ABSTRACT
This study was about the identification and remediation of the causes poor performance in primary schools. The study was lead by four research objectives which were to examine the influence of cultural backgrounds on pupils’ performance, to identify influence of teacher - pupils’ relationship on pupil’s performances, determining the nature of school environment where teaching is practiced and to examine influence of school management system on teaching and learning process. Relevant literatures were reviewed on theories and findings that emerged from different authors. The study involved 4 primary schools, 8 Mathematics and English Language teachers and 60 pupils. These were obtained through simple random sampling. Four academic masters and four head of school from four schools were purposely selected. Data collection was done by using questionnaires, interviews, focus group discussions, observations and documentary review. The findings indicated teaching and learning of Mathematics and English Language was facing challenges such as poor teaching environment, Classes were not well-managed, inadequate self-practice and pupils’ poor background. Therefore, the researcher recommends teachers to make assessment on the background of their pupils in to decide teaching methods that can help pupils perform better. Moreover, pupils should put self-efforts and practice in learning Mathematics and English Language. Lastly, the researcher recommends future research on individual factors that affects pupils’ learning of Mathematics and English Language.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Mathematics and English Language is one of the most important school subjects in the curriculum worldwide. It is a subject that has direct relationship with other subjects, particularly technical and sciences. Mathematics and English Language is also a subject that cuts across primary and primary school as a compulsory subject. Umameh, (2011) in Tshabalala and Ncube, (2013) was of the view that Mathematics and English Language is bedrock and an indispensable tool for scientific, technological and economic advancement of any nation. In addition to that Davies and Hersh, (2012) see Mathematics and English Language as the important subject not only from point of view of getting an academic qualification at school or college, but also is a subject that prepares the pupils for the future as well irrespective of which work of life they choose to be a part of. Mefor, (2014) summarized it all by saying that Mathematics and English Language relates to everything in the universe from the smallest to the largest. Umameh, (2011) added that Mathematics and English Language is intimately connected to daily life and everybody’s life-long planning. Therefore, Mathematics and English Language is a subject that education and human life cannot function effectively without it. Equally, in Nigeria, Mathematics and English Language is given all the necessary importance in the curriculum and all policies related to education, right from primary to higher levels. In relation to that Federal Republic of Nigeria (FGN) (2004) categorically stated that Mathematics and English Language is one of the core or basic subject for all primary and primary school children. In addition to that Mathematics and English Language is one of the compulsory subjects that must be passed at credit level by pupils before getting admission into any tertiary institution in Nigeria.
The Daily Trust of Wednesday, August 25, 2010 as cited by Sa’ad and Usman (2014) reported that “seventy-five per cent of candidates who sat for May/June WAEC 2010 examinations failed to meet the minimum entry requirement into tertiary institutions. Again, the Daily Trust of 21st August, 2014 in Sa’ad and Rabiu (2014) reveals that the recently released WAEC results indicated that over seventy percent fail in November/December results. 86,612 candidates, representing 29.17 percent of the total number of candidates who sat for the NOV/DEC examinations of West African Examination Council (WAEC), obtained credits in five subjects and above, including Mathematics and English Language. Again, the WAEC has released its May/June 2014 WASSCE results, recording mass failure. Head of National Office, WAEC Charles Eguridu, while announcing the results said “A total of 529,425 candidates; representing 31.28 percent obtained credits”. According to him when compared to the 2012 and 2013 May/June WASSCE, there was marginal decline in the performance of candidates as 38.81 percent was recorded in 2012 and 36.57 in 2013.
Specifically, many studies and authorities presented many factors affecting poor performance among pupils. For instance, Vudla, (2012) in Tshabalala and Ncube, (2013) was of the view that shortage of well trained teachers, inadequate of teaching facilities, lack of fund to purchase necessary equipment, poor quality of textbooks, large classes, poorly motivated teachers, lack of laboratories and libraries, poorly coordinated supervisory activities, interference of the school system by the civil service, incessant transfers of teachers and principals, automatic promotions of pupils, the negative role of public examinations on the teaching learning process and inequality in education opportunities all hamper the smooth acquisition of Mathematics and English Language knowledge. In addition to the above factors affecting poor performance, STAN, (2002) as cited by Ojimba, (2012) was of the view that prominent factors affecting poor performance are:
Ø Acute shortage of qualified professional Mathematics and English Language teachers.
Ø Exhibition of poor knowledge of Mathematics and English Language content by many Mathematics and English Language teachers.
Ø Overcrowded Mathematics and English Language classrooms.
Ø Pupils negative attitude toward Mathematics and English Language.
Ø Undue emphasis on the coverage of Mathematics and English Language syllabus at the expense of meaningful learning of Mathematics and English Language concepts.
Ø Inadequate facilities and Mathematics and English Language laboratories
It is however against this background that the researcher decides a research on the identification and remediation of the causes poor performance.
1.2 Statement of the Problem
The high rate of poor performance of pupils in Nigeria has been a source of concern to researchers, educators, government and parents over the past years. Obviously, the great importance that education has on the national development of the country made it so. Research report indicated a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their investment in education is not yielding the desired dividend. The reports from the West African Examination Council chief examiners indicates that the general performance of the candidates for the May/June 2010, 2011, 2012 and 2024 examinations did not differ significantly from those of the previous years (WAEC, 2010, 2011, 2012 & 2024). However, the Chief Examiners also reported that candidates’ performance is declining and getting worse every year, even the rate of failure in all subjects appeared to have decline when compared to previous years (WAEC, 2013 & 2014), but there is still low percentage of pupils passing Mathematics and English Language excellently it is however the aim of the researcher to make research on the pupil’s performance in Nigeria.
1.3 Objectives of the Study
The main objectives of this study is to find out the identification and remediation of the causes poor performance, specifically the study intends to:
1. Find out whether there is any relationship between teacher attitudes towards Mathematics and English Language and pupils achievement.
2. Find out the relationship between available Mathematics and English Language teaching resources and pupils performance.
3. Examine the school based factors that affect pupil performance in primary schools
4. Find out the socio-cultural factors that affect pupil performance in primary schools
5. Investigate pupil personal factors that affect pupil performance in primary schools
6. Establish strategies that can be adopted to improve performance by pupils in primary schools
1.4 Research Questions
1. Is there is any relationship between teacher attitudes towards Mathematics and English Language and pupils achievement?
2. What is the relationship between available Mathematics and English Language teaching resources and pupils performance?
3. What are the school based factors that affect pupil performance in primary schools?
4. Is there any socio-cultural factors that affect pupil performance in primary schools?
5. Is there any pupil personal factors that affect pupil performance in primary schools?
6. What are the strategies that can be adopted to improve performance by pupils in primary schools?
1.5 Significance of the Study
This study is important to other researchers as a reference on studies concerning pupils’ performance. It is the sincere hope of the researcher that by going through this work, it will make Mathematics and English Language teachers to help their pupils perform well. Teachers will consider pupils’ cultural backgrounds before actual classroom teaching to know if the pupils have the basic concepts in particular unit of study. Then teachers can be in a position to improve pupils’ performance. The study will also help future researchers to come with findings on how school environments and teachers backgrounds are connected to pupils’ cultural backgrounds that affects performance.
1.6 Limitations of the Study
The foreseen possible limitations in this study were characteristics of the respondents for both teachers and pupils. The researcher was not able to involve every member of the population but the sample of study was randomly selected from both teachers and pupils. The head of schools and academic masters were purposively selected while Mathematics and English Language teachers and pupils were randomly selected. These were the representative sample for which findings was found from and generalized.
1.7 Delimitation of the Study
The study was done in ordinary level primary schools in Niger state. The state was rich in nature resembling to other states in the country as there were public and privately owned primary schools. Some of the schools in Niger state were located in urban and rural areas. Mathematics and English Language teachers were in a position to be involved in the sample of study as they would provide reliable information on teaching and learning process and pupils’ performance as they concerned in teaching Mathematics and English Language.
1.8 Definition of Terms
To set ground for assessment on the factors that leads to poor performance Primary schools, the researcher presented the working definitions for some of the terms used in this study.
1.8.1 Performance
Accomplishing or achievement of specific goals, objectives set in any academic undertaking in basic Mathematics and English Language.
1.8.2 Teacher Characteristics
This refers to the attributes and practices which contribute immensely to teacher success or failure. These are such as displaying fairness, having a positive outlook, being prepared, using a personal touch, possessing a sense of humor, possessing creativity, admitting mistakes, being forgiving, respecting pupils, maintaining high expectations, showing compassion, and developing a sense of belonging for pupils— center around the theme of caring.
1.8.3 School Environment
School environment encompasses physical environment such as buildings like classrooms and teachers’ houses, classroom size, how dark or light it is, temperature, the arrangement of chairs, the noise which affects teachers and pupils’ attraction.
1.8.4 Curriculum
A sequence of potential experiences, set up in the schools to discipline children and youth in ways of thinking and acting whether it is carried out in groups or individually, inside or outside the school.
1.8.5 Teaching Method
This comprises the principles and techniques used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these, teacher centred and pupil centred methods.
1.8.6 Qualified Teacher
This is the teacher who holds the following certificate such as: Diploma in Education, B.Ed., B.Sc. (Ed), B.Sc. and PGDE, Masters in Education and PhD from a recognized university or college in Nigeria and outside Nigeria.
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