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Relative Academic Performances of Secondary School Students in Mathematics and English Language for School Certificate

Relative Academic Performances of Secondary School Students in Mathematics and English Language for School Certificate

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DEDICATION

This research material, titled “Relative Academic Performances of Secondary School Students in Mathematics and English Language for School Certificate” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of English Language for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Relative Academic Performances of Secondary School Students in Mathematics and English Language for School Certificate provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



ABSTRACT

The study examined the perception of students and teachers on the cause of poor academics performance among secondary school students in Enugu North, Enugu State. Subjects for the study were fifty (50) students and fifty (50) teachers randomly drawn from four secondary schools in Enugu North Local Government Area of Enugu state. Questionnaire was used to collect relevant data for the study. Percentages and Chi-square were used to analyze the research questions.

Responses of teachers showed that teachers’ qualification and students’ environment do not influence students’ poor performance but teachers’ methods of teaching influence poor academic performance. Students’ response on the other hand showed that while teaches’ qualification and students’ environment influence students’ poor performance teacher methods of teaching and learning materials do not. The implications of these findings for secondary school guidance counselors interested in counseling adolescents for good academic performance were discussed.


Relative Academic Performances of Secondary School Students in Mathematics and English Language for School Certificate

CHAPTER ONE

Introduction

The differential scholastic achievement of students in Enugu North 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 Enugu State (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 release of Senior Secondary Certificate Examination Result (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subject. For instance, the percentage of failure compared with students who passed English language and Mathematic between 2004 to 2008 is shown below.

…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

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