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QUALITY
ASSURANCE AS CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY
SCHOOLS
ABSTRACT
This work
focused on quality assurance as correlates of students’ academic
performance
in public secondary schools in Enugu education zone. The purpose was
to find out
the relationship between quality assurance and students’ academic
performance.
Correlational survey design was adopted to guide the study. Four
research
questions and two null hypotheses which was test at 0.05 level of
significance
guided the study. The population of the study which comprised 30
principals
and 1772 teachers was 1802. The sample of the study was 180 using simple
random
techniques. Structured questionnaire was used to collect data. The
instrument
was validated with three experts, two in educational administration and
planning and
one in measurement and evaluation in the faculty of education,
University
of Nigeria, Nsukka. Twenty copies of questionnaire were trial tested in Udi
education
zone with the results of 0.85, 0.65, 0.76, 0.83 for Cluster A-D respectively
and the
overall result was 0.90. Direct delivery and retrieval method was used for
data
collection. Mean and standard deviation were used to answer research questions
while the
hypotheses were tested using t-test at 0.05 level of significance. Findings
shows that
School leadership to a great extent has a relationship to students’
academic
performances. Further analysis showed that there is no significant
difference
between the mean rating of principals’ and teachers on the relationship
between
school leadership and students academic performance. Availability of
teachers in
school to a great extent influences the academic performance of students.
Teachers’
professional development to high extent influence students’ academic
performance.
Also facilities should be made available in the school to enable the
students’ perform
in their examination. Based on the findings of the study, the
following
recommendations were made: Government should organize workshops and
seminars for
school administrators to upgrade their administrative techniques, More
funds should
be allocated to schools to enable them provide the needed facilities to
enable the
students perform better, Government should organize workshops and
seminars for
teachers to enable them developed professionally and among others.
12
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education
has been described as the bedrock of every society and tool for
nation
building. It is also a means of preserving societal and cultural settings, plus
the
acquisition
of skills that make members of the society useful to themselves and the
society
(Ehusani, 2002). Ehusani opined that the process of educating is to develop
the
cognitive, affective and psychomotor domain of individuals and groups in order
to
equip them
with knowledge and skills necessary to survive and make the society
progress.
Education is
the development of knowledge, skill, attitude, ability or character
with the
purpose of making life worth living (Ani 2000). This means that wholistic
development
of individual and society can be achieved through the process of
education.
Ani opined that the most valuable means to acquire education is through
teaching,
imitation or training. Education is the process of inculcating norms and
values of a
society from the teacher to the learner with the aim of making them
functional
members of the society. Durkheim (2001) defines education as the
influence
exercised by adult generations on those that are not yet ready for social life.
The
objective of education is to stimulate and develop in the learner; the
physical,
intellectual and moral abilities. These are demanded of him by the society
for which he
is specifically destined to be part of. Onwuka (2011) defines education
as the
process by which people are acclimatized to the culture into which they are
13
borne in
order that they may advance in it. He opined that education involves nursing
and
nurturing of an individual so that they will become a full fledged member of
the
society.
Furthermore, he stated that it is the actualization of human potentials that
the
individual
can become something more than what he was before or achieve more
goals than
before. In this context, education refers to the inculcation of formal or
informal
input in the development of innate potentials that make someone useful
member in
the society.
For quality
education to be achieved in a nation, the principal actors of learning
who are the
teachers, learners and the environment must be cooperatively organized
to achieve
the aims of the society. The societal expectations of quality inputs from the
training
institutions makes the students central in any instructional program. The
quality of
staff in the school system presupposes the quality of the school output,
which are
the resources that will be available for the school to progress (Ochuba
2009).
Ochuba stressed that in the school system, some determinants of high quality
education
include goals of education, quality of inputs as well as an organized school
system that
ensure the articulation and effective co-ordination of all aspect of school
life.
The worth of
any educational system as an investment lies in its capabilities to
continuously
serve its customers which are the students, parents, employers, labour or
the society
better and remain relevant. Ijayi (2009) maintained that educational
planners are
therefore faced with two main challenges: providing for quantity and for
quality.
14
The concern
for quantity and quality in the school system is that quantity
through the
admission of as many students as possible to school within the shortest
time allowed
should be assessed to ensure quality (Adegbesan, 2010). Adegbesan
maintained
that quality cannot be achieved without quantity which serves as an
assessment.
Ajayi and Adegbesan (2007) see quality as the totality of the features,
such as a
process, product or service on its performance. They maintained that it is not
just a
feature of a finished product or services but involves a focus on internal
processes
and output which includes the reduction of waste and the improvement of
productivity.
In order words, quality is the ability with which a process, product,
service or
phenomenon is in conformity with an established standard that makes it
relatively
superior to others. According to Eya and Chukwu (2012) quality in an
educational
system conforms to the established standard and appropriateness of the
inputs
available for system delivery. Quality in this context refers to maximum
performance
on education. It means the relevance and appropriateness of the
educational
programs to the needs of the society for which it is provided.
Quality
input give rise to quality output. Quality input according to Ehindero
(2004) is
the systematic and continuous actions of an organization that lead to
efficiency
and better output. Ehindero stressed that organizational development is
determined
by the number of successful output produced to compete in the society.
Eya (2011)
defined quality input as the totality of the resources put into a system to
bring out
effective and efficient result. Eya maintained that in educational system, the
students,
the fees and other resources are combined to yield maximum output. In this
15
context,
quality input refers to the totality of effort put into education such as
finance,
facilities
and curriculum development to enhance the students’ academic performance
and also
ensure efficiency in the educational system. This notwithstanding, education
remains the
biggest industry for any nation in the world.
There has
not been significant positive result in our educational system owing
to defects
in some major areas. Administrative system in our schools is nothing to
write home
about because of incompetent school administrators. The principal is the
executive
head of secondary schools in Nigeria (Oboegbulem and Onwurah 2011).
They
stressed that one of the most important functions of the secondary school
principal is
the structuring of the school for purpose of instruction. The ugly
development
arising from poor administration has put the secondary education on the
backward
stage.
Another
indicator for this decline in the school system is in the area of teaching
and
learning. This has to do with teachers and students. Evidence of wastage
abounds
among the
teaming population of students who repeat the Senior School Certificate
Examination
(SSCE) and Joint Admission and Matriculation Board (JAMB)
examination
every year. According to West African Examination Council (WAEC), a
total number
of 1,692,435 students took their 2014 examination in Nigeria. Out of this
number, only
529,425 passed, representing 31.28% of the population. This is indeed a
massive
failure.
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