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SCHOOL TYPES AND ACADEMIC PERFORMANCE OF PUPILS IN SOCIAL STUDIES

SCHOOL TYPES AND ACADEMIC PERFORMANCE OF PUPILS IN SOCIAL STUDIES

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

CHAPTER ONE – INTRODUCTION

1.1     Background to the study

1.2     Statement of the problem

1.3     Objectives of the study

1.4     Research Questions

 

1.5     Research Hypotheses

1.6     Significance of the study

1.7     Delimitation of the study

1.8     Limitation of the study

1.9     Definition of Terms

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH METHODS

3.1     Research Design

3.2     Area of the study

3.3     Population of the study

3.4     Sample and Sampling technique

3.5     Instrument for Data Collection

 

3.6     Validation of the instrument

3.7     Reliability of instrument

3.8     Method of Data Collection

3.9     Method of Data Analysis          

 

CHAPTER FOUR – RESULTS AND DISCUSSION

4.1     Presentation of the Results

4.1.1  Hypothesis One

4.1.2  Hypothesis two

4.2     Findings of the study

4.3     Discussion of Findings

 

CHAPTER FIVE -SUMMARY, CONCLUSION

AND RECOMMENDATIONS

5.1     Summary

5.2     Conclusion

5.3     Recommendations

References

Appendices

 

ABSTRACT

This study examined school type and academic performance of pupils in social studies in Esit Eket Local Government Area of Akwa Ibom State. The population of the study comprised four eighty (480) primary five pupils in the study area. A sample size of 120 primary five pupils was used for the study. Two research questions where formulated to guide the study.

The instrument for data collection was Social Studies Achievement Test (SSAT). The data collected for the study were analyzed using independent t-test statistics. The study adopted ex-post facto research design. The finding revealed that school types, the use of instructional materials and well equipped, school libraries are paramount in improving student’s academic performance in social studies in primary schools.

 

CHAPTER ONE

INTRODUCTION

1.1     Background to the study

It is an indisputable fact that education in Nigeria is as old as the Nigerian society itself. Indeed, the Western education practiced in Nigeria begins in a formal classroom setting in schools. Accordingly, there are many factors within the educational system which influence the teaching-learning process as well as learner’s academic performance. Thus, one of such factors is the characteristics of the school

Moreover, Omoyemi (2023) noted that some of the factors within the school system that have direct bearing on the teaching-learning process include facilities, availability of qualified and experience teachers among others. Thus, it is expected that a well planned school will gear up expected outcomes in academic performance of learners in school. Hence, the effect of school type on the academic performance of learners in school cannot be over emphasized

Furthermore, Ezike (2017) conceptualized school type into urban schools and rural schools. According to the author, urban schools environment are areas which have high population density containing a high variety, beautiful and common place views while the rural schools environment is characterized by low population density containing a low variety and isolated views.

 

SCHOOL TYPES AND ACADEMIC PERFORMANCE OF PUPILS IN SOCIAL STUDIES

However, it is obvious that most teachers do not accept posting to rural areas because their conditions are not up to the expected standard as their social life in the area as a result of inadequate amenities, facilities are deficient, playgrounds are without equipment, libraries are without books making a critical analysis of locational factors.

Nevertheless, for quite some time, a general perception of the comparative inferiority of rural schools has prevailed. This view implies the existence of rural-urban differences in pupils academic performance until recently, there has been little empirical evident to challenge this view.

 

Now, however, a growing body of work has begun to examine how well learners perform in schools in urban and rural environment. Although the results are far from conclusive, they do suggest that some generally held beliefs about rural pupil’s academic achievement need review. The school types and academic performance of pupils in social studies.

This concern about potential rural-urban differences in education outcomes is not limited to Nigerian schools but rather it appears to a global issue. In addition to the problem of societal bias and prejudice against the rural school environment, decayed schools infrastructures painted a black picture on the quality of instruction and the level of academic achievement in such learning environment. Therefore, this study is a step in the right direction.

 

1.2     Statement of the problem

Parents and stakeholders in education have condemned the high rate of poor academic performance of pupils in internal and external examination, Cythia and Megan (2018) opine that schools were also involves, reason range from poor teaching personnel and non-availability of school facilities therefore this study would attract attention to whether school types influence academic performance in subjects of social studies in primary schools.

 

1.3     Purpose of the study

The main objective of this study is to examine school type and academic performance of pupils in social studies. Specifically, the study is designed

  • To examine the academic performance of pupils in social studies in rural and urban public, primary schools.
  • To examine the academic performance of pupils in social studies in public and private primary schools.

 

1.4     Research Questions

  • What is the difference in the academic performance of pupils in social studies in rural and urban public primary schools?
  • What is the difference in the academic performance of pupils in social studies in public and private primary schools?

 

1.5     Research Hypotheses

  • There is no significant difference in the academic performance of pupils in social studies in urban and rural public primary schools.
  • There is no significance difference in academic performance of pupils in social studies in public and private primary schools.

 

1.6     Significance of the study

  • Firstly, to Nigerian primary schools managers, the findings of the study will help them to establish how to enhance quality in their education.
  • To the government of Nigeria and other policy makers the study findings will provide information on the inequality in education and this will also reveal to them that this inequality is not only closed by setting central exams but also by considering other factors.

 

  • Furthermore, educators and administrators will use the findings of the study to monitor and regulate future teacher’s preparation programmes. The school types and academic performance of pupils in social studies.
  • Also, the findings of the study will be useful to government in school planning, establishment and location of schools in it appropriate place.
  • The findings of this study will add to the body of existing literature on school type and academic achievement and also serve as a reference materials for further research on school type in relation to pupils academic performance not only in social studies but other school subjects.

 

Conclusion 

Based on the result and findings of this study, it could be concluded that school type has a significant effect on pupil’s academic performance in social studies.

 

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