PARENTAL STATUS AND STUDENT ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.10 STUDY BACKGROUND
Just as a bird cannot fly without feathers, an academic establishment cannot thrive satisfactorily if it lacks the necessary facilities to bolster the human efforts of the teachers and academic staff as a whole.
The constant desire of education stakeholders to achieve maximum efficiency in their profession has served as the foundation for numerous works of psychological, philosophical, sociological, economic, and even architectural research and propositions.
Several requirements must be met in order to achieve genuine proficiency in a school’s teaching-learning activities, none of which can be overlooked. Qualified personnel, financial resources, adequate school buildings, academic equipment, IT facilities, and health facilities are just a few examples.
This study, on the other hand, focuses on the physical, rather than the human, aspects of teaching-learning advancement as school supportive resources.
The availability and placement of supportive resources in a school determines how much productivity teachers can derive from their expertise and, as a result, how much learners can gain by interacting with their teachers and engaging in their own personal learning activities.
According to Kolb (1995), learning styles can be classified along a scale ranging from:
1. Direct experience (participation in a new experience)
2. Observation in retrospect (watching others or developing observations through our own experience)
3. Conceptualization of the abstract (creating theories to explain observations)
4. Experimentation on the fly (using theories to solve problems and make decisions).
According to Kolb’s classification, Litzinger and Osif (2004) labeled these different types of learners as accommodators, divergers, convergers, and assimilators.
Gardner (2005) proposed that people do not have one general intelligence, but rather a range of intelligences, in terms of individual differences in intelligence. So, rather than being globally intelligent, one person may be particularly strong in certain areas, such as mathematics, while another person may be particularly strong in another, such as physical sports. He distinguishes seven types of intelligence, which are as follows:
i. Intelligence visual/spatial
ii. Verbal/linguistic ability
iii. Logical/mathematical ability
iv. Kinaesthetic/Body intelligence
v. Musical/rhythmic acuity
vi. Emotional intelligence and
vii. Interpersonal intelligence
We must consider learners’ different learning styles and intelligence patterns, as well as how teachers should approach and care for these differences.
Furthermore, we must emphasize how the school administration should account for these differences. These are necessary if teachers are to provide unbiased, diverse, and personalized education.
1.11 Problem description
School facilities, according to Adeboyeje (2000) and Emeratom (2004), are the physical and spatial enablers of teaching and learning that will increase the production of results. School facilities provide a solid foundation for effective teaching and learning. According to Oyesola (2000), school facilities include both permanent and semi-permanent structures, such as machinery, laboratory equipment, the blackboard, teacher’s tools, and other equipment, as well as consumables.
The provision, adequacy, utilization, and management of educational facilities are critical to the quality and standard of education. According to Akinsolu (2004), an educational curriculum cannot be sound and well-managed if school facilities are poor and poorly managed.
School facilities, by definition, are physical resources that facilitate effective teaching and learning. They consist of classroom, laboratory, workshop, and library blocks, as well as equipment, consumables, electricity, water, visual and audio-visual aids, tables, chairs, a playground, storage space, and toilets.
According to Dharmadasa (2007), the following are characteristics of teaching-learning efficiency:
i. The teacher fosters learning environments in which students participate actively as individuals and as members of collaborative groups.
ii. The teacher encourages students to accept responsibility for their own learning and accommodates all students’ diverse learning needs.
iii. The teacher motivates and nurtures students’ desire to learn in a safe, healthy, and supportive environment that fosters compassion and mutual respect.
iv. The teacher promotes intercultural understanding and the value of diversity.
v. The teacher demonstrates effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behavior.
vi. The teacher ensures that students have equal access to technology, space, tools, and time.
vii. The teacher effectively allots time for students to participate in hands-on activities, discuss and process content, and make meaningful connections.
viii. The teacher creates lessons that allow students to participate in empowering activities in which they understand that learning is a process and that mistakes are a normal part of the learning process.
Based on the foregoing, the following is the study’s problem:
It appears that Nigerian public secondary schools are not adequately equipped with the necessary facilities to maximize teaching and learning. Over time, this has resulted in the production of half-baked graduates from these secondary schools, graduates who are unprepared for the academic demands of tertiary institutions.
School supportive resources are required for these students in order for them to compete favorably with their counterparts in standard private schools, and thus with the developed countries of the world.
1.12 The study’s objective:
The following goals are being pursued through this research:
i. To investigate the significance of school supportive resources to the effectiveness of teaching and learning in public secondary schools.
ii. To ascertain the extent to which school supportive resources aid in the achievement of educational objectives.
iii. Identify the availability of school supportive resources in public secondary schools.
iv. To determine how much productivity is derived from available supportive resources in public secondary schools for teaching and learning.
1.13 Research concerns
Will school support resources have a significant impact on academic achievement in public secondary schools?
ii.Are supportive resources used effectively in public secondary schools to aid teaching and learning?
Will school supportive resources have a significant impact on students’ school attendance?
Will school supportive resources have a significant impact on teacher retention in schools?
1.14 Hypothesis formulation
The following hypotheses are proposed to achieve the study’s goal:
The first hypothesis
H0 – School facilities will have no significant impact on academic achievement in public secondary schools.
H1 – School facilities will have a significant impact on academic achievement in public secondary schools.
Hypothesis number two
H0 – In public secondary schools, supportive resources are not used effectively to aid learning.
H1 – In public secondary schools, supportive resources are used effectively to aid teaching and learning.
Three hypotheses
H0 – School supportive resources will have no significant impact on students’ attendance.
H1– School supportive resources will have a significant impact on students’ attendance.
Fourth hypothesis
H0 – School supportive resources will have no effect on teacher retention in schools.
H1 – School-based supportive resources will have a significant impact on teacher retention in schools.
1.15 The study’s scope and limitations
Because no single study can adequately cover all aspects of the subject, the researcher intends for the scope of this project to be limited to the relationship between school supportive resources and teaching-learning efficiency. The study will primarily focus on Public Secondary Schools in Lagos State’s District (IV) Area, from which the public secondary schools for this study will be drawn to allow the researcher to conduct an extensive investigation on this subject.
1.16 Study Restrictions
Time constraints constrain the researcher. Because the researcher’s time must be divided between this study and a large amount of academic exercise.
The researcher is also limited by the lack of funds required for extensive research.
1.17 Importance of the research
i.The purpose of this research is to further educate school administrators in Lagos State about the importance of school supportive resources and why they should strive to provide them. It will show them what they are missing in terms of full achievement of educational goals and complete teaching fulfillment for their students when these supportive resources are insufficient or underutilized.
ii.This research will also encourage teachers to try to identify the unique educational needs of each of their students and to make every effort to meet those needs using the resources available.
Finally, this research will assist the Lagos State Government and the Ministry of Education in determining the viability and true level of development of their secondary schools in terms of School Supportive Resources.
1.18 Term Definitions for Operational Use
1.School Supportive Resources: Structures that are permanent or semi-permanent, such as machinery, laboratory equipment, the blackboard or marker board, teacher’s tools and other equipment, as well as consumables.
2.Teaching: A never-ending stream of professional decisions made before, during, and after interactions with students; decisions that, when implemented, increase the likelihood of learning.
3.Learning: Changes in a student’s behavior that occur as a result of participating in an educational experience.
4.Learning Styles: Various approaches to or methods of learning
5.Efficiency: The ability to teach or learn effectively while not wasting time or resources.
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