FACTORS CONTRIBUTING TO POOR PERFORMANCE OF STUDENT IN ACCOUNTING EXAMINATION IN SOME SELECTED SENIOR SECONDARY SCHOOL STUDENTS AKURE NORTH LOCAL GOVERNMENT
TABLE OF CONTENTS
Table of contents
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significant of the Study
Delimitation of the Study
Definition of Terms
CHAPTER TWO:REVIEW OF RELATED LITERATURE
Factors Affecting Students Academic Performance In Accounting
Teacher Commitment to Teaching and Work Habit
Teacher Qualification and Teaching Environment
Motivation and Job Satisfaction
Class Sizes as a Motivating Factor and Determinant of Academic Performance
Availability and Use of Teaching and Learning Materials
Lateness and Absenteeism
CHAPTER THREE: RESEARCH METHODOLOGY
Population of the study
Sample and sampling technique
Validity of the Instrument
Reliability of the Instrument
CHAPTER FOUR: PRESENTATION AND DATA ANALYSIS
School Related factors Influencing the Performance of Student
Factors Outside the School Environment that Influence the Performance of
Mechanism for Monitoring Student Academic Performance
Testing of Hypothesis
CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
The research aimed at finding out the factors contribute to poor performance of accounting student in some selected senior secondary schools in Akure North local government area in Ikere west local government area of Ikere state in four (4) senior secondary school in Ikere west local government area. Eight (8) teachers that is, 2 from each school and 25 students from each school were randomly selected, that is 108 participate were selected.Questionnaire was the major instrument used; one hundred and eight questionnaires were distributed. Frequency count was the method used to analyzed data collected from respondent and the chi- square (X2) statistics was used to test the research question.
The finding from the result shows that the conclusion that teachers teach what is relevance to the syllabus each year, it was recommended that regular sensitization meeting and community non-formal education classes should be organized within the communities in Ikere state to inform parents about the value of education to children the community and the nation as a whole.
Parents should be encourage to be active in parent teacher association as well as in other to activities of schools their involvement would make them aware of the problems and issues affecting the students, teachers and the school in general.
Education, either formal or informal continues to shape the three domains of human development. These are the cognitive, affective and the psychomotor domains. Much then is said that formal education remains the vehicle for social-economic development and social mobilization in any society. Therefore, education at the basic level must be of a quality that will help the young ones to acquire skills, knowledge, values and attitudes that will enable them to contribute positively to the social, economic, political and moral development of the society.
It is a common practice these days in Nigeria for people to compare modern day graduates from the basic schools to those of the ‘Middle’ Schools era in the 1950’s and 1960’s. Some graduates from the ‘Middle’ Schools gained direct entry into the Civil Service; some got appointed as Pupil (untrained) Teachers and performed creditably. The Government of Nigeria and other stakeholders in education have put in place a number of measures aimed at addressing this perceived poor performance of pupils at the basic level of education and improving the general quality of education in the country.
Education might be seen as the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation or community depends largely on the quality of education of such a nation. It might also be seen as helping individuals to grow, develop, earn a decent living in the society and contribute positively to the welfare of the society in which they live. It is generally believed that the basis for any true development must commence with the development of human resources. It could also be considered to be a reliable tool for poverty reduction apart from its direct functions of increasing knowledge, building skills, values and attitudes and opening for critical thinking.
According to Mayer (1960), a teacher’s influence can be unlimited and his/her ideas can affect thousands. He further states that one of the foremost problems of education deals with the recruitment and preparation of teachers. Recognizing this and the fact that pupils’ performance at the basic level cannot be improved without a conscious effort at upgrading the knowledge of teachers at this level of education, the Government of Nigeria has initiated certain policies aimed at improving the quality of teachers at the basic level.
Various researchers have investigated and found a number of factors that contribute to poor performance of pupils in basic schools in Nigeria. The findings of these researchers are available and presumed to be guiding policy makers in addressing this problem at hand, yet pupils’ performances at the basic school level continue to fall in the country, especially in the rural areas and among fishing communities. There is therefore the need to conduct further research into the causes with the view of finding out other factors contributing to poor performance of students in the schools and probably suggest ways of managing them.
Academic performance of students in Accounting Examination has received much attention of late in the Nigerian educational system. At the beginning of every academic year when (WAEC) results are released, educational stakeholders raise a lot of concerns about the falling performance of students. Quansah’s (1997) analysis of the National Criterion Reference Test (CRT) results showed poor mastery of numeracy and literacy of students, especially in the rural areas.
Some schools in the Ikere State have similar problems of poor performance of students in the WAEC. From the analysis of the 2009 WAEC results (refer to appendix B) of 19 public schools in Ikere state Education state, twelve (12) schools had below 50% pass with one school scoring zero per cent pass. Results from the previous years were no better. From the comparative analysis of the 2007 and 2008 WAEC results for the Central Region (refer to appendix B), out of the 13 districts that took part in the examination, 9 districts showed fallen standard in performance.
Even though researches (Adjei, 1996; Paaku, 2008) have identified some internal and external school related factors that have contributed to this state of affairs in certain parts of the country, the education directorate and parents in the Ikere State have expressed great concern about the recurring failure of students in Accounting Examinations especially in the public schools. There is therefore the need to conduct an inquiry into what factors contribute to this state of affairs and to suggest ways of improving upon the situation hence this research.
The purpose of this study was to find out factors that contribute to poor performance of students in the Accounting examination in Ikere state State.
Therefore, the specific purpose of the study is to:
i. Identify school related factors that contribute to poor performance of financial Accounting students.
ii. Find out what factors outside the school environment affect the academic performance of students in financial Accounting.
iii. Discover what mechanisms exist in monitoring students’ performance in schools in Ikere State.
In order to meet the purpose of the study, the following research questions guided the study:
1. What school related factors affect the academic performance of accounting students?
2. What outside school factors influence academic performance of students in accounting Education?
3. What mechanisms exist in monitoring students’ academic performance in schools in Ikere State?
Significance of the Study
It is envisaged that findings from the study may reveal factors that influence the academic performance of students in Accounting Examination in Ikere State. This exposition would help Ikere State Directorate to adapt workable measures or strategies that are likely to improve the performance of students in accounting.
The study would provide information that is likely to be useful for the purposes of In-Service Training for teachers and other stakeholders in education in the State. It may also serve as a reference material for policymakers to consider in the design of programmes to pursue at the basic level of education that might yield encouraging WAEC results.
Finally, this study is likely to inspire other researchers to embark on similar studies into factors affecting academic performance of students in Accounting Examination in other Districts and satieties, so that more general information about factors that contribute to falling standards in education especially in Public schools could be obtained and addressed to improve academic performance of students.
The study covered 9 Senior Secondary Schools in the Ikere State.
The study included three (3) schools each in the South (Rural schools), Central and North circuit that continue to perform poorly in Accounting.
Resources: In this study, resources refer toall services in the school environment that support teaching and learning.
School related factors: For the purpose of this research, school related factors are defined as all the attitudes and behaviours of teachers, students, Head teachers and other stakeholders in education that either promote or inhibit the academic performance of students.
Out of school factors: These may include all other factors outside the school environment, for example, the home and pressures from peers outside school, among others.
Monitoring: Management of teachers and learners to enable teaching and learning take place effectively and efficiently.
Academic performance: It refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. It is also said to be the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper.
Poor Performance: Poor performance as used in the study refers to the situation where performance is not up to expectation, that is, where students’ performance is above aggregate 30 per subject in Accounting Education.