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THE FACTORS RESPONSIBLE FOR PRIMARY SCHOOL PUPILS POOR ACADEMIC PERFORMANCES IN INTEGRATED SCIENCE (A CASE STUDY OF ENUGU EDUCATION ZONE)
ABSTRACT
This research work examined the factors responsible for primary school pupils poor academic performances in Integrated Science (a case study of Enugu Education Zone). The research design used for this study was descriptive research design. The population of the study consisted of all the students of four (4) selected secondary schools in Enugu Educational Zone The sample of the study was made of two hundred (200) respondents consisting of both males and females. A self structured questionnaire which was well validated and tested for reliability at 0.68 was used to collect data for the study. A descriptive statistics of frequency count and percentages were used to analyze demographic data while non-parametric statistics of chi-square was used to test the hypotheses set for the study at 0.05 alpha level of significance. Four hypotheses were formulated and tested at 0.05 alpha level of significance on factors associated with failure of students in Integrated Science in Enugu Educational Zone;
- Students factors significantly influenced poor performance of students (cal.t value=149.74> critical.t value=16.92).
- Family factors significantly influenced poor performance of students (cal.t value=162.70>critical.t value=16.92).
- School environment significantly influenced poor performance of students (cal.t value=119.20>critical.t value=16.92).
- Peer influence significantly influenced poor performance of students (cal.t value=106.11>critical.t val=16.92).
The findings of the research work revealed that the null hypotheses were rejected by the respondents and the identified factors could be ameliorated through enhancing the teachers’ quality in terms of subject contents, providing them opportunities for further studies, attending seminars and workshops for update because their quality has significant role to play in teaching and learning of the subject.
TABLE OF CONTENT
Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi
CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10
CHAPTER TWO
LITERATURE REVIEW – – – – – – -11
CHAPTER THREE
Research methodology – – – – – – -39
Design of study – – – – – – – -40
Area of study – – – – – – – – -40
Population of the study – – – – – – -41
Sample and sampling techniques – – – – -41
Instrument for data collection – – – – -41
Method of data collection – – – – – -42
Method of data analysis – – – – – – -43
CHAPTER FOUR
Presentation, analysis and interpretation of data – -48
Discussion of findings – – – – – – -56
CHAPTER FIVE
Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69
CHAPTER ONE
INTRODUCTION
Background to the Study
Science in modern time becomes critical factor in the determination of the economic well being of any nation. Science is acknowledged as an important part of every child’s education. Ajiboye (2005) stated that education in its entirety has a lot of influence on its recipient such as modification in outlook, sharpened in consciousness, refined in personality, widened in horizon, cultured in mind and also fine-tuned in attitude. Science education can be seen as learning of science by acquiring and developing conceptual and theoretical knowledge through scientific inquiry and problem solving. Olarinloye (2007) saw science education as the identification, development and use of talents, processes and skills for societal progress. Science education is one of the areas in the wider world, which shaped and molded the character of the 21st century especially in technologies which have revolutionized the way we live and think.
This makes every country today crave for advancement in science and technology. Struggle for advancement in science and technology has led to the promotion of scientific literacy for decades. In Nigeria, the goal of science as stated in the National Policy on Education (FRN, 2004) emphasizes acquisition of scientific literacy. The foundation for achieving this goal is laid at the Basic Education levels where the holistic view of natural phenomena is in line with the philosophy of science. Nigeria responded to worldwide change replacing general science learnt first two years of secondary school by integrated science (Odunusi, 1982) when secondary education recently separated into two component namely junior and senior secondary school, integrate science was made a core subject of the science curriculum.
It is surprising that despite the efforts of government, to improve the standard of education by providing the required human and material resources for the implementation of education at all levels, students’ performance in science related subjects is very poor in recent years (Kolawole et al 2012). This situation makes one to wonder what could be the causes of this persistent failure of students. Some scholars attributed this high failure rate in science and basic science to various factors which could be institutional and non- institutional. In support Okolie, Elom and Inyiagu (2014), observed that poor performance of students in Science education has been so high in many Nigerian public schools in the recent years due to the unavailability of qualified physical and health education teachers. If this is not checkmated, our Science and Technology related subject graduates from the post-primary schools may not be employable and those who may further in their University Education may experience difficulties because of their background. Consequently, our educational system will not attain its objective of producing qualified and competent product in science education.
Hence, this study intends to examine the factors responsible for primary school pupils poor academic performances in integrated science (A Case Study Of Enugu Education Zone).
Statement of the Problems
The study is aimed at finding out perception of junior secondary school students on teachers’ attitude and competence in Basic science teaching in Sokoto State, Nigeria. A lot of factors have hindered the success of teaching of Basic science over the years. Among these problems are availability of qualified teachers, teachers’ attitude, skills and competence for the teaching of Basic Science. Teachers are the agents of implementation of the curriculum and their quality become important. There is a short – fall in the number of science teachers in schools. Only few secondary school teachers have training in Basic Science and so the task of a few teachers handling Basic Science teaching is quite tedious. Basic Science is taught by unqualified teachers who are biology, physics and chemistry specialists .They tend to concentrate on the components that directly relate to their science subject specialization. The problem of this study therefore is to find out the perception of junior secondary school students on Teachers attitude and competence in Basic Science teaching in Sokoto State, Nigeria.
Research Question
The following research questions were formulated to guide the study
- To what extent does student factors contribute to poor performance of students in in Integrated Science?
- To what extent does family factors contribute to poor performance of students in in Integrated Science?
- To what extent does school environment contribute to poor performance or students in in Integrated Science?
- To what extent does peer influence contribute to poor performance of students in in Integrated Science?
Research Hypotheses
Ho1: There is no significant relationship between student factors and poor performance of students in Integrated Science.
Ho2: There is no significant relationship between family factors and poor performance of students in Integrated Science.
Ho3: There is no significant relationship between school environment and poor performance of students in Integrated Science.
Ho4: There is no significant relationship between peer influence and poor performance of students in Integrated Science.
Purpose of the Study
The general purpose of the study was to find out the factors responsible for primary pupils poor academic performances in Integrated Science (A case study of Enugu Educational Zone). Specifically it examined the following factors that associated with failure of Integrated Science in Enugu Educational Zone.
- the student’s attitude and aptitude towards offering Integrated Science in the study area.
- Determine the influence of family factors on the study of Integrated Science.
- the influence of students’ peer groups on their performance in integrated science.
- Determine the influence of school environment on students performance in Integrated Science.
Significant of the Study
This study is very essential to the extent that;
- It will help to identify most suggestions for improving achievement of students in integrated science. Students are the future leaders, the need for them to perform well and bring them to the right attitude towards education is the sole responsibilities of the government, teachers, parents, students and the society at large.
- The information from this research will help the examination bodies and education implementers to measure prospective role of facilitating and adapting ways of improving education.
- It will help the government to make polices that improved polices towards students continuous development in academics.
- It will help the teachers to have a good perception towards teaching and learning in the sense that they use the right teaching methods and the use of relevant teaching instruments.
- To create an awareness to the parents that their contribution in making their children have good reading abilities and study habits.
- Finally, it will help students have the right reception of themselves on the basis that their dedication and attitude to their studies especially in Integrated Science will not only improve them but expose them to have a better goal for their future.
Scope and Delimitation of the Study
This study will be restricted to the factors affecting primary pupils poor academic performance in Enugu Educational Zone area. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the study will be delimited to primary schools I’m Enugu Educational Zone.
TABLE OF CONTENT
Title page- – – – – – – – – i
Approval page – – – – – – – -ii
Dedication – – – – – – – – -iii
Acknowledgement – – – – – – – -iv
Abstract – – – – – – – – – -v
Table of content – – – – – – – -vi
CHAPTER ONE
INTRODUCTION – – – – – – – -1
1.0 Background of the study – – – – -1
1.1 Statement of the problem – – – – -5
1.2 Purpose of the study – – – – – -6
1.3 Significance of the study – – – – -8
1.4 Research questions – – – – – -9
1.5 Scope of the study – – – – – – -10
CHAPTER TWO
LITERATURE REVIEW – – – – – – -11
CHAPTER THREE
Research methodology – – – – – – -39
Design of study – – – – – – – -40
Area of study – – – – – – – – -40
Population of the study – – – – – – -41
Sample and sampling techniques – – – – -41
Instrument for data collection – – – – -41
Method of data collection – – – – – -42
Method of data analysis – – – – – – -43
CHAPTER FOUR
Presentation, analysis and interpretation of data – -48
Discussion of findings – – – – – – -56
CHAPTER FIVE
Summary of findings – – – – – – -60
Conclusion – – – – – – – – -61
Recommendations – – – – – – – -62
Suggestions for further research – – – – -64
References – – – – – – – – -65
Appendix I – – – – — – – – -68
Questionnaire. – – – – – – – -69
THE FACTORS RESPONSIBLE FOR PRIMARY SCHOOL PUPILS POOR ACADEMIC PERFORMANCES IN INTEGRATED SCIENCE (A CASE STUDY OF ENUGU EDUCATION ZONE)
