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HUMAN
RESOURCES AND STUDENTS’ ACADEMIC PERFORMANCE IN EDUCATION
ABSTRACT
This study investigated Human Resources and
Students’ Academic Performance in Education District IV of Lagos State Senior
Secondary Schools. Four research questions were answered and four hypotheses
were tested in this study. The population for the research was made up of all
the public senior secondary schools in Lagos State Education District IV, Lagos
State. The simple random sampling technique was used to make the selection of
ten public senior secondary schools. Twenty teachers from each school were
randomly selected from the ten sampled public senior secondary schools in
Education District IV, given a total of 200 teachers. The study used a
descriptive survey research design with the use of questionnaire in the
collection of data from the participants. The Data were analysed with the use
of Chi-square (X2) and correlation statistical tools. The study found that
teachers’ qualification significantly influenced students’ academic
performance; teachers’ years of teaching experience significantly influenced
students’ academic performance and a negative relationship exists between
teacher – student ratio and students’ academic performance. Based on these
findings, it was concluded that teachers’ characteristics such as gender, age,
qualification and years of teaching experience had significant influence on
students’ academic performance. However, it was recommended, among others, that
stakeholders in education should not compromise in the employment of qualified
and experienced teachers; and that there should be provision of more facilities
that will reduce the teacher–student ratio in schools so that academic performance
can be improved.
CHAPTER ONE
INTRODUCTION
Background
to the Study
It is a
global assertion that education is the solid rock of development. The reason
for this is that is expected that the educational system will produce the
quality and quantity of human resources required for the economy’s growth using
the right mix of inputs.
(Ibukun,
2009) affirmed that no nation or society can rise above the quality of her
education. The immeasurable contribution of education in the development
process has left a burning desire in every government to increase access to
education for all her citizens. (Ibukun, 2003). The direction of education
toward national economic growth and development was an important basis for the
introduction of the Universal primary Education (UPE) and the recent Universal
Basic Education (UBE) programme. The expectation has been that opportunity
should be offered to the learners at the lower levels of education in order to
avoid wastage of talents.
Education is
a very important human activity. It helps any society to fashion and model
individuals in order to function well in their environment. According to Boit,
Njoki and Chang’ach (2012), the purpose of education is to equip the citizenry
to reshape their society and eliminate inequality. In particular, secondary
education is an important sector in national and individual development. It plays a vital role in creating a country’s
human resource base at a level higher than primary education (Achoka, Odebero,
Maiyo and Mualuko, 2007). Provision of
quality secondary education is therefore important in generating the
opportunities and benefits of social and economic development (Onsumu, Muthaka,
Ngware and Kosembei, 2006). One of the indicators of quality of education
according to United Nations Education, Scientific and Cultural Organization
(2005) is cognitive achievement of learners.
Adediwura and Tayo (2007) opined that, academic achievement is
designated by test and examination scores or marks assigned by the subject
teachers.
The Human
Resources (HR) of an organization consist of all staff (teaching, managerial,
and technical/support staff) engaged in any of the organization’s activities.
It is well-recognized that the human resources of any school are its most
valuable asset (Achieng, 2012). Despite the scarcity of resources, there is the
need to expand and reform the educational system and ensure its quality in
meeting the popular demand. Of the human resources required for the production
function of the school system, teachers are the most vital. This is because
they play great facilitative role in the teaching – learning process. According
to (Adeyemi and Akposheri, 2009), in spite of the advancement in science and
technology, the teacher is not yet displaced in the classroom nor has his
important role diminished. Teachers seem to have profound influence in the
social – cultural development of their society, since they influence many
values directly or indirectly to their students. No wonder (Chukwu , 2003),
(Famade, 2003), (The National Policy on Education, 2006), (Ibukun, 2009) and
(Okebukola, 2010) identified teachers’ quality and dedication as significant
predictors of quality of education. The
success of any organization is a resultant effect of quantity and quality of its
working force. Ibukun as cited in (Adegbemile, 2011) opined that teacher holds
the key to nation building. The aspiration of any nation to transform into a
greater country can only be possible if there are competent and dedicated
teachers to impact the appropriate attitude skills and knowledge.
This is
particularly true in learning institutions, where the people required to do the
core work of the organization are highly trained individuals. In this study,
the focus will be on the teaching staff, with no less regard to the role played
by the sub-ordinate staff in ensuring good academic performance of students
such as preparing their meals in time, transporting them during academic
performance enhancing tours, typing and producing their assessment tests and
arranging their laboratories and libraries.
In the
United States, a study conducted by Motoko, Akiba, Gerald Letendre and Scribner
(2004), revealed that the countries with better teachers’ quality produced
higher academic achievement. These analyses provide empirical, cross-national
evidence of the importance of investing in teachers’ quality for improving
national achievement. Consequently, human resources management in education
implies effectively coordinating the activities of staff, students and parents
so as to achieve educational aims and objectives (Adeniyi, 2004). The National
Policy on Education (FRN, 2004) clearly spells out the broad responsibilities
of managing schools as employment, promotion, deployment and discipline of
teachers among others.
Successive
governments in Nigeria have made efforts towards the effective management of
human resources in educational institutions. The importance of human resources
management has been stated but there is not much information on its
relationship with the academic performance of students in secondary schools.
For secondary schools to achieve high performance in the public examinations
there is the need to recruit qualified teachers, secure modern buildings,
adequate facilities and equipment should be provided to enhance teaching and
learning while supervision of teaching is carried out for quality control.
Other bodies that could influence students’ academic performance are
administrators, managers, guidance counselors, Parents Teachers Association (PTA),
curriculum specialist, funding agencies, non –teaching staff, inspectors and
examination boards (Osagie and Okafor, 2012).
Any
organization that does not plan for its human resources will often find that it
is meeting neither the personnel requirement nor its over-all goals effectively
(Stoner1978). For example, a school may decide to introduce new subjects into
its school curriculum. If the school does not make adequate arrangements for
the teachers to handle these new subjects, the subjects will remain on the time
table without being taught. To further
buttress this point, when the federal government launched the 6:3:3:4 system of
education, it spent huge financial resources on equipment for technical
education. However, the human resources required to operate the equipment were
not considered. Consequently, the equipments were left to rot in the rain and
many of the equipment were eventually stolen by hoodlums (Osagie and Okafor,
2012).
With regards
to the current educational policy, the supervision of instruction is the
process of overseeing the work of teachers with the aim of assisting them to
solve their instructional problems so that students can benefit maximally from
classroom activities (Igwe, 2005). This can be effected with the involvement of
the principal or any other official appointed by interacting with teachers and
students in the classroom regularly to monitor the teaching and learning
process. Nwagwu (2004), argued that the supervisor has the responsibility of
monitoring and evaluating all staff activities and programs of their
organization. The major reason for this is to ensure dutiful compliance of all
staff with established laws and declared goals through quality assurance,
maintenance of standards and quality control. This view is in line with the
National Policy on Education (FRN, 2004) which declared that supervision is a
device for quality control. The goals of the school can be achieved through the
continuous supervision of the teaching staff and the non- teaching staff.
The evaluation
of staff is conducted as it determines their performance, in as much as it also
determines the academic performance of students. For example, in the study by
Akposheri (1994), she found out that there was significant relationship between
teachers who were highly rated during evaluation and the academic performance
of students. However, Okafor (2006) submitted that in the performance
evaluation of staff, care should be exercised to ensure that it is the
performance and not the personality of the employees that are evaluated.
Secondary
school not only occupies a strategic place in the educational system in
Nigeria, it is also the link between the primary and the university levels of
education. According to Asikhai (2010), education at secondary school level is
supposed to be the bedrock and the foundation towards higher knowledge in
tertiary institutions. It is an investment as well as an instrument that can be
used to achieve a more rapid economic, social, political, technological,
scientific and cultural development in a country. It is rather unfortunate that
the secondary schools today are not measuring up to the standard expected of
them. There have been public outcry over the persistently poor performance of
secondary school students in public examinations (Ibukun, Oyekakin, Akinrotimi,
Akinfolarin and Ayandoja, 2012). According to Nwokocha and Amadike (2005),
academic performance of students is the yardstick for testing educational
quality of a nation. Hence, it is expedient that students in secondary schools
in particular maintain a high performance in internal and mostly external
examinations.
The problem
of downward trend in academic performance of students has often been attributed
to a number of factors among which are: the principal’s leadership style,
teachers’ quality, home factors, government factors and non-provision of
educational resources (human, material, financial and physical resources).
However, this study is limited to the provision of human resources and
students’ academic performance in secondary school. The availability of educational resources
(human and material) is very important because of its role in the attainment of
educational objectives. Human resources is a unique educational input necessary
for the overall development of skill acquisition and literacy of the students.
Human resources within the educational system can be classified into teaching
and non-teaching staff (Ekundayo, 2009). Availability of these resources is
needful to achieve excellence in the system. However, it has been observed that
secondary schools in Lagos State do not have the required number of teachers
both in terms of quantity and quality (Ekundayo, Haastrup, Timilehin, Alonge
and Hezekiah, 2010). This is evident in high student-teacher ratio in the
schools.
A close look
at the schools in Nigeria and what goes on there shows that nothing good can
come out of most public schools as they do not have facilities and adequate and
appropriate human resources to prepare candidates for West African Examination
Council (WAEC) examinations (Owoeye and Yara, 2011). Studies on the
relationship between availability of human resources and academic performance
have shown that human resources enhance academic performance of students.
Adedeji (1998), Ayodele (2000), Adewuyi (2002) and Okandeji (2007) had in their
various researches submitted that teachers constitute a very significant factor
to students’ academic success.
In a similar
dimension, Adedeji (1998), Owoeye (2000), Ajayi (2002), Akomolafe (2003, 2005)
and Owoeye (2011) also submitted a positive relationship between material
resources in schools and students’ academic performance. According to Hallack
(1990), the material resources that contribute to students’ academic
performance include classrooms, accommodation, libraries, furniture, apparatus
and other instructional materials.
It can be
inferred from the literature so far that human resources have positive
significant relationship with academic performance. This study therefore
attempts to analyze the characteristics of human resources in school in terms
of qualification, teacher-student ratio and years of teaching experience of
teachers as a determinant of students’ academic performance.
Statement of
the Problem
Secondary
school students’ academic performance in public examinations of recent is one
of the major means by which the general public judges the products from
secondary schools in Nigeria. This being the case, Nigeria has not fared
favorably well in her attempt to providing quality education to her citizens.
Factors such as motivation, leaders supervision, quality and quantity of
teaching staff and materials, have influence on students’ academic performance
(Ibukun et al, 2012). The problem of downward trend in academic performance of
students has often been attributed to a number of factors among which are the
principal’s leadership style, teachers’ quality, home factors, government
factors and non-provision of educational resources (human, material, financial
and physical resources) (Ekundayo et al ,2010). However, this study is limited
to the provision of human resources and students’ academic performance in
secondary schools. Disparities in performance continued to be noticed as one of
the many challenges facing education. These variations had raised a lot of
concern as the government expenditure on education was not only aimed at
increasing enrolment but also ensuring that academic performance was improved
in these institutions at minimum cost. The problem of this study therefore is
that of poor academic performance of students in secondary schools which could
be attributed to the factors associated with human resources.
Purpose of
the Study
This study focuses on the following
objectives;
1 To determine the relationship between
teachers’ qualifications and students’ academic performance in secondary school
in Education District IV of Lagos State.
2 To establish whether there is a
relationship between teachers’ years of teaching experience and students’
academic performance in the public secondary school in Education District IV of
Lagos State.
3 To determine the relationship between
teacher – student ratio and students’ academic performance in public secondary
school in Education District IV of Lagos State.
4 To make suggestions for improved
planning and management of teachers that would facilitate teaching and learning
and lead to higher productivity in the public secondary schools Education
District IV of Lagos State.
Research
Questions
This study
seeks to answer the following questions.
1. What is the relationship between human
resources planning and students’ academic performance in public secondary
school in education District IV of Lagos State?
2. What is the relationship between staff
supervision and students’ academic performance?
3. What is the relationship between staff
evaluation and students’ academic performance?
4. What is the relationship between staff
workload and students’ academic performance.
Research
Hypotheses
Ho1. There is no significant relationship between
human resources planning and students’ academic performance in secondary school
in Education District IV of Lagos State.
Ho2. There
is no significant relationship between staff supervision and students’ academic
performance.
Ho3. There is no significant relationship
between staff evaluation and students’ academic performance.
Ho4. There is no significant relationship
between staff workload and students’ academic performance.
Significance
of the Study
The
importance of this study cannot be over emphasized considering the fact that
without adequate human resources, excellent students’ academic performance
cannot be achieved. The findings of this study will serve as a contribution to
existing literature and add knowledge in the subject area. The findings from
this study will assist educational administrators as well as school
administrator in preventing brain drain in the public secondary schools
especially in secondary schools of Education District IV of Lagos State. Also,
this study will be of help to the government in the area of teachers’
recruitment and retention. Moreover, the study will go a long way in assisting
educational administrators in drawing up a comprehensive human resource policy
and programs in the education sector.
In addition,
the result of this study will assist educational managers, administrators, and
technocrats in the formulation and execution of educational policy towards the
attainment of the overall educational goals and objectives.
Delimitation
of the Study
The study is
restricted to secondary schools in Education District IV of Lagos State. It is
delimited to teachers’ qualification, experience and teacher – student ratio in
secondary schools.
Limitation
of the Study
The study
might be limited by a number of factors beyond the control of the researcher.
Lack of reliable data or information from the participants might also pose
limitation to the scope of study in that the participants might give false
opinions which might affect the findings of the study.
Definition
of Terms
1. Human Resources: These refer to
composition of teachers who conduct instructional activities with students, be
the board of government employed or teaching service commission employed. This
is with regard to their academic qualifications, adequacy, experience, and
staff development.
2. Academic performance: This is the
measure of degree of passing or failing any evaluation test or examination.
3. Performance: This is most commonly
refers to whether a person performs his/her job well. Performance is an
extremely important criterion that relates to organizational outcomes and
success.
4. Education: This is a system of
transmitting culture, information, knowledge and values to the learners in a
formal setting. It is also important for the transmission of societal core
values and other pieces of information necessary for growth and development.
5. Secondary School Education: This is the
type of education given to pupils who transited from the primary school
education and which also prepare them for higher education.
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