STUDENT RESPONSIBILITY IN POOR ACADEMIC

PERFORMANCE IN KWARA STATE

SECONDARY SCHOOLS

O. E. ABDULLAHI

Department of Educational Foundations University of Ilorin

Kwara State

ABSTRACT

The mind is active in the teaching and , learning process and as such students

have responsibility in their poor academic performance. The thrust of the study was,

therefore, to examine the extent to which secondary school students involved in the

research could be held accountable in their academic performance at the terminal

level of their Junior Secondary School Examination. One hundred and ninety

eight male and female secondary school .students in Kwara State served as subjects.

The Multiple regression results indicated that the independent variables of study

habits predicted students' objective achievement in the dependent variable of their

results in English a$ the terminal level of their junior secondary school.

INTRODUCTION

The issue of poor academic performance at the secondary level of education in Nigeria has

been \\idely documented. For instance, Kuti's (1976) study on this issue revealed that all the

secondary school candidates that registered for the West African School Certificate Examination in

1960 only 32.36% passed at the five credit level and in the subsequent years the percentage passes

at five credit level dropped to 27.63% in 1968, and only 19.3% in 1974. Evidence record office,

October 1993, in the kwara state ministry of education revealed that of all secondary candidates that took the West African School Certificate Examination in 1982, only 41.7% passed at five credit level and in the subsequent years, 32.59% passed in 1983; 38.70% passed in 1984, 37.45% passed in 1985, 40.4% passed in 1986, 34.76% passed in 1987 and 37.7% passed in 1988. It appears right to claim, therefore, that there is a general trend of poor academic performance both at the national and Kwara State Secondary education levels.

Considerable research evidence abound, (Bowles, 1974; Odebunmi, 1981; Funkunle, 1983; Onocha & Okpala, 1988, Soyibo, 1986; Odebunmi, 1988; Ajayi, 1988; and Bakare, (1986) to show that poor academic performance at the secondary level of education is a product of the teacher, school and home environment. Teachers have particularly not only been blamed for creating low levels of. Jiooi achievement, but they have been held for sabotaging a multitude of reforms designed to reverse the situation. This view have been upheld by influential educational and psychological researchers. For instance Skinner (1959), claimed that the students have no responsibility at all in educational ills, because infants and young children are normally and with good seasons not regarded as responsible agents. This view is further reinforced by the social scientist, that human thought and actions are socially determined and social class determines ones activities. Bowles (1974), argue; are helplessly trapped in an inequitable class base system. Also, the pre-eminent concern about the social justice and equal education opportunity in the Nigeria national policy on education (1981) appears to have drawn attention away from students involvement and their poor academic performance at the secondary level of education. Whether this oversight is the result of the rather single minded focus on teachers or whether it arises from reticence to blame the

seemingly less innocent, it is fairly clear that student activities and their learning conditions have escaped any sustain criticism holding contrary opinion to the views expressed above, are pia get and neo-piagetains, (piaget 1952,ellis & Ericson 1990, Fenstermancher 1986 and Shulman 1987) who argued that the mind is active and -not passive in the teaching and learning processes 'and as such, students should be held responsible for their poor academic performance. Fenstermacher (1986) acknowledged that teachers and other external factors bring about changes in the students' academic performance, but such factors do not cause a student to learn in that, it is the student's own activities that bring about his/her "good" academic performance. Thus, students' involvement in their academic performance is ultimate in nature. Essentially speaking, students' study habit made up of perceiving; recognizing; home-work and assignment; time allocation for study; reading and note taking; study period procedure; concentration, written work; preparation for examination, and teacher consultation by students, (Bakare 1986) are worthy areas of investigation in the analysis of the secondary school students' academic performance at the terminal stage of their secondary education. Hence, this study examined the secondary school students' study habits as a perceived casual factor of the reported poor academic performance at the terminal level of their secondary education that has become a topical issue in educational researches.

The study was designed to investigate the casual factors of secondary school students' poor academic performance through the students' study habit variables. It concerned both failing and passing secondary school students as well as brilliant students that are not obtaining their optimum level of performance. The result is geared towards discovering means of improving the documented poor academic performance of secondary school students at the terminal level.

In the implementation of a national policy on education whose philosophy is:

... to raise a generation of people who can think for themselves, respect the views and

feclingsof others and respect the dignity of labour...

National Policy on Education 1981, p. 16) a study that examined the causes of poor academic

performance of students at the secondary school level is particularly significant. As previous studies

emphasized only on external causal factors, a study on internal factors in terms of students'

responsibility in their poor academic performance would be complementary to the existing work. In

this regard, the empirical findings may be useful to school counselors in an attempt to improve the

students' academic performance. Based on this background, the study was designed to provide

answers to the following questions namely:

1) What is the pattern of study habits of Kwara State secondary school students selected for this study?

2) What effects do the secondary school students' study habits have on their academic achievement in English at the terminal level of the students' Junior Secondary School?

Study habits is optionally defined as "the science of reading", meaning the "verb to read" which implies to study as in reading Geography or English or apprehending meaning through the study of the written characters. Reading in this instance demands a greater degree of competence and an exact knowledge of what to do when we read. A good reader, therefore, is an active, creative thinker and he/she is critical of the author’s idea. The verb to read using this concept, therefore, can be explained to mean the phrase "study habit".

On a general note, empirical work on study habits of secondary school students has not gained wide currency, especially in the Nigerian school environment. But scholars such as Vernon (1960) Lewis (1964), Schonell (1965), Unoh (1961 & 1968). Stranchfield (1971), Bakare (1977); and Hassana (l991) have done some study on the issue. The general consensus amongst these

scholars is that, acquired defects, innate and factors, psycholinguistic problem, physical and cultural factors, school environment, and culture of a school are significant factors influencing students' study habits. Psychologists such a Lewis (1964); Pipget (1952); Otto, Fetters & Peters (1977); Mba (1981) explained the psycholinguistic problem under the language development. These scholars are of the opinion that a child's initial background is an essential stimulus influencing his/her linguistic potential, through play and exercise in thinking and concept development. Also, the capacity to speak or communicate in two or more languages implies that there is always! the possibility that the linguistic habits and techniques of one language will interfere with the other. This assumption appears relevant to the Kwara State Secondary School environment where English grammatical structure is different from the two or three local languages acquired in the environment. Such effects may serve as deterrent to the students' study habits in terms of fluency, abstract meanings, activities and the capacity to respond rapidly with names of things, shapes, concepts and other objects when series of items are presented. Environmental factors such as the physical or geographical environment, the cultural and social factors, do also influence study habits. Physical factors, in terms of climatic variations and eco-systems have been identified to affect study habits. The difference between urban and rural areas, the hot debilitating effects of tropical climates on students, the level of academic activities in school such as clubs and other societies, the quality of library and other co-curricular activities exact considerable effects on the efficiency, enjoyment and comfort in study habits. Congenital factors, such as low level of intelligence quotient do affect students' speed and efficiency to understand tasks. "Acquired defects such as poor visual, auditory effects, injuries and diseases influence the personality quality of the students and these have influence on his/her study habits", (Mba 1981).

In the Nigerian school Environment, Unoh's (1968) study revealed a great deal of incidence of poor reading habits of the Nigerian school children. Using 209 testees. 27 came under efficient readers and 182 under backward readers. Of the 182.7 were 'classified as slow and accurate readers, 55 as fast but inaccurate readers, 120 as slow and accurate readers. This study shows that only 14% could be classified as accurate readers. Using these findings as points of reference, incidence of poor study habits abound in the Nigerian Secondary School and the area is research worthy.

Students' score in English language is used as criterion measure; the role of English in the Nigerian education system is, therefore, briefly examined. The 1982 Education Code in Nigeria made the use of English imperative at the post-secondary school level. Doherty (1972) and Bamgbose (1978) have explained the importance of English language in the Nigerian education system. These scholars are of the opinion that English is undisputable medium through which candidates are taught and examined in the Nigerian education system English is not only a medium of instruction at all levels of education but a pre-requisite for entry into tertiary institutions in Nigeria. Not only this, lack of knowledge of spoken and written English may mean that such individuals are disqualified linguistically unfit to play a full part in the Nigerian national affairs. The use of students' scores in English language at the terminal of their Junior Secondary' School examination as the criterion variable is therefore amply justified.

METHODOLOGY

The study was an Expost-Facto causal comparative study. The researcher investigated students' responsibility in their poor academic performance in Kwara State Secondary Schools. Study Habit Inventory, a standardized psychological instrument designed by C.G.M. Bakare was used. Students' scores in English language at the terminal level of their Junior Secondary School were used as criterion measure. The scores were standardized by transforming them into Z scores. 198 secondary school male and female students selected by stratified cum simple sampling

techniques, served as subject. Their ages ranged from 15 to 20 years, with a node of 18, a mean of 17.18, and a standard deviation of 1,15. Zero order correlation statistical procedure and stepwise multiple regression analysis were used to process the data.

RESULTS

The results presented below were processed at the University of Ilorin, Computer Centre on 30th March, 1993. They are presented in accordance with the two research questions poised.

(1) What is the pattern of study habits of Kwara State Secondary School students selected

for this study?

able 1: PATTERN OF THE STUDENTS' STUDY HABITS

Variables Mode Mean Standard Deviation

xl 22.00 22.77 4.24

x2 19.00 20.21 3.88

x3 26.00 28.62 6.07

x4 30.00 28.43 5.30

x5 1 1 .00 10.41 2.89

x6 16.00 15.03 3.19

x7 24.00 24.88 5.12

x8 6.00 6.00 1.60

xl =

x3 =

x5 =

x9 50.00 53.53 12.37

Home-work and assignment Reading and note taking

Concentration

x2 = Time Allocation

x4 = Study period

procedure

x6 = Written work x7 = Examinatio

n

x8 = Teacher

Consultation

x9 = Study Habits Inventory

The results in Table 1 above repealed that the variable of Teacher consultation has the lowest value with a mode of 6.00, mean of 6.08 and a standard deviation of 1.60 while the variable of study period procedure has the highest value with a mode of 30.00, mean of 28.43 and a standard deviation of 5.30. The cumulative score of the Study Habit Inventory (SHI) (x9) showed a mode of 50.00, mean of 53.53 and a standard deviation of 12.37. The results of zero order correlation coefficient are presented below to give a clearer insight on the pattern of the students' study habits.

Table 2: CROSS TABULATION OF THE ZERO

ORDER CORRELATION COEFFICIENTS OF STUDENT STUDY HABITS

xl X2 x3 x4 x5 x6 x7 x8 x9

xl 1.000

x2 -0-531' 1.000

x3 0.054 -0.450 1.000 X4 -0.109 0.131" -0.045 1.000 x5 -0.041 0.114 0.0* ' -0.440 1.00Q X6 -0.108 -0.008 •0-1J3 0.059 0.026 1.000 »7 0.122 0.030 0.0* -0.400 -0.0 -0.123 1.000 x8 0.009 -0.056 •0.044 0.120 0.026 -0.320 -0.049 1.030 X9 0.110 -0.026 •0.005 •0.004 0.121 0.119 -0.095 O.OJ4 1.000

Key: Lowest Correlation Coefficients

Highest Correlation Coefficients

Results in Table 2 above revealed that the correlation coefficients range from -0.531 (being the correlation coefficient between x2 - the variable of Time Allocation, and xl - the variable of Home work and assignment) to '0.131 (being the correlation coefficient between x4- the variable Study Period Procedure and x2 - the variable of Time Allocation). On" a general note the pattern of the Students' study habits tends negative because most of the correlation coefficients (61%) have negative values, Event the cumulative scores of study Habit

Inventory (SHI) x9 reveal a very low coefficients ranging from -0.004 (being Coefficients of x4 and x9 to 0.121 (being the coefficient of x5 and x9). Using the Study Habit Inventory x9 as independent variable still revealed that 63% of the coefficients have negative values.

The results of multiple regression analysis were used to examine the second research question dealing with effects of students' study habits on their achievement in English language.

Table 3: SUMMARY OF MULTIPLE REGRESSION ANALYSIS ON THE EFFECTS OF STUDENTS' STUDY HABITS ON THEIR ACHIEVEMENT IN ENGLISH

Dependent Variable: English Variable Entered on stp 2 R = .9302

R.Square = 0.2961

Standard Error = 0.0294

M u l t i p l e

Regression

Df. ss MS F Prob.

Regression

Error

2 197 912.6958

29567.1791

456.3479

149.9856

3.04 0.05000'

Total 199 30456.8750

Results in Table 3 above showed that multiple regression analysis yielded a multiple correlation of R = .9302 with 30% conservative estimate of the percentage of variance explained, and F. ratio of 3.04, significant of .05 level. To that extent, the subjective independent variable (study

habits) predicted much of the students' objective achievement in English at the terminal level or their Junior Secondary School Examination. The analysis revealed a standard error of only 0.0294.

DISCUSSION

The thrust of the study was to examine the extent to which secondary schools students involved in the research could be held accountable for their academic performance at the terminal level of their Junior Secondary School examination. The examination was administered state-wide for the purpose of selection into the available Senior Secondary School opportunities. Thus the students had considerable preparations; and their anxiety was usually considered very high. The students' scores in the Study Habit Inventory were used as the independent variable and their scores in English language test used as the criterion variable.

The first question concerned the pattern of the secondary school students' study habits and the i cans, modes and standard deviations were examined. The modes for the variables ranged from 6 to 30, means range from 6.08 to 28 and the standard deviations range from 1.60 to 6.07. The cumulative scores on the Study Habit Inventory (SHI) have mode of 50.00, mean of 53.53 and a standard deviation of 12.37. These values are considered very low especially for students expected of high standard in academic performance. The pattern of their study habits was furthermore analyzed by subjecting the scores to zero order correlation coefficient analytical procedure. The variable of teacher consultation has the lowest coefficient of-0.531 and this was followed by the coefficients of student concentration and written work in form of class exercises. Time allocation and study period procedure have the highest zero order coefficient of 0.131 but the coefficient of teacher consultation is 0.009 while the coefficient of concentration is -0.041. These values suggested that even though the students spent much time 'on study period procedure, they have very little concentration and consultation with their teachers.

At Junior Secondary School level, the students need high level of teacher consultation in the explanation of principle involved in the subject matter and generally in the methods involved teaching and learning processes, if and only if students are expected to achieve high academic performance. The results obtained revealed that the subject of this study lacked such essential services from their teachers. More disturbing in this result, is the low level of concentration as reported by the subjects. It is suggestive that no matter, how much time is devoted to reading and note taking and study period procedure, without concentration, students are bound to achieve very low. It is not surprising, therefore, that such as 61% of the coefficients have negative values. This is indicative of poor or negative pattern of students' study habits. To remedy these problems, therefore, it requires the services of both efficient teachers and school counselors at considerable measures.

One point of interest in this study was the result of the multiple regression analysis, because its basic analytic tool could be used for explanatory as well as predictive purposes. The basic purpose of the study was to explain some aspect of students' responsibility for their poor academic performance. The multiple regression analysis yielded a multiple correlation of R = .9302, with 30% conservative estimate of the percentage of variance explained and F. ratio of 3.04. that is significant at .05 level. These results indicate that the independent variables of study habits can predict students' objective achievement in the dependent variable of English scores. The impression created by these results also suggests that students are involved in their academic performance and they have much responsibility that if not fulfilled, it should attract sustained research work and criticism.

The results, furthermore, confirmed with the claim held by Piaget (1952), Fenstermacher (1986) and Shulman (1987) that the mind is active and not passive in the teaching and learning process and as such, students should be held responsible for their academic performance. If we take

the results on their face value, these results implied that students' involvement in their academic performance is ultimate in nature. The results of this study indicate that no matter the external factors identified as involved in t he Nigerian secondary school students' poor academic

performance at the terminal level of their secondary education, the students share some measure of bjamcl1 It may be argued further that the current attempts to reduce and eventually eliminate poor academic performance at the terminal level of Nigerian secondary school education, using only externally identified factors may not be helpful. It will appear to be the case that students' involvement in their poor academic performance and their activities in the school learning process should attract empirical research work and sustained criticism.

In essence, therefore, these results have shown that students involvement in their poor academic performance at the secondary education level in Kwara State may be in most cases a reality. This assumption has imposed a rethinking, and hopefully, clearly on the ways and means that could be employed in reducing poor academic performance at the .secondary education level. In a more technical language, this mean? that the variables of Study Habits in the Secondary School Students' Performance in their school work, reflects important factors of not only, school, teachers, and home environment but also of students' involvement and in these lies the reality of the efforts to improve students' academic performance.

At this point of the discussion, it would be obvious that the discussion on students' poor academic performance without sustained consideration on students involvement especially their study habits may not lead to meaningful improvement. This research is saying, however, that the results of multiple regression analysis in terms of home-work and assignment, time allocation. reading and note taking, study period procedure, concentration, written work, examination, and teacher consultation play important roles and these variables should be given sustained

consideration in terms of empirical researches.

CONCLUSION

Several factors have been identified as the causes of students' poor academic performance but the salient factor of students’ responsible in their poor academy performance has largely been neglected. The research results have suggest that reading with concentration, the need to consult with teachers regularly to confirm, correct and give direction and organisation of written work, and the need to prepare well for examination are germane in the. attempt to improving on students' academic performance.

REFERENCES

Ajayi, T. (1988). A system approach towards remediation of academic failure in Nigerian schools. Nigerian Journal of Educational Psychology 3(1) 25-35.

Bakaie, C.G.M. (1977). Manual on Study Habit Inventory. Psychological Education Research Productions. Ibadan: University of Key: Ibadan Press.

Bakare, C.G.M. (1986). "Mass failure in public examination.

Some psychological perspective". Unpublished paper

delivered at the National Conference on Mass Failure in

Public Examination at the University of Ibadan. April 21st - 25th.

Bamgbose, A. (1978). Mother language education. The West

African experience. International Re\:iew of Education.

24(3) 423-427.

Bowles, S. (1974), Unequal education and reproduction of the

social division of labour, in C.A. Tesconj Jr. & E.

Hurwitz Jr. (Eds). Education for whom. New York: Dod

Mead.

Doncny, I.A. (1972). The use of English in Nigeria. Nigeria:

University of Ibadan Press.

Ellis, FS, Jr. & Erieson, P.D. (1990). Taking student responsibility seriously. Educational Research. 19(9) 10-15. On Policy

Federal Republic of Nigeria (1981). National Education. Lagos: Federal Govt.

Press.

Fenstermacher, C.D. (1986). Philosophy of research on teaching. Three aspects. In M. C. Wittrock (Ed.) Handbook on research on teaching. (3rd ed.). New York: McMillan.

Funkunle, J.A. (1983). Concept difficulty in some aspect of secondary school biology as a function of students' developmental readiness. Unpublished Master Thesis submitted to University of Ibadan, Ibadan.

Hassana, S.W. (1991). Post-primary student. study habits in Jalingo Local Government Area of Congola Slate: Its Implications for counseling. Unpublished Master Thesis submitted to University of Jos, Jos.

Kuti, M.A.O. (1976). The need for counseling in Nigerian Secondary Schools. Journal Science Teacher Association of Nigeria: 15 (1) 20-27.

Lewis, M.M. (1964). Language, thought and personality in infancy and childhood. New York: Basic

Book Inc.

Mba, P.O. (1981). Language development in deaf children through natural method.

Unpublished paper. University of Ibadan, Ibadan.

Odebunmi, E.O. (1981). Integrated Science leaching strategies and pupils attitudes to the subject in some selected secondaty schools in Oyo State. Unpublished Master Thesis submitted to University of Ibadan, Ibadan.

Odebunmi, A. (1988). The eftect of home background on student academic performance. Nigerian Journal of Education Psychology 3 (1)83-91.

Onocha, C & Okpala, P. (1985). Family and environmental correlates of Science achievement of pupils in primary schools. Journal of Science Teachers Association of Nigeria. 23 17-25.

Otto, W., Peters, W. & Peters, N. (1977). Reading problem. A multi-disciplinary perspective. Massachusetts: Adison Esley Pub. Co.

••

Paget-, J. (1952). The language and thought of a child. london: Paul Kegan.

Schonnell, FJ. (1965). Backwardness in the basic subject. U. Sti Blockie & Sons Ltd.

Snulman, L.S. (1987). Knowledge and teaching. Foundation for a new reform. Harvard

Educational Review 57 (1).

Skinner, B.F. (1959). Science and Human Behavior. Mac. Millan N.Y.

Soyibo (1986). Attitude and achievement in Biology. Journal of Science Teachers Association. 20 (2) 26-32.

"Stcanchfield, J.O.M. (1971). Development of pre-reading skills in an experimental kindergarten

program. The Reading Teacher 8 (24).

Unoh, S.O. (1961). Reading to remember. Oxford: Oxford University Press.

Vernon, M.D. (1960). Backwardness in reading: A study of its nature and origin. Cambridge: C.U.P.