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ABSTRACT

 

This study aims at analyzing the Students‟ Performance in (WASSCE) on the management of public senior secondary schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria 2011-2015. The study was guided by five objectives,(1)identify students‟ performance in Mathematics in WASSCE on the Management of public senior secondary schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015),(2)determine students‟ performance in English language in WASSCE on the Management of public senior secondary schools in Zaria and Giwa Education Zones Kaduna State, Nigeria (2011-2015), five research questions,basic assumption and hypotheses were formulated.Significance and scope of the study were discussed. Various literature on reasons for continuous mass failures in West African Secondary School Certificate Examinations performance among Senior Secondary Schools in Zaria and Giwa Education Zones were reviewed.The research Design was an ex-post facto in collaboration with descriptive research design. The population of the study comprises all the 46 Senior Secondary schools in the two Zones. All the 20 examination centers (schools)with 26,719 registered Students‟ were randomly chosen for this study.The instrument used for datacollection was score sheet of Students(Gazette).The research instrument was validated by experts, the two supervisors and other lecturers in the Department of Educational Foundations and Curriculum.Data were collected from 20 examination centers in Zaria and Giwa Education Zones by presenting letter of introduction. Kruskal-Wallis statistical tool was adopted to compare the mean achievement of subject/subjects to calculate the relationship between the variables of the study.Result shows that there was effect of management on public senior secondary schoolsin Students‟ Performance in Mathematics with highest mean in 2015 and lowest in 2011 in WASSCE in Zaria and Giwa Education Zones. There was effect of Management on public senior secondary schools in students‟ performance in English language withhigher mean in 2015, and lowest in 2013 in WASSCE in Zaria and Giwa Education Zones. There was effect of management on public senior secondary schools in students‟ performancein Science Subjects with highest mean in 2015 and lowest in 2011 in WASSCE in Zaria and Giwa Education Zones. Therefore, it was recommended among others that, The State‟s ministry of education and the management of secondary schools should organize regular special programmes such as seminars, workshops, conferences,provisions and management of Mathematics instructional materials and service training for senior secondary school teachers to improve their competence and apply any method that will fit a particular topic in Mathematics for better students‟ performance and to update their knowledge on the new development in other areas of specialization, School management should advice teachers of public senior secondary schools to encourage students to devote more time, effort to learning and reading in English language through constant practice in spoken English and listening to models, reading materials such as books, magazines, newspaper in English language and practicing writing of letters, articles, essays, participating in school quiz and provide libraries, create and manage students‟ club and societies for the management of students‟ performance in West African senior secondary school examination.

 

 

CHAPTER ONE

 

INTRODUCTION

 

1.1         Background to the Study

 

Education in Nigeria is an instrument “par excellence” for effecting national development. It has witnessed active participation by non-governmental agencies, communities, and individuals as well as government interventions. It is therefore desirable for the nation to spell out in clear and unequivocal terms the philosophy and objectives that underlie its investment in education.

 

Government‟s intention was that the far-reaching provisions set out in all sections of the policy should transform all aspects of the nation‟s life overtime. To this end, government set up a national educational policy implementation committee to translate the policy into workable blueprint that would guide the bodies whose duty would be to implement the policy. The committee was also to develop monitoring system for educational plan as it evolved. For the philosophy to be in harmony with Nigeria‟s national goals, education has to be geared towards self-realization, better human relationship, individual and national efficiency, effective citizenship, National consciousness, National unity, as well as towards social, cultural, economic, political, scientific and technological progress. According to Obanya (1993), several changes have occurred in the educational system in Nigeria since the Old African Society to the present day. These changes lack substance, despite the formation of educational theories formed with the hope of bringing positive and lasting changes. This unsteadiness in the system is attributed to inherited colonial system of education which lacked objectives and identification with any national goals thereby besetting it with ambiguities, contradictions and lack of uniformity in practice in different parts of the federation.

 

To rid the system of these inconsistencies and hindrance to a steady progress in education and national development process of change in the policy and systems of

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education in Nigeria was launched formally in 1969 at the National Curriculum Conference held in Lagos. This conference led to the philosophy of education, on which a national policy on education was formed with a view to equipping the educational system with all that is necessary to launch Nigeria into the future politically, socially, morally and technologically.

 

 

Fafunwa (1971) added that any effective educational planning at all levels should reflect the national philosophy on education and development. According to him, educational planning in Nigeria must focus attention on the five main national objectives as stated in the Second National Development Plan of Nigeria which was endorsed by the federal government in 1970 as the necessary foundation,(National Policy on Education 1979).

 

With all these efforts, Nigerian secondary education which is the link between the primary and the university levels of education does not only occupy a strategic place in the educational system in Nigeria, but also prepares the individual to become useful within the society.Among the levels of education in Nigeria, secondary education which is the midpoint of the entire educational system is fast losing its relevance which among other factors is due to unsatisfactory and poor performance of secondary school students in public examinations (Onipede, 2003).

 

 

Management in organization is the function that coordinates goals and objectives using available resources efficiently and effectively. Management comprises planning, organizing, coordinating, commanding, directing, staffing, leading and controlling an organization to accomplish a goal. Educational Management is the utilization of both human and material resources so as to effectively and efficiently accomplish functions of teaching, extension work and research.

 

 

 

 

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The National Policy on Education seeks to bring about a social, economic and cultural development in society by focusing on human resource development through education. Education there, must have more relevant curricular, be dynamic, and empower students to bring about desirable social changes while preserving the desirable aspects of our existing culture. The national developmental goals require the professional management of education to bring about the effective and efficient functioning of educational institutions.

 

 

The scope of educational management is wide and includes the history and theories of management science, roles and responsibilities of an educational manager along with the requisite managerial skills.Educational management in secondary schools involves the application of management principles in designing, developing and effecting resources towards achievement of educational goals (Okumbe, 2001). This effectiveness according to UNESCO (2009) is judged by the extent to which schools generally meet the expectations of the society within which they are established. Nigerian government has demonstrated commitment to the provision of quality secondary school education through allocation of financial resources, provision of trained teachers and establishment of quality assurance department. There are factors that researchers and school systems point when describing quality schools and features of schools that have been improved in effectiveness. According to Zepeda (2004) &Fullan (1991), such features include; commitment to success for all, flexibility and responsiveness, shared vision, climate of challenging and stimulating teaching, strong and fair disciplinary climate.

 

1.2         Statement of the Problem

 

Poor management of public schools on students‟ performance in Senior Secondary Schools in West African Examination council (WASSCE) is becoming worrisome to

educational development in Nigeria and particularly in Kaduna State. Observations and reports from examination bodies revealed that a high percentage of public Secondary Schools students continue to perform poorly due to improper management of resourcesin Senior School Certificate Examinations. Over the years, the majority of students that sat for the May/ June West African Examinations Council (WASSCE) have been recording mass failure, not only in the area of overall performance of the students but also in the core subjects like English, Mathematics, Sciences subjects like (Chemistry, Biology, Physics), Geography , Technical and Vocational studies and History where the high spate of failure have been a dominant feature of the Students performance in the public Senior Secondary Schools in Zaria and Giwa Education Zones of Kaduna State.

 

 

The growing rate of students‟ failures in West African Secondary School Certificate Examination (WASSCE) has injected worry into the minds of all those who have concern for Nigerian youths. In a state or country where a greater number of youths are school dropouts, social vices such as armed robbery, raping, cultism, kidnapping and others will be on the increase. Some products of today‟s secondary education system can neither usefully live in the society nor move into higher institution without their parents and or forgery. They cannot think for themselves or respect the views and feelings of others. They do not value the dignity of labor except for things that will give them quick money. There are fears that illiterate population of youths can be a fertile ground for terrorists, fanatics, miscreants and tribalism that can be manipulated by public secondary schools. Some other problems faced in educational management include; the teachers are lacking equipment and teaching materials, there are inadequate facilities in the laboratories and libraries, inadequate planning for enrolment population of the students, unfavorable administration decision and improper management of human resources.

 

1.3         Objectives of the Study

 

The Study is set to achieve the following objectives:

 

  1. Identify Students‟ performance in Mathematics in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

 

  1. Determine Students‟ performance in English Language in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

 

  1. Examine Students‟ performance in Science Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

 

  1. Ascertain Students‟ performance in Arts and Social Science Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

 

  1. Find out Students‟ performance in Vocational and Technical Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

 

1.4         Research Questions

 

The following research questions are formulated to guide the study.

 

  1. What is the performance of students in Mathematics in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015)?

 

  1. What is the performance of students in English Language in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015)?

 

  1. What is the performance of students in Science Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015)?

 

  1. What is the performance of students in arts and Social Sciences Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015)?

 

  1. What is the performance of students in Vocational and Technical Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015)?

 

 

1.5         Hypotheses

 

This study is guided by the following hypotheses

 

  1. There is no significant difference in the Performance of students in Mathematics in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).
    1. There is no significant difference in the performance of students in English Language in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

     

    1. There is no significant difference in the performance of students in Science Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

     

    1. There is no significant difference in the Performance of students in Arts and Social Science Subjects in WASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

     

    1. There is no significant difference in the performance of students in Vocational and Technical Subjects inWASSCE on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones, Kaduna State, Nigeria (2011-2015).

     

    1.7         Significance of the Study

     

    Considering the importance of secondary education in Nigerian educational system and the increasing in mass failure in WASSCE on the management of public senior secondary school, it has become imperative to explain some basic truth to staff of Zaria and Giwa Education Zones to enlighten them to know the level of performance of students within the Zones, whether they are performing very well or below expectation.

     

    It would also be of significance to the respective school authorities in the state to take corrective measures within their authority through adequate planning of resources to meet the demands and guide their action and future of public schools‟ staffs and students for successful teaching and learning process in schools, especially Zaria and Giwa Education Zones.

     

     

    Also to the state government and officials of Ministry of Education (Inspectors and Administrators) in order to take right decision on the provision of necessary facilities to help in teaching and learning process which will help improve students‟ performance on the management of Public Senior Secondary Schools in Zaria and Giwa Education Zones Kaduna State, Nigeria. It would also be of significance to parents to supervise their child/children‟s work at home in order to improve their performances.

     

     

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