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RESOURCE AVAILABILITY AND ITS UTILIZATION AS CORRELATES TO STUDENTS' ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS ( CASE STUDY IN SCHOOLS IN UYO LGA, AKWA IBOM STATE)
ABSTRACT
Educational system in Nigeria is examination oriented where passing of examination is the only benchmark for performance. Availability and utilization of physical and material resources like libraries, laboratories and textbooks play an important role in the achievement of educational goals and objectives and students performance. Several studies have revealed that material and physical resources are inadequate in secondary schools in Nigeria which may be contributing to students poor performance. Through CDF and subsidized secondary education introduced in 2008, the government has been providing finances to all secondary to acquire educational resources.. The objectives of this study was to find out the status of material and physical resources in secondary schools: to determine how effectively students and teachers utilize the available textbooks, laboratories and libraries in influencing students performance: to determine to what extent Governments funding has contributed to availability of educational resources in secondary schools. A survey design was used in this study because it helped the researcher to describe the existing conditions and make inferences related to this study. The target population for the study comprised 34 secondary schools in Uyo, Akwa Ibon State with a total population of 6403 students, 34 principals 68 H.O.Ds (languages and sciences). Stratified sampling was used to sample public schools in girls, boys boarding and mixed day to avoid bias of sampling one type of school and to determine whether there are variations in availability and utilization of educational resources in the different categories of schools. The study sample comprised of 3 boys (100%), 4 girls (67%) boarding and 8 mixed (30.8%) day secondary schools. Purposive sampling was used to sample15 principals (45.5%), 30 H.O.Ds (45.5%), while simple random sampling technique using lottery was used to sample1 form 3 English language class, and 15 students in form 3 class in each category of schools. Questionnaires, lesson observation schedule and checklist were used to collect data. Piloting of instruments was done in two schools which were not included in the study. Content Validity of the instruments was determined by employing the expertise of my supervisors and lecturers at the department, while reliability was determined through test-retest method. Data was coded and keyed in the computer for analysis using the (SPSS). Qualitative data was analyzed thematically according to objectives and presented in narration form according to objectives. Quantitative data were analyzed by use of descriptive statistics such as averages, percentages, mean and range. The findings were presented using frequency distribution tables. The study found out that the text books were not sufficient but there was no acute shortage since a text book could be shared by a considerable number of students in all categories of schools. This implies that the subsidized secondary education had contributed towards availability of text books. The study also found out that Library services were largely inadequate in almost all the secondary schools with only 1boys (33.3 %) and 1 girls school (25%) having 1 library each and none in the 8 mixed (87%)sampled secondary schools The subsidized secondary education and CDF had not significantly contributed to availability of libraries in secondary schools. As far as laboratories are concerned all the girls and boys boarding schools had at least two laboratories (53.3%) and 6 mixed schools 40% had 1 laboratory each. Available text books were utilized by students in reading ahead of the teachers, writing notes among others while teachers utilized textbooks in preparation of lessons, giving assignments and setting exams in all categories of schools. However, unavailability of textbooks hindered utilization especially in mixed day schools. Utilization of library services was hindered by lack of libraries and inadequate learning materials. Utilization of laboratories was hampered by inadequate laboratories and equipment which made teachers to demonstrate to students rather than students doing experiments on their own especially in mixed day schools. Inadequate educational resources may have contributed to poor performance especially in mixed day schools among other factors. Government funding was found to be inadequate.
RESOURCE AVAILABILITY AND ITS UTILIZATION AS CORRELATES TO STUDENTS' ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS ( CASE STUDY IN SCHOOLS IN UYO LGA, AKWA IBOM STATE)
CHAPTER ONE
INTRODUCTION
- Background to the Study
According to Adeyemi and Adu (2010), it is widely accepted that education is one of the leading instruments for promoting economic development as it encompasses some processes individuals go through to help them develop and utilize their potentials. Further, Okeke (2007) points out that, through education, individuals acquire knowledge, skills and attitude that are necessary for effective living. This is the reason why in all modern nations, investment in education of the youth is considered most vital. According to Onsomu et, al, (2006), Secondary Education is an important sub sector of education in the preparation of human capital for development and provision of life opportunities as it provides a vital link between basic education and the world of work on one hand, and further training on the other. According to Reche et al (2012), Kenya’s education system is dominated by examination oriented teaching, where passing examinations is the only benchmark for performance because there is no internal system of monitoring learning achievements at other levels within an education cycle. Further, manifestations of quality education have to do with literary cognitive abilities, performance and progression to higher levels of learning. However, quality education cannot be achieved without educational resources which play an important role in the achievement of educational goals and objectives.According to Adeogun and Ofisila (2008), educational resources can be categorized into four groups that is human, material, physical and financial resources. Educational resources according to Usman (2007) are central to the educational process because they play an important role in the achievement of educational goals and objectives since they facilitate teachers’ work and accelerate learning on the part of the student. 2 Hallack (1990) emphasized that the availability of relevant educational resources contribute to academic achievement and that unattractive school buildings, crowded classrooms, non availability of playing grounds and surroundings that have no aesthetic beauty can contribute to poor academic achievement. Further, Kembui (1995) in a study of relationship between educational resources and students academic performance in Nigeria noted a very strong positive significant relationship between instructional resources and academic performance. According to him, schools with more resources performed better than schools that are less endowed. This collaborated the findings of a study by Babayomi (1999) that private schools because of availability and adequacy of teaching and learning resources performed better than public schools. Hoop (2010) notes that education in most Sub-Saharan countries faces chronic shortages in physical and human resources. According to him rather than distributing the limited resources available for secondary education uniformly across schools, many governments allocate a relatively large share of available resources to a select number of secondary schools. Similarly, findings by World Bank (2008) in a study on provision of textbooks and physical resources in secondary schools in sub-Saharan African countries: Botswana, Cameroon, Coted’vore, Ghana, Kenya, Malawi, Rwanda, Tanzania and Togo revealed that urban secondary schools have better textbook supplies and physical facilities than those in the rural areas. Similarly, an earlier study by Fabunmi (1997) on differential allocation of educational resources and secondary school academic performance in Edo state in Nigeria noted that there was a common feature of difference in allocation of facilities to schools. According to Romiszowski (1974), Dale (1969), Patel (1986) shortage of instructional resources hindered effective utilization. This is supported by Njoroge (2000) in a study on factors affecting availability, acquisition and utilization of resources in the teaching of English in selected secondary schools in Kenya found that unavailability of educational 3 resources hinders effective utilization. However, Kitheka (2005) noted that schools with abundant resources may not always utilize them efficiently and consequently fail to raise student’s level of performance. On the other hand schools with limited resources may utilize what they have efficiently and this may boost learning thus students should be able to maximize and utilize available resources so as to adequately achieve educational objectives. Similarly, Ngala (1997) noted that utilization of available resources is more important than the quantity. This is supported by Cohen et al (2003) who points out that it is not making resources available to schools that matters, but getting those resources utilized by teachers and students to get academic content learned. According to Ongiri and Abdi (2004), many of the countries 4000 secondary schools post bad examinations results year in year out and that there only about 600 schools that excel and if a student is not in any of these schools he or she is not expected to get a credible grade. While poor performance is applicable to most parts of the country some areas have a record of perennial mass failures in English language and sciences especially Mbeere South Embu County. In Mbeere South Embu County, performance in K.C.S.E examination has remained poor with majority of students scoring C- in English language and sciences which are core subjects thus contributing to overall low district mean grade of C-. This is a poor grade as it bars students from entry into science based degree and diploma courses. Since educational resources are important in students learning, we can hypothesis that the poor performance could be partly due to shortage of or ineffective utilization of educational resources. According to Republic of Kenya (1988), financing physical and material resources in secondary schools in Kenya before 2008 was based on the cost sharing policy introduced officially in 1988 which required most costs in education to be met through partnership between public financing, non-governmental organizations, individuals, communities and the private sector. Within this funding policy framework, the overall government role included 4 professional development of teachers, teachers’ remuneration in public institutions, administration and management, and provision of bursaries and scholarships to needy students. Further the parents according to this policy were responsible for providing material resources like textbooks, supplementary readers and stationery, erecting and maintaining physical facilities such as classrooms, laboratories, libraries and workshops among others. Consequently, it seems that the government in the cost sharing policy shifted the responsibility of acquiring educational resources to the local communities and schools. However according to Kippra (2006), the cost sharing policy led to disparities in the availability of physical and material resources in secondary schools because of the poverty levels among households and the dwindling economy. This is supported by World Bank (2008) in a study on textbooks and library provision in secondary education in Sub-Sahara Africa which revealed that textbooks and Libraries were not only inadequate but unevenly distributed among rural and urban schools in Sub-Sahara Africa. However, the government of Kenya has introduced programmes geared towards acquisition of educational resources thus enhancing accessibility to quality education among all households. According to Obunya (2008), subsidized secondary education introduced in 2008 is an intervention within which the government provides finances for the purchase of educational resources like textbooks to all public secondary schools according to their enrolment. Further the constituency development fund introduced in 2003 sponsors the development of school physical facilities like laboratories and libraries among others. These interventions are important milestones in the Governments efforts of enhancing equitable distribution of educational resources in secondary schools and therefore one expects that previously reported shortage of educational resources World Bank (2008) has since changed and there are adequate educational resources in secondary schools.
This study set to assess the availability and utilization of educational resources like textbooks, libraries and laboratories in influencing student’s performance in secondary schools in uyo LGA, Akwa Ibom State.
- Statement of the Problem
The Nigeria education system is dominated by examination oriented teaching where by passing examinations is the only benchmark for performance as there is no internal system of monitoring learning achievements within an educational cycle. In uyo LGA, Akwa Ibom State, performance in WASSCE examination has remained poor with with majority of students scoring C- in English language and sciences which are core subjects thus contributing to very low district mean grade of C-. This is a poor grade as it bars students from entry into science based degree and diploma courses. Even though many studies done to determine factors influencing poor performance of students in WASSCE examinations have indicated inadequate teaching learning resources as one of the variables, no study on availability and utilization of educational resources and its effects on students achievement in selected subjects have been carried out in uyo LGA, Akwa Ibom State. Prior to the introduction of subsidized secondary education in 2008, and CDF in 2003 among other government interventions, educational resources in Kenya were provided through the cost sharing policy officially launched in 1988 which saw the burden of providing both physical and material resources passed on to parents and guardians. However according to Kippra (2006), the cost sharing policy led to disparities in the availability of physical and material resources in secondary schools because of the poverty levels among households and the dwindling economy. Therefore, with the current Government initiatives, one expects that there are adequate educational resources in secondary schools and they are being utilized effectively to enhance students performance. This study was set to assess the availability and utilization of educational resources like textbooks, libraries and laboratories in influencing student’s performance in secondary schools in uyo LGA, Akwa Ibom State
- Purpose of the Study
The purpose of this study was to assess availability and utilization of educational resources like textbooks, libraries and laboratories in influencing student’s performance in the context of subsidized secondary education in which the government provides funding for acquisition of educational resources.
1.4 Objective of the Study
(i) To find out the status of physical and material resources in secondary schools in uyo LGA, Akwa Ibom State
(ii) To determine how effectively students and teachers utilize the available textbooks, laboratories and libraries in influencing students’ performance in uyo LGA, Akwa Ibom State.
(iii) To determine to what extent government funding has contributed to availability of educational resources in secondary schools in uyo LGA, Akwa Ibom State
1.5 Research Questions
- What is the status of material and physical resources in secondary schools in uyo LGA, Akwa Ibom State?
- How effectively do students and teachers utilize the available material and physical resources like textbooks, laboratories and libraries to influence students performance in uyo LGA, Akwa Ibom State?
iii. To what extent has Government funding contributed to availability of educational resources in secondary schools in uyo LGA, Akwa Ibom State?
1.6 Basic Assumptions of study
- There are adequate material and physical resources in secondary schools in uyo LGA, Akwa Ibom State.
- The educational resources available in the schools were being utilized effectively by teachers and students to influence student’s performance.
iii. The Government funding has contributed to the availability of physical and material resources in secondary schools.
1.6 Basic Assumptions of study
- There are adequate material and physical resources in secondary schools in uyo LGA, Akwa Ibom State.
- The educational resources available in the schools were being utilized effectively by teachers and students to influence student’s performance.
iii. The Government funding has contributed to the availability of physical and material resources in secondary schools.
1.7 Limitation of the Study The study was carried out in uyo LGA, Akwa Ibom State which is one of the semi arid areas in the south-south Nigeria.
1.9 Significance of the Study
The study was expected to be of great significance to various groups and individuals like the Ministry of Education Science and Technology, head teachers and teachers. The MoEST would use this study to determine the status of educational resources and their utilization in secondary schools. Consequently, the MoEST would be able to determine to what extent government funding has enhanced equitable distribution of educational resources for effective teaching and learning in secondary schools. The findings of this study would draw the attention of the head teachers and teachers who are the curriculum implementers to the importance of acquisition and utilization of educational resources for effective curriculum implementation.
1.10 Theoretical Framework
Yutchman and Seashore’s (1967) System Resource Theory on Organizational Effectiveness guided this study. According to this theory effectiveness is an organizations ability to secure an advantageous bargaining position in its environment and to capitalize on that position to acquire, judiciously distribute, and monitor utilization of scarce resources. Yutchman and Seashore (1967) further view organizations such as schools as open systems which acquire inputs, engage in transformation process and generate outputs. This is supported by Okumbe (1998) who equates a school to an industry which transforms given inputs into required outputs. Further, Oni (1995), noted that the secondary school like any other organization receives inputs from its environment converts or processes the inputs and afterwards discharges output to the environment from where the input is increased. According to Psacharopoulos (1987), pupil’s scores have been accepted internationally and used as a proxy of achievement. Further, according to Owens (1973) examinations tell children how they are succeeding or failing give comparable information to teachers and also tell those who pay for 11 education what they get for their money. The education in Kenya according to Eshiwani (1993) is largely examination oriented and that’s why its quality tends to be evaluated in terms of the number of students passing national examination. Since the effectiveness of an organization is measured in terms of its capability to acquire resources and utilize them in achieving the organizations objectives, Yutchman and Seashore (1967) system resource theory of organizational effectiveness is relevant to this study because school interaction with its environment is critical for the acquisition of scarce educational resources which ones utilized effectively should translate to good performance of students in KCSE examinations. Today the government through CDF, subsidized secondary education, and other donors provide educational resources like textbooks, laboratories and libraries to secondary schools in Kenya. Therefore this study intended to assess the availability and utilization of laboratories, libraries and textbooks in influencing student’s performance in secondary schools.
1.11 Conceptual Framework
The works of Schultz (1971) Sakamota and Powers (1995), Psacharopoulos and Woodhall (1997) provided a conceptual framework modeled after the human capital theory for this study. This theory rests on the assumption that formal education is highly instrumental and even necessary to improve the production on capacity of population to enhance the economic prosperity and functioning of a nation. According to Babalola (2003) the rationality behind investment in human capital is based on three arguments. That the new generation must be given the appropriate parts of the knowledge which has been accumulated by previous generations. That the new generation should be taught how existing knowledge should be used to develop new products to introduce new processes and production methods and services. That people must be 12 encouraged to develop entirely new ideas, products, processes and methods through creative approaches. According to Akinsolu (2011), many countries of the world view education as a good investment for National development because it is expected to produce the required quantity and quality of human resources for economic growth using the right mix of inputs. This finding is supported by Oni (1995) who noted that secondary education like any other organization receives inputs from its environment, converts or processes it after wards, discharges the output to the environment from the environment from where the inputs were obtained. According to Fagerlind and Saha (1997) human capital theory provides a basic justification for large public expenditure on education both in developing and developed nations. According to Ndiku J. and Mualuko (2009) the governments’ commitment to development of education has not been in doubt since independence in 1963 as expressed in the resources allocated to education sector since the prosperity of a country has been found to be closely linked with its educated populace and the standard of education. The government of Kenya through subsidized secondary education, CDF among other interventions provides educational resources in secondary schools like libraries, laboratories and textbooks to enhance achievement of educational goals and objectives. According to Usman (2007) educational resources play an important role in the achievement of educational goals and objectives the reason why this study was important.
Fig 1.1: Interaction of Students / Teachers with Educational Resources
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In the conceptual framework above educational resources such as textbooks, libraries and laboratories will interact with students and teachers in the teaching learning process. The outcome will be effective teaching and learning and students achievement.
1.12 Definition of Significant Terms
Physical facilities - Classrooms libraries, laboratories, workshops.
Educational resources - Physical, material, human and financial inputs in the teaching .
learning process Utilization - The act of putting into use.
Instructional resources - Physical and material, inputs in the teaching learning process.
RESOURCE AVAILABILITY AND ITS UTILIZATION AS CORRELATES TO STUDENTS' ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS ( CASE STUDY IN SCHOOLS IN UYO LGA, AKWA IBOM STATE)
