ORGANIZATIONAL CLIMATE AS CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCES
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CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Academic success is the extent to which pupils have met their long or short-term educational objectives. Chukwu (2019) defines academic performance as a person’s level of accomplishment or proficiency in an academic domain, as opposed to their potential. Eme (2017) also described academic performance as a long-term educational goal attained by a student, leader, or institution. Students’ achievement test scores, cumulative grade point averages, and completion of educational degrees such as high school and bachelor’s degrees all reflect academic performance. In this study, academic performance can be defined as an observable and measurable conduct of students in the subjects studied during the terms.
This refers to academic success achieved by the administration of an accomplishment exam, which could be a teacher-created test or a standardized achievement test. However, for the purposes of this study, the instructor’s performance was utilized to determine how effectively the teacher teaches the subject to the students. Whether in internal or external examinations, students’ academic performance has not been encouraging over the years, with a low number of students possessing “O” level credits in Mathematics and English Language, limiting the number of students seeking admission to tertiary institutions. Over the years, pupils have consistently performed poorly in external examinations conducted by both the West African Examination Council (WAEC) and the National Examination Council (NECO).
The West African Examination Council has reaffirmed the pattern of poor performance among secondary school students. The WAEC result analysis for 2015, 2016, and 2017 revealed the following facts about the performance of Nigerian students in state secondary schools in external examinations. The percentages of pupils who completed the West African Senior School Certificate Examination (WASSCE) with five credits including Mathematics were reported to be 25.99%, 29.45%, and 56.01% in 2015, 2016, and 2017, respectively (WAEC, 2017).
Meanwhile, for the National Examination Council Senior School Certificate Examination, the percentages of pupils who passed with five credits including Mathematics were reported to be 20.61%, 19.34%, and 38.11% in 2011, 2012, and 2013, respectively (WAEC, 2017). For the West African Senior School Certificate Examination (WASSCE), candidates with five credits (including Mathematics and English Language) scored 42.56%, 38.68%, and 52.97% in 2015, 2016, and 2017, respectively.
In 2015, 2016, and 2017, the percentage of candidates in this category (containing Mathematics and English Language) was 38.23%, 30.22%, and 42.34% for the National Examination Council Senior School Certificate Examination (NECOSSCE)(NECO,2017).However, in South Eastern States, 41.7% of the total number of students whoentered for Mathematics at West African Senior State secondary school Certificate Examination made A1-C6 in 2013, while 33% of the students madeAI-C6 in NECO. In 2014, 30.70% made AI-C6 in WASSCE as 28.7% made A1-C6 in NECO.
In South Eastern States in 2015, 41.10% of the students madeA1-C6 in West African Senior State secondary school Certificate Examination (WASSCE) as 39.7% of the students made A1-C6 in NECO. In 2016, there was an increase in the academic performance as 42.6% made A1-C6 in West African Senior School Certificate Examination and 40.8% of the students made AI-C6in NECO (Abia, Imo, Anambra, Ebonyi and Enugu State Secondary EducationManagement Boards, 2017). Hence on the average, the performances of the stu-dents in external examinations conducted by WAEC and NECO in Abia Stateshave been generally poor which has formed the decision for this study.
This poor academic performance of students at both the internal and external examinations conducted by both the West African Examinations Council(WAEC) and National Examinations Council (NECO) could be attributed to a lot of factors such as lack of conducive environment, poor teaching methods of teaching, teachers attitude to their job, lack of interest of students in the teaching learning process, students time management amongst others.
To this extent, Chukwu (2019) believes that the falling level of academic performance of students is attributable to teachers’ non-use of verbal reinforcement strategy, as Adediran (2014) also found that the attitude of some teachers to their job, poor teaching methods, teachers qualification and students interest influence students’ academic performance.
In a similar vein many researchers such as Adejumobi and Ojikutu (2010) and Eme (2017 ) have established the fact that certain factors such as teachers method of teaching could influence the students interest and academic performance, Ogochi (2014) stated that poor academic performance of students in our schools queries the methodology of instruction and therefore called for an in depth investigation with a view of establishing the relationship between organizational climate and teachers qualification on students interest and student’s performance in secondary schools.
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