Students and Teachers’ Perception of the Causes of Poor Academic Performance in Edo State Secondary Schools

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Students and Teachers’ Perception of the Causes of Poor Academic Performance in Edo State Secondary Schools

Introduction
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed English and Mathematics between 2004 to 2007 is shown below.

Purpose of the Study
The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance qualification of teachers and academic performance and students’ environment and poor academic performance.

Research Questions
This research will attempt to answer the following questions:
1. What is the perception of teachers on students’ poor academic performance and teachers’qualifications?
2. What is students’ perception on teachers’ qualification and students’ poor academic performance?
3. What is the perception of teachers on students’ poor academic performance and teachers’ method of teaching?
4. What is students’ perception on their poor academic performance and teachers’ methods of teaching?

Literature Review
The Concept of Poor Academic Performance



References: Adebule, S. O. (2004). Gender differences on a locally standardized anxiety rating scale in mathematics for Nigerian secondary schools in Nigerian Journal of Counselling and Applied Psychology.Vol.1, 22-29. Adesemowo, P. O. (2005). Premium on affective education: panacea for scholastic malfunctioning and aberration. 34th Inaugural Lecture, Olabisi Onabanjo University. Ago- Iwoye: Olabisi Onabanjo University Press. Ajala and Iyiola (1988). Adolescence Psychology for teachers: Oyo: Abodurin Rogba Publishers. Ajala, N. & Iyiola, S. (1988). Adolescence psychology for Teachers. Oyo: Abodunrin Rogba Publishers. Ajayi, Taiwo (1988). A system approach towards remediation of academic failure in Nigerian schools. Nigeria Journal of Educational Psychology, 3, 1, 28-35. ] Aremu, A. O. (2000). Academic performance 5 factor inventory. Ibadan: Stirling-Horden Publishers. Aremu, A.O. & Oluwole, D.A. (2001).Gender and birth order as predictors of normal pupil’s anxiety pattern in examination. Ibadan Journal of Educational Studies, 1, (1), 1-7. Aremu, O. A & Sokan, B. O. (2003). A multi-causal evaluation of academic performance of nigerian learners: issues and implications for national development. Department of Guidance and Counselling, University of Ibadan, Ibadan. Aremu, S. & Oluwole, B. (2000). The Development and Validation and Academic Performance Federal Republic of Nigeria (2004). National Policy on Education. (Revised Edition). Lagos: Federal Ministry of Education. Morakinyo, A. (2003). Relative efficacy of systematic desensitization, self statement monitoring and flooding on subjects test anxiety. Unpublished Phd. Thesis. University of Ibadan. Morakinyo, A. (2003). Relative efficacy of systematic desensitization, self statement monitoring and flooding on students test anxiety. Unpublished PhD. Thesis. University of Ibadan. Yildirim, O Acar, A. C. Bull, S. Sevinc, L. (2008). Relationships between Teachers ' Perceived Leadership Style, Students ' Learning Style, and Academic Achievement: A Study on High School Students. Educational Psychology

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