1.1 Introduction
Academic performance is commonly defined as the measurable outcomes of a learner's knowledge, skills, attitudes, and behaviors as demonstrated through assessments, classroom tasks, and standardized examinations (Adebayo, 2019). In the context of primary education, academic performance reflects the extent to which pupils acquire foundational competencies that enable further learning and personal development. Primary schooling serves as the bedrock of formal education, shaping the intellectual, emotional, and social abilities of young learners. When pupils at this foundational level perform poorly, the consequences often extend beyond the classroom, affecting long-term educational trajectories and societal advancement (Opara, 2021).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Primary education is universally recognized as the foundation upon which all other levels of learning are built. It provides children with essential literacy, numeracy, and life skills necessary for personal and societal development. According to Adeyemi (2018), primary schooling forms the intellectual base that determines pupils' future academic progression and overall educational success. Poor performance at this foundational level therefore raises significant concern because it disrupts cognitive development and limits long-term educational opportunities. Recent decades have seen increasing scholarly attention on the specific factors that shape pupils' achievement. Ogunlade (2010) stated that researchers began shifting from broad assessments of school performance to more detailed examinations of classroom practices, teacher competencies, home background variables, and school environment conditions.
Eze and Ujor (2016) explained that growing socio-economic pressures, rising poverty levels, and limited parental involvement have also deepened learning disparities in public primary schools, reinforcing the need for further investigation (Eze and Ujor, 2016). In many developing countries, public primary schools face numerous challenges that affect pupils' learning outcomes. Ekanem (2020) reported that inadequate learning resources, insufficient instructional materials, and poorly equipped classrooms significantly hinder the teaching–learning process. Similarly, Musa (2019) asserted that teacher quality plays a critical role in determining pupils' academic success, noting that untrained or underqualified teachers struggle to deliver effective instruction. Overcrowded classrooms, inconsistent supervision, and the absence of learner-centered methodologies further deepen the performance gap in public schools.
Olatunji (2021) stated that pupils from low-income households often experience poor nutrition, limited parental support, and reduced access to educational materials at home, all of which negatively affect academic performance. Building on this perspective, Nwosu (2017) affirmed that societal inequalities and household poverty reduce children's readiness to learn, resulting in lower achievement when compared with peers from more advantaged backgrounds. Environmental factors such as dilapidated infrastructure, poor sanitation, and limited technological access also restrict opportunities for effective learning in public primary schools.
Educational researchers contend that addressing poor academic performance requires understanding the interplay between school-based, teacher-related, and socio-economic factors. Okorie (2022) contends that systemic weaknesses ranging from policy inconsistencies to inadequate funding create learning environments that do not adequately support pupils' academic growth. These multi-dimensional challenges highlight the need for a detailed assessment of the factors responsible for poor academic performance, particularly within public primary schools, where children from marginalized backgrounds are predominantly enrolled. This study is set against the backdrop of examining these interconnected influences in order to provide evidence-based insights for improving learning outcomes in public primary schools.
1.3 Statement of Problems
Investigation revealed that a considerable number of pupils in these schools perform below expectations, with low scores in core subjects such as mathematics, English, and science. Poor academic performance is influenced by several factors including inadequate instructional materials, insufficient teacher training, large class sizes, poor teaching methods, and lack of parental involvement (Adeniyi, 2018). On the other hand, socio-economic factors such as poverty, poor nutrition, and lack of access to educational resources at home also contribute to pupils' underachievement. Pupils from low-income households often struggle with basic needs, which adversely affects their concentration and learning abilities in school (Olaleye, 2020).
Additionally, school-related factors such as poor infrastructure, inadequate classroom environments, and limited access to learning technologies are recognized contributors to substandard performance in public primary schools (Oluwole, 2019). It is also observed that administrative inefficiencies, including poor supervision and lack of monitoring, exacerbate the problem, leading to a cycle of poor academic achievement that is difficult to break.
Furthermore, studies indicate that teachers' attitudes and motivation are critical to pupils' success. Teachers who are overworked, underpaid, or inadequately trained tend to provide less effective instruction, which negatively influences learning outcomes (Eze, 2021). It is against this backdrop that this study seeks to examine the factors responsible for poor academic performance of pupils in public primary schools.
1.4 Aim and Objectives of Study
The aim of the study is to assess the factors responsible for poor academic performance of pupils in public primary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the teacher-related factors affecting pupils' academic performance.
- To examine the school-based challenges influencing learning outcomes.
- To investigate the socio-economic factors associated with pupils' poor academic performance.
- To identify learner-related issues contributing to low academic achievement.
- To recommend measures that may improve academic performance in public primary schools.
1.5 Research Questions
Based on the objectives, the study will address the following research questions:
- What teacher-related factors affect the academic performance of pupils in public primary schools?
- What school-based challenges influence pupils' learning outcomes?
- What socio-economic factors are associated with pupils' poor academic performance?
- What learner-related issues contribute to pupils' low academic achievement?
- What measures may be adopted to improve academic performance in public primary schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between teacher-related factors and the academic performance of pupils in public primary schools
- H1: There is a significant relationship between teacher-related factors and the academic performance of pupils in public primary schools
Hypothesis Two
- H0: There is no significant influence of school-based challenges on pupils' academic performance
- H1: There is a significant influence of school-based challenges on pupils' academic performance
Hypothesis Three
- H0: There is no significant relationship between socio-economic factors and pupils' academic achievement
- H1: There is a significant relationship between socio-economic factors and pupils' academic achievement
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help educational stakeholders understand the interplay of teacher-related factors, school conditions, and socio-economic realities that shape learning outcomes. The study will also guide improvements in school management and learning environments.
Furthermore, the research will also guide policymakers and planners in developing strategies that will strengthen teaching practices, improve school resources, and promote equitable learning opportunities.
Lastly, the study will serve as a reference material for researchers and students interested in educational development, providing a foundation for future studies and contributing to the broader body of knowledge in primary education research.
1.8 Scope of Study
The scope of this research is focused on the assessment of factors responsible for poor academic performance of pupils in public primary schools in Lagos State, Nigeria.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Academic Performance:
Academic performance refers to the measurable outcomes of a learner's knowledge and skills, usually reflected through tests, examinations, and classroom assessments. According to Adebayo (2019), it represents how well a pupil achieves set educational goals.
Public Primary School:
A public primary school is a government-owned institution that provides basic education to children, often at low or no cost. Opara (2021) explained that such schools serve diverse populations and are crucial for national educational development.
Socio-Economic Factors:
Socio-economic factors describe the social and economic conditions that influence a pupil's learning ability, such as family income, parental education, and home environment. Nwankwo (2018) stated that these conditions shape children's readiness to learn.
Teacher-Related Factors:
Teacher-related factors include the professional competencies, teaching methods, attitudes, and classroom management skills displayed by teachers. Okon (2020) reported that these factors play a major role in determining pupils' academic outcomes.
Learning Environment:
A learning environment refers to the physical, psychological, and instructional conditions in which learning takes place. Ugwu (2022) asserted that a conducive environment supports effective learning and enhances pupils' performance.
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