Secondary School Students In School Certificate Social Studies From 2004-2015: Relative Academic Performances (A Case Study Of Enugu North L.G.A)

Secondary School Students In School Certificate Social Studies From 2004-2015: Relative Academic Performances (A Case Study Of Enugu North L.G.A)

ABSTRACT

The study examined the perception of students and teachers on the cause of poor academics performance among secondary school students in Enugu North, Enugu State. Subjects for the study were fifty (50) students and fifty (50) teachers randomly drawn from four secondary schools in Enugu North Local Government Area of Enugu state. Questionnaire was used to collect relevant data for the study. Percentages and Chi-square were used to analyze the research questions. Responses of teachers showed that teachers’ qualification and students’ environment do not influence students’ poor performance but teachers’ methods of teaching influence poor academic performance. Students’ response on the other hand showed that while teaches’ qualification and students’ environment influence students’ poor performance teacher methods of teaching and learning materials do not. The implications of these findings for secondary school guidance counselors interested in counseling adolescents for good academic performance were discussed.
TABLE OF CONTENT
Title Page
Approval Page
Dedication
Acknowledgment
Abstract
Table Of Contents
Chapter One:
1.0 Introduction
1.1 Purpose Of The Study
1.2 Research Questions

Chapter Two:
2.0 Review Of Related Literature
2.1 Causes Of Poor Academic Performance Among Secondary School Students
2.2 Family Background And Poor Academic Performance Of The Child
2.3 Factors Affecting The Child’s Academic Performance And Socialization Processes In The Family
2.4 Types Of Family And Student’s Academic Performance Family
2.4.1 Size And Position In The Family
2.4.2 Family Educational Background And Socio-Economic Status
2.5 Socio- Economic Status (Ses) And Academic Achievement Of Students
2.6 Types Of Disciple At Home Finance School Factors
2.7 School Location And Physical Building
2.7.1 Interpersonal Relationship Among The School Personnel
2.7.2 Quality Of Teaching Staff
2.7.3 Teachers Method Of Teaching
2.8 Classroom Management
2.9 Learning Environment
2.10 Peer Group Influence

Chapter Three:
3.0 Method Research Design
3.1 Method Of Research Design
3.2 Procedure For Data Collection
3.3 Research Instrument

Chapter Four
4.0 Method Of Data Analysis And Discussion Of Result
4.1 Analysis Of Data Analysis And Discussion Of Result

Chapter Five:
5.0 Discussion Of Result
5.1 Discussion Of Result
5.2 Implications For Counseling
5.3 Summary
5.4 Conclusion
Suggestions For Further Studies
References
Appendix

CHAPTER ONE

INTRODUCTION

The differential scholastic achievement of students in Enugu North has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Enugu State (Adebule, 2004).
Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual release of Senior Secondary Certificate Examination Result (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subject. For instance, the percentage of failure compared with students who passed English language and Mathematic between 2004 to 2008 is shown below.
Table 1: The West African Examination Council (WAEC) performance in the senior school certificate examination: May/June, 2004-2008: Mathematics.

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