CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter deals with the review of relevant literature. The researcher reviewed conceptual,

theoretical and empirical research work carried out by other authors relating to the factors

affecting the academic performance of secondary school students. The related literatures were

reviewed under the following sub-headings: Conceptual Framework, Theoretical Rationale,

Empirical Studies and the Summary of the Related Literatures.

2.1 CONCEPTUAL FRAMEWORK

In order to indicate clearly the objectives of this work, it will be very useful to define some of the

keywords found in this thesis and review of previous works related to the study.

2.1.1 The concept of education

Education is the process of Initiating and preparing human through training. Ukata et al (2018)

defined education as a process of teaching or training and learning in a school or college to

improve knowledge and development skills. Mlozi and Pesämaa (2018) defines education as a

process of learning, how to make decision that consider the long-term future of the economy.

Education gives us a knowledge of the world around us and changes it into something better. It

develops in us a perspective of looking at life. It helps us build opinions and have points of view

on things in life. Education is the process of facilitating learning, or the acquisition of

knowledge, skills, values, beliefs, and habits. Educational methods include storytelling,

discussion, teaching, training, and directed research. Education frequently takes place under the

guidance of educators, but learners may also educate themselves Education can take place in

formal or informal settings and any experience that has a formative effect on the way one thinks,

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feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Education is commonly divided formally into two types formal and informal education

2.1.2 Formal education

Formal education occurs in a structured environment whose explicit purpose is teaching students.

Usually, formal education takes place in a school environment with classrooms of multiple

students learning together with a trained, certified teacher of the subject. Most school systems are

designed around a set of values or ideals that govern all educational choices in that system

(Ciornei, 2017). Such choices include curriculum, organizational models, design of the physical

learning spaces (e.g. classrooms), student-teacher interactions, methods of assessment, class size,

educational activities. Preschools provide education from ages approximately three to seven,

depending on the country when children enter primary education. These are also known as

nursery schools and as kindergarten, except in the US, where kindergarten is a term used for

primary education. Kindergarten "provide[s] a child-centered, preschool curriculum for three- to

seven-year-old children that aim[s] at unfolding the child's physical, intellectual, and moral

nature with balanced emphasis on each of them (Sharp, Green & Lewis, 2017).

2.1.3 Primary education

Primary (or elementary) education consists of the first five to seven years of formal, structured

education. In general, primary education consists of six to eight years of schooling starting at the

age of five or six, although this varies between, and sometimes within, countries. Globally,

around 89% of children aged six to twelve are enrolled in primary education, and this proportion

is rising. Under the Education for All programs driven by UNESCO, most countries have

committed to achieving universal enrollment in primary education by 2015, and in many

countries, it is compulsory. The division between primary and secondary education is somewhat

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arbitrary, but it generally occurs at about eleven or twelve years of age (Taber, 2018). Some

education systems have separate middle schools, with the transition to the final stage of

secondary education taking place at around the age of fourteen. Schools that provide primary

education are mostly referred to as primary schools or elementary schools. Primary schools are

often subdivided into infant schools and junior school.

In India, for example, compulsory education spans over twelve years, with eight years of

elementary education, five years of primary schooling and three years of upper primary

schooling. Various states in the republic of India provide 12 years of compulsory school

education based on a national curriculum framework designed by the National Council of

Educational Research and Training (Garg, 2016).

2.1.4 Secondary education

In most contemporary educational systems of the world, secondary education comprises the

formal education that occurs during adolescence (Bernal-Guerrero, Cárdenas-Gutiérrez &

Montoro-Fernández, 2020). It is characterized by transition from the typically compulsory,

comprehensive primary education for minors, to the optional, selective tertiary, "postsecondary",

or "higher" education (e.g. university, vocational school) for adults. Depending on the system,

schools for this period, or a part of it, may be called secondary or high schools, gymnasiums,

lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these

terms varies from one system to another. The exact boundary between primary and secondary

education also varies from country to country and even within them but is generally around the

seventh to the tenth year of schooling.

Secondary education occurs mainly during the teenage years. In the United States, Canada, and

Australia, primary and secondary education together are sometimes referred to as K-12

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education, and in New Zealand Year 1–13 is used (Ames, Harris, Dargusch & Bloomfield,

2021). The purpose of secondary education can be to give common knowledge, to prepare for

higher education, or to train directly in a profession.

2.1.5 Tertiary education

Higher education, also called tertiary, third stage, or postsecondary education, is the non-

compulsory educational level that follows the completion of a school such as a high school or

secondary school (Maduka, 2021). Tertiary education is normally taken to include undergraduate

and postgraduate education, as well as vocational education and training. Colleges and

universities mainly provide tertiary education. Collectively, these are sometimes known as

tertiary institutions. Individuals who complete tertiary education generally receive certificates,

diplomas, or academic degrees (Mustafa, 2020). Higher education typically involves work

towards a degree-level or foundation degree qualification. In most developed countries, a high

proportion of the population (up to 50%) now enters higher education at some time in their lives.

Higher education is therefore very important to national economies, both as a significant industry

in its own right and as a source of trained and educated personnel for the rest of the economy.

University education includes teaching, research, and social services activities, and it includes

both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or

postgraduate) level (sometimes referred to as graduate school) (Gándara & Contreras, 2020).

Some universities are composed of several colleges.

2.2 ACADEMIC PERFORMANCE OF THE STUDENTS

Academic achievement or (academic) performance is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals (Lake & Boyd, 2020).

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Academic achievement is commonly measured through examinations or continuous assessments

but there is no general agreement on how it is best evaluated or which aspects are most important

procedural knowledge such as skills or declarative knowledge such as facts. Furthermore, there

are inconclusive results over which individual factors successfully predict academic

performance, elements such as test anxiety, environment, motivation, and emotions require

consideration when developing models of school achievement. Now, schools are receiving

money based on its students’ academic achievements (Pooja, 2017). A school with more

academic achievements would receive more money than a school with less achievements.

The concept of low academic performance varies in its definition, Lahren (2021) in his work

consider low academic performance or academic failure as the situation in which the subject

does not attain the expected achievement according to his or her abilities, resulting in an altered

personality which affects all other aspects of life. Similarly, Tapia (2010) as cited in Lahren

(2021) notes that while the current educational system perceives that the student fails if he or she

does not pass, more appropriate for determining academic failure is whether the student performs

below his or her potential. Lahren (2021) defines poor academic performance as performance

that is adjudged by the examiner/tester and some other significant as falling below an expected

standard. The interpretation of this expected or desired standard is better appreciated from the

perpetual cognitive ability of the evaluator of the performance.

According to daily Time opinion, the survey carried out by the National Teacher Institute in

November, 1982 showed that out of 300,000 teachers in the country, 200,000 a clear two third

were unqualified. A student trained by quacks teacher under bamboo tree or a shade without the

barest facilities, we believe is likely to be denied the self-fulfillment and confidence that

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adequate education given in schools where there are enough qualified teachers differs from those

schools with less qualified teachers.

According to Ogbu (2018), he said that the important of well qualified and experienced teachers

cannot be overemphasized. They are the essential ingredients needed by students to learn

effectively. Dr Titus Olikhens, one-time Bendel state commissioner for education, in this article

stated that shortage of qualified teachers, insufficient provision of instructional material and

teaching methods and lack of incentives for the study were problems simulating against the

achievement of the objectives

Nixon et el (2019) write that many teachers are not trained. The few trained and qualified ones

hardly stay as classroom teachers as they find other forms of employment or to higher institution

of earning combined and keeps reported qualification and previous experience, perception of

professional role; responsibility goal and interest affect teaching. In this context, schools with

N.C.E graduates teachers tend to have better primary six certificate and junior secondary school

results than schools with grade II teachers. Another problem noted is lack of textbooks.

Lack of textbooks is another factor that is responsible for poor academic performance. There are

no enough comprehensive books for both the teachers and the students or students use. As a

result of non-availability of authentic textbooks, teachers do not give vivid information to the

students or students in Enugu East local government area. The few available ones are out dated.

Nixon et el (2019) stated that acute lack of textbooks and other printed materials are inadequate

funds are not also made readily available for teachers to purchase basic materials needed for

improvising apparatus.

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2.2.1 Factors affecting academic performance of the students

2.2.1.1 Individual differences influencing academic performance

Individual differences in academic performance have been linked to differences in intelligence

and personality. Students with higher mental ability as demonstrated by IQ tests and those who

are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve

highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured

by typical intellectual engagement) has an important influence on academic achievement in

addition to intelligence and conscientiousness (Vedel & Poropat, 2017).

Children's semi-structured home learning environment transitions into a more structured learning

environment when children start first grade. Early academic achievement enhances later

academic achievement (Rasool et al, 2020).

Parent's academic socialization is a term describing the way parents influence students' academic

achievement by shaping students' skills, behaviors and attitudes towards school. Parents

influence students through the environment and discourse parents have with their children.

Academic socialization can be influenced by parents' socio-economic status. Highly educated

parents tend to have more stimulating learning environments. Further, recent research indicates

that the relationship quality with parents will influence the development of academic self-

efficacy among adolescent-aged children, which will in turn affect their academic performance

(Kanwal, Aziz & Shahzad, 2020).

According to Lean et al, (2018) children's first few years of life are crucial to the development of

language and social skills. School preparedness in these areas help students adjust to academic

expectancies.

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Indirect evidence suggests that physical activity could affect academic achievement. Studies

have shown that physical activity can increase neural activity in the brain. Exercise specifically

increases executive brain functions such as attention span and working memory.

2.2.1.2 Non-cognitive factors

Non-cognitive factors or skills, are a set of "attitudes, behaviors, and strategies" that promotes

academic and professional success, such as academic self-efficacy, self-control, motivation,

expectancy and goal setting theories, emotional intelligence, and determination (Kanwal, Aziz &

Shahzad, 2020). To create attention on factors other than those measured by cognitive test scores

sociologists Bowles and Gintis coined the term in the 1970s (Tamer, 2020). The term serves as a

distinction of cognitive factors, which are measured by teachers through tests and quizzes. Non-

cognitive skills are increasingly gaining popularity because they provide a better explanation for

academic and professional outcomes.

2.2.1.3 Motivation

According to Liou et al (2019) motivation is the reasoning behind an individual's actions.

Research has found that students with higher academic performance, motivation and persistence

use intrinsic goals rather than extrinsic ones. Furthermore, students who are motivated to

improve upon their previous or upcoming performance tend to perform better academically than

peers with lower motivation. In other words, students with higher need for achievement have

greater academic performance (Fiorella, 2020). Bad dietary habits can create the disadvantage of

a lack of motivation.

Self-control, in the academic setting, is related self-discipline, self-regulation, delay of

gratification and impulse control. Vohs and Baumeister, and Tice defined self-control as "the

capacity for altering one's own responses, especially to bring them into line with standards such

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as ideals, values, morals, and social expectations, and to support the attainment of long-term

goals." In other words, self-control is the ability to prioritize long-term goals over the temptation

of short-term impulses. Self-control is usually measured through self-completed questionnaires.

Researchers often use the Self-Control Scale developed by Vohs and Baumeister in 2016.

2.2.1.4 Extracurricular activities

Organized extracurricular activities have yielded a positive relationship with high academic

performance including increasing attendance rates, school engagement, GPA, postsecondary

education, as well as a decrease in dropout rates and depression. Additionally, positive

developmental outcomes have been found in youth that engage in organized extracurricular

activities. High school athletics have been linked with strong academic performance, particularly

among urban youth. However, involvement in athletics has been linked to increased alcohol

consumption and abuse for high school students along with increased truancy (Hagos et al,

2016).

While research suggests that there is a positive link between academic performance and

participation in extracurricular activities, the practice behind this relationship is not always clear.

Moreover, there are many unrelated factors that influence the relationship between academic

achievement and participation in extracurricular activities (Oberle et al., 2016). These variables

include: civic engagement, identity development, positive social relationships and behaviors, and

mental health (Oberle et al., 2016). In other research on youth, it was reported that positive social

support and development, which can be acquired through organized after school activities is

beneficial for achieving academic success (Darling-Hammond, Flook, Cook-Harvey, Barron &

Osher, 2020). In terms of academic performance there are a whole other group of variables to

consider. Some of these variables include: demographic and familial influences, individual

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characteristics, and program resources and content (Oberle et al., 2016). For example, socio-

economic status has been found to plays a role in the number of students participating in

extracurricular activities (Hagos et al, 2016). Furthermore, it is suggested that the peer

relationships and support that develop in extracurricular activities often affect how individuals

perform in school (Darling-Hammond, Flook, Cook-Harvey, Barron & Osher, 2020). With all

these variables to consider it is important to create a better understanding how academic

achievement can be seen in both a negative and positive light.

In conclusion, most research suggests that extracurricular activities are positively correlated to

academic achievement (Oberle et al., 2016). It has been mentioned that more research could be

conducted to better understand the direction of this relationship (Darling-Hammond, Flook,

Cook-Harvey, Barron & Osher, 2020). Together this information can give us a better understand

the exact aspects to consider when considering the impact that participation in extracurricular

activities can have on academic achievement.

2.2.2 The Method of Teaching

The method of teaching is another factor responsible for poor performance. The norm is the

traditional approach with the teacher at the center of activities and with memorization as the

prima means of learning. Although memorization has its place, it cannot on its own arouse the

student real interest and imagination, nor can it capture their involvement in the process of

learning (Cook, 2016).

According to Jacob et al (2020) it is essential for any teacher to become acquainted with teaching

methods that will help students achieve learning objectives.

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2.2.3 Teachers Poor Motivation

Teachers poor motivation is another factor responsible for student’s poor performance. The

frequent strikes by teachers in Nigeria as a result of poor service conditions clearly shows that

teachers are not motivated to teach well. A poorly motivated teacher will teach the subject

poorly.

According to Mligo and Mshana (2018) in his work stated that many trained in subject, the few

trained and qualified ones hardly stay as classroom teachers as they find some other forms of

employment or to go higher institution, because they are not motivated. Teacher’s salary is not

always paid on time. A hungry will not be motivated to teach.

Commenting further, he said that several methods exist which teachers can utilize to ensure

effective learning, such method include demonstration method, discussion method, project

method, field trip, play away method.

According to Essien and Bassey (2010) he therefore, enumerated some common faults in the

teaching in senior secondary schools:

 Lack of preparation

 Lack of interest by teachers

 Attempting too much problems in the lesson

2.2.4 The size of the classroom

Following the introduction of the universal primary education (UPE) programme into the

country, this caused a gigantic increase in student’s population in secondary students on roll.

However, there is no doubt that less time is available for individual attention to the students. In

most of the classroom, where group work is done, the classes are so noisy and rowdy and the

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teachers are unable to control the students. Such a situation does not allow for effective learning

(Plevin, 2016). Due to the number of students in the classroom, the teachers use much of the time

meant for teaching in controlling the students, as such, much work is done in short time because

the teachers will now try to teach everything for the period in less time. There will be no time left

for the teacher to pay attention to individual students with individual difference. This does not

give room for effective teaching and it affects the performance of the students

For increasing student -teacher interactions to controlling the comfort level, classroom sizes can

be a notable factor in contributing to school success. Although there is no standard requirement

for constructing classrooms to a specific size, many schools and educational institutions follow

general guidelines regarding dimensions in relation to the organization of a positive learning

environment (Ribera, Miller & Dumford, 2017).

2.2.5 Considerations

There are a number of factors that any classroom designer must consider when standardizing for

size. The first is the type of room necessary. Different classrooms fill different educational needs

such as college level lecture or seminar rooms, preschool areas, elementary school spaces,

secondary rooms, or vocational/technical sites. Each type of room will have its own standard or

expected size based on functionality (Chen & Yang, 2019). For example, a college lecture hall

will typically hold at least 100 students and should allow approximately 12 square feet per

student chair or desk area. While considering size per seat, the standard classroom for each type

of set up should also include appropriate space for media and technology, windows, places to

write or test, and teacher/instructor areas and furniture (e.g., chair and desk).

2.2.6 Family background and Poor Academic Performance of the Student

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Family background is a very important determinate of student’s achievement. Family

background influence conformity to societal norms. The family is the primary socializing agent

of which a child is a member since it is in the family the child is born (Ribera, Miller &

Dumford, 2017). The relationship ISSN No. 2074-5400 Kenya journey of educational planning,

economic and management (2014) volume 7, Issue 28 between the children and parents could be

influenced by occupation. Performance of students is a product of environment factors (Fiorella,

2020). Inadequate closeness between the children and parents could result into insecure

environment for the child resulting into the self-perception as unworthy of love and perceiving

others as unavailable and responsive. This may cause individuals to interpret losses and

disappointment as personal failures, which contributes to the development of distress (Hagos,

Asfeha & Berihu 2016). Distress affects academic achievements of students. A child who is

often subjected to severe and harsh treatment will suffer academic detest (Fiorella, 2020). One

may rightly say that the family is the informal socializing agent since all its members have blood

relations. A child is having his/her primary exposure to the world and hence he/she is totally

guided by the adults in his family most especially the parents. Home environment has an effect

on student’s academic performance. This is because the home has a great influence on the

student’s psychological, emotional, social and economic state. Home environment of a student

determines academic performance. If it is not conducive for reading, academic performance is

poor (Ciornei, 2017). In the view Essien., & Bassey (2020) in the state of the first socializing

agent in an individual’s life. This is because the family background and context of child affects

his reaction to life situations and his level of performance.

Unfortunately, some parents aren’t aware how family structure can influence learning (Maduka,

2021). These norms are unavoidable family environment that influence family relationship.

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2.3 THEORETICAL RATIONALE

2.3.1 General System Theory (GST)

General System Theory (GST) was proposed in 1940’s by the biologist Ludioig on Bertalaffy

and was published in 1968. Von Bertalanffy was both reacting against reductionism and

attempting to revive the unity of science. He emphasized that real systems are open to, and

interact with, their environments, and that they can acquire qualitatively new properties through

emergence, resulting in continued evolution. Rather than reducing an entity (e.g. the human

body) to the properties of its parts or elements (e.g. organs or cells) the theory focuses on the

arrangement of teaching of Government and its relations between the parts which connects them

into a whole. General System theory is particularly an approach in Philosophy of Science, aiming

at understanding and investigating the world of teaching and learning of Government as sets of

systems. It is one of the most influential versions of systems theory which was developed by a

German biologist Karl Ludioig Von Bertalanffy (Bertalanffy, 2019).

The Theory aims at seeking principles common to systems in general that may allow scientists

and researchers to think more clearly about the goals of any possible system and about the

methods for reading them. In recent years an increasing deterioration of the way humanity is still

surviving has become the main challenge for systems community. It was developed because of

the need to be developed from now onwards, through a systematic confrontation with the

numerous problems that composed the most serious crisis ever faced by humankind. Systems

scientists must engage responsible in discovering the laws intrinsic of the dynamic features of:

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  Those Government education problems that nowadays are increasing the deterioration of

the human society: unfair trade, poverty, hungry, intolerance, violence, corruption.

 Those policies that need to conceived and designed for reducing the gas between the rich

and the poor people and country for solving gradually shortcomings in the subject

Government, for imbedding the subject “government” questioning into ecological

intentions.

 Those programs needed for recognizing human as creatures and responsible wholes, who

needs to develop their physical, biological and psychological capabilities for learning of

government in the senior secondary school how to perform actively in every community

in order to contribute consciously to increase the survival chances of the human species

on this unique planet (Vedel & Poropat, 2017).

Hornby, (McGillicuddy & Devine 2018), stated that a system can be said to consist of four

things. The first is objects – the parts, elements on variables within the system. These maybe

physical or abstract or both, depending on the nature of the system. Second, a system consists of

attributes the qualities or properties of the system and its objects. Third, a system had internal

relationship among its objects. Fourth, system exists in an environment. A system, then is a set of

things that affect one another within an environment and form a larger pattern that is different

from any of the parts. The fundamental systems- interactive paradigm of organizational analysis

features the continual stages of inputs, throughput of openness/closeness. A closed system does

not internet with its environment. It does not take in information and therefore is likely to

atrophy, that is to vanish. An open system receives information, which it uses to interact

dynamically with its environment. Openness increases its likelihood to survive and prosper.

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Several system characteristics are: Wholeness and interdependence (the whole is more than the

sum of all parts) correlations, perceiving causes, chain of influence, hierarchy, super systems and

subsystems, self-regulation and control, goal-oriented, interchange with the environment,

input/output, the need for balance/homeostasis, change and adaptability (morphogenesis) and

equifinality: There are various ways to achieve goals.

In the most general sense, system means a configuration of parts connected and joined together

by a web of relationships. Sorokin and Richard (2017) stated that a system can be said to consist

of four things. The first is object – the parts, element or variables within the systems. Defined

system as a family of relationship among the members acting as a whole.

Bertalanffy (2019) defined system as “element in standing relationship”. A system may be

defined as a set of social, biological, technological or material partners co-operating on a

common purpose. The system view was based on several fundamental ideas. First all phenomena

can be viewed as a web of relationships among elements, or a system. Second, all systems

whether electrical, biological, or social, have common patterns, behavior of complex phenomena

and to move closer towards a unity of the sciences. From this definition, it is established that

school is a system. From this definition, it is established that a government teacher is not a

component of the system rather it is the teacher that are the component. Ikeoji.D. (in Mba 2018),

“stated that a system can be said to consist of four things. The first is objects – the parts,

elements, or variables within the system. Therefore, this theory explains how the teaching and

learning of Government in secondary schools in Enugu East can be affected.

From a General System Views, examination of the processes and components of the

instructional. System is not adequate to fully understand the system itself. The general systems

theory provides a comprehensive perspective for the researchers to foresee the resistance to

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change of Government teacher using the teaching resource and enables researcher to understand

the complexity of educational system

2.3.2 The Educational Implications of the Assumption of General System View

van der Zanden, Denessen, Cillessen & Meijer (2018) described the following assumption in

terms of design:

 According to general system theory (GST) “nothing can be understood in isolation but

must be seen as part of a system”. The behavior of the government students and teachers

of a school cannot be likened individual behaviour, the behavior of the school or the

management or the principal’s leadership style. But cannot be likened to the totality of

the system. A government teacher using a teaching resources does not mean that other

government teachers of a secondary school use it.

 All systems have common patterns, behaviour, and properties that the principal can

analyze and use to develop greater insight into the behavior of complex phenomena and

move closer toward a unity of the secondary school and use to ensure that the

government teachers adopt the use of teaching resource.

 A general system view, suggests that essential quality of a part resides in the relationship

to the whole. A government teacher’s cooperation with the Principal depends on the

teacher’s cooperation with his fellow colleagues. In other words, essential quality of a

part of a principal and the government teacher reside in its relationship to the whole.

The system aids its parts should be designed from the perspective of the whole system and in

view of its embeddedness in its environment”. Any policy, any principal must form must be from

the system and the environment that the school resides. Pigou (in Mba 2018) The Principal must

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ensure that the teachers including the Government teachers, non-academic stuff, and the

residents in the environment generally agreed that the policies that will foster the teaching and

learning of government.

2.4 EMPIRICAL STUDIES

Tina (2010) carried out a study on factors contributing to the students’ performance in

government in Tharaka south district. This study was initiated to find out the factors that lead to

students’ poor performance in mathematics in the district. The study adopted a descriptive survey

research design to establish the factors that lead to students’ poor performance in government.

The study was carried out in Tharaka South District, Kenya, which has a total of 14 public

secondary schools. The target population was 2,332 respondents. The population was sampled

using the stratified sampling technique so that all categories of schools were included in the

study and then proportionately sampled to give a sample size of 248 respondents. The study used

4 questionnaires, the head teachers’, and heads of Department, teachers and students’

questionnaires. Split-half technique using Spearman Brown Prophecy formula was used to check

the reliability of the questionnaires and experts from the department of education validated the

instruments. Coefficients of 0.702, 0.741, 0.753 and 0.707 were realized for the head teachers,

heads of departments, mathematics teachers and students’ questionnaires respectively. Data

collected was analyzed using Statistical Package for Social Sciences (S.P.S.S) version 11.5

windows and then presented in form of frequency tables and percentages. The significant factors

leading to poor performance included inadequate teaching force, students’ absenteeism, poor

entry marks, poor assessment techniques and poor teaching methods. The intervention strategies

suggested included completing the syllabus in time, provision of adequate and qualified teaching

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force and in-service programmes. The study is significant as its findings will be used by

education policy makers and pre-service training of teachers.

Samuel (2010) in his study a case study of secondary school students in Oredo local government

area, Benin city. This research was designed to compare the academic performance of students in

boarding house and those who are day students. About one hundred and twenty students were

used for this study. These were drawn by using simple and stratified random sampling by

selecting students in three different secondary schools in Oredo Local Government Area Benin

city, Edo State. Questionnaire and students’ scores in their first term examination were used,

simple percentage were employed to test these research question. Three research questions were

formulated they are, Is there any difference between the academic performance of both the

boarding and day students in education? 2. Is there any difference between the academic

performance of the students whose parents are rich and those of poor parents? Does the

environment have a positive or negative effect on the academic performance of the students?

Frank (2010) in his study teachers and student’s academic performance in Ezeagu Local

Government Area This paper examined the number of qualified teachers and its relationship to

students' academic performance in public secondary schools in a sample of Local Government

Areas (LGA) of Osun State. This descriptive study used a post-hoc dataset. An instrument titled

“Quantity and Quality of Teachers and Students' Academic Performance” (QQTSAP) was used

for the study. Twenty-one (21) public secondary schools, one in each LGA from a population of

thirty-one (31) LGA in the State, were sampled. The Senior School Certificate Examination

results from 2000/01 to 2004/05 were used to analyze students' academic performance and

reflected some concerns in the school system. The data were analyzed using ANOVA and

Spearman rank correlation coefficient to test the three operational hypotheses. Findings of this

19
study showed teachers’ qualifications, experience and teacher–student ratio were significantly

related to students’ academic performance. These findings can be used to guide planners about

the need for qualified teachers to facilitate effective teaching and learning in secondary schools

in Nigeria.

Oluchukwu(2011) carried a study on factors responsible for senior secondary students in Oyo

State This study assessed and investigated the academic performance of secondary school

students in two principal subjects (English Language and Mathematics) at the Senior School

Certificate Examinations (SSCE) in ten secondary schools typical of urban and rural locations in

five randomized Local Government Areas of Oyo State, Nigeria between 2005 and 2007. The

study employed a descriptive survey research design. An instrument titled: Students’ Academic

Performance in English Language and Mathematics Questionnaire (SAPEMQ) was used to

collect relevant data for the study. The ten secondary schools involved were selected based on

simple random sampling technique and the statistical tools employed to analyze the data

collected were percentages, means scores and multiple regression (backward procedure). Four

research questions and one null hypothesis were formulated to guide the study. The result among

other things revealed that, there was a marked difference in the performance of students in urban

and rural schools at the SSCE with impressive means scores obtained in urban schools (Urban =

69.8, 54.4 and 60.2 in 2005, 2006 and 2007 respectively; Rural = 36.4, 24.9 and 23.8 in 2005,

2006 and 2007 respectively). The implications of the findings for educational planning and

policy in Nigeria were discussed.

Ife (2017) in his work titled the quest for improving the academic performance in Public Senior

Secondary School Students in kadunna south local government area of kadunna state. what

prompted this work with particular reference is motivation of teachers. It is the intention of this

20
project to identify the effect of poor motivation of teachers on student academic performance.

The study which was a descriptive survey employed the use of structured questionnaire with

close ended questions and was administered to Public and Private Senior Secondary School

teachers and Public and Private Senior Secondary School Students respectively in five (5)

randomly selected Public and Private Secondary Schools in Kaduna South Local Government

Area of Kaduna State. The results showed that when teachers are not motivated, their

productivity are hampered this in turn reduces the academic performance of Students. It was

recommended that government in all levels should make the payment of teachers’ salary and

other fringed benefit a priority and it should be paid on time, government should ensure that

basic facilities for effective teaching and learning are adequately provided, Teachers should

improve in their teaching skills to enhance higher academic productivity amongst students.

Seminars and workshops should be conducted for both teachers and students to increase

academic productivity.

Anayo (2017) in his study factors affecting the teacher’s activities in Anambra State, this

research work was carried out in urban and rural areas of Ogbrau Local Government Area of

Anambra State to find out factors affecting attitude to work of secondary school teachers.

The questionnaire was the instrument used in obtaining data for answering the research

questions. Some of the factors associated with the problem have been fully identified and

analyzed in this work among which is inadequate teaching materials in our secondary school.

Some recommendations have also been put forward to save our secondary education from total

collapse. It is therefore hoped that readers will find this work very useful and interesting

2.5 SUMMARY OF REVIEW

21
This chapter was review under the three sub-headings from the conceptual framework, it was

discovered that for a successful national development, there is need for a good output in the

performance of the subject government and that government is the subject, which the nation

heavily depend on in achieving its objectives towards making the students know a lot about

government, politics etc. from the studies reviewed, it was discovered that there are many factors

that are responsible for poor performance of students in government and are; teachers as persons,

teacher’s teaching qualification, teachers attitudes, students attitudes, students gender attitude,

teacher’s methodology lack of teacher and the environment as maturation factor in the study of

government and the society and government as maturation factors. The scholars literally proffer

possible solution to the problems militating against students’ performance in Government.

From the theoretical rationale, it was used that the survival and growth of any government

education in secondary school does not rest on the government teacher but on the other staff of

the school, the school’s management, the school’s proprietor and the community where the

school resides. The staff of the school including the government teacher, the school management,

the school proprietor and the community where the school resides are the system of the school.

The theory used was General Systems theory (GST), which was developed by a German

biologist Kalr Ludiogy Van Bertalanffy (Bertalanffy, 2019). This theory aims at seeking

principles common to systems in general that may allow scientist and researcher to think more

clearly about the goals of any possible system, and about the methods for reading them.

Therefore, this theory explains how the teaching and learning of government in secondary

schools in Bogoro Metropolis, Bogoro Local Government Area can be affected. This research

therefore focuses attention on the factors affecting the academic performances of secondary

schools’ student in Bogoro Metropolis, Bogoro Local Government Area, Bauchi State.

22
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