1.1 INTRODUCTION TO THE STUDY
Private schools have contributed positively to the academic achievement of secondary school students, it is generally agreed. Presently, it appears that some elites do not believe that private schools do much to encourage or improve student achievement. Some based their arguments on Nigeria’s declining educational levels. They assert that the grade of education has fallen fast as a result of the engagement of private individuals in the operation of schools, highlighting the most affected areas of our educational system.
Some writer’s educationist, researchers, curriculum planners, and administrators frequently cite Adenna (2008) in an effort to support this position. Adenna (2008) argued that the federal government should not hand over their educational institution to regions and voluntary agencies because doing so would mean surrendering the nation’s education system to a system characterized by fanaticism and religious participation, with unknown results. In spite of the position presented by Adenna and his suggestion, this assumption was rejected by opposing schools of thought (scholars).
Their argument was that Adenna’s viewpoint could not be empirically tested because the statement reveals “that final results cannot be foreseen,” in which case the end result might be positive or negative. Tuoyo (2000), writing in favor of the latter point of view, asserted that the majority of private school teachers are unqualified and unable to impart the desired knowledge to their students.
Lakoja (2006), who was also of the opinion that private schools have made no contribution to the academic performance of secondary school students, bemoaned the fact that, in an effort to remain competitive and in business, private schools sometimes invest resources (money) in purchasing examination question papers and invigilators during external examinations. Lakoju was attempting to prove that the majority of private schools condone exam cheating.
Surprisingly, others appear to have claimed that this perspective was excessively dry and shortsighted. They argued that private schools are the only pivot around which quality education in Nigeria revolves, claiming that the government has neglected quality education in Nigeria for some time.
They maintained, however, that the non-regular payment of teacher salaries, the absence of in-service training for teachers, and the lack of materials that can facilitate an effective teaching/learning process are all eloquent proofs of the government’s lackadaisical attitude towards quality education in Nigeria.
In an attempt to corroborate this assertion, Akwue (2005) claimed, “No educational system can advance above the level of the teachers” as the rationale for returning schools to explain the national strategy on education.
As the argument still stands, Nomell (2003) asserted that private or public schools do not pronounce or inculcate low or high intelligent quotient (IQ) in whoever attends, and that the high or low performance of students at school depends largely on the child’s enthusiasm type of pair groups he has teaching/learning instructional materials.
The location of the child’s school and the parents’ financial position. The assumption and viewpoint expressed by the three classes of scholars prompted the researcher to disregard the difficulties or strain he would endure in order to conduct an objective investigation on the influence of private school students in Oredo Local Government Area of Edo State.
The argument advanced by various social groups on the impact of private schools on the academic achievement of private secondary school pupils appears to have sparked dispute among numerous authors. In this regard, curriculum developers and administrators lack the credentials necessary to support their assertions.
As a result of this trend, they are unable to provide an educationally desired recommendation. Although parents and instructors have come to recognize their contribution to private schools and the academic performance of children, only private schools currently provide students with a quality education.
However, the government should not have recognized private schools, let alone provided them with the required backing. As a result, private schools in the Oredo Local Government Area have been plagued by this issue.
Despite resolute efforts to improve education standards in the local government, there are no sources of cash because there are no industries from which revenue may be generated. In addition, the syndrome of private school profit motive consciousness has contributed to the issue.
The majority of individuals, particularly parents, have been discouraged from enrolling their children in private schools that offer quality educational options.
1.3 OBJECTIVE OF THE STUDY
1.4 Importance of the Research
At the conclusion of the research, administrators, policymakers, curriculum planners, government and educational planners, and schools will be able to formulate policy measures that will guide and enhance the current performance of private and appropriate personnel and instructional materials at both the state and local government levels.
1.5 RESEARCH QUESTIONS
In order to evaluate the impact of private schools on the academic performance of children in secondary school in the Oredo Local Government Area of Edo State, a number of research questions have been created in this study.
Do private schools have adequate financial and human resources that can positively impact kids’ academic performance?
Students attend private schools because they desire a superior education?
Do private schools have an average enrollment?
Does the rate of teacher dedication in private schools affect student academic achievement positively?
Does the disciplinary rate in private schools have a good effect on kids’ academic performance?
1.6 RADIUS OF THE STUDY
This study is conducted in Edo State’s Oredo Local Government Area. Included in the scope of the investigation are the following:
Franet school group
Inowan Group School
Within the constraints of finances, time, lack of materials, and respondents’ attitudes, the research must be conducted. Some locations were visited multiple times to get more information.
1.7 DEFINITION OF TERMS
During the course of the research, a number of unfamiliar terms were employed; their implied meanings are provided below.
Academic Performance is a measureable accomplishment in terms of education.
It is a serious quarrel or disagreement over the matter.
A decline is a decrease or fall in quality.
Empirical: Relying on scientific experimentation to obtain a result
A qualitative statement implies that something is in ideal condition.
Only concerned with matters that impact oneself and his own community.
Myopic: Not considering the future outcome of our actions.