EFFECT OF SCHOOL ATMOSPHERE ON ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
The goal of this study is to evaluate and compare the current school atmosphere, the observed performance gap, and the factors influencing student performance in government and private secondary schools in Ikpaba Okha Local Government Area. We utilized both qualitative and quantitative data. Questionnaires were utilized to collect quantitative data from teachers, while interviews were used to acquire qualitative data from principals and local government supervisors.
Related papers were also used as references. The information was collected from two public and two private secondary schools. To gather the necessary data, samples of 113 teachers, 4 school principals, and 2 local government supervisors were taken. SPSS version 19.0 was utilized for data entry and analysis. Utilizing descriptive statistics (percentage, mean value, standard deviation, and p-value), quantitative data was analyzed and interpreted.
The t-test is also used to determine whether or not there is a statistically significant difference between schools. Teachers from both types of schools believe that a moderate performance gap exists between public and private schools. It is possible to conclude that government schools are people-focused, but their commercial equivalents place equal emphasis on both the personal interests of employees and the desired outcome.
PART I: INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Academic achievement is primarily impacted by the school environment. Climate is currently a hot topic in all government and non-government, for-profit and non-profit organizations. According to studies, an organization’s success is influenced by its atmosphere. In contrast, a lack of attention to climate affects the organization’s performance directly or indirectly. Occasionally, student academic performance declines in the present day. Recent information suggests that a large number of pupils are unable to advance to the next grade.
When comparing government and private school kids, this is stark. Despite the fact that all teachers were trained at the same university, all schools are governed by the ministry of education, and they all have the same institutional level according to the annual education office inspection, the researcher is curious as to why a performance gap exists between the two types of schools.
The goal of this study was to analyze the existing school environment differences between government and private secondary schools, as well as to assess the impact of school climate on student performance and the actual organizational disparity.
The study was limited to selected public and private secondary schools in the Ikpoba Okha Local Government Area. Additionally, the research is limited to 10th graders in specific schools.
Schein (2004) describes school climate as a pattern of shared fundamental assumptions that a group acquired while solving its challenges of external adaptation and internal integration. Robbins (1986) defines school atmosphere as a perception of the organization that is relatively consistent.
According to Cameron and Ettington (1988), climate is viewed as an enduring set of values, attitudes, and assumptions that define organizations and their members. According to (Luthons, 2005), the school environment is highly complicated.
All stakeholders in the school community are responsible for shaping the future school climate.
Therefore, it is essential to obtain an in-depth understanding of their engagement with this problem because, over time, the student’s performance in question.
While there has been prior study on the relationship between school atmosphere and academic performance According to Goldstone, the most essential factor for the success of an organization is the school’s climate. (Goldstone, 2007).
On the other side, Aktas, Cicek, and Kiyak(2011), citing several academics, assert that school atmosphere has a significant and favorable impact on the organizational effectiveness of companies.
Schein (1999) believes that the importance of school atmosphere is more now than it was in the past. Increased acquisitions, alliances, competition, mergers, globalization, and changes in the workforce have increased the need for coordination and integration between organizational units.
In a school setting, the efficacy of learning processes is influenced by the availability and sufficiency of vital learning resources. Teaching and learning resources enhance the comprehension of intangible concepts and improve performance.
1.2 STATEMENT OF THE PROBLEM
The school climate is obscure and difficult to determine. According to Schien (1989, p. 275), climate is difficult to discern. Organization is a legal entity having its own school atmosphere that distinguishes it from other organizations in the same sector or providing similar services. Government and private secondary schools in the Ikpoba Okha subcity have constructed and are constructing their own school environments in order to provide the service for which they were formed.
Even if the government and the community supply the essential inputs for government secondary schools, the efficiency and effectiveness of private secondary schools surpass those of government schools. To demonstrate this, among the three areas of annual school inspection criteria (input, process, and outcome), government secondary schools are always on par with or above private schools (Ikpoba Okha Local Government Area annual inspection result report).
In this case, the major paradox that prompted or prompted the thesis is what the actual or real reason is for the greater effectiveness of private secondary schools compared to those of the government, despite the fact that both types of schools are inspected annually by the office of education at the same institutional level. Another element that prompted the researcher was a lack of knowledge about the topic being investigated.
Therefore, we examined by detecting the existing school climate and performance gaps.
1.3. RESEARCH QUESTIONS
Is there a difference in school atmosphere between private and public schools and student academic performance?
What performance disparities exist between public and private secondary schools?
What elements contribute to the climate differences between private and public schools?
1.4 OBJECTIVES OF THE STUDY
1.4.1. GENERAL OBJECTIVES
The purpose of the study was to determine the overall school climate and performance disparity between the private and government-selected secondary schools in Ikpoba Okha Local Government Area and to provide strategies for the institutions to address the organizational effectiveness gap.
1.4.2 SPECIFIC OBJECTIVES
To identify observable factors affecting school atmosphere in both types of secondary schools.
To determine the precise performance gap between
1.5 Importance of the Research
As systematic or scientific research, the outcome of this study would be significant for all education stakeholders. The schools in Ikpoba Okha Local Government Area could use the study’s findings as a foundation for boosting academic performance in both government and private secondary schools. Principals may use the findings of the study to devise strategies for enhancing academic performance in their local schools based on students with high academic standards.
Alternatively, the research is also crucial for government education administration authorities. This study’s findings will provide a breakdown of the factors that contribute to the variance in organizational efficiency amongst schools, as well as possible avenues for government agencies to help to the closing of the gap.
1.6. DELIMITATION /SCOPE OF THE STUDY
Geographically, the scope of the study was limited to the secondary schools of Ikpobo Okha Local Government Area that were selected. The study was likewise limited to 10th grade. Surprisingly, each of the chosen institutions has more than 35 years of experience and has developed its own robust organizational climate. Working in this area therefore enables the researcher to acquire pertinent data that makes the study more manageable and doable within the allotted time frame.
The study is limited to 113 teachers, 4 principals, and 2 supervisors that responded. Additionally, the research was restricted to school climate issues connected to student performance.
1.7. DEFINITION OF KEY TERMS
Climate in school relates to the quality and personality of school life.
Private secondary schools are 9th and 10th grade institutions controlled by individuals or religious organizations.
Observed behavioral patterns. Members of an organization employ a common vocabulary, terminology, and traditions and ceremonies pertaining to courtesy and manner when interacting.
Norms. In work groups, norms of behavior evolve that are deemed acceptable or usual for the group. The influence of workgroup behavior sanctioned by group norms produces benchmarks and standards.
Dominant values. A group promotes and expects its members to share fundamental ideals. Great performance levels of instructors and students, low absenteeism and dropout rates, and high efficiency are examples of typical school characteristics.
Philosophy. The beliefs of an organization regarding how employees and clients should be treated are guided by its policies. For instance, the majority of school districts have philosophy or mission statements.
Rules. There are rules for getting along within the organization, or “ropes” that newcomers must learn to become accepted members.
Climate. This is the total impression created by a company’s physical structure and its members’ interactions with customers and other outsiders.
Performance is the achievement of students in relation to objective attainment.
Academic performance refers to a student’s performance on standardized tests or examinations. According to Niebuhr (1995), instructor ratings, assessments, and examinations are usually used to evaluate students’ academic success.
Principal refers to a person designated to oversee a secondary school’s administration.
1.8. STRUCTURE OF THE STUDY
This study is composed of five chapters. The first chapter addresses introductory topics, such as the study’s context, problem statement, aims, significance, fundamental problems, and scope.
, clarification of important words, and study arrangement. The second chapter is devoted to a review of the relevant research, which tackles significant school environment and student performance-related concerns. The third chapter includes a discussion of the research strategy and methodology. The fourth chapter contains the findings and analysis of the data. The final chapter concludes with a summary of findings, conclusions, and recommendations.
Do You Have New or Fresh Topic? Send Us Your Topic
EFFECT OF SCHOOL ATMOSPHERE ON ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE