1.0 Introduction
1.1 Background of Study
In Nigeria, the relationship between school variables and academic performance has been widely studied, particularly in science education. Over the years, various educational reforms have been introduced to enhance the quality of science education, including the establishment of specialized science schools and the provision of laboratory equipment through government initiatives (Federal Ministry of Education, 2004). In Cross River State, efforts to improve biology education have been met with challenges such as inadequate funding, teacher shortages, and lack of essential teaching resources. Studies by Akpan (2017) indicate that students in schools with better-equipped laboratories and experienced teachers tend to perform significantly better in biology compared to their counterparts in under-resourced schools. Similarly, Udo (2020) found that class size, availability of instructional materials, and school management policies influence student engagement and comprehension in biology.
The academic performance of students is a major concern in educational research, as it determines the effectiveness of teaching and learning processes. School variables, which include factors such as teacher quality, school infrastructure, availability of learning materials, and administrative support, play a significant role in shaping students' academic success (Adeyemo, 2018). In the field of biology, where practical knowledge and laboratory experience are crucial, the availability of well-equipped laboratories, trained teachers, and effective teaching methods can greatly influence student outcomes (UNESCO, 2020).
In Calabar Municipality, Cross River State, biology is a core subject in secondary schools, as it provides foundational knowledge for careers in medicine, agriculture, and environmental science. However, disparities in school facilities, teaching methodologies, and administrative efficiency may contribute to variations in students' academic performance. Studies by Eze (2019) have shown that schools with better laboratory facilities and well-trained biology teachers tend to produce students with higher academic achievements compared to those in schools with inadequate resources.
According to Slavin (2020), academic performance refers to the extent to which students achieve their educational goals, often measured through examinations, assessments, and overall school performance (Slavin, 2020). In the context of biology education, academic performance is influenced by various school-related factors, including infrastructure, teacher quality, learning resources, and administrative support.
In Calabar Municipality, Cross River State, the study of biology is essential for developing students' scientific knowledge and analytical skills. However, variations in academic performance among biology students raise concerns about the role of school variables in either facilitating or hindering effective learning. According to UNESCO (2019), well-equipped laboratories, qualified teachers, and conducive learning environments significantly contribute to students' academic success. Conversely, inadequate resources, poor school management, and overcrowded classrooms can negatively impact student learning and achievement. Therefore, this study seeks to examine the relationship between school variables and the academic performance of biology students in Calabar Municipality.
1.2 Statement of Problems
Investigation revealed that there is shortage of qualified biology teachers, which affects the delivery of lessons and students' understanding of key biological concepts. Without well-trained educators, students struggle to grasp complex topics, leading to poor academic performance (Udo, 2020). Additionally, the lack of adequate laboratory facilities in many schools limits students' ability to engage in practical learning, which is crucial for understanding biological processes (Ekanem, 2018).
Furthermore, the learning environment is another critical factor, as overcrowded classrooms and poor school infrastructure create distractions and reduce teacher-student interactions, ultimately affecting learning outcomes (Okon, 2019). Moreover, irregular power supply and limited access to digital learning resources further hinder students' ability to engage with modern instructional methods, placing them at a disadvantage compared to their peers in better-equipped schools. It is against the backdrop that this study seeks to examine the impact of school variables on the academic performance of biology students.
1.3 Aim and Objectives of Study
The aim of this study is to examine the influence of school variables on the academic performance of biology students in Calabar Municipality of Cross River State. To achieve this aim, the study has the following objectives:
- To assess the impact of teacher qualification and experience on the academic performance of biology students.
- To examine the influence of the availability and utilization of laboratory facilities on students' understanding of biology concepts.
- To evaluate the effect of school infrastructure, including classroom environment and learning resources, on students' academic achievement.
- To analyze how class size and student-teacher ratio affect students' engagement and performance in biology.
- To determine the role of instructional materials and teaching methods in enhancing the academic success of biology students.
1.4 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- How does teacher qualification and experience impact the academic performance of biology students in Calabar Municipality?
- What are the most effective instructional methods and learning environments for improving students' understanding of biology?
- How does the availability and maintenance of laboratory facilities influence students' academic success in biology?
- How does class size and student-teacher ratio contribute to students' participation and comprehension in biology?
- In what ways do school infrastructure, including classroom environment and resources, affect student engagement and achievement in biology?
1.5 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypotheses:
Hypothesis One
- H0: There is no significant relationship between school variables and the academic performance of biology students in Calabar Municipality
- H1: There is a significant relationship between school variables and the academic performance of biology students in Calabar Municipality
Hypothesis Two
- H0: Teacher qualification and experience does not significantly impact the academic performance of biology students
- H1: Teacher qualification and experience significantly impact the academic performance of biology students
1.6 Significance of Study
The outcome of this research will help educators understand the role of teacher qualifications, instructional methods, and learning environments in shaping student outcomes. It will also serve as a guide for school administrators in making informed decisions about resource allocation, including laboratory facilities, classroom infrastructure, and instructional materials to enhance the teaching and learning process.
Additionally, the findings will assist policymakers in developing education policies that focus on improving school environments, ensuring that students receive quality education that fosters better academic achievement in biology.
Furthermore, parents will benefit from the study by gaining awareness of how school factors contribute to their children's academic success, encouraging them to support schools in creating a conducive learning atmosphere.
Lastly, future researchers will find the study useful as a reference for further investigations into school-related factors affecting students' academic performance in science subjects, particularly biology.
1.7 Scope of Study
The scope of this study will focus on examining the school variables influencing the academic performance of biology students within secondary schools located in Calabar Municipality, Cross River State, Nigeria.
The study will investigate key factors such as classroom environment, teaching methods, teacher qualifications, availability of learning resources, school facilities, and the influence of parental involvement.
The study will also consider how these variables impact the academic achievements of biology students specifically. Data will be collected from both public and private secondary schools in the Calabar Municipality, with an emphasis on gathering insights from students, teachers, and school administrators.
1.8 Limitations of the Study
The limitations of this study were influenced by several factors that affected the research process.
- One major limitation was insufficient data, as some schools lacked proper academic records, making it challenging to gather comprehensive information.Frequent power failure in some schools and research centers was another constraint, affecting data collection and analysis.
- Delays from respondents, including students and teachers, were also a challenge, as some were reluctant or unavailable to participate in the study within the given timeframe.
- Financial constraints limited the ability to access a broader sample size and additional research materials.
- Time constraints further restricted the depth of the study, as the research had to be completed within a specified academic period, preventing a more extensive investigation of all possible variables influencing academic performance.
1.9 Definition of Terms
School Variables: These refer to the different factors within a school environment that influence students' learning experiences and academic performance. These variables include teacher quality, school infrastructure, class size, teaching methods, and availability of learning materials (UNESCO, 2021).
Academic Performance: This represents the level of achievement a student attains in their educational pursuits, often measured through grades, test scores, and overall comprehension of subjects (Slavin, 2020). It reflects how well a student has understood and applied knowledge in assessments.
Biology Students: These are learners who study biology as part of their academic curriculum. In this context, biology students in Calabar Municipality engage in scientific studies about living organisms, their structures, functions, and interactions with the environment (Raven et al., 2019).
Learning Environment: This encompasses the physical, social, and psychological conditions in which students learn. A conducive learning environment includes well-equipped classrooms, supportive teachers, and access to educational resources, all of which contribute to academic success (Fraser, 2021).
Teacher Quality: This refers to the level of expertise, experience, and instructional effectiveness that teachers bring to the classroom. Effective teachers use engaging methods, possess strong subject knowledge, and adapt teaching strategies to meet students' needs, thereby improving academic outcomes (Darling-Hammond, 2020).
School Infrastructure: This includes the physical facilities of a school, such as classrooms, laboratories, libraries, and sanitation facilities. Well-maintained infrastructure supports effective teaching and learning, while poor infrastructure can hinder students' academic progress (World Bank, 2019).
Class Size: This refers to the number of students in a classroom per teacher. Research suggests that smaller class sizes allow for better student-teacher interactions, personalized instruction, and improved academic performance (Blatchford et al., 2020).
Teaching Methods: These are the strategies and techniques that teachers use to deliver lessons. Effective teaching methods, such as inquiry-based learning, hands-on experiments, and interactive discussions, enhance students' understanding of biology concepts (Marzano, 2018).
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