A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
ABSTRACT
The purpose of this study was to examine the comparative students’ academic performance in Basic Science in public and private junior secondary schools in Kaiama Local Government Area of Kwara State. An achievement instrument tagged “Basic Science Achievement Test” (BASAT) was designed, validated and administered. Information was elicited from one hundred and fifty (150) respondents (including male and female students from public private school) that were randomly sampled from six (6) schools out of the nine (9) accredited junior secondary schools in Kaiama metropolis.
The data collected were analyzed using descriptive statistics and T-test of unequal variance. The findings of the study show that there is no significant difference (p>0.05) in the gender based academic performance (both private and public). With regard to school ownership, private school perform significantly (p<0.05) better than their public counterpart. Based on the findings of this study, it was recommended that the government and private proprietors should ensure adequate staffing of schools and school heads and relevant agencies should be encourage to adopt systematic supervisory approach to ensure better performances of their students.
A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The problem of students’ under-performance in secondary schools in Nigeria has been a much discussed educational issue. In solving any problem however, it is pertinent to understand the causes of such problems. Many causes or agents have been studied as the etiological starting point for investigating the phenomena of school failure or success. These causes are looked into from several perspectives including the role of the students, teachers, parents or family, school environment, society and government etc.
Notable works among these are effects of: students’ study habits (Ayodele & Adebiyi, 2013; Obasoro & Ayodele 2012), school environment (Adesoji & Olatunbosun, 2008; Okoro, 2004), teachers’ competencies (Akiri & Ugborugbo, 2009), parents’ economic status (Osonwa et al, 2013), continuous assessment (Kolawole & Ala, 2014; Okwu & Orum, 2012), educational funding (Ugwulashi, 2012). Nonetheless, there seems to be agreement among most authors to explain failure from a multi causal perspective where the phenomenon is analysed at several levels, and where multiple variables are involved.
Formal Education was introduced into our country (Nigeria), by the white Missionaries in 1842 Baja in Omiko (1987). At this period, the curriculum emphasized three main things;- Reading, writing and Arithmetic. Survey studies carried out by Taiwo (1975), Abdullahi (1982) and Ukpai (1985), showed that teaching and learning of science in Nigerian schools started as far back as 1878. According to them, science was taught as general science to classes one and two in the secondary schools and as biology, chemistry and physics to upper classes of three, four and five.
However, according to the Science Teachers Association of Nigeria (STAN 1970) in Omiko (2015), this general science continued until 1970 when Integrated Science, now Basic Science, was introduced as a base to express the fundamental unity of scientific thought.
The teaching and learning of integrated science replaced the general science and was taught in Nigerian schools up to 1980 when the Federal Government restructured the 5-years secondary school system into 6-3-3-4 system. That is 6 years primary Education, 3-years junior secondary school (JSS) Education, 3-years Senior Secondary School (SSS) Education and 4-years tertiary education (FRN, 1981).
The teaching and learning of integrated science in Nigerian schools especially at the Junior Secondary school level continued till 2009 when the Federal Government of Nigeria restructured the 6-year secondary school system into 9-3- 4 system. The reform Agenda in Education in Nigeria brought a change in integrated science both in content and name. The content was broadened and the name changed from integrated science to basic science.
A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
Oka (2015) and Nwafor (2012) observed that basic science formally known as integrated science is a subject taught at both public and private schools at the Junior Secondary school level. Basic Science is an introductory course to the study of the sciences in the senior secondary school. The definition of integrated science (Basic Science) as was given by UNESCO (1973), and Omiko (2005) is a science in which concepts and principles are presented so as to express the fundamental unit of scientific taught and avoiding premature or undue stress on the distinction between various scientific fields.
Ukpabi (1985) in Omiko (2005) defined Basic Science as a science in undifferentiated form which stresses the fundamental unity of science. Basic science involves the study of elementary biology, anatomy, earth/solar system, ecology, genetics, chemistry and physics as a single science subject in the Junior Secondary school. It offers the basic training in scientific skills required for human survival, sustainable development and societal transformation.
Basic science studies also involve bringing together traditionally separate science subjects so that students grasp a more authentic understanding of science. The study of Basic science (Integrated science) is a new way of studying science, according to Omiko (2012) and Anaekwe et al. (2010), Basic Science was introduced into this country Nigeria a few decades ago. It started with few schools, and now all the junior secondary schools in the country have adopted it. According to the National Policy on Education (FRN, 2004) the aims of Basic Science (Formerly Integrated Science) should be directed at enabling students who are exposed in it, to acquire the following skills:
- Observe carefully and thoroughly
- Report completely and accurately what is observed.
- Organise information acquired
- Generalizing on the basis of the acquired information
- Predicting as a result of the generalization
- Designing experiments (including control where necessary) to check predictions.
- Using models to explain phenomena where appropriate; and
- Continuing the process of inquiry when new data do not conform to predictions.
Gender differences in academic achievement have been of great concern to researchers and education policy makers, both local and international. It is one of the current academic issues under deliberations all over the world (Abdu-Raheem, 2012). Today, equality between boys and girls has become a major scourge plaguing the world, particularly in developing countries, and also in the exact sciences such as mathematics, physics and chemistry which is due to the general development of the science.
A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
In the society today girls are look at as second class citizens, which does not help nature their careers in sciences. Like many researchers claim that education as a whole requires motivation, commitment, and all of our cognitive factors. This is to support the idea to helping education; we should not focus on a biological learner, but his or her powers, performance and intrinsic motivations to reach the end tunnel.
It is important to welcome the development of a country in the field of educational economics and especially in all other areas of development as said by Kacou Amoin Elise: “The source of economic wealth and the development of a country is based on the capacity and the quality of men and women”.
In a survey study conducted by Olasehinde and Olatoye (2014) to compare male and female learning outcome in science on the basis of students’ attitude towards science and academic achievement, the result revealed no statistically significant difference between male and female students in overall science achievement as well as in attitude to science. Even so, in both science achievement and attitude, female students had higher mean score than male students.
Bursal (2013) conducted a longitudinal study on 222 elementary students from Yozgat City, Kadiehri Province, Turkey using science and technology course scores between 4th – 8th grades , and Level Determination Exam results of 6th – 8th grades. Result showed that girls had higher science scores than boys in all grade levels. Bursal also reported that among 4th – 7th graders the difference in science achievement score between boys and girls was not significant, while a statistically significant difference in favour of girls exist in the 8th grade.
In his study, Oludipe (2014) investigated the influence of gender and science anxiety as predictor variables of secondary school students’ achievement in basic science and found that gender had no significant influence on students’ achievement as the difference in mean score of male and female students was not statistically significant. Olatoye and Afuwape (2004) reported that there is no significant difference between male and female students’ achievement in each of the science subjects, Usman and Memeh (2007) found out that there is no significant difference between male and female students even in their overall achievements in the three basic science subjects.
A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
Regarding school type (Public and Private) and students’ academic achievement, studies (Adeyemi, 2014; Braun, Jenkins, & Gregg, 2006; Adeyemi, 2006; Ani, 2006) have established the difference in academic performance between public and private schools in favour of private schools. The study conducted by Adeyemi (2014) compared the academic performance between private and public primary schools using a sample of 240 pupils 323 randomly selected from Ilesa East and Ilesa West Local Government Council Areas of Osun State, Nigeria.
The result showed that pupils in private schools performed significantly better than those in public schools. In a related study in U.S, Braun, Jenkins, and Gregg (2006) compared the performance between private and public school pupils in grade 4 and grade 8 and found a statistically significant difference in the mean performance score in favour of private school pupils in both grade 4 and grade 8.
Adeyemi (2006) reported that the quality of output (in terms of grades obtained) from public secondary schools is low compared with that of private schools that is high. In the same vein, Ani (2006) recognized that private secondary school students tend to show high academic achievement as they continue to score high grades in both English language and mathematics in external examinations.
A Comparative Study on Students Academic Performance in Basic Science between Public and Private Junior Secondary Schools
1.2 Statement of Problem
Nowadays, the mass failure observed and abysmal performance in science related subjects in external examinations called for urgent investigation into the root cause of the problem. Basic science is the foundational science education in the Nigeria education system of 9 – 3 – 4. However, the success of any science students depends on how-well they are prepared at the preliminary education stage of the first 9 years.
Based on the above background, it is necessary to investigate the preparedness of the students to take up science based subject for study after their basic education of 9 years by subjecting them to test on the core science subject taught at this level (i.e. Basic Science). This study therefore aims at investigating the comparative study of students’ academic performances in Basic Science in Public and Private Junior Secondary Schools of Kaiama LGA, Kwara State.
1.3. Purpose of the Study
Basic science is one of the core science subjects taught in the junior secondary school and being scientifically related, the issue of gender differences in the academic performance of the students in Basic Science is necessitated. The purpose of this study is therefore to investigate the comparative academic performance of students’ in Basic Science in Private and Public Junior Secondary schools in Kaiama, Kaiama local government area of Kwara state. The objectives of this study include:
- To determine the academic performance of secondary school male and female students in Basic Science?
- To compare the performance of public and private school students in Basic Science?
- To determine the academic performance of secondary school male and female students in private and public schools in Basic Science?
.1.4. Research Questions
Three (3) research questions were formulated to guide the conduct of this research. They are:
- What is the effect of gender on the performance of secondary school students in Basic Science in Kaiama LGA of Kwara State?
- What is the comparative performance of private and public school students performance in Basic Science in Kaiama LGA of Kwara State?
- What is the effect of gender on the performance of students due to ownership type of school (private or government/public owned).
1.5. Research Hypotheses
The null hypotheses (Ho) for the study are as follows:
Ho1: There is no significant relationship in gender performance i.e. there is no significance difference in male and female students’ performance in social studies.
Ho2: There is no significant difference in private and public school students’ performance in social studies.
Ho3: There is no significant difference in gender performance due to ownership type (Private or Public)
1.6 Significance of the Study
The result of the study will assist in identifying the gender based performance of students in Basic Science. This will provide opportunity for identifying problem and proffer possible solution to academic challenges related to gender and school ownership type in Kaiama local government.
It is the intention of the researcher to specifically expose other researchable areas in the process of conducting investigation into education policies in Nigeria. Lastly, the school board and proprietors/proprietress will benefit from the result of the findings which would enable them to evaluate and re-evaluate the performances of their students and assist them in formulating realistic and achievable policy based gender difference.
1.7. Scope and Limitation of the Study
The study was restricted to find the comparative academic performance of students’ in Basic Science in public and Private Junior Secondary Schools in Kaiama L.G.A. of Kwara State.
However, due to time and cost constraints, the study would be limited to private and public junior secondary schools within Kaiama metropolis. Since schools are on lockdown due to covid – 19 pandemic, respondents were visited in their homes for their response under the supervision of the researcher.
1.8 Definition of Operational Terms
Gender: according to Lahey (2003) is a psychological experience of being a male or female.
Performance: is the ability of an individual to accomplished a task successfully
Basic science: Basic Science (Previously Integrated Scienece) was defined by UNESCO (1973) and Omiko (2005) as a science in which concepts and principles are presented so as to express the fundamental unit of scientific taught and avoiding premature or undue stress on the distinction between various scientific fields
Differences: is the variation that exist among variables
Academic performance: academic performance or achievement is the outcome of education, that is, the extent to which a student, teacher or institution has achieved their educational goals.
