Comparative Analysis Of Students’ Secondary School Performance In Biology Between 2012 And 2016 In Oyo Town
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Comparative Analysis Of Students’ Secondary School Performance In Biology Between 2012 And 2016 In Oyo Town
Abstract on Comparative Analysis Of Students’ Secondary School Performance In Biology From 2012 To 2016 In Oyo Town
This study provides an exact comparison analysis of students’ performance in West African Examination Council Biology from 2012 to 2016. The descriptive survey method was used for this investigation.
The researcher visited four selected secondary schools in the four local governments of Oyo town to collect data on WAEC Biology results from 2012 to 2016. The researcher’s objective is to compare students’ performance in biology whether the course is designed for all students versus when it is intended for science students.
According to the statistics, private school students outperformed their peers in public schools. In addition, science students tend to score better than non-science students. Recommendations were made to improve the performance of students.
Chapter 1:
Comparative Analysis of Students’ Secondary School Performance in Biology Between 2012 and 2016 in Oyo Town.
Background of the study.
It is difficult to define academic success in science because it is influenced by socioeconomic, psychological, and environmental factors.
Education should be growing as a profitable enterprise, with the primary goal of maximising profit by providing high-quality education. High-quality education that creates well-educated, skilled, and mannered students in response to the needs and requirements of a rapidly expanding market. As far as the broader public is concerned, there are two distinct student groups. That is, those who do and do not improve.
Student performance can be influenced by a variety of factors, including learning abilities, because the new paradigm of learning assumes that all students can and will learn at higher levels, but this should not be interpreted as a constraint because other factors such as race, gender, and sex can also influence student performance (Hainsen 2000).
Meshiachoudis (2001) explained how age qualification and distance from the learning place affect student performance. Qualification in his explanation refers to kids’ readiness to join a specific discipline at school. For example, a student who is unable of doing science in high school enrols in science because his or her buddies offer the subject.
According to Kirby (2007), student impatience has an impact on academic achievement.
According to Yronne (1998), student academic achievement is heavily influenced by SEB.
Alexander (2001) noted that several of the practices used by secondary school administration can have an impact on students’ academic performance, such as clubs, media culture clubs, and so on.
Meanwhile, given that the primary purpose of this article is to compare how students perform or the performance of students offering biology in Oyo township from 2012 to 2016.
You will discover that science disciplines involve kids with keen minds, rather than students who are unable to perform or answer any mathematical problem or draw a diagram; instead, they go on to the simplest topic in which they can do better. That is why, when you visit all of the clubs described above, you will notice that the majority of the kids do not attend scientific classes.
Science students do not have time or opportunity for all of this because to their participation in mathematics and diagrams, which reflects their lack of time for grammar.
However, they do not have the opportunity to participate in some of the above-mentioned activities (clubs, cultural groups, and media), which are extremely beneficial to passing English language in WAEC. It is commonly known that the majority of WAEC essays are debts.
According to Bello Bello, an Abuja-based educationist and member of the All Nigerian Committee of Principals of Secondary Schools (ANCOPPS). The truth is that Nigeria’s reading culture is generally poor.
To make matters worse, most of our students now read very little. They waste their valuable time watching television or films, listening to music, playing video/computer games, etc.
Another educationist, Mohmud(2009), attributes the poor performance in the WAEC examination on the government’s indolent attitude and refusal to sufficiently. Find the educational sector.
According to him, we have repeatedly pleaded for more budgetary allocation to the education sector, but all of our efforts have gone unheeded.
For example, UNESCO recommends that 26% of a country’s budget be given to education, but what do we have in Nigeria? Other countries that recognise the value of education have implemented measures to effectively fund their education sectors.
Ghana, for example, has committed 29 percent of its budget to education, which exceeds the UNESCO benchmark. Similarly, South Africa allotted 35% to its education sector. So, until these things are enacted, we will continue to endanger our children’s futures.
A comparative research compares the capacities or abilities of different groups or individuals in the same or other categories (Wikipedia, 2009). A comparative examination of student performance in WAEC biology over time.
1.2 Statement of Problem
Poor external scores among Nigerian students, particularly those in senior secondary school, have become a source of concern for stakeholders in the country’s education sector.
Over the years, the majority of students who sat for the May/June West African Examinations Council (WAEC) and the November/December National Examination Council (NECO) have had a high failure rate, not only in terms of overall performance, but also in motivational subjects.
Biology was recently made a non-compulsory subject in schools in an effort to reduce the workload on pupils while also introducing new disciplines. Some have criticised this decision for denying non-science students a window into the scientific world.
The reasons are that the school biology curriculum is still rational and useful in their future ambitions. The critique is justified because it is not based on increased failure among non-science students.
1.3 Objectives of the Study
The primary goal is to analyse secondary school students’ WAEC performance in comparison to their biology performance in Oyo Township from 2012 to 2016. The study aims to determine student performance in WAEC Biology from 2012 to 2016 in the four local governments of Oyo town.
1.4 Significance of the Study
The importance of this research work in the educational system cannot be overstated. If the study’s findings are properly applied, they will benefit students by allowing them to truly understand their performance in WAEC biology and improve in areas where they are weak.
The research work is extremely important to WAEC officials because it will allow them to understand the impact of conducting a comparative study of student performance in WAEC over a period of years, as this study examines the performance of students in WAEC Biology from 2012 to 2016.
It will also assist the government in identifying students who perform poorly or are falling behind. It may also assist to alleviate concerns about biology’s non-compulsory position among students.
1.5 Scope of Study
The study focused on secondary school students’ performance in WAEC biology between 2012 and 2016 and was limited to all four local governments in Oyo township (Atiba, Oyo East, Oyo West, and Afijio) in Oyo state.
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