FACTORS INVOLVED IN THE MASS FAILURE OF SECONDARY SCHOOL STUDENTS IN ECONOMICS IN ENUGU STATE’S NSUKKA LOCAL GOVERNMENT AREA
Abstract
This study looked at the factors that contributed to the widespread failure of secondary school students in economics in Enugu state’s Nsukka local government area. The study’s total population is 200 secondary school teachers from Nsukka local government in Enugu state.
The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research design. The study included 133 respondents who included the principal, vice principal, adm, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
chapter One
Introduction
1.1The Study’s Background
The educational system of any country is a mirror in which the image of the country can be seen. According to many authors, education has been and will continue to be a potential source of change in any society. Education is intended to develop manpower for various levels of the economy in a country, thereby ensuring national self-reliance and self-independence.
As a result, the realities of life must emerge from the formulation and clarification of purposeful education, taking into account the entire scope of human life while also considering specific needs of the individual ( Singh and Rana cited in Siaw, 2009).
Secondary schools provide a diverse range of subjects. According to Nyman and Jenkins (1999), the secondary education curriculum revolves around subjects offered during World War I and is taught by trained personnel. Students are dynamic individuals who are constantly evolving. They are full of capacities and potentials that must be discovered and properly channeled, which is why Art Teaching Curriculum is included in our school systems.
However, there is an underlying complexity of the factors influencing student performance in educational attainment, which is what prompted the current study. Despite the fact that many factors influence students’ achievement, a number of studies show that institutional factors are associated with academic performance economics.
Economics is a subject that every person, regardless of profession, requires. Unfortunately, students’ performance in the subject has been disappointing, particularly in secondary schools. Students who offer this subject are expected to have the desired attitude, skill, and knowledge at this level of education.
Academic performance of students in many Nigerian secondary schools, including Nsukka Local Government Area of Enugu State, has been linked to underlying issues such as poor socio-cultural, socioeconomic, school environmental, socio-political factors, and many others that require further investigation. Adolescents’ aspirations are influenced by their home environments.
The child’s social development begins at home (family). It is the child’s home that causes him to identify with society, culture, religion, or social class. As a result, the home continues to have a significant impact on the student’s academic performance.
It is also believed that children from low-income families are more likely to experience hunger, homelessness, sickness, physical and mental disabilities, violence, teen parenthood, family stress, and educational failure. Students from low socioeconomic backgrounds are four times more likely to have learning disabilities than students from high socioeconomic backgrounds, whereas a combination of these environmental factors accelerates academic success.
A student who hasn’t eaten in days and is wearing clothes that don’t fit can’t concentrate in class. According to G.U.Anene (2005), students from high socioeconomic status families receive more resources than students from low socioeconomic status families, and as a result, students from low socioeconomic status enter school behind those who do not live in similar circumstances.
Similarly, it is believed that malnutrition, a lack of motivation in the home, spousal violence, single parents, and a poor home environment all have a negative impact on the development of intellectual ability (Mario2006). This means that students from low socioeconomic backgrounds tend to be below or average in their intellectual development, especially when measured by scores or tests.
1.2 Formulation of the Problem
In Nigeria, particularly in Nsukka Local Government Area of Enugu State, students in secondary schools have not performed well in economics. Because of the high rate of failure in home economics, only a small number of students continue their Advanced level secondary education studies.
Furthermore, good education does not happen by accident. It is the result of effective teaching and learning, as well as the efforts of the teacher, the school, the students, their parents, and their various home environments. The blame for students’ poor performance in school is frequently shifted to teachers and school officials.
Many families in our society do not appear to prioritize their children’s education. Some parents appear to have erroneous notions about their children’s performance in school; they do not know and appear to fulfill their role of guidance and encouragement in the child’s performance in school.
Many people believe that the widespread failure or success in schools can be attributed to teachers and school officials. Others believe that the family’s socioeconomic status has an impact on the child’s academic performance.
Several studies have revealed that students’ performances are the result of both school officials’ and parents’ efforts. The purpose of this study was to investigate the factors that contributed to the widespread failure of students in economics in secondary schools in Enugu State’s Nsukka Local Government Area.
1.4 The Study’s Objectives
The primary goal of this research is to investigate the factors that contribute to widespread failure in home economics in secondary schools in Enugu State’s Nsukka Local Government Area. However, the specific goals are as follows:
I To determine the causes of widespread economic failure among students in the Nsukka Local Government Area.
ii) investigate teachers’ efforts in combating mass economic failure among students in Nsukka Local Government Area
iii) survey the impact of teachers on students in ensuring better economic performance of students in Nsukka Local Government Area
HYPOTHESES FOR RESEARCH
H0: There are reasons for the widespread failure of economics students in Nsukka Local Government Area.
H1: There are reasons for the widespread failure of economics students in the Nsukka Local Government Area.
H02: There is no influence of teachers on students’ economic performance in the Nsukka Local Government Area.
H2: There is an impact of teachers on students in ensuring better economic performance in Nsukka Local Government Area.
1.5 Importance of the Research
The findings of this study will be useful to students, teachers, school administrators, parents, guardians, and the federal government in understanding the reasons for the widespread failure of economics and other subjects in school and how to address them. This research will also contribute to academic knowledge and serve as a foundation for future research.
1.6 The Study’s Scope
This study looked into the factors that contributed to the widespread failure of secondary school students in economics in Enugu state’s Nsukka local government area. As a result, the respondents included public secondary school students from several schools in Enugu State’s Nsukka Local Government Area.
1.7 Research limitations
The researcher’s only challenge was a lack of funds. There was insufficient funding to print as many questionnaires as possible for this study. However, for this study, the researcher was able to print out 200 questionnaires.
1.8 Terminology Definitions
During the course of this research, the following terms were used:
The social science of economics studies how people interact with value, specifically the production, distribution, and consumption of goods and services. Economics is concerned with the behavior and interactions of economic agents, as well as the operation of economies.
Secondary school is the next level of education after primary school. In the United States, secondary schools are frequently referred to as high schools. Secondary schools in the United Kingdom can be public, grammar, or comprehensive.
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FACTORS INVOLVED IN THE MASS FAILURE OF SECONDARY SCHOOL STUDENTS IN ECONOMICS IN ENUGU STATE’S NSUKKA LOCAL GOVERNMENT AREA