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Project Topic:

TEACHERS EXPERIENCE, HOME BACKGROUND AND SCHOOL TYPES AS CORRELATE OF ACHIEVEMENT IN ACCOUNTANCY IN SENIOR SECONDARY SCHOOL IN IBADAN NORTH WEST LOCAL GOVERNMENT

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 60 ::   Attributes: Questionnaire, Data Analysis ::   781 people found this useful

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

This study investigated teacher’s teaching experience, home background and school types as correlate of achievement in accountancy in senior secondary school in Ibadan North West Local Government. Education is a continuous process in life. It is the process of training and developing the knowledge, skill, mind and character of people. It is also the process by which the latent abilities of individuals are developed so that they may be useful to themselves and the society (Olaniyonu,Adekoya and Gbenu, 2008). Meaningful improvements in the quality of education that studentsreceive aredetermined by the quality of teachers, family background and the type of school (Anderson, 1991). Therefore quality teaching and learning with proper upbringing are sine qua non for student’s academic achievement.

For anation that wants to achieve rapid economic development,academic achievement in accounting is central to the attainment of this laudable goal. Accounting is the foundation financial subject for the other financial subjects like, commerce, book-keeping, mathematics and Additional Mathematics.

The controversy over the falling standards of education in Nigeria has been on the front burner of national discourse over the past decades and it is apparentthat the debates will continue for sometime to come. Poor academic achievement has been linked to several factors whichinclude high teacher-student ratio, shortageof good teaching staff, poor quality of educational leadership, poor school infrastructure, family background,political instability and politicization of educational programmes, automatic promotion, age of the learners, and inadequate essential physical facilities and equipment (Ewetan, 2010; Akinwunmi and Odunsi, 2008).

Information gathered through the National Bureau of Statistics shows that as at 2008, there were 14,829 secondary schools in Nigeria. Out of this number2,930 secondary schools or 19.76% were from South West while 508 secondary schools or 17.34% were from Oyo State. One of the essential ingredients in developing good schools with high academic achievement is regular supply of human and material resources. There are several states in Nigeria whose school teachers at the primary and secondary level are so unqualified that the percentage could be as high as eighty percent (Adesina 1986). Thus the high percentage of unqualified teachers in public secondary school is a major factorresponsible for the poor students‟ academic achievement.A major feature of this poor academic achievement is the dismal performancein accounting in theSenior Secondary Certificate Examination(SSCE)in Nigeriain the recent yearswhich has been linked to decline in the quality of teaching and learning (Chhinh and Tabata, 2013).Better students‟ results are the main indicator of the experience and effectiveness of teachers. In developing and developed countries the teacher factor has been linkedto low achievement in accounting (Akpo, 2012).

Arguing further, Beane and Lipka (2003) posited that some of the young peoples’ difficulties at school canbe due to problems caused by parents. They argued that home is the backbone for children’s personalitydevelopment and influence children directly and indirectly through the kind of relationship the family membershave among themselves as well as through helping then to get in contact with society.

In the Nigerian context, Sharma (1997) contended that home environment exerts a significant influence onstudents’ educational aspirations, which in turn influence the school-to-work transition. In other words, whenparents have high expectations, youths have high occupational aspirations. Sjogren (2002) emphasized thatyouths from poorly educated parents are sensitive to economic incentives since they are to a greater extentattracted to occupations with high wage rates and high return in education.

School type should not also be left out in determining factors affecting student’s achievement. Schools that are better equipped, with good learning environment will definitely enhance student’s achievement.

1.2   STATEMENT OF THE PROBLEM

An increasing number of students are experiencing problems in accounting. In the Nigerian context, Ojimba(2000) had found that the governments, parents, guardians, teachers and the general public have continued toshow concern about the standard of accounting and the consequent poor performance in accounting of oursecondary school students. Corroborating this view, Adegboye(2001) posited that the general poortrend of performance by students in accounting at the secondary school level is no longer debatable. Though,Adeniye (2003) had associated the poor performance of students in accounting to poor teaching methods, theliterature on home background and school type factorsand achievement in accounting are scanty, hence the need for this study.

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

  1. To examine the relationship between teachers experience and students achievement in accounting.
  2. To examine the relationship between home background and students achievement in accounting.
  3. To examine the relationship between school type and students achievement in accounting.

1.4   RESEARCH QUESTIONS

  1. What is the relationship between teachers experience and students achievement in accounting?
  2. What is the relationship between home background and students achievement in accounting?
  3. What is the relationship between school type and students achievement in accounting?

1.5   HYPOTHESIS

HO1: There is no significant relationship between teachers experience and students achievement in accounting

HA1: There is significant relationship between teachers experience and students achievement in accounting

HO2: There is no significant relationship between home background and students achievement in accounting

HA2: There is significant relationship between home background and students achievement in accounting

HO3: There is no significant relationship between school type and students achievement in accounting

HA3: There is significant relationship between school type and students achievement in accounting

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

  1. This study will educate stakeholders in the education sector and the general public on the relationship between teacher’s experience, home background, school type and student’s academic achievement in accounting.
  2. This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study will cover the relationship between teacher’s experience, home background, school type and student’s academic achievement in accounting.

LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

 

 

REFERENCES

Adegboye, A.O. (2001). An analysis of common errors committed by secondary school students in mathematics problem – solving UNAD Journal of Education 2(1), 63-68.

Adeniyi, M.R. (2003). Students’ home background and achievement in mathematics.Journal of Pedagogy. 2(7), 103-105

Adesina, S. (1986).Changing phenomenon in the Nigerian Educational System: Newperspective in Nigerian Education. Ibadan: Vintage Publishers Ltd.

Akinwunmi, F.S. andA.O Odunsi.(2008). Impact of environmental management onstudents‟ quality output in Nigerian secondary schools. Journal of InternationalSocial Research, 1(5): 752-762.

Akpo, S.E. (2012). The impact of teacher-related variables on students‟ junior secondaryCertificate results in Namibia, Ph.D Thesis, University of South Africa,School of Education.

Anderson, K. et al (1991). School governors.London; Longman Group.

Chhinh, S., &Tabata, Y. (2003).Teacher factors and mathematics achievement of CambodianUrban primary school pupils. Journal of International Development and Cooperation, 9(2),29-41.

Ewetan, O. O. (2010). Influence of teachers‟ teaching experience and school facilities on theacademic performance of senior secondaryschool students in Ado-Odo/Ota and IfoLocal Government Areas of Ogun State.M.ED Research Project, Lagos State University,Department of Educational Management

National Bureau of Statistics, (2008).Directory of secondary schools in Nigeria.www.nigerianstat.gov.ng.

Ojimba, P.D. (2000). Evaluation procedures and achievement in mathematics at the secondary school level. An unpublished M.Edthesis at Rivers State University of Science and Technology Port Harcourt

Olaniyonu, S.O.A.et al (


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Paper Information

Format:MS WORD
Chapter:1-5
Pages:60
Attribute:Questionnaire, Data Analysis
Price:₦3,000
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