools which includes physical aspects, site, type of building, usage,

capacity, teachers (numbers, qualification, and age); students which

include enrollment in school by age, individual data in age, sex, previous

schools, home, location of mode transport, time taken in home/school

journey, parental background; Rural and Urban Area Data which include

land use administrative map on as large a scale as possible, planning

reports, settlement patterns and the likes are required. These school

locational planning techniques have been reportedly used by a number of

countries to solve their educational problems (World Bank Guidelines

2010).

In applying the school locational planning to study and establishment of

secondary level education in a plot study in Bauchi State of Nigeria,

Omoyemi (2016) discovered that locations of schools was not based on

sound principles of distribution of population because of initial community

participation. In his observation, Ogunsaju (2015) noted that School sites

in the past were arbitrary chosen with little or no consideration for the

necessary parameters such as creativity and corporate planning. In another

development, Orebiyi (2011) using locational implication of secondary

education reform in Oyi Local Government area of Kwara State between

1980 and 1985 purpots that unplanned location of secondary schools has

limited the spread of secondary education to a few centers. Madumere

42
(2018) investigated the distribution of secondary schools in Imo State

(Ohaozara Local Government area), employing locational planning

technique to carry out diagnostic and projection analysis on distribution of

facilities in relation to education reforms, discovered among other things,

that were imbalances in the relationship between population density and

distribution of secondary schools by Local Government Area. In her

analysis of the distribution of public primary schools in three selected

Nigerian towns, Tanimowo (2019) discovered that the distribution of

shows disorder, planlessness and inefficiency. The inefficiency here refers

to pupil academic performance. The implication is that while people in

some areas enjoy minimum travelling distances to acquire education, some

people in other places suffer by having to cover maximum distances to

acquire education; some people in other places suffer by having to cover

maximum distances to get to their school. In line with the above,

Onokerhoraye (2018) emphasized that lack of suitable school location has

contributed to the imbalances of Western education from one part of the

country to the other.

Writing on the importance of location, Ojoawo (2020) found that it is one

of the potent factors that influence the distribution of educational

resources. Throwing light on locational influence. Ezike (2013)

conceptualized urban environment as those environment as those

environment which have high population density containing a high variety

43
and beauty and common place views. He further identified the rural

environment as being characterized by low population density containing a

low variety and isolated place views. Earlier in his contribution, Lipton

(2011) corroborated that “rural community is characterized by low

population, subsistence mode of life, monotonous and burdensome.

“Citing hotels, recreational centers, markets, banks and good road network

as being present in their urban environment. Owolabi (2010) accentuated

that our highly qualified teachers prefer to serve therein rather than the

rural areas. As a corollary of the above, Kuliman et al (2011) observed that

teachers do not accept postings to rural areas because their conditions are

not up to the expected standard as their social life in the areas is virtually

restricted as a result of inadequate amenities; facilities are deficient,

playground are without equipment, libraries are without books while

laboratories are glorified ones.

Making a critical analysis of locational factors, Hallak (2018) surmised that

provision of education in rural areas is normally fraught with the following

difficulties and problems; qualified teachers refuse appointment in isolated

villages; villagers refuse to send their children to schools because they are

dependent on them for help; parents hesitate to entrust their daughters to

male teachers; some villagers have few children for an ordinary primary

school; lack of roads or satisfactory means of communication makes it

difficult to get books and teaching materials to the school which place

44
difficulties in the way of organizing school transport among others.

Writing on the improvisation of science teaching equipment in line with

location, Balogun (2012) lamented that unfortunately in Nigeria, where

there is a preponderance of poverty among us populace and a wide gap

between the rich and the poor … disparity in the distribution of resources

and social amenities on the part of the government, the population has

polarized into two –of those who favorably affected and those who are

disfavored. These two groups have been forced on economic reasons and

levels of education to organize themselves into two different sub

geographical locations to a very large extent determine what amenities and

or facilities are made available to each.

The above findings were corroborated by Mbakwe (2015) when he

affirmed that teachers are differentially distributed to schools. According to

him, apart from the tendency of qualified teachers to seek deployment in

Army schools located in urban towns, particularly in the state capitals,

more school facilities and services tended to be concentrated in urban

schools. In the words of Sander (2018), he observed that teachers with the

highest training are posted to largest cities, and even more noticeably to the

capital. This and more findings abound on the disparity in the quality of

teachers in urban schools compared to those in rural areas, which

consequently affect student’s academic attainment. Ibukun (2011) in his

investigation observed that teachers in urban secondary schools in Bauchi

45
State tended to be better qualified pointing out that there was no deliberate

government policy supporting such lopsided resource allocation. In his

conclusion, he said rural schools probably become progressively poorly

staffed arising from personal refusal of teachers to serve in remote

locations. In such location, their pattern of school lives are characterized by

dilapidated buildings, which form extension to old ones thus forming a sort

of patchwork, with others growing too old and no longer viable.According

to Banford (2018), some of the schools apart from the fact that they are too

costly to run, some have been deserted by their pupils….. teachers in the

development of a stereotype about rural schools, Boylan (2019) reported

that rural schools were inferior and lacking in the range of facilities with

high staff turnover and suffered from lack of continuity in their curriculum.

He pointed further that they are staffed by young, beginning and often in

experienced staff who regrettably, would not conform to socio-cultural

ethos and above all, offered a restricted curriculum, especially to secondary

school students. They were also staffed by teachers who accepted their

appointment because either; there was no better appointment available, or

it was regarded as a quick set up on to promotional ladder.

Writing on locational influence on academic achievement of students. Obe

(2010) observed a significant difference in urban-rural performance of 480

primary six school finalist on the aptitude sub-tests of the (Nigeria)

National Common Entrance Examination (NCEE) into secondary schools.

46
In his study tagged scholastic aptitude test, he concluded that children from

urban schools were superior to their rural counterparts. (Scholastic

Achievement Test (SAT) have been described as a broad based

achievement measure… Vernon (2012), Musgroove (2016), and Obemeata

(2017) hold similar view with Obe’s findings. According to Kemjika

(2018), in his studies on urban and rural differences in general showed that

location of the community in which the school is situated has effect on the

performance of pupils. Giving credence to the above, Ajayi (2013) found

significant difference in academic performance of students in urban and

rural areas of his study. He therefore concluded that the achievement must

have been borne out of many facilities they were used to which were not

available in the rural set up. In his study, Omisade (2010) also observed a

significant positive relationship between size and location of school and

performances in examination in Oyo State. He concluded that large schools

in urban areas tend to perform better in examinations than small schools in

rural areas.

In their findings, however, Axtel and Bowers (2015) found that students

from the rural areas perform significantly better than their urban

counterpart in verbal aptitude, English Language and total score using the

National Common Entrance as a base. In another development, a research

team at University of Aston recorded that it had received several well-

founded reports that secondary schools have found (pupils from small rural

47
schools) not only as well prepared academically as pupils from other

schools, but they generally had a better attitude to work. Having been

accustomed to working most of the time on their own, they could be given

more responsibility for the organization of their work. Size could not exert

significant direct effect on pupils attitude towards science. Similar view

was expressed by Gana (2018) when in his study on the effect of using

designed visual teaching models on the learning of Mathematics at Junior

Secondary level of Niger State, found that there was no significant

difference in Mathematics achievement scores of students in urban and

rural locations.

From the various review of literature on locational influence on academic

are not the same. While some maintain that urban students perform better

in examinations than their rural counterparts, other has found that rural

students (in spite of all odds) perform better. Some have submitted in their

findings and concluded that no particular set up (urban or rural) can claim

superiority over the other because their performances are the same. Alokan

(2010) found out that students problems are strongly associated with poor

performance and that sex and location do not affect the negative

relationship between student problems and academic performance. In

another development, Considine and Zappala (2012) studied students in

Australia and found out that geographical location do not significantly

predict outcomes in school performance.

48
Shield and Dockrell (2015) while looking at the effects of classroom and

environmental noise on children’s academic performance found out that

both cronic and acute exposure to environmental and classroom noise have

a detrimental effect upon children’s learning and performance. In view of

these inconclusive findings, it necessary to carry out further research to

confirm or annul the otherwise protracted issue on the effect of interaction

of location (urban/rural dichotomy) on academic achievement of

Secondary Schools students with particular reference to Ekiti State Nigeria.

A number of studies have been carried out to identify and analyse the

numerous factors that affect academic performance in various centres of

learning. Their findings identify students effort, previous schooling

(Siegfried &Fels, 2018; Anderson &Benjamin, 2015), parents education,

family income (Devadoss& Foltz, 2010), self- motivation, age of student,

learning preferences (Aripin, Mahmood, Rohaizad,Yeop, &Anuar, 2018),

class attendance (Romer, 2012), and entry qualifications as factors that

have a significant effect on the students academic performance in various

settings. The utility of these studies lies in the need to undertake corrective

measures that improve the academic performance of students, especially in

public funded institutions. The throughput of public-funded institutions is

under scrutiny especially because of the current global economic downturn

which demands that governments improve efficiency in financial resource

allocation and utilization. Although there has been considerable debate

49
about the determinants of academic performance among educators,

policymakers, academics, and other stakeholders, it is generally agreed that

the impact of these determinants vary (in terms of extent and direction)

with context, for example, culture, institution, course of study etc.

Since not all factors are relevant for a particular context, it is imperative

that formal studies be carried out to identify the context-specific

determinants for sound decision making. This literature review provides a

brief examination of some of the factors that influence academic

performance. The choice of factors reviewed here was based on their

importance to the current study.

50
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION

This chapter describe research design population for the study example for the

study research instrument administration of the instrument data analysis

3.1 RESEARCH DESIGN

The expost facto/causal comparative research design was employed in the

study. The research design is useful whenever two groups differ on independent
variables of the groups and the hypothesis about differences on one or more
dependent variables of the groups need to be tested. In this study the expost
facto design is deemed fit because the study attempted to test hypotheses on the
performance of two groups which differ on characteristics such as ownership of
schools, gender and school location.

3.2 POPULATION OF THE STUDY

The population of the study consists of all public and private secondary school
in Bauchi state. There are 194 government approved public secondary schools
and 45 government approved private secondary schools, giving a total of 239
registered secondary schools with the student population of about 394,065.

3.3 SAMPLE AND SAMPLING TECHNIQUE

A multi stage sampling technique involving stratified and systematic random

sampling techniques were used for the study. Secondary Schools in the state
were divided into four strata namely public urban, public rural, private urban
and private rural schools. Two (2) schools were selected from each strata giving
rise to eight (8) schools from each education zone. These number selected gave
a total of twenty four secondary schools in all the 3 education zones in Bauchi

51
state. A total number of Two hundred and Forty (240) students were used from
the population which served as a sample size for the study this is because the
population is too large.

3.4 INSTRUMENT FOR DATA COLLECTION

The instrument used for the study was the student’s results Data was collected
using a check list. This helped the researcher to extract comprehensive
information on students' performance.

3.5 METHOD OF DATA COLLECTION

Data used for the study were collected with the aid of checklist of students'
results which indicated their performances in Secondary Schools. This was
gotten from registry department of each school. The results of the eight (8)
Secondary Schools selected from the study area were collected. The eight (8)
schools both private and public in urban and rural areas were selected in each of
the 3 education zones in Bauchi State The results of both public and private
secondary schools were compared to achieve the purpose of this study.

3.6 METHOD OF DATA ANALYSIS

Descriptive statistics such as mean was used for research questions while t-test
was used for the test of the stated hypothesis Purpose of the Study

52
 CHAPTER FOUR

DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.0 INTRODUCTION
This chapter present data analysis and discussion of findings based on the

research question and hypothesis.

4.1 DATA PRESENTATION

The aim of this chapter are outlined below. The first goal is to find out which

school performed better, private secondary school or public secondary school.

Secondly, Comparing secondary school resources in private and public schools

is the third objective.

4.2 FINDINGS

It is clearly revealed that 121 representing 46.7% of the respondents in the

private primary school score above average, while 52.3% of the subject scored

averagely and none score below the average marks respectively. The

performance of public secondary school pupils on Business Studies is 56

(90.7%) of the subject scored above the average mark. The performance of 79

(29.9%) of then were adjudged to the above average, while 24 of them

representing 9.1% scored below the average mark. The pupils from both the

primary and public school scored above average, as against 68.2% in the both

public and private school in same category score average.

53
Research Question 1

What is the level of performance in private secondary school on Business

Studies? To answer this research question data collected were subjected to

percentage and frequency counts the results were presented in the table below

Table 1. Private School Pupils Performance on Business Studies

GRADE Frequency Percent Valid Cumulative Percent

Percent
Above 121 45.8 46.7 46.7
Average
Average 138 52.3 53.3 100.0
Total 259 98.1 100.0
System 5 1.9
Total 264 100.0
Table 1 above shows the performance of private Secondary schools’ pupils in

the test administered. They were graded into various ability groups, having

computed the mean (average) score for all the respondents involved.

From the table, it is clearly revealed that 121 representing 46.7% of the

respondents in the private primary schools scored above average, while 52.3%

of the subjects scored averagely and none score below the average marks

respectively.

Research Question 2

What is the level of performance in public secondary school on Business

Studies? To answer this research question data collected were subjected to

percentage and frequency counts the results were presented in the table below

Table 2. Public School Pupils Performance on Business Studies

54
 GRADE Frequency Percent Valid Percent Cumulative
Percent
Above 79 29.9 30.5 30.5
Average
Average 156 59.1 60.2 90.7
Below 24 9.1 9.3 100.0
Average
Total 259 98.1 100.0
System 5 1.9
Total 264 100.0

Table 2 displays the performance of the public Secondary school pupils on

Business Studies. 156 (90.7%) of the subjects scored above the average mark.

The performance of 79 (29.9%) of them were adjudged to be above average,

while 24 of them representing 9.1% scored below the below average mark.

Table 3. Comparative Pupils Performance between Private and Public

Secondary Schools on Business Studies

GRADE Frequency Percent Valid Cumulative Percent

Percent

Above 79 29.9 30.5 30.5

Average
Average 180 68.2 69.5 100.0
Total 259 98.1 100.0
System 5 1.9

Total 264 100.0

From table 3 above, 29.9% of the pupils from both the private and public school

scored above average, as against 68.2% in the both public and private school in

same category score average.

Testing of Hypothesis

55
Hypothesis 1

There will be no statistically significant difference in students’ academic

performance on Business Studies between private and public secondary schools.

Data collected for this hypothesis were subjected t-test analysis the result were

presented in the table below.

Table 4. T-test Comparison of Difference between Mean Scores of Pupils in

Private and Public Secondary Schools on Business Studies.

Schools X S.D NDF STANDARD Z- Z-

ERROR CALCULATED CRITICAL
Private 23.0 4.12 120 238 0.75 11.0 1.96
Public 14.7 7.20 120

Since the calculated Z value of 11.0 is greater than critical value of (1.96), we

reject the null hypothesis and accept

the alternative hypothesis, that is, there is difference in the academic

performance of pupils in private and public Secondary schools on Business

Studies. It is not just a difference, but statistically significant as evident in table

this implies that the pupils in private schools performed better than their

counterparts in the public Secondary schools.

Hypothesis 2
There is no significant difference between the academic performance of private

and public secondary school on Business Studies in urban area. Data collected

for this hypothesis were subjected to t-test analysis the result were presented in

the table below.

56
Table 5: T-Test between the Mean Performance of Students on Business

Studies in private and public in rural Areas in Bauchi State

Variable Mean SD T-Cal T-Critical

Urban Public 34.92 3.69 30.54 3.92
Schools
Urban Private 31.93 3.75
Schools

Decision Rule: if t-cal> t-tab, reject the null hypothesis otherwise accept. Since
t-cal (30.54) > t-tab (3.92) at 5% level of significance, this implies that
significant difference exists between the mean performance of students on
Business Studies in public and private schools on Business Studies in urban area
in Bauchi State.
Hypothesis 3

There will be no significance difference in the performance on Business Studies

of male and female student in public secondary schools. Data collected for this

hypothesis were subjected to t-test analysis the result were presented in the table

below.

Table 6: T-Test between the Mean Performance of Students on Business

Studies (Male and Female) in Public in Bauchi State

Variable Mean SD T-Cal T-Critical

Male Students 3.08 1.81

Female Students 30.22 1.79 31.42 3.92

57
Since t-cal. 51(31.42) > t-tab (3.92) at 5% level of significance, this implies

significant difference exists between mean performance of male and female on

Business Studies in public schools in Bauchi state.

Hypothesis 4
There will be no significant difference on Business Studies in the academic

performance of male and female in private secondary school. Data collected for

this hypothesis were subjected to t-test analysis the result were presented in the

table below.

Table7: t-Test between the Mean Performance of Students on Business

Studies (Male and Female) in Private Secondary Schools in Bauchi State

Variable Mean SD T-Cal T-Critical

Male Students 20.16 1.23 31.51 3.92
Female Students 30.50 2.38

Discussion of the Findings

The result of data analysis revealed that students in private Secondary Schools

in Bauchi State performed better in Business Studies than their counterparts in

public schools. A total credit pass of 60.0 and 40.0 percent respectively were

obtained by students in private and public schools respectively. The overall

result had indicated that private schools in Bauchi state do better than public

schools in terms of their student's Performance. This result agrees with Afolabi

(2015), that private schools spend substantial amount of money to provide

instructional materials for teaching and learning processes hence they perform

better on Business Studies than public schools. The finding also aggress with

58
Robert (2019) that private schools allow for minimal bureaucracy in

administration and more time in teaching and learning hence private school

achieve good result on Business Studies than their public counterpart.

The result obtained also revealed that students in private Secondary schools in

rural areas performed better in Business Studies than their public counterpart.

The result obtained also revealed that students in private Secondary schools in

rural areas performed better in Business Studies than those in public secondary

schools in rural areas this is because majority 55% had credit pass in private

schools whereas few 35% had credit pass in rural public schools. Generally,

students in rural areas had low performance when compared to those in urban

schools. The low level of students performances in rural public schools on

Business Studies might perhaps be attributed to what Omotoso (2012) described

as poor staffing in schools.

Frequent withdrawal of children from school, truancy, the study also agrees

with Oke(2015), Adeyemi (2011) and Onipede (2013) that private schools in

rural areas perform better.

The result of the analysis had shown that male students in both public and

private junior secondary schools in Ebonyi state outperformed their female

counterparts.

The result revealed a credit pass of 46.44% and 44.82% male and female

students respectively. The result of this study is in line with those of Adhimabi

59
and Heneveld (2017) who observed that male students outperformed the female

students academically.

However, result of this study disagrees with the study of Yahaya (2015) who

opined that gender analysis of performance is not on biological differences.

It is obvious from the results presented above, that pupils in the private

Secondary schools performed better than their counterparts in the public

schools, lending credence to earlier study reported (Braun, Jenkins & Grigg,

2016; Lubienski & Lubienski, 2016; and Yoloye, 2018;). This of course could

be attributed to a number of factors.

Evidence showed that while both types of schools may be said to be at par in

terms of quality of staff, conditions of school buildings and provision of

instructional materials, the private school may be said to be better off in several

other areas. It was found that NCE holders dominated the work force in both

schools with Bachelor's degree holders found in few private schools. While it

was similarly revealed that most of the public schools were dominated by

dilapidated buildings, majority of the private ones visited were housed in

uncompleted buildings – many of which may not be said to be conducive for

learning. Most of them in fact had no playing ground to take care of the physical

aspect of the child’s development.

This however, is at variance with the finding of an earlier study (Busari, 2010)

which concluded that public schools are better staffed and had better

instructional materials than the private schools.

60
 CHAPTER FIVE
5.0 SUMMARY, CONCLUSION, RECOMMENDATION
5.1 SUMMARY
The result obtained also revealed that students in private Secondary schools in

rural areas performed better in Business Studies than their public counterpart.

The result obtained also revealed that students in private Secondary schools in

rural areas performed better in Business Studies than those in public secondary

schools in rural areas this is because majority 55% had credit pass in private

schools whereas few 35% had credit pass in rural public schools. Generally,

students in rural areas had low performance when compared to those in urban

schools. The low level of students performances in rural public schools might

perhaps be attributed to what we can described as poor staffing in schools.

Frequent withdrawal of children from school, truancy, the study also agrees

with Oke(2015), Adeyemi (2011) and Onipede (2013) that private schools in

rural areas perform better.

The result of the analysis had shown that male students in both public and

Private secondary schools in Bauchi state outperformed their female

counterparts.

The result revealed a credit pass of 46.44% and 44.82% male and female

students respectively. The result of this study is in line with those of Adhimabi

and Heneveld (2015) who observed that male students outperformed the female

students academically.

61
However, result of this study disagrees with the study of Yahaya (2005) who

opined that gender analysis of performance is not on biological differences.

It is obvious from the results presented above, that pupils in the private

Secondary schools performed better than theircounterparts in the public schools,

lending credence to earlier study reported (Braun, Jenkins &Grigg, 2006;

Lubienski & Lubienski, 2006; and Yoloye, 1988;). This of course could be

attributed to a number of factors.

5.2 Conclusion

The study concludes that:

1. Students in private secondary schools in urban areas in Bauchi state

performed better on Business Studies than those in public Secondary

Schools

2. Students in private Secondary Schools in rural areas performed better on

Business Studies in Secondary Schools.

3. Male students in private schools in Bauchi State performed better on

Business Studies than female students.

4. Male students in public Secondary Schools in Bauchi State performed

better on Business Studies than their fellow female students

5.3 Recommendation

Base on the findings of the study the following recommendation were made

1. The state government should provide opportunities for teachers and

Social Science teachers of other subjects to attend seminars, service

62
 courses and workshops to avail them the opportunity of keeping abreast

with effective and current methods of teaching to facilitate teaching in

schools.

2. Qualified teachers with NCE, BSc (ed) must be employed to teach in

schools.

3. The salary of teachers should be enhanced and social science allowances

paid promptly to encourage and motivate them to work hard.

4. The use of internet and information communication technology (ICT) is

strongly recommended for the teaching in Schools. Governments, private

organizations and individuals concerned with the business of education

should endeavor to address the obstacles hindering effective academic

performance of students. This can be done by developing achievement

motivation in students through achievement motivation training.

5. There is the need for the recognition of individual differences in students

and the need to deal with them accordingly. Counselors should provide

the necessary assistance and psychological support for students from

single parent family so as to overcome their emotional problems.

6. There is also the need to keep enlightening the parents of the importance

of the home structure on the life of children. This is necessary so that

parents can understand the implications and consequences of parental

separation and thus mobilize all resources to curtail the problems arising

from the situation. Generally, there is need to combat the continuing

63
declining state of education by providing more funds and materials for

the up-liftment of our educational system.

Finally, school counselors should be employed in institutions of learning

and adequate supervision to be put in place to ensure provision of

necessary guidance services to students.

64
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