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IMPACT OF QUALITY TEACHERS AND STUDENTS’ PUNCTUALITY ON THE PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS
Background of the study
The differential scholastic achievement of students in Nigeria 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 Nigeria (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 examinations. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed English and Mathematics between 2004 to 2007 are shown in tables 1 and 2. Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially mathematics, physics and English language among secondary school students (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics. Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children, irrespective of any real or marginal disabilities. The role of secondary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong peers, low achievement, low retention, low achievement motivation and the likes (Aremu&Sokan, 2003; Aremu&Oluwole 2001; Aremu, 2000). Morakinyo (2003) believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavoury comments about student’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.
The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teachers or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teachers are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interaction with pupils? Or is the poor performance of students caused by parents’ neglect, separation and poverty? The present study therefore sought to find out the relationship between teachers’ qualification and student’s academic achievement in physics.
Lateness to school started long ago, every where in a way that cannot be controlled in recent time. The problem of lateness has eaten deep into Nigeria children the problem of pupils lateness to school has now turn to national problem. Lateness merely means arriving after expected time.
Children commonly miss their school or coming lately because of their usual habits, such as waking up late due to laziness: rushing of undone assignment, unprepared bath, breakfast or meals, clothes, their pack lunch etc. and waiting for companions or friends coming to school the bus is late; and sometimes because of some problems in their parent that affects them and interest in coming to school seeing their with misunderstandings. A financial support is another too. Kids like having many delightful possessions. They would be and seeing their class mates with something they don’t have or sometimes they are ashamed of coming to school.
Oxford advanced learners dictionary defined lateness as arriving after the expected arrange or usual time. It is after the right, fixed, usual or expected time; therefore lateness is the opposite of early. The question now is what are the factors responsible for pupil’s lateness to school.
Authorities have wonder why scholars come late to school. But they have not been able to make deep research into this problem in a bid of providing solutions and recommendation, which would help to cure the problem.
This study will focus attention on the factors responsible for the pupil’s lateness and an attempt to finding solution to this problem.
- Statement of the problem
There may have been previous researches in this subject. This work gives further explanations and analysis in impact of quality teachers and students’ punctuality on the performance of students in secondary schools
- Objectives of the study
- To understand the impact of quality teachers and students’ punctuality on the performance of students in secondary schools
- To understand the relationship between quality teachers and students’ punctuality, and the performance of students in secondary schools
- Research questions
- What is the impact of quality teachers and students’ punctuality on the performance of students in secondary schools
- What is the relationship between quality teachers and students’ punctuality, and the performance of students in secondary schools
- Research hypothesis
H0: There is no relationship between quality teachers and students’ punctuality, and the performance of students in secondary schools
H1: There is a relationship between quality teachers and students’ punctuality, and the performance of students in secondary schools
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