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Journal articles on the topic 'Public and Private Senior Secondary Schools'
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1
Odeniyi, Olujnimi Adebayo, and Oluwatoyin Julianah Tolorunju. "A Comparative Study of Students' Academic Performance in English Language in Public and Private Secondary Schools in Abuja, Federal Capital Territory." Journal of Guidance and Counselling Studies 4, no. 2 (2020): 317–27. https://doi.org/10.5281/zenodo.4055718.
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This research comparatively studied students’ academic performance in English Language in public and private senior secondary schools in Federal Capital Territory. The research design adopted was descriptive and ex-post facto surveys. Three research questions and one hypothesis guided the study. Questionnaire titled, Comparative Study of Students' Academic Performance in English Language in Public and Private Senior Secondary Schools (CSAPEL), and data on record were the instruments used. The sample size was 380 and 370 students, as well as 1865 and 1734 data of students in public and private senior secondary schools respectively. Data analysis was by mean score, standard deviation and t-test statistics. Findings indicated that teaching aids/facilities have influence on students’ academic performance in English Language, teacher qualification has influence on students’ academic performance in English Language in public and private senior secondary schools, and private senior secondary school students perform better in English Language. Based on the findings, the recommendations proposed are that government and school proprietors should make concerted efforts to ensure that teaching aids/facilities are provided, government should ensure that only individuals with the requisite qualification in English Language are employed both in public and private schools.
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Jessey, I. Obunge, J. Ahiakwo Macson, Adolphus Telima, and D. Omeodu Muvoke. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. https://doi.org/10.5281/zenodo.5894652.
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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.
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Jessey I. Obunge, Macson J. Ahiakwo, Telima Adolphus, and Muvoke D. Omeodu. "Effects of school ownership on problem-solving abilities in algebra among senior secondary school students in Rivers State." World Journal of Advanced Research and Reviews 13, no. 1 (2022): 398–403. http://dx.doi.org/10.30574/wjarr.2022.13.1.0028.
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The study investigated the effects of school ownership on problem solving abilities in algebra among senior secondary school students, in Rivers State, Nigeria. Ex-post facto design was used in this study. The population was all senior secondary school students in Rivers State. Convenience and purposive sampling technique was employed in this study. 390 senior secondary school students participated in the study. Nine senior secondary schools were selected by purposive sampling for the study in two local government areas. The instrument used was Algebraic Problem Solving Test questions collated by the researchers from different past West African School Certificate Examinations. The reliability of the test was determined to be 0.72 using Pearson product moment correlation formula. Three research questions were answered using simple mean. One hypothesis was raised to guide the study, at 0.05 significant level using t-test. The results of the analyses showed that: school ownership had significant effect on the problem solving ability in algebra of senior secondary school students, about 86% of the students in the private schools scored below 50% in the test, about 96% of the students in the public schools scored 49% and below, the students in the private schools outperformed their counterparts in the public schools although generally, the performance of students in both public and private schools was quite low. Based on the findings, recommendations were made.
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Idakwoji, Solomon, Sayita G. Wakjissa, and Saurayi I. Dadughun. "Effects of Portfolio Assessment Technique on Senior Secondary School Students’ Achievement in Economics in Pankshin, Plateau State, Nigeria." Greener Journal of Educational Research 15, no. 1 (2025): 44–52. https://doi.org/10.15580/gjer.2025.1.011625008.
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The study focuses on effects of portfolio assessment technique on senior secondary school students’ achievement in economics in Pankshin, Plateau State, Nigeria. Three purpose of the study was formulated alongside research questions and hypotheses. The study adopted the quasi-experimental research design. The population of the study consisted of all the Senior Secondary Two (SSII) students offering economics in public and private secondary schools within Pankshin metropolis of Plateau State. There were eight public and eight private secondary schools in Pankshin metropolis giving a total of 16 secondary schools that met the criteria with a population of 546 students that offer economics, made up of 237 boys and 307 girls. The sample of the study is four senior secondary schools comprising of two public and two private schools out of the 16 senior secondary schools within the area of the study. The schools were assigned to the experimental and control groups. One public and one private secondary school is assigned to experimental group and the other public and private school is assigned to control group. The study adopted proportionate stratified sampling technique in selecting the sample for the study. Two instruments are used for the study. The instruments used are the Economic Achievement Test (EAT) and the Economic Attitude Questionnaire (EAQ). The study adopted both descriptive and inferential statistics for the study. The descriptive statistics of frequency distribution tables, simple percentages, means and standard deviation were used for answering the research questions, while the Analysis of Covariance (ANCOVA) was used for testing the hypotheses formulated for the study at 0.05 level of significance. The result of the finding revealed that in the experimental group, the post-test achievement mean score was 62.740 and standard deviation of 11.906, higher than the pre-test mean score of 29.364 and standard deviation of 11.031 with a mean gain of 33.376., indicating that there was improvement in the achievement of students in Economics after treatment. The study recommend that Government should be proper care-giving support to learners on the area of their interest. Students motivation should be adequately to enhance the level of skills in them
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Abari, Ayodeji Olasunkanmi, Mubashir Olayiwola Babatunde Mohammed, and Idowu Olufunke Oyetola. "ORGANIZATIONAL IDENTITY AND EFFECTIVENESS OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN SOUTH WEST NIGERIA." Problems of Education in the 21st Century 40, no. 1 (2012): 7–16. http://dx.doi.org/10.33225/pec/12.40.07.
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The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States – Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson’s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes. Key words: organizational identity, secondary school, school effectiveness.
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Ogundare, A. Adebimpe, A. Benard Ambode, and F. Emmanuel Babalola. "Relationship between teachers’ work load and students’ academic performance in senior secondary schools in Irepodun Local Government, Kwara State, Nigeria." Kashere Journal of Education 3, no. 2 (2023): 17–25. http://dx.doi.org/10.4314/kje.v3i2.3.
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The study examined the relationship between workload of teachers and academic performance of students in some selected secondary schools in Irepodun Local Government. The study adopted correlational research design. One hundred and twenty respondents were picked at random from twelve secondary schools (six public schools and six private schools). The data was collected from respondents via questionnaire and Achievement Test in Biology. Statistical Package for Social Scientists (SPSS) was used to evaluate the data collected between private and public secondary schools; Pearson's Product Moment Correlation and t-test Analysis were used to determine the impact of instructors' workload on students' academic achievement. According to the findings, there was a strong negative relationship between teacher workload and student academic performance. It was further discovered that there was a considerable disparity between students’ academic performance in public and private secondary schools. The findings also suggested that science teachers (Including biology) should only teach in accordance with the directive of 1:35 teacher-students ratio by National Policy of Education, as a result, teachers will be able to manage with the workload's stress. It was also recommended that government and other proprietors of Kwara state under the education ministry should employ teachers adequately as likely to conquer the problem in public schools and also to advance the value of teaching-learning development in secondary schools.
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Anthoni, IDIAKHOA,. "AVAILABILITY AND UTILISATION OF RESOURCES FOR TEACHING AND LEARNING ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN EDO STATE, NIGERIA." International Journal of Education Humanities and Social Science 07, no. 05 (2024): 359–68. http://dx.doi.org/10.54922/ijehss.2024.0805.
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The study examined the availability utilisation of learning resources in public and private secondary schools in Nigeria with focus on Central Senatorial District of Edo State. Two research questions were raised. The descriptive research design was adopted in the study. The purposive sampling technique was used to draw a sample of 35 private and 35 public secondary schools from the entire population of all the English language teachers in the 69 public and 70 private Senior Secondary Schools (SSS) in Central Senatorial District of Edo State. A checklist was used to collect data on the availability and utilisation of learning resources in schools. The face and content validity of the instrument Learning Resources Availability and Utilisation Checklist (LERAAUC) .Research questions 1 and 2 were analysed using descriptive statistics (mean (X ̅) and standard deviation (S.D). The results from the analyses showed that the recommended learning resources needed for the teaching of English Language are scantily available and utilised in public and private secondary schools in Edo Central Senatorial District, Nigeria. It was recommended that the state government should ensure that all learning resources such as: print resources and audio/visual resources should be readily provided for the teaching of English Language to promote the teaching and learning of English Language in secondary schools.
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AYUA, Geoffrey Aondolumun, Joseph Olaya FATOKI, Joseph Terwase ANANDE, and Naomi Innocent AKWAJI. "STATE OF PHYSICS LABORATORIES IN PRIVATE AND PUBLIC SECONDARY SCHOOLS IN MAKURDI, BENUE STATE, NIGERIA." Vunoklang Multidisciplinary Journal of Science and Technology Education 12, no. 1 (2024): 108–15. https://doi.org/10.5281/zenodo.10698986.
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<em>The state of Physics laboratories in private and public secondary schools in Makurdi was studied using a descriptive survey design. Two research questions guided the study. A proportionate random sample of 32 (12-public + 20-private) was drawn from a population 63 (24-public + 39-private) senior secondary schools in Makurdi Metropolis. Physics Laboratory Checklist with a Cronbach alpha reliability value of 0.97 was used for data collection. Mean was used to answer research questions. The findings of the study showed the poor state of Physics laboratories in public and a very poor state in private schools. It was concluded that this poor state cannot produce effective teaching and learning of practical Physics. It was recommended among that the poor state of Physics laboratories be timely checked to avert students’ low interest and negative attitude in/towards Physics besides poor performance.</em>
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Uba, Sani Yantandu, Julius Irudayasamy, and Carmel Antonette Hankins. "The Effect of Socio-Cultural Factors on English Language Learning and the Impact on SSCE Results: The Case of Private vs Public Secondary Schools in Kano, Nigeria." International Journal of Learning, Teaching and Educational Research 22, no. 2 (2023): 483–98. http://dx.doi.org/10.26803/ijlter.22.2.26.
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This paper investigates the effect of socio-cultural practices on the English Senior School Certificate of Education (SSCE) results in public and private secondary school students in Kano, Nigeria. Using a case study approach, we explore whether socio-cultural practices might have influenced or constrained student performance in English SSCE results. This case study involves ten (10) participants from ten (10) secondary schools. An open-ended questionnaire was administered to all participants; findings revealed that teaching-related facilities in public secondary schools are not sufficiently available, unlike private schools. Furthermore, findings also indicate that the teacher-student ratio in public secondary schools is higher than in private schools. Students’ attitudes towards learning English language, including the use of social media, has also influenced the English SSCE results. Likewise, the schools’ socio-cultural practices affect the students’ performance in English SSCE exams. It is strongly recommended that the recruitment of additional English language teachers in public schools, and the establishment of more public schools aimed at improving the teacher-student ratio be employed. This would likely provide more active and interactive sessions for students, as well teachers. There is also a need to provide sufficient teaching and learning facilities and equipment in public schools, such as chairs, tables, fans, air-conditioning units, textbooks, computers, projectors, and so on. Public-school stakeholders should encourage the use of English language in English classes.
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Oyeniyi, Nafisat Oyebola, Tawa Abiola Ahmed, and Habibat Bolanle Abdulkareem. "Assessment of ICT tool usage in teaching Chemistry among secondary school teachers." Curricula: Journal of Curriculum Development 3, no. 2 (2024): 263–76. https://doi.org/10.17509/curricula.v3i2.69863.
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The study explored the availability and utilization of ICT tools for chemistry teaching in Offa Local Government Area (LGA) of Kwara State. The study employed a descriptive survey research design. Purposive sampling was adopted to choose twenty-one chemistry teachers from sixteen public senior secondary schools and five private senior secondary schools in Offa LGA for the study. The tool employed to obtain the data was a questionnaire that the researcher designed. The instrument was face-validated by senior lecturers in scientific education and Pearson's Product Moment Correlation Coefficient (PPMC). The study found that the minimal ICT resources available were only moderately used to teach chemistry and that public and private schools in Offa LGA, Kwara State, have some ICT resources. It was suggested that the government give sufficient ICT resources to public schools and that private school owners supply sufficient ICT resources to their schools. It was also suggested that chemistry teachers use ICT resources when instructing Chemistry. AbstrakPenelitian ini meneliti ketersediaan dan pemanfaatan perangkat TIK untuk pengajaran kimia di Offa Local Government Area (LGA) di Negara Bagian Kwara. Penelitian ini menggunakan desain penelitian survei deskriptif. Pengambilan sampel secara sengaja dilakukan untuk memilih dua puluh satu guru kimia dari enam belas sekolah menengah atas negeri dan lima sekolah menengah atas swasta di Offa LGA untuk penelitian ini. Perangkat yang digunakan untuk memperoleh data adalah kuesioner yang dirancang oleh peneliti. Instrumen tersebut divalidasi oleh dosen senior dalam pendidikan sains dan Product Moment Correlation Coefficient (PPMC). Penelitian ini menemukan bahwa sumber daya TIK minimal yang tersedia hanya digunakan secara moderat untuk mengajar kimia dan bahwa sekolah negeri dan swasta di Offa LGA, Negara Bagian Kwara memiliki beberapa sumber daya TIK. Di antara hal-hal lain, disarankan agar pemerintah memberikan sumber daya TIK yang cukup untuk sekolah negeri dan agar pemilik sekolah swasta menyediakan sumber daya TIK yang cukup untuk sekolah mereka. Disarankan juga agar guru kimia memanfaatkan sumber daya TIK yang dapat diakses dengan baik saat mengajar Kimia.Kata Kunci: asesmen guru; guru kimia; pemanfaatan TIK; perangkat TIK
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Pritadrajati, Dyah S. "FROM SCHOOL TO WORK: DOES VOCATIONAL EDUCATION IMPROVE LABOUR MARKET OUTCOMES? AN EMPIRICAL ANALYSIS OF INDONESIA." Buletin Ekonomi Moneter dan Perbankan 25, no. 3 (2022): 471–92. http://dx.doi.org/10.21098/bemp.v25i3.1315.
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The Indonesian government has been introducing revitalisation programmes for vocational schools, particularly during the period 2007 and 2011. It has targeted 7 out of 10 senior-secondary schools to be vocational schools by 2025 through new establishment or conversion of established general schools into vocational schools. To evaluate the government policy on the expansion of vocational education, this paperanalyses the effects of enrolment in vocational senior-secondary schools on four labour market outcomes; namely, labour force participation, risk of unemployment, job formality, and income. Using a rich socioeconomic survey from the Indonesian Family Life Survey, we find that public vocational education provides better labour outcomes for females than public general schools. However, no such difference is found for males. Moreover, our results suggest that many vocational schools, especially private ones, performed poorly in terms of their graduate’s job formality and income.
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Pritadrajati, Dyah S. "FROM SCHOOL TO WORK: DOES VOCATIONAL EDUCATION IMPROVE LABOUR MARKET OUTCOMES? AN EMPIRICAL ANALYSIS OF INDONESIA." Buletin Ekonomi Moneter dan Perbankan 25, no. 3 (2022): 471–92. http://dx.doi.org/10.21098/bmeb.v25i3.1315.
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The Indonesian government has been introducing revitalisation programmes for vocational schools, particularly during the period 2007 and 2011. It has targeted 7 out of 10 senior-secondary schools to be vocational schools by 2025 through new establishment or conversion of established general schools into vocational schools. To evaluate the government policy on the expansion of vocational education, this paperanalyses the effects of enrolment in vocational senior-secondary schools on four labour market outcomes; namely, labour force participation, risk of unemployment, job formality, and income. Using a rich socioeconomic survey from the Indonesian Family Life Survey, we find that public vocational education provides better labour outcomes for females than public general schools. However, no such difference is found for males. Moreover, our results suggest that many vocational schools, especially private ones, performed poorly in terms of their graduate’s job formality and income.
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Alade, Oluwatomi Modupeola, Olaotan Oladele Kuku, and Adunola Osoba. "Factors Influencing Candidates’ Performance in English Language and Mathematics at West African Senior School Certificate Examination." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (2017): 243. http://dx.doi.org/10.11591/ijere.v6i3.9066.
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<p>The study investigated influence of some factors on the performance of selected West African Senior School Certificate Examination (WASSCE) candidates. It also examined the relationship between these factors and candidates’ performance. Factors investigated include socio-economic background of the candidates (SEB), study hours (SH), attitude towards English Language (ATTENG) and attitude towards Mathematics (ATTMAT). Secondary schools in Lagos State were divided into private and public secondary schools. Simple random sampling was used to select five out of the six educational districts in Lagos State. Then one public and one private secondary schools were selected in each of the five educational districts earlier selected in stage one. Thereafter, 30 senior secondary school III students were selected in each of the ten schools (5 public and 5 private schools). A total of 600 candidates (consisting of male and female participants) were expected, however, only 564 participants with complete data were found suitable for the study. An instrument tagged “Candidates Rating Scale (CRS)” was developed and used to measure their SEB, SH, ATTENG and ATTMA which were the independent variables while candidates’ scores at WASSCE was used as the dependent variable. Obtained data were analyzed by using multiple regressions. The results of the study indicate that there exists a positive correlation between WASSCE grades and all the variables in Mathematics but correlate with socio economic background only for English language.</p>
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Felix Ilori, Olusi. "Gender Imbalance in Teaching Profession and Learning Outcome in Mathematics in Primary Schools in Esan West Local Government Area of Edo State." Randwick International of Education and Linguistics Science Journal 2, no. 1 (2021): 89–95. http://dx.doi.org/10.47175/rielsj.v2i1.203.
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The study assessed the imbalances in teaching profession in both public and private Nursery and Primary Schools, Public Secondary schools in Esan West Local Government Area of Edo State to determine the percentage/ ratio of imbalance and its relationship to learning outcome in mathematics at the primary school level. The study employed the descriptive survey research design. The population of the study comprised of all the seventy public and private Nursery and Primary Schools and thirty two public Secondary Schools with six hundred and sixty teachers in Esan West Local Government Area of Edo State. The data generated were analysed using the chi-square statistics. The findings from the study revealed that there was significant gender imbalance in teaching profession in Esan West Local Government Area of Edo State. The worst hit is the public nursery and primary school with an imbalance percentage of 78.87% and 21.13% in favour of female teachers while the private schools have a percentage imbalance of 76.02% and 23.98% in favour of female teachers. The female pupils’ performance in mathematics was better than that of the male pupils. The study revealed that at the secondary school the imbalance was significant at the junior secondary school level and milled at the senior secondary. The study recommended the immediate reversal of the trend of imbalance by employing more male teachers into the public and private nursery and primary schools. This will improve the academic achievement of male pupils in mathematics, hence achieving the best practice in Nigeria education.
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Uchegbue, Henrietta O., and Melvina N. Amalu. "An assessment of sex, school type and retention ability in basic technology achievement among senior secondary school students." Global Journal of Educational Research 19, no. 1 (2020): 1–7. http://dx.doi.org/10.4314/gjedr.v19i1.2.
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Given the laudable purposes attached to study of Basic Technology in JSS, it is therefore important that students retain the skills and knowledge acquired in the course of studying the subject in the school. However, sadly, the intended effect Basic Technology as a subject in the secondary school system should have, has not been seen in the generation of able manpower readily employable for the economy. The study investigated the difference between the retention ability of male and female senior secondary students in Basic Technology, and how school type (public/private) influence retention. Two research hypotheses were formulated for the purpose of the study. The research design used in carrying out this study is Ex–post facto design. This study covered the Southern Educational Zone of Cross River State, Nigeria. The population of the study comprised all senior secondary school three (SS3) students in the government-owned secondary schools and private-owned secondary schools in the southern educational zone of Cross River State. The sampling technique used is stratified random sampling technique. The sample size for this study was 487 senior secondary school three (SS3) students drawn from fourteen schools in seven local government areas of southern educational zone. The research instrument used in the study is the achievement test. The statistical analyses techniques adopted to analyze the data collected were dependent t-test and independent t-test respectively. Findings of the study showed that there is no significant difference in retention between males and females, public and private schools in senior secondary school in Basic Technology. Based on the findings of the study, recommendations were made which include that there is a need to focus on the female folks in the execution of national policy on education. This study shows that the female folk arecapable of achieving and retaining as much the male folks during learning. Much effort should be made by the government to bridge the disparity between male and female folks in enrolment into and completion of the secondary school education.
 Keywords: gender, retention ability, achievement, technology, school type
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Dr., Williams A. Onasanya. "Impact of Teachers'coping Strategies on Students' Misbehaviours in Mathematics Class." Impact of Teachers'coping Strategies on Students' Misbehaviours in Mathematics Class 5, no. 12 (2020): 7. https://doi.org/10.5281/zenodo.10049911.
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- Disciplined class and good teacher's skills are not negotiable in teaching and learning of mathematics. This paper investigates the impact of mathematics teachers' coping strategies on misbehaviours of secondary schools' students in mathematics class. Senior secondary schools mathematics teachers in Ikorodu Local Government Educational Area of Lagos State Nigeria were the subjects of this study. Twenty senior secondary schools were randomly sampled from the educational area: ten public secondary schools and ten private secondary schools. Three mathematics teachers were randomly selected from each school. Two hypotheses guided the study, and Mathematics Teachers Coping Strategies Questionnaire was used to get necessary information from the subjects. Data obtained were analyzed with multiple regression analysis and chisquare statistics. The result shows that some teachers coping strategies have effect on students' misbehaviour in mathematics class. Necessary recommendations were given for future improvement.Keywords:- Coping Strategies, Disciplined Class, Students' Misbehaviour, Teachers' Skills.
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Rev., Fr. Hilary Obinna Nwajagu, and Emmanuel Chidubem Asiegbu Dr. "Trends in Academic Achievement of Students in Public and Privately Owned Secondary Schools in Awka Education Zone, Anambra State, Nigeria." International Journal of Innovative Science and Research Technology 7, no. 4 (2022): 1315–21. https://doi.org/10.5281/zenodo.6569966.
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The study sought to ascertain the trends on academic achievement of students in public and private secondary schools in Awka Education zone of Anambra State. Five research questions guided the study. Descriptive survey research design was adopted for this study. West African Senior School Certificate Examinations (WASSCE) scores in 2013/14. 2014/15 and 2015/16 academic sessions were used for data collation. Multi-stage sampling procedure was used to select 15 public and 15 private secondary schools in Awka Education zone. Simple percentage was used to establish the academic achievement trends in public and private secondary schools in 2013/14, 2014/15 and 2015/16 academic sessions. Findings of the study reveal that private school students had a higher percentage of excellent (A1-B3) passes in Physics, Biology, Chemistry, Mathematics and English Language than public school students in 2013/14, 2014/15 and 2015/16 academic sessions. Although the study also discovered that public school students had more percentage of credit-level passes than private school students in Physics, Biology, Chemistry, Mathematics and English Language in 2013/14, 2014/15 and 2015/16 academic sessions. This may be as a result of the fact that there are more qualified teachers in public schools due to strict policy of government in employment. The study concluded that teachers of Physics, Biology, Chemistry, Mathematics and English Language in private schools are more motivated and committed in ensuring excellent performance of their students than their counterparts in public schools. It was recommended among others that, principals should increase their instructional supervision on teachers teaching Physics, Biology, Chemistry, Mathematics and English Language to energize them in doing their work diligently and professionally, especially in public schools.
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P. C., Prof Ukaigwe,, Dr Ebong, UdemeMoffat, Dr Jack, Ihechi Florence, Dr Mba, Calistus O, and Dr Asagba, Florence. "Education Funding and Sustainable Development Goals in Public Senior Secondary Schools in Akwaibom State of Nigeria." International Journal of Research and Innovation in Social Science VIII, no. VII (2024): 2112–20. http://dx.doi.org/10.47772/ijriss.2024.807168.
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This study examined the relationship between education funding and sustainable development goals in public senior secondary schools in AkwaIbom State. Two research questions and two hypotheses were formulated to guide the study. The study adopted the correlational design, using 142 school principals determined through multi-stage procedure and simple random sampling technique as sample from the population of 251 principals of the 251 public senior secondary schools. The instruments for data collection were Education Funding Scale (EFS) and Sustainable Development Goals Scale (SDGS) which were validated by educational experts with reliability coefficients of 0.91 and 0.89 respectively, determined through Cronbach’s Alpha Statistics. Research questions were answered with Pearson’s Product Moment Correlation (r) while hypotheses were tested with corresponding test of significance of correlational coefficient (r) with special zr-test at 0.05 level of significance and at 140 degree of freedom for two-tail test. The findings of the study revealed a positive and high relationship between government sector education funding and sustainable development goals, and private sector education funding and sustainable development goals. There is a high and positive relationship between education funding and sustainable development goals in public senior secondary schools in AkwaIbom State. Thus, funding enhances sustainable development goals. Based on the findings, the study recommended that, the government of AkwaIbom State should increase its budgetary provision for the education sector in order to match its words with actions and sustain the current high relationship between the variables of study. The private sector should always partner with the government in the funding of public secondary schools for an increased and sustained development in the sector and to maintain the current high tempo between the variables of study.
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Umar, Usman Sani, and Ruth Iwanger Samuel. "Influence of School Facilities and School Types on Senior Secondary School Science Students' Academic Performance in Nasarawa State, Nigeria." International Journal of Case Studies 8, no. 1 (2019): 84–88. https://doi.org/10.5281/zenodo.3545177.
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This study examined the influence of school facilities and types on Senior Secondary School Science Students’ academic performance in Nasarawa State, Nigeria. Two research hypothesis were tested at 0.05 level of significance. The population of the study comprised all public senior secondary schools in urban and rural areas of Nasarawa State, Nigeria. Stratified and simple random sampling techniques were used to select the sample. Thirty schools were randomly selected (ten from each of the 3 Senatorial Zones in the State). A total of 300 students formed the sample of the study. A researcher-designed questionnaire titled, “School Facilities and Types Questionnaire (SFTQ)” was used as an instrument for the study. The reliability of the instrument was determined using Cronbach’s Coefficient Alpha. The alpha coefficient of internal consistency for the instrument was 0.84, suggesting that the items had relatively high internal consistency levels and considered acceptable. The data were analysed using t-test statistics to test the two hypotheses at alpha=0.05. The findings of this study revealed that there was a significant influence of school facilities on science students’ academic performance in urban and rural schools and also, there was a significant influence of school facilities on science students’ academic performance in private and public schools. Based on the findings of this study, it was recommended among others that; Government should not relent in its effort of proving succor urban and rural schools. It should also encourage Parent-Teacher Association (PTA), philanthropists, Non-Governmental Organizations (NGOs) and the society at large to join its efforts in the form of Private-Public Partnership (PPP) for salvaging the schools from total collapse.
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Tony, Patrick George1* Tamba Esseh Farma2. "The Perception of Senior Secondary School Teachers on Examination Malpractice in Western Rural District, Sierra Leone." ISRG Journal of Education, Humanities and Literature (ISRGJEHL) I, no. VI (2024): 66–76. https://doi.org/10.5281/zenodo.14234475.
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<strong>Abstract</strong> <em>This study investigated the Perception of Senior Secondary school Teachers on Examination Malpractice in Western Rural District of Sierra Leone. The study was led by four research objectives which were to; find out the demographic characteristic of respondents, determine the forms of examination malpractice in senior secondary schools, examine the causes of examination malpractice in senior secondary schools. Assess the effects of examination malpractice in senior secondary schools. The descriptive survey design was adopted for this study and primary and secondary data were collected. A total of 297 teachers responded to the Questionnaire and Focus Group Discussions (FGD) and Interviews.</em> <em>Data collection was done by using questionnaires, interviews, focus group discussions, observations and documentary review. The findings indicated that examination malpractices are prevalent in both private and public schools, affecting both male and female students. Forms of malpractice include leakages, impersonation, and borrowing materials. Teachers often resort to malpractice for various reasons, such as fear of failure, lack of confidence, and promotion. The effects of malpractice include poor academic performance, poor social life, low communication skills, memory loss, and diminished Intelligence Quotient. Lastly.to combat this issue, the researcher recommends that education bodies should intensify awareness about the dangers of malpractice and improve student study habits.</em> <strong>Keywords:</strong><em> Perception, Senior Secondary School, Teachers, Examination Malpractice, western Rural Sierra Leone.</em>
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Ajobiewe, J. O. "Impact of Covid Pandemic on Teaching Effectiveness of History Teachers in Senior Secondary Schools, Ogun State." Advances in Multidisciplinary and scientific Research Journal Publication 29 (December 15, 2021): 85–98. http://dx.doi.org/10.22624/aims/abmic2021-v2-p7.
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The effect of the COVID-19 pandemic globally and the disruptions occasioned by it has farreaching implications on societies in general and most especially the educational sector. This study therefore investigates the impact of COVID-19 pandemic on teaching effectiveness of History teachers using Ado-Odo/Ota L.G.A of Ogun State, Nigeria as a case study. The study adopted descriptive survey research design, while simple random sampling was used to select a sample population of 40 participants (History teachers) with 2 History teachers selected from 20selected public and private senior secondary schools. The questionnaire was administered to the participants which was collected immediately after administering them. The data collected from the respondents was used to answer the research questions posed in the studyusing descriptive statistics tools. The study found that History teachers from private senior secondary schools responded to virtual teaching than those from public senior secondary schools and that there is significant relationship between learning- from home and teaching effectiveness of History teachers. The study concludes that online education helps to keep the students up and running with an opportunity for self-study as well as improved teaching effectiveness of History teachers.The study recommends that relevant government agencies should ensure that national curriculum is adapted for the future in response to the current crisis to enable more effective teaching on e-learning. The researcher recommended that teachers and learners need training on ICTs and e-learning facilities as to how they can be used to support learning. Keywords: History, Covid-19, pandemic, teaching effectiveness, students, Ogun State Information and Communication Technology (ICT), senior secondary school, 1.
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Barnabas, Ellah, and Sunday Oche Emaikwu. "Adaptation of Meta-Cognitive Awareness Inventory in Physics (MAIP) for Public and Private Senior Secondary School Nigerian Students." Journal of Research in Science and Mathematics Education (J-RSME) 2, no. 2 (2023): 49–63. http://dx.doi.org/10.56855/jrsme.v2i2.290.
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Purpose: The study focused on the adaptation of the Meta-Cognitive Awareness Inventory in Physics (MAIP) for senior secondary school students in Nigeria, both in public and private schools. Methodology: The study employed an adaptation research design. The sample included 1,382 SSII students who had taken Physics as a subject. To ensure its validity, the MAIP underwent face validation by five experts. Construct validation of the MAIP was conducted using factor analysis. This involved applying the principal component analysis extraction method and the Varimax rotation method with Kaiser Normalization. Items with a factor loading of 0.40 or higher on any of the factors were selected to be included in the instrument. The coefficient of internal consistency was calculated using Cronbach's Alpha and was found to be 0.78. Research question 1 was addressed through factor analysis, while research question 2 was answered by calculating the coefficient of internal consistency using Cronbach's Alpha. Research question 3 was answered by calculating means and standard deviations. The null hypothesis was tested using an independent t-test at a significance level of 0.05. Findings: The findings of the study revealed that the MAIP consisted of 52 factorially simple or pure items and 23 factorially complex items based on their factor loadings. Significance: The coefficient of internal consistency for the MAIP was found to be 0.98. Furthermore, a statistically significant difference in the mean meta-cognitive awareness ratings was observed between students in private and public schools, favoring students in private senior secondary schools when using the MAIP.
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Datu, Angeline Dayatri Wulan, and Kismi Mubarokah. "A Comparative Study of Porn Use Behavior in Public and Private Schools, Semarang, Indonesia." Jurnal Promosi Kesehatan Indonesia 20, no. 1 (2024): 1–7. https://doi.org/10.14710/jpki.20.1.1-7.
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Background: Pornography is one of the factors contributing to the decline in productivity among today's youth. Excessive pornography consumption is an issue among today's youngsters. The widespread consumption of pornography can lead to free sex in today's youth, as well as unplanned pregnancies. The purpose of this study is to compare attitudes, perceptions of behavior control, intentions, and actions related to online pornography consumption in adolescents attending public and private schools in Semarang City.Method: This study used a cross-sectional design with 1,844 stratified random samples. Secondary data from the website http://sehariku.dinus.ac.id comprised participants ranging from junior and senior high school (including vocational schools) to university students. The Mann-Whitney non-parametric test was employed to do a bivariate analysis and compare these variables between the two groups.Result: The findings revealed that the majority of respondents were women (55.4%), in early adolescence (50.6%), and lived with their parents (74.2%). Compared to private schools, public schools had better attitudes (mean rank 937.04), perceptions of behavior control (mean rank 950.37), intents (mean rank 932.73), and behavior (mean rank 927.26). However, no significant difference was found between attitude (p-value 0.129), conduct (p-value 0.584), and intention (p-value 0.288). Only the perceived behavior control variable differed substantially across public and private schools (p=0.004). In this regard, private and public schools are primarily comparable. Some private educational foundations must devise an effective method to increase students' perceived behavior control over pornography, at least to compete with public schools.
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Jaja, Cletus Azubuike, and Nancy Nmerole. "Awareness, Availability and Use of Emerging Technologies for Effective Curriculum Implementation by Librarians and Teachers’ of Senior Secondary Schools in Karu LGA, Nasarawa State." International Journal of Research and Innovation in Social Science VIII, no. XI (2024): 2565–72. https://doi.org/10.47772/ijriss.2024.8110198.
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The study investigated the level of awareness, availability and use of emerging technologies for effective curriculum implementation by Librarians and Teachers of Senior Secondary schools in Karu LGA of Nasarawa State .The study population comprises of librarians and teachers from public and private schools in karu LGA, Council of Nasarawa State. Forty(40) schools were sampled, 20 each from public and private schools , one librarian and two teachers from the schools sampled , gave a population of one hundred and twenty respondents(120) .The instruments’ used to elicit information from the respondents was a Check list and a structured questionnaire developed by the researchers and tagged ‘’AAUET’’ Questionnaires. Data were analysed using frequencies and percentages presented in tables and weighted mean score of 2.50. Findings reveled that that Ai, Robotics, Internet of Things, Machine learning and blockchain technologies reveled low extent of awareness, \availability and utilization among the librarians and teachers sampled,. Training and skill acquisition for librarians and teachers were recommended to enhance effective curriculum implementation.
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Afolabi, Oluwaseun O. "Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria." Frontiers in Education Technology 1, no. 1 (2018): 1. http://dx.doi.org/10.22158/fet.v1n1p1.
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<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>
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Badamas, Lasbat. "Personality Type and Discipline Among Senior Secondary School Students in Ilorin Metropolis, Kwara State." Interdisciplinary Journal of Education 5, no. 1 (2022): 25–35. http://dx.doi.org/10.53449/ije.v5i1.74.
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Students’ personality type determines the discipline of the students either positively or negatively. The main purpose of the study was to examine the influence of personality type, gender and school type on discipline among selected senior secondary school students in Ilorin Metropolis. This research work was designed to cover Senior Secondary II in Ilorin Metropolis. The sample for this study comprised 200 senior secondary school II students in Ilorin Metropolis. Simple random sampling technique was used to select 10 senior secondary schools (five public and five private). Data collected through a researcher designed questionnaire was analysed with the use of percentage and independent t-test. The formulated hypotheses were tested at 0.05 level of significance. Results of the study showed that majority of the senior secondary school students in Ilorin Metropolis had type ‘B’ personality. Results also revealed that the level of discipline among selected senior secondary school students in Ilorin Metropolis was high. This means that majority of the sampled students were disciplined. This result is plausible where the students abide by rules and regulations within and outside school.
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Driana, Elin, Ary Susilowati, Ernawati Ernawati, and Abd Rahman A. Ghani. "Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools." Jurnal Pendidikan Teknologi dan Kejuruan 27, no. 1 (2021): 37–47. http://dx.doi.org/10.21831/jptk.v27i1.32882.
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The success of efforts in developing students' higher-order thinking skills (HOTS) to face the complex challenges in the 21st century also depends on how teachers implement classroom assessments. Studies on teachers' knowledge and practices have been conducted at different levels of education. However, studies that involved teachers in vocational senior secondary schools are still limited. Therefore, this qualitative study aimed at exploring chemistry teachers' knowledge of HOTS, their assessment practices, and the barriers encountered. Ten chemistry teachers from three public and six private vocational senior secondary schools in South Jakarta were involved in this study. Data were collected through semi-structured interviews conducted between August and September 2019. The findings revealed that almost all chemistry teachers believed that providing students in vocational senior secondary schools with HOTS was essential. However, knowledge of HOTS among most teachers was still inadequate, contributing to their unpreparedness in assessing the skills. Misunderstanding about higher-order thinking was also revealed, such as associating higher-order thinking with item difficulties. The teachers in this study considered students' factors as barriers in cultivating HOTS in chemistry learning in vocational senior secondary schools, such as lack of motivation, low academic ability, and lack of reading habits. The teachers also mentioned the shortage of facilities as another barrier that inhibited their efforts in fostering HOTS in chemistry learning. Proper teacher professional development programs are needed to increase teachers' understanding of HOTS assessment and help them develop various strategies for fostering HOTS among vocational senior secondary school students.
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A. Gbeleyi, Olasunkanmi, and Oguntade Paul Olusegun. "Teaching of STEM Subjects in Africa: Perspectives of Gender, Difficult Topics, School Ownership and Recommendation of CTCA." Vol.4, Issue 1, June 2023 4, no. 1 (2023): 1–11. http://dx.doi.org/10.55862/asbjv4i1a004.
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The new senior secondary computer studies curriculum for multilingual West African schools came into use in 2015. Since the beginning of its application, there have been few reported studies on the difficulty level of the content as perceived by students, gender equity, and school ownership. The study had two main purposes–to find out (a) the topics in the new computer studies curriculum that secondary school students perceive to be difficult; (b) if gender, and school ownership impact students’ perception of the difficulty of the computer studies topics. Participants were 1,501 computer studies students from nine public and 12 private senior secondary schools in Nigeria and Ghana. About 51% of the respondents were females. Three-quarters of the schools are in urban areas, the rest are in rural locations. Rich qualitative data on the sources of difficulty (unique for this study) are reported. Slight gender differences and marked rural/urban differences were found. Recommendations were made for improving the teaching and learning of computer studies in African schools with the use of Culturo-Techno-Contextual Approach (CTCA).
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Abdulaziz, Isiaka, Shofiu Adewuyi Rasheed, and Ifeoma Priscilla Okafor. "Influence of Domestic Violence on Senior Secondary School Students' Career Choice in Kwara State, Nigeria." International Journal of Psychology and Education 5, no. 1 (2024): 54–68. https://doi.org/10.5281/zenodo.13958592.
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Abstract This study investigated the influence of domestic violence on senior secondary school students’ career choice in Kwara State, Nigeria. Specifically, the study examined the level of domestic violence and career choice as experienced by the students. Two research questions were raised and one hypothesis was postulated. A descriptive survey type of research design was adopted. The population for this study comprised all senior secondary school students in Kwara State, Nigeria. Senior secondary schools were stratified into three senatorial districts and a senatorial district was randomly selected. 450 senior secondary school students formed the target population of which 300 and 150 students were proportionately sampled for public and private senior secondary schools respectively. The results showed that the majority of 82.0% of the secondary school students in the selected senatorial district of Kwara State experienced a moderate level of domestic violence. The result also showed that the level of career choice of the majority of 85.6% of senior secondary school students in Kwara State was high. There was a significant influence of domestic violence on students’ career choice, χ2 (n = 450) = 6.945, p < .05. This study concluded that domestic violence had an adverse influence on the career choice of secondary school students in Kwara State, Nigeria. It was therefore recommended among others there should be a sensitizing programme for young couples, parents and guardians on how to manage each other against domestic violence and its consequences on homes and students because students are leaders of tomorrow of our society. <strong>KEYWORDS</strong>: Domestic violence, senior secondary school, career choice
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Azhari, Azhari, Kamaruddin Kamaruddin, Marzuki Marzuki, and Ratna Dewi. "Do School Accreditation, Education Budget, and Teacher’s Competence Matter for Graduate’s Quality?" Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 9, no. 1 (2020): 01–08. http://dx.doi.org/10.21009/jpeb.009.1.1.
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This study examinedthe effect of school accreditation, education budget, and teacher competence on the quality of high school graduates. The analysis method used was a panel regression through the Fixed Effect Model (FEM) approach, and the data were from 2017-2019. The results showed that school accreditation and education budgets had an effect on the quality of graduates. Also, the implication of this study is that schools need to increase accreditation, as well as the education budget. In terms of teacher competence, the teachers need to improve their competence by taking an active role in organizations, training teacher capacity, and mastery of information technology. Meanwhile, teacher competence has no effect on the quality of graduates in senior secondary schools. Simultaneously, all variables have a significant effect on the graduates quality. The limitation of this study is the data used, regardless of the status of private and public schools. Therefore, studies to compare private and public schools are of particular interest.
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Asanre, Akorede Ayoola, Taiwo Oluwadayo Taiwo, and Toyin Alaba Odupe. "Teachers’ Perception Towards the Integration of Artificial Intelligence in the Teaching of Mathematics in Senior Secondary School." Jurnal Pendidikan Matematika dan Sains 12, no. 2 (2024): 154–61. https://doi.org/10.21831/jpms.v12i2.77349.
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In many societies today, Artificial intelligence (AI) has developed into a disruptive force, and the system of education is only one example of how this technology is being used. Therefore, this study looked at the teachers’ perceptions in terms of perception, attitude, and experience towards incorporating AI into mathematics education in senior secondary school in Remo, Ogun State, Nigeria. Three research questions were raised to gather data from the respondents. A descriptive survey research design was used in this study with a sample comprised of 60 respondents, with 30 teachers from private and public senior secondary schools each selected from 20 schools. The instrument used was the Teacher Perception Towards AI Questionnaire (TPTAQ) with a reliability coefficient of 0.77. The results revealed that the perceptive level of the teachers towards AI integration was found to be high in terms of perception, attitude, and experience, showing that teachers embrace the use of AI in mathematics education in schools. Therefore, educators are advised to be well-trained in the application of AI technology to mathematics education.
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Anthony, Ugboja. "Information and Communication Technology and the Learning of English Phonetics in Selected Secondary Schools in Nigeria: A Case Study." English Linguistics Research 6, no. 4 (2017): 13. http://dx.doi.org/10.5430/elr.v6n4p13.
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The study investigated the Information and Communication Technology and learning of English phonetics in selected senior secondary schools in Rivers State. The study employed a descriptive survey design. A sample of ten (10) senior secondary schools was selected from Ogba/Egbema/Ndoni Local Government Area of Rivers State. 15 students were randomly selected from the 10 schools which came to a total of (150) students based on the objectives of the study five research questions were formulated four hypotheses were tested at 0.05 level of significance. The data collected was analyzed using simple descriptive methods of mean and standard deviation (SD) to answer the five research questions. Chi-Square(x2) and t-test were used to test the hypothesis at 0.05 level of significance. The results of the research revealed that there are low availabilities of ICT in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The study also revealed that teachers of oral English rarely possess the skills to use the ICT facilities to teach oral English in the public and private secondary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The urban areas are more exposed to the use of ICT than their mates in the rural area. Students in the rural area and their mates in the urban area have similar problems in the leaning of phonetics. Based on the results it was recommended that the use of ICT to teach oral English should be encouraged in senior secondary schools. The recommendations, suggestions for further studies and contribution to knowledge were made.
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Adeduyigbe, Adeniyi Michael, Edidiong E. Ukoh, and Uchenna Kingsley Okeke. "Influence of school type on senior secondary school physics students’ learning difficulties and misconceptions about electricity in Ondo West Local Government, Ondo State, Nigeria." African Journal of Teacher Education 13, no. 3 (2024): 192–207. https://doi.org/10.21083/ajote.v13i3.8034.
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This study investigates the influence of school type on senior secondary school physics students' learning difficulties and misconceptions regarding electricity in Ondo West Local Government, Ondo State, Nigeria. Employing a descriptive survey research design, data were collected from 300 students across 20 schools, equally divided between public and private institutions, using the Simple Electric Circuit Diagnostic Test (SECDT). The findings reveal that misconceptions about electricity are widespread, with significant percentages of students struggling with fundamental concepts such as current flow and circuit arrangement. Notably, the analysis indicates that school type significantly affects students' difficulties with electricity concepts, as those in private schools exhibited higher difficulty mean scores compared to their public school counterparts. These insights highlight the need for targeted educational interventions that address misconceptions and leverage culturally relevant teaching methods to improve physics education outcomes. The study underscores the importance of understanding the educational context to enhance teaching practices and bridge gaps in students' comprehension of critical scientific concepts.
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Okoni, John Macaiah, and Udochukwu Daniel Onuoha. "Interaction of Bilingualism on Mechanical Accuracy in Essay Writing Among Igbo Learners of English Language in Senior Secondary Schools in Abia State, Nigeria." International Journal of Education, Learning and Development 13, no. 3 (2025): 1–17. https://doi.org/10.37745/ijeld.2013/vol13n3117.
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This study investigated the interaction of bilingualism on mechanical accuracy in essay writing among Igbo learners of English in senior secondary schools in Abia State, Nigeria. One research question and one null hypothesis were raised to guide the study. The descriptive survey research design was adopted for the research and the population of the study comprised all the SS3 students of the 17 local government areas in Abia State. The sample of the study consisted of 240 students selected through multistage t-test was used to test the null hypothesis at 0.05 level of significance. The findings of the study revealed that Engligbo had interaction on mechanical accuracy in essay writing among SS3 students in private and public schools in Abia State; and Engligbo had more interaction on mechanical accuracy in essay writing among SS3 students in private schools than public schools in Abia State. Based on the findings, it was recommended among others that Teachers of English Language should be keen in identifying spelling errors of students in their essay writing. These errors should be corrected contextually in order to sustain the ideas of the essay. They should also endeavour to use the corrected words in sentence patterning in order expose students to multiple patterns in sentence construction.
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Oluwatosin, Adedoyin, and Blessing Amina Akporhonor. "Availability and Usage of Library School Resources as Predictors of Reading Habits among Secondary School Students in Oredo Local Government, Edo State, Nigeria." Record and Library Journal 7, no. 2 (2021): 320–32. http://dx.doi.org/10.20473/rlj.v7i2.204.
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Background of the study: It is the responsibility of every school library to promote and support the National Policy of Education by providing equitable school library resources.
 Purpose: This study investigates the availability and usage of school library resources as predictors of reading habits among secondary school students in Oredo Local Government (LG) of Edo state, Nigeria.
 Method: Descriptive survey design was adopted for the study. The population comprises of 362 students in Senior Secondary Students III (SSS3) in two public and two private senior secondary schools in Oredo LG, Edo state, Nigeria. Stratified random technique was used to select the four schools and 200 copies of questionnaires were administered to the respondents of which only a total of 190 copies of questionnaire were returned which represents 95% return rate.
 Findings: Findings revealed that most of the sampled schools have library resources; however most of the resources were obsolete. Results show that most of the respondents do not make use of the resources regularly and that the respondents are majorly interested in text related to their subject in school. It was discovered that none of the schools have a trained librarian working in their libraries.
 Conclusion: The study established that availability and usage of library resources cannot effectively predict the reading habit of secondary school students in Oredo LG, Benin-City.
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Agbili, Martin O., and Emeka B. Ogbuene. "Evaluation of Fire Emergency Preparedness at Selected Private and Public Schools in Awka Capital Territory, Anambra State, Nigeria." International Journal of Research and Scientific Innovation XI, no. XI (2024): 923–32. https://doi.org/10.51244/ijrsi.2024.11110072.
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This research assesses the level of fire emergency readiness in private and public schools within the Awka capital region of Anambra State, Nigeria. The research aimed to determine the correlation between the presence of fire apparatus and the handling of fire emergencies in chosen private and public schools in Awka Capital Territory, among other goals. The study influenced the creation of the research questions. The research employed the notion of planned behaviour as its theoretical basis. The study used a survey research approach, with a population of five hundred respondents picked from 10 schools within the study region. The schools were deliberately picked based on random sampling technique, but the research respondents were recruited using a random sample method. The research had a sample size of 500 respondents, with 50 respondents picked from each of the 10 schools in the study region. Hence, a grand total of 500 questionnaires were distributed across the schools on a working day. The distribution included students, particularly those in senior secondary teaching and non-teaching personnel of the schools, and members of the school’s administration. The State Fire Service, should enforce the requirement for schools, markets, and other organizations in the State to possess fully operational and comprehensive firefighting and safety equipment. Those who fail to comply should face strict consequences as a means of discouraging others from doing the same.
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Nwana, Edith Ngozi Udochukwu Daniel Onuoha. "INTERACTION OF BILINGUALISM ON THE EXPRESSION OF THOUGHT IN ESSAY WRITING AMONG IGBO LEARNERS OF ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN ABIA STATE, NIGERIA." FAR Journal of Arts, Humanities and Social Studies (FARJAHSS) 2, no. 3 (2025): 01–09. https://doi.org/10.5281/zenodo.15285497.
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<strong>Abstract</strong> This study investigated the interaction of bilingualism on the expression of thought in essay writing among Igbo learners of L2 in senior secondary schools in Abia State, Nigeria. One research question and one null hypothesis were raised to guide the study. The descriptive survey research design was adopted for the research and the population of the study comprised all the SS3 students of the 17 local government areas in Abia State. The sample of the study consisted of 240 students selected through multistage t-test was used to test the null hypothesis at 0.05 level of significance. The findings of the study revealed that Engligbo had interaction on the expression of thought in essay writing among SS3 students in private and public schools in Abia State; and Engligbo had more interaction on the expression of thought in essay writing among SS3 students in private schools than public schools in Abia State. Based on the findings, it was recommended among others that Teacher of English should discourage SS3 students from using coinages in their essay writing. Instead, teachers should expose students on imaginative ways to embellish their writing using creative words to create and recreate vivid mental pictures of events in their essay expression.
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Isma’il, Akilu, and Olatunbosun Mujidat Lukman. "Availability and Utilization of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools." Aquademia 6, no. 2 (2022): ep22013. http://dx.doi.org/10.30935/aquademia/12614.
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This study investigated the availability and utilization of instructional materials in the teaching and learning of biology in senior secondary schools in Talata Mafara Town, Zamfara State. A descriptive survey research design was adopted for the study using quantitative data. The population comprised all the heads of department of biology in the senior secondary schools (six public and four private) in Talata Mafara Town. The entire population constituted the sample of the study due to its small size. A validated questionnaire with reliability index of 0.63 obtained using Cronbach’s alpha was used as instrument for data collection. The data collected were analyzed using frequency counts and percentages presented in tables and charts. Five research questions guided the study. The findings of the study revealed that some of the required instructional materials are fairly available but are not regularly use by biology teachers. Biology laboratories and instructional materials relating to multimedia are lacking in most of the schools in Talata Mafara Town. Lack of fund for procurement and large class size coupled with lack of in-service training for serving biology teachers were major factors identified to inhibit effective provision and utilization of instructional materials respectively. Based on these findings, the study recommended among others that biology teachers in Talata Mafara Town should make effort in utilizing available instructional materials. Zamfara Sate Government should build biology laboratories and make provision for instructional materials especially multimedia related in all senior secondary schools in Talata Mafara. Professional development of biology teachers should be encouraged and sponsored by government and other relevant stake holders.
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A. Ajanigo, Joy, and Sunday Aboritoli. "A STUDY OF THE ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS SCIENCE PROCESS SKILLS." International Journal of Advanced Research 9, no. 5 (2021): 372–77. http://dx.doi.org/10.21474/ijar01/12847.
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Science process skill (SPS)is an essential skillrequired in studying science and achieving the reform in Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. Science process skills areinseparable from scientific processes, such as observing, experimenting, and analyzing events. The current studys primary purpose is to assess the attitude of senior secondary school students towards science process skills. Also, to determine the teachers pedagogical competence (TCP) inattitude towards science process skills. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards science process skills and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards science process skills. The findings and practical implications of the study are discussed.
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Eruterio Onohwakpor, Josephine. "Evaluation of Information Communication Technology Literacy Skills (ICTs) Among Secondary School Students in Delta State, Nigeria." Library Progress (International) 43, no. 1 (2023): 101–9. http://dx.doi.org/10.48165/bpas.2023.43.1.11.
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This study explored the availability of ICT facilities and ICT literacy skills level of senior secondary school students in Delta State. The population of the study comprised 308 senior secondary school students purposively selected from two public schools and two private schools from two senatorial districts of the state. The study employed the descriptive survey design using a questionnaire designed to elicit a response from the students on the available ICT facilities' satisfaction with ICT facilities, level of ICT skills, and constraints to acquiring of ICT skills. The different statements were in the rating of, 2, 3 and 4. Data was collected from 308 students. The data collected were analyzed using simple percentages and mean statistical tools. Findings from the data collected identified low ICT facilities in the schools. The study reveals low ICT skills among the students that can deter the students from performing credibly in the Unified Tertiary Matriculation Examination (UTME). The study also reveals that they are not satisfied with the available facilities. The low level of ICT skills was attributed to lack of qualified teachers in ICT, and inadequate time allotted to it in the school timetable. Recommendations were made to improve on the facilities and needed perquisites that will improve the ICT skills of the students.
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Afram, Kwame Owusu-Ansah Owusu. "The Intervening Role of Human Resource Development Interventions on the Relationship Between School Leadership and Academic Performance in Public Senior High Schools in Ghana." International Journal of Research and Scientific Innovation XII, no. III (2025): 257–72. https://doi.org/10.51244/ijrsi.2025.12030017.
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Since independence, enhancing secondary education in Ghana has been a major focus of reforms. However, despite these efforts, academic performance in second-cycle schools has not fully met expectations. According to the Ghana Education Service and the Ministry of Education, pass rates in core subjects have improved from 2006 to 2021. However, performance in these subjects still falls below 40%. This persistent underperformance has been attributed to school leadership and their capacity to effectively implement a vision for enhancing teachers’ skills and knowledge. This study examines the moderating effect of human resource development interventions on the relationship between school leadership and academic performance in public senior high schools in Ghana. Grounded in distributed leadership and social learning theories, the study uses a positivist approach to analyze these relationships systematically. A cross-sectional design was employed, utilising self-administered questionnaires to collect data from a target population of 928 public senior high schools listed by the Ghana Education Service as of December 2023. A cluster-stratified random sampling technique selected 2176 respondents from 16 strata. Data was processed and analyzed using SPSS version 27. The analysis included both descriptive and inferential statistics. The study found a positive significant correlation (R= 0.669) between school leadership and academic performance. The study further found that human resource development interventions significantly moderated (R= 0.289) the relationship and strengthened the effect of school leadership on academic performance. The study recommends that the Ministry and relevant agencies appoint competent school leaders to senior high schools. Furthermore, the study emphasises the need for professional development initiatives for teachers. The study advocates for policies that prioritise human resource development interventions and suggests future research to focus on similar studies on both public and private senior high schools, as well as vocational and STEM institutions.
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Asuquo, M. E., K. V. Emeribe, and E. G. Anam. "A comparative assessment of secondary school students' satisfaction with ICT studies: Implications for managing secondary school education for global competitiveness in post COVID-19 era." Global Journal of Educational Research 21, no. 1 (2022): 1–8. http://dx.doi.org/10.4314/gjedr.v21i1.1.
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Technological advancement has ushered Computer studies which is also regarded as Information and Communication Technology (ICT) instruction into educational curriculum. The aim of ICT studies in secondary school system is to equip every student with the prerequisite skills and competence to function effectively in the contemporary society that is characterized by emerging technologies. Therefore, the main objective of this research was to assess students’ satisfaction with ICT instruction in secondary schools in Calabar Metropolis, Cross River State, Nigeria. Three research hypotheses were formulated to give direction to the study. The study sample was 5245 students drawn from the population of Senior Secondary (SS) 2 and Senior Secondary (SS) 3 classes across public and private schools in 2019/2020 academic session. A survey research design was adopted for the study. The instrument for data collection was a questionnaire entitled "Secondary School Students' Satisfaction with Computer Studies Questionnaire (SSSSCSQ)". The data collected were analyzed using population t-test and independent t-test. The major findings indicated that secondary school students' satisfaction with ICT instruction was not significantly differ with respect to school ownership, gender and school location. It was recommended among others that the Government at various levels, Non-Governmental Organizations (NGOs) as well as Parents Teachers Association (PTA) should improve in their efforts towards provision of both hardware and software ICT facilities to sustain blended pedagogy in Post Covid-19 era.
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Azi, A. S., and H. J. Dajan. "Effects of Using Instructional Materials on the Academic Performance of Secondary School Students’ in Economics in Jos-North Local Government Area of Plateau State." Kashere Journal of Education 3, no. 1 (2022): 1–7. http://dx.doi.org/10.4314/kje.v3i1.1.
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This study was carried out to investigate the effects of using instructional materials on the academic performance of senior secondary school students’ in economics in Jos-North Local Government Area of Plateau State. Two research questions were used for the study. The design of the study was experimental: the area of the study was two secondary schools (one public and one private secondary school) out of 22 public schools and 97 private schools in Jos-North Local government area of Plateau state. The sample of the study was 87, comprising of 44 and 43 SS 2 Economics students respectively. The research questions were analyzed using descriptive statistics such as mean, standard deviation and standard error mean. The instrument used in the study was the Economics Students’ Achievement Test (ESAT). The instrument was a 20-item multiple choice test covering the following topics: the theory of demand and supply and population, which were covered during instruction. The instrument was trial tested on 20 students selected from a different school outside the study area using the Kuder-Richardson formula and the reliability of 0.84 was obtained. Hence, the reliability co-efficient was found to be reliable. The students were grouped into experimental and control groups by way of randomization. The findings showed that the experimental group scored higher than the control group which indicates that the use of instructional materials was more effective in teaching economics in secondary schools. Based on the findings of the study, it was recommended among others that teachers should be trained and re-trained through workshops, seminars and conferences in order to acquire necessary skills for the improvisation and utilization of instructional materials for teaching economics.
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Aliu, Abdulrahaman, and Akilu Isma’il. "Secondary School Students’ Interest in the Core Components of Science, Technology, Engineering and Mathematics (STEM): Implications for Instruction Readiness." South Asian Research Journal of Engineering and Technology 6, no. 02 (2024): 35–40. http://dx.doi.org/10.36346/sarjet.2024.v06i01.005.
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The implementation of Science, Technology, Engineering and Mathematics (STEM) in secondary school has important role in scientific and technological advancement of a nation and students are the main receiver of the instruction. This study investigated the students’ interest as an implication of students’ readiness for STEM instruction in Gusau, Zamfara state. The study adopted descriptive survey design. Simple random sampling was used to select 100 students of SS 2 from private and public schools making total of 200 students. An instrument title Senior Secondary School Readiness for STEM Instruction was used to collect data. The instrument was validated and pilot tested which yielded reliability coefficient of 0.86. Three research questions were raised and answered and two hypotheses were stated and tested at 0.05 level of significant. The result of the study showed that senior secondary school students in Gusau, Zamfara state are ready for STEM instruction. There was no significant different between the responses of students based on gender and school type. It was therefore recommended that education stakeholder should expedite the implementation of STEM in senior secondary school to harvest students’ readiness for better achievement.
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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.
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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.
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Tafida, Amina Gogo, Bala Muhammad Dhalhatu, and Mohammed Alhaji Usman. "Confusion of the Use of Been and Being by English as Second Language Learners in Nigeria." Studies in English Language Teaching 10, no. 1 (2022): p34. http://dx.doi.org/10.22158/selt.v10n1p34.
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English language teaching in Nigeria is faced with numerous challenges resulting in negative academic performance of students at various levels of education. Some of the challenges include unqualified and inexperienced English language teachers, inadequate space allocation for English language on the school timetable, improper teaching methods, lack of English language specialists to teach the various aspects of English, giving emphasis to some aspects of the language than the other among others. The paper takes a look at the confusion of the use of been and being by English as second language learners which might be due to less emphasis given to that aspect of the language during the teaching/ learning process. A test containing 30 questions was administered on two groups of schools- public and private. In each of the schools, some SS3 and JSS3 students were sampled for the study and the results show significant error margins of more 50% in the two sets of respondents. Tables and pie charts were used to show the findings. The major findings of the study show that: the verb forms, ‘been and being’ are confusing to English as second language learners especially at secondary school level; there is significant difference in the level of confusion in the use of been and being by students in public and private secondary schools in Minna metropolis and there is significant difference in the level of confusion in the use of been and being by senior secondary school students in public and private schools among others. Some of the recommendations offered are: the teaching of language forms should be accompanied by numerous real life examples; Language teaching should progress from known to unknown; it is essential to use substitution tables to provide the learner with enough practice on language use; and that qualified English language teachers should be employed to teach English language. These findings and recommendations are expected to improve the teaching and learning of English as second language.
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Abe, Thomas Olabode, and Sunday Oluwaseun Gbenro. "Effects of Test Anxiety On Students’ Performance in Mathematics in Senior Secondary Schools in Ekiti State." British Journal of Multidisciplinary and Advanced Studies 5, no. 3 (2024): 25–34. http://dx.doi.org/10.37745/bjmas.2022.0486.
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The study examines the effect of test anxiety on students’ performance in Mathematics. Four Hundred (400) students’ were randomly selected and Forty (40) students’ were purposively selected from Ten (10) schools which comprised of five (5) schools each from private and public school. Three (3) general questions were formulated and answered descriptively while three hypotheses in the study were t-test statistics. The result showed there was no significant difference in the mean of observable test and anxiety behavior between JSS II and SS II students. Also, students’ gender and class did not have any significant influence on their test anxiety level while school type significant influenced anxiety level and thus academic performance in Mathematics among the sampled secondary schools in Ikere Local Government Area in Ekiti State. The study recommended that students’ perception of Mathematics should be enhanced through teachers genuine interest in developing their students’ Mathematical competencies. Mathematics teachers should alleviate the fear of their students by emphasizing that mathematics is not a difficult subject. Also, teachers and students’ perception of mathematics should be changed through the creation of an enabling environment in term of infrastructural and other materials that can enhance the teaching and learning of Mathematics.
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Purwanta, Hieronymus. "Indonesian secondary history literacy skills level: case study of public and private high schools in Sukoharjo Regency, Central Java." Multidisciplinary Science Journal 5 (July 21, 2023): 2023050. http://dx.doi.org/10.31893/multiscience.2023050.
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This study aims to understand the historical literacy level of tenth-grade high school students before the implementation of the Kurikulum Merdeka. The research questions posed were: (1) what is the historical literacy level of Tenth Grade Senior High School students? Furthermore, (2) What are the factors behind the history literacy level of Tenth Grade High School students? The research subjects were Tenth Grade students and teachers from 19 high schools in Sukoharjo Regency, Central Java, Indonesia. The method used is an online historical literacy test for students using multiple-choice questions. Focus Group Discussions with teachers are used to understand the factors behind students' historical literacy competence. The test results show that the historical literacy level of high school students is deficient, so they will experience many difficulties in participating in learning using the Kurikulum Merdeka. The reason is that teachers and textbooks thoroughly explain historical material, so the student's task is just memorizing it. Another factor is the influence of Orientalists that narrates national history about foreign activities in Indonesia. All factors made Indonesian history becomes a rote lesson that could be more interesting and challenging for students.
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Fitri, Wanda, Nasril Nasril, Siska Novra Elvina, Sri Meiweni Basra, and Rizqa Asrarus Syifa. "Overview of character education design in senior high schools with boarding school in Indonesia." COUNS-EDU: The International Journal of Counseling and Education 9, no. 3 (2024): 35–47. https://doi.org/10.23916/0020240949330.
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The deployment of character education within Islamic-oriented public boarding schools throughout Indonesia has experienced significant expansion, encompassing both primary and secondary educational tiers. Originally initiated by private entities, this boarding school paradigm has now been embraced by public educational institutions, many of which have emerged as prominent leaders in the field. This educational framework draws inspiration from traditional Islamic boarding schools (pesantren) and prioritizes character development through the integration of religious-humanist principles that are ingrained in everyday practice. The objective of this study is to investigate the framework of character education in state senior high schools that implement the boarding school model. Employing a qualitative research methodology, data were gathered via observational techniques and structured interviews. The results indicate that character education is cultivated through a cohesive and continuous curriculum that interlinks academic instruction with dormitory living experiences. Values are enhanced through systematically organized school programs and are further reinforced by routine dormitory engagements. The institutions also advocate for moral advancement through the cultivation of spiritual consciousness and foster a cohesive culture that bridges academic pursuits with residential life. Furthermore, extracurricular initiatives are utilized to develop not only ethical comprehension but also the social competencies and soft skills of students. These findings underscore the potential efficacy of the boarding school model in promoting comprehensive character development within public educational frameworks.
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Muhammad-Jamiu, Issa. "Effects of Audio-Visual Media on Academic Achievement of Senior Secondary Schools Islamic Studies Students in Kwara State, Nigeria." Journal of Digital Learning and Education 3, no. 1 (2023): 1–10. http://dx.doi.org/10.52562/jdle.v3i1.390.
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The Nigeria government provide audio visual media for their teachers for the effective teaching and learning process of the all subjects. Academic achievement is the performance of students in the subjects they study in the school. This determines the pupils’ status in the class. This gives children an opportunity to develop their talents, improve their grades and prepare for future academic challenges. The above fact calls for investigation on the effects of audio-visual media on academic achievement of senior secondary schools’ Islamic Studies students in Kwara State, Nigeria. This study adopted a quasi-experimental research design. the specific research design used was pretest and posttest, non-equivalent control group design. The population for this study was one hundred and fifty-seven (157) Islamic studies students in Ilorin South, Kwara State, Nigeria. Simple randomly sampling technique was using to select 50 SS II Islamic Studies students in senior secondary school in Ilorin South, Kwara State, Nigeria. This study also used 25 students for experimental group and 25 students for control group. Questionnaire was used for data analysis. Hypotheses were tested using t-test statistical package at an alpha level of 0.05. The finding of the study revealed that there was a significant difference in the academic achievement of private and public senior secondary school students taught Islamic studies using audio-visual media and those taught using chart. The result also revealed that there was no significant difference in academic achievement of male and female students taught Islamic studies using audio-visual media and those taught using chart. Also, there was no significant difference in academic achievement of rural and urban senior secondary school students taught Islamic studies using audio-visual media and those taught using chart This study concluded that audio-visual media has a significant effect on academic achievement of senior secondary school Islamic Studies students. The study recommended that infrastructure of the schools should be designed in such a way that of audio-visual aids could be used successfully.