Students’ academic performance

The study investigated the relationship between socio-economic background of
parents and students’ academic performance in senior secondary schools in Egor Local Government Area of Edo State. To achieve the purpose of the study, four research questions were raised and answered. The population for this study was made up of all the 5,419 public senior secondary school students in Egor Local Government Area of Edo State. The sample size for the study was made up of 70 respondents. Data collected from the respondents was analyzed using descriptive statistics, precisely mean and standard deviation. The instrument used for the data collection was a structured questionnaire titled “Relationship between Socio-Economic Background of Parents and Students’ Academic Performance Questionnaire (RSEBPSAPQ)”. The constructed questionnaire for the study was presented to the project supervisor to confirm for content validity. The Cronbanch Alpha method was used to determine the reliability of the instrument. The questionnaire was administered to a group of 20 respondents which were not part of the study but were part of the population. A Cronbach Alpha coefficient of .887 was obtained. This shows that the instrument is reliable. The findings from the study include that there is no significant relationship between parental socio-economic background and students’ academic performance based on sex. It was concluded that socio-economic background of parents such as education, occupation and cultural values significantly influence on students’ academic performance in Egor Local Government Area of Edo State. The study recommended among others that the government should introduce policies and scholarship schemes aimed at supporting students from low socio-economic backgrounds. Such initiatives would help to reduce financial barriers that limit students’ access to quality education and, consequently, improve their academic performance

This study investigated school-community relationship and students’ academic performance in public senior secondary schools in Edo State. Seven research questions guided the study. Research questions 1 and 2 were answered while questions 3-7 were hypothesized and tested at 0.05 level of significance. The study was a descriptive survey that adopted the correlation design. The population of the study comprised all the 313 public senior secondary schools in Edo State. The Multi-stage sampling procedure was adopted to select the sample size of 110 schools representing 35% of the population. A set of questionnaire titled ‘School-community relationship Questionnaire (SCRQ1) and a Checklist, titled ‘Student Academic Performance Checklist’ (SAPC) were used for the study. The reliability of the instruments was determined using Cronbach Alpha statistical tool and a reliability coefficient of 0.89 was obtained. The instruments were validated by the researcher’s supervisors. Questions one was answered using Mean and question 2 was answered using simple percentage, while Pearson r was used to test hypothesis 1 and Fisher’s Z statistics was used to test hypotheses 2-5. The findings revealed that the level of school-community relationship in public senior secondary schools in Edo State was moderate; students’ academic performance was high. There was a significant relationship between school-community relationship and students’ academic performance xv in public secondary schools in Edo State. The study further revealed that there was no significant difference in the relationship between school- community relationship and students’ academic performance in public secondary schools in Edo State based on school location, principals’ sex, work experience and qualification. It was therefore recommended, among others that the relationship between the school and the communities be improved by encouraging more participation of members of the community in school activities and awareness should be created to make them see the school as their own and hence safeguard the properties against vandalism and theft which could hinder effective teaching and learning activities leading to improved academic performance in the school. Seminars and workshops should be organized for principals as drivers of school- community relationship to expose them to modern trends of interpersonal relationship

The study investigated the factors responsible for students’ academic performance in public secondary schools.The population for this study consists of all public secondary school students in Oredo Local Government Area of Edo State. Out of the twenty-four public secondary schools in Oredo Local Government, eight secondary schools were selected for the study.This represents 33.3% of the total secondary schools in the local government. In each of the selected school, twenty students and five teachers were randomly selected to make a total number of two hundred (200) respondents. A simple random sampling technique was used to select the respondents. The instrument for the study was questionnaire, titled Assessment of factor responsible for students’ academic performance in public secondary schools’ questionnaire. (ASAPQ).Findings revealed that human resources, financial resource, physical resource and learning techniques influence students’ academic performance in public secondary schools. It was therefore recommended that subject teachers’ pre-service and in-service training must be encouraged and funded. Some innovative teaching methods and instructional strategies combined with new technologies to enhance effective and efficient teaching and learning