Effect Of Political Instability On Students Academic Performance
The broad objective of this study is to examine self-concept and motivation as correlates of student’s academic performance. The study will further investigates the extent at which self-concept and motivation as correlates of student’s academic performance in mathematics. The study will however be delimited to selected secondary schools in Mkpat Enin Local Government Area, Akwaibom State. The research adopted the survey descriptive design and with the aid of convenience sampling method, the researcher conveniently selected one hundred and fifty (150) participant who are student and teachers in selected secondary schools in Mkpat Enin Local Government Area, Akwaibom State. Self- structure questionnaire was issued to the respondent of which one hundred and forty-one (141) were retrieved and validated for the study. The study made use of of descriptive analysis and inferential statistics where data from field survey was analyzed using simple percentage, mean and standard deviation presented in frequencies and tables. Hypothesis test was conducted using Pearson Correlation Statistical Package for the Social Sciences (SPSS v.23). From the findings of the study, the result reveals that Mathophobia which accounts for the massive withdrawal of students from the mathematics class may be a symptom of low self concept. Also fear stems from a feeling of inadequacy in the face of a challenge which in this case is mathematics. Findings of the study also reveals that lack of motivation both intrinsic and extrinsic is one of the most critical factors affecting learning of mathematics in secondary schools this is because, Students who are motivated to learn about a topic are keen to engage in activities they believe will help them learn, such as attending carefully to the instruction, taking notes to facilitate subsequent studying, checking their level of understanding and asking for help when they do not understand the material. In contrast, students who are unmotivated to learn are not enthusiastic in their learning efforts. They may be inattentive during the lesson and not organise or revise the learning material. Note-taking may be done haphazardly or not at all. They may not monitor their level of understanding or ask for help when they do not understand what is being taught which in turn lead to poor performance in mathematics. The study therefore recommends that Students should be exposed to self-esteem and positive self-concept enhancement programmes. Student participation in such programmes may lead to an improvement in learning outcomes. Mathematics teachers should focus on motivational strategies that will involve students in academic activities for improving their overall performance.
This study investigated the influence of teacher training and development programmes on students’ academic performance in Ilorin West LGA of Kwara State.
Simple random sampling method was used to select twenty secondary schools used as sample for the study. Also, 200 teachers were randomly selected as respondents to the questionnaire used for the study. Three null hypotheses were generated and tested using the Pearson product moment correlation statistic to analyse the data.
The results indicated that there well trained teachers significantly influence students’ academic performance.
Based on the findings, it was recommended amongst others that teachers should be trained and re-trained from time to time. They should also be given the opportunity to attend seminars, workshops and conferences so as to improve the academic standard of their students.
This study was carried out to examine the effect of mother tongue and students academic performance in mathematics using some selected secondary schools in Eleme LGA, Rivers State as a case study. The study was specifically set to ascertain whether there is a significant relationship between mother tongue and students academic performance in mathematics, determine whether the use of mother tongue facilitates effective communication during the teaching and learning of mathematics, determine whether the use of mother tongue in teaching of Mathematics stimulates student’s interest and retention ability in secondary schools, and determine whether the use of mother tongue enhances students academic performance in mathematics. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of mathematics teachers and students of some selected secondary schools in Eleme LGA, Rivers State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that there is a significant relationship between mother tongue and students academic performance in mathematics. Furthermore the study also revealed that the use of mother tongue enhances students academic performance in mathematics. Therefore the study recommends that teacher training institutions should incorporate instructions in mother tongue in their teacher training programme so as to produce teachers that will be able to teach all subjects in their mother-tongue. To mention but a few.
This study was carried out to examine the influence of human resources on students academic performance in chemistry using some selected secondary schools in Etinan Local Government Area, Akwa Ibom as a case study. The study was specifically set to ascertain whether there is a significant relationship between human resources and students academic performance in chemistry, ascertain whether quality and quantity of teaching staff influences students academic performance in chemistry in Etinan Local Government Area, Akwa Ibom , ascertain whether teachers training and development influences student academic performance in chemistry in Etinan Local Government Area, Akwa Ibom, and find out whether teachers compensation and reward enhance student academic performance in chemistry in Etinan Local Government Area, Akwa Ibom. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of chemistry teachers and students of some selected secondary schools in Etinan Local Government Area, Akwa Ibom. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypotheses were tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals that here is a significant relationship between human resources and students academic performance in chemistry. Furthermore, the result of the findings reveals that teachers training and development influences student academic performance in chemistry in Etinan Local Government Area, Akwa Ibom. Therefore, it is recommended that government and other stakeholders should explore into investing in facilitating higher education and training, refresher courses and on-the-job-learning for teachers to enhance academic performance in Nigeria. To mention but few.
The study investigated the impact of inadequate laboratory equipment on the academic performance and attitudes of senior secondary school biology students. It aimed to assess how the lack of practical resources affects students’ understanding of biological concepts and their overall motivation to study biology. A total of 120 students were selected from senior secondary schools, and data were collected using structured questionnaires. The analysis revealed a significant correlation between inadequate laboratory equipment and poor academic performance. Students reported difficulty in understanding biological concepts due to the absence of practical experiments, leading to low exam scores. Furthermore, the study highlighted the negative impact of resource inadequacy on students’ attitudes toward biology. Many students expressed frustration and disengagement, which affected their enthusiasm for the subject. Conversely, students with access to better-equipped laboratories demonstrated higher levels of motivation and interest. The study concluded that the availability of laboratory resources is critical for improving both academic outcomes and attitudes toward biology. Recommendations included increased investment in laboratory equipment, regular maintenance, teacher training, and the inclusion of more practical sessions in the biology curriculum. The study also suggested further research on the long-term impact of laboratory equipment availability and its effects on other science subjects. Addressing the issue of inadequate laboratory resources can significantly enhance the quality of science education and foster a positive learning environment for students.
This study examined the effect of community resources on students academic performance in biology in secondary schools in Uyo Metropolis Akwa Ibom state Nigeria. A descriptive research method was adopted. A sample of 10 principals, 10 Biology teachers and 100 students was drawn from a target population of 1222 respondents. Data was collected using interview schedule for Principals and questionnaires were used to collect data from teachers and students. Information was collected from twenty two secondary schools in Akwa Ibom Metropolis. Descriptive statistics in form of percentages, frequencies, tables and ranks were used to analyse data. Major finding of this study were that community resources were not regularly used in Nigerian secondary schools due to constraints of time, finance etc. The study also revealed that the respondents were conversant with community resources in their Metropolis. From the findings teachers should try as much as possible to use community resources in teaching Biology. This will improve the quality of instruction in schools and ensure student active involvement in life-like learning activities.