Quality Assurance as Correlate of Students’ Academic Performance in Public Secondary Schools in Enugu Education Zone

Quality Assurance as Correlate of Students’ Academic Performance in Public Secondary Schools in Enugu Education Zone.

ABSTRACT  

This work focused on quality assurance as correlates of students’ academic performance in public secondary schools in Enugu education zone.

The purpose was to find out the relationship between quality assurance and students’ academic performance. Correlational survey design was adopted to guide the study. Four research questions and two null hypotheses which was test at 0.05 level of significance guided the study.

The population of the study which comprised 30 principals and 1772 teachers was 1802. The sample of the study was 180 using simple random techniques.

Structured questionnaire was used to collect data. The instrument was validated with three experts, two in educational administration and planning and one in measurement and evaluation in the faculty of education, University of Nigeria, Nsukka.

Twenty copies of questionnaire were trial tested in Udi education zone with the results of 0.85, 0.65, 0.76, 0.83 for Cluster A-D respectively and the overall result was 0.90.

Direct delivery and retrieval method were used for data collection. Mean and standard deviation were used to answer research questions while the hypotheses were tested using t-test at 0.05 level of significance. Findings shows that School leadership to a great extent has a relationship to students’ academic performances.

Further analysis showed that there is no significant difference between the mean rating of principals’ and teachers on the relationship between school leadership and students’ academic performance. Availability of teachers in school to a great extent influences the academic performance of students.

Teachers’ professional development to high extent influence students’ academic performance. Also, facilities should be made available in the school to enable the students perform in their examination. 

PROCEED NOW TO DOWNLOAD PAGE

INTRODUCTION 

Education has been described as the bedrock of every society and tool for nation building. It is also a means of preserving societal and cultural settings, plus the acquisition of skills that make members of the society useful to themselves and the society (Ehusani, 2002). 

Ehusani opined that the process of educating is to develop the cognitive, affective and psychomotor domain of individuals and groups in order to equip them with knowledge and skills necessary to survive and make the society progress.

Education is the development of knowledge, skill, attitude, ability or character with the purpose of making life worth living (Ani 2000). This means that wholistic development of individual and society can be achieved through the process of education.

Ani opined that the most valuable means to acquire education is through teaching, imitation or training. Education is the process of inculcating norms and values of a society from the teacher to the learner with the aim of making them functional members of the society.

Durkheim (2001) defines education as the influence exercised by adult generations on those that are not yet ready for social life. The objective of education is to stimulate and develop in the learner; the physical, intellectual and moral abilities.

These are demanded of him by the society for which he is specifically destined to be part of. Onwuka (2011) defines education as the process by which people are acclimatized to the culture into which they are 12 borne in order that they may advance in it.

He opined that education involves nursing and nurturing of an individual so that they will become a full-fledged member of the society. Furthermore, he stated that it is the actualization of human potentials that the individual can become something more than what he was before or achieve more goals than before.

In this context, education refers to the inculcation of formal or informal input in the development of innate potentials that make someone useful member in the society. 

PROCEED NOW TO DOWNLOAD PAGE

REFERENCES

Adegbesan, S. O. (2012). Establishing quality assurance in Nigerian education
system: implication for educational managers. Educational Research and
Review 6(2), 147-151.
Adeolu, A. (2011). Teachers professional development and quality assurance in
Nigerian secondary schools. Retrieved from www.sciedu ca/wje world journal
of education 2(1). 11 -13.
Adeolu, J.A. (2012). Assessment of principals’ supervisory roles for quality assurance
in secondary school in Ondo state, Nigeria. word of journal education.
Retrieved from http://wwwsciedu.ce/wje.
Agbo, D. (2010). The rise and fall of educational standards in Nigeria: Implications
and the way forward. Nsukka: Hosana publishers.
Aguba, C. R. (2009). Educational administration and management: Issues and
perspectives. Enugu: Tons and Tons PDS publishers.
Aguba, C. R. (2003). Introduction to educational administration and planning.
Enugu: Tons and Tons PDS publishers.
Ajayi, T, & Adegbesan, S.O. (2007). Quality assurance in the teaching profession. A
paper presented at a forum on emerging issues in teaching professionalism in
Nigeria Akure, Ondo State, 14th -16th March.
Akhtars M.O. (2010).Education, manpower and economic growth. New York: Mc
Graw-Hill Book co.

PROCEED NOW TO DOWNLOAD PAGE

StudentsandScholarship Team.