THE FACTORS RESPONSIBLE FOR PRIMARY SCHOOL PUPILS POOR ACADEMIC PERFORMANCE IN PRIMARY SCIENCE

THE FACTORS RESPONSIBLE FOR PRIMARY SCHOOL PUPILS POOR ACADEMIC PERFORMANCE IN PRIMARY SCIENCE

CHAPTER ONE

INTRODUCTION

1.1     Background to the study

The factors affecting academic performance of pupils in Primary science include the pupil’s attitude, classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are factors that has role to play when it comes to pupils’ academic performance. (Ajayi, 2001 and Oluchukwu, 2000).

Hansen (2000) said that: Pupil’s performance depends on many factors such as learning facilities, gender and age differences etc that can affect pupil’s performance. A study effort from pupil and the proper use of the facilities provided by the institution to the pupil. A good match between pupil’s learning styles and are positively affect the pupil’s performance.

Primary science as one of the science disciplines is indispensable to the scientific and technological development of any nation. The study of Primary science has been and will remain of enormous benefit to man-kind because of the vivid explanation it gives on natural phenomena and everyday life occurrences.

The role of Primary science in technological and national development has been acknowledged the world-over. (Udofia & Udo, 2006). The teaching of Primary science helps the pupils to comprehend the world around them and also better prepare them to improve on it.

Franker et al (2006) stressed that professionally qualified teachers no matter how well trained would be unable to their ideas into practice if the school setting lacks equipment and materials necessary for them to translate their competence into reality.

Instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the pupils themselves are essential in teaching-learning process especially Primary science.

The extent to which pupil learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education. That will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the pupils.

        The physical characteristics of the school have a variety of effects on teachers, pupils, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult.

THE FACTORS RESPONSIBLE FOR PRIMARY SCHOOL PUPILS POOR ACADEMIC PERFORMANCE IN PRIMARY SCIENCE

Poor maintenance and ineffective ventilation systems lead to poor health among pupils as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect pupil behavior and lead to higher levels of frustration among teachers, and poor learning attitude among pupil.

Also, Korau (2006) in Nbina, J.B (2012) reported that such factors include pupils’ factors, teachers’ factors, societal factors, governmental infrastructural problems, language-barrier problems, examination body related-factors, curriculum related variables, and evaluation related variables, textbook availability, and home factors.

According to Nakpodia and Urien (2011), the teacher stands out as one the most important factors determining the quality of education and its contributions to national development. At every level, people who go to school look on the teacher for the acquisition of the necessary skills to enable them become what they want to be.

Thus, pupils often look on the personal qualities, their educational qualities and professional competence which are rewarding to the learners. It is on this note that the role of educational administrators in assisting teachers to help pupils achieve the objective of instructions in their various fields of endeavor stands paramount and a challenge in the 21st century.

Moreover, previous studies have investigated the relationship of poor school environment including. Problems with pupil-teacher ratio, school location, school population, classroom ventilation. Also, poor lighting in classrooms, and inconsistent temperatures in the classroom with pupil health problems, pupil behavior, and pupil achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001; Moore, 2002; Stricherz, 2000; Tanner, 2000).

To complement these studies, the present research will examine the factors responsible for primary school pupil’s poor academic performance in primary science in Wamba Local Government Area of Nasarawa State.

1.2     Statement of the Problem

The performance of Primary science in secondary schools in Wamba Local Government Area in recent decades has been rapidly dropping; the trend shows there is speed downfall of performance in primary science and other science subjects especially in secondary schools. Without a doubt, the failures in science subjects may results into shortage of science experts like doctors, engineers, and teachers.

Therefore there is a need to investigate on what are the root factors responsible for poor performance in primary science pupils, and how to eradicate the problem. Hence this study will investigate on the factors responsible for primary school pupil’s poor academic performance in primary science in Wamba Local Government Area of Nasarawa State.

1.3     Purpose of the Study

The main purpose of the study is to examine the factors responsible for primary school pupil’s poor academic performance in primary science. Specifically, this study seeks to examine:

1. The relationship between pupils related factors and the pupils academic performance
2. The impact of home related factors on the academic performance of  pupils  in the primary school
3. How school related factors affects the academic performance of  pupils  in the primary school

1.4     Research Questions

1. Is there any relationship between pupils related factors and the pupil academic performance in primary science?
2. To what extent does home related factors affects pupil performance in secondary school in primary science?
3. What effect does school related factors has on the academic performance of pupils in primary science in secondary school?

1.5     Research Hypothesis

1. There is no significant relationship between pupils related factors and the pupil academic performance in primary science.
2. There is no significant relationship between home related factors and academic performance  of pupils in primary science.
3. There is no significant relationship between school related factors and academic performance of primary science pupils.

1.6     Significance of the Study

It is hoped that this study will provide information for parents, pupils, educators and school administrators to reflect upon various factors responsible for poor performance in Primary science and as well enlightened on measures that could help pupils in achieving their academic goals in primary science.

1.7     Scope of the Study

This research work focuses on factors affecting academic performance of primary science pupils in secondary schools in the study area.

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