IMPACT OF SCHOOL CLIMATE ON STUDENTS ACHIEVEMENT IN COMMERCE IN SECONDARY SCHOOLS IN OHAFIA EDUCATION ZONE OF ABIA STATE
TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 23
Purpose of the Study 25
Significance of the Study 25
Research Questions 28
Hypotheses 28
Delimitation of the Study 29
CHAPTER TWO: REVIEW OF RELATED LITERATURE 30
Conceptual Framework 30
- School Climate 30
- Commerce 35
- Student achievement in Secondary schools 37
- Engagement 40
- Safety 51
- Environment 56
Theoretical Framework 76
- Kurt Lewin’s organizational development theory, 1940 76
- Albert Bandura’s Social cognitive theory, 1986, and 77
- Max McCombs’ Self system theory, 1986 78
Related Empirical Studies 79
Summary of Reviewed Literature 85
CHAPTER THREE: METHODOLOGY 88
Design of the Study 88
Area of the Study 89
Population for the Study 89
Sample and Sampling Technique 90
Instrument for Data Collection 90
Validation of the Instrument 91
Reliability of the Instrument 91
Method of Data Collection 92
Method of Data Analysis 92
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 93
Research Question 1 93
Hypothesis 1 96
Research Question 2 97
Hypothesis 2 99
Research Question 3 100
Hypothesis 2 102
Summary of Findings 103
Discussion of Findings 109
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 112
Restatement of Problem 112
Summary of Procedure Used 113
Conclusions 115
Educational Implications of the Study 115
Recommendations 117
Limitations of the Study 118
Suggestions for Further Studies 118
REFERENCES 119
APPENDICES
Appendix A: Letter to the Respondents 127
Appendix B: Questionnaire 128
Appendix C: Reliability of the Instrument 137
Appendix D: Analysis 138
Appendix E: t-test statistics 139
LIST OF TABLES
Tables Pages
- Mean and Standard Deviation ratings of Commerce Teachers on
The Impact of engagement on the Achievement of Students
in Commerce in Secondary Schools in Ohafia Education Zone
of Abia State 95
- t-test analysis on mean rating of Teachers in Rural Schools and
Teachers in Urban Schools on the extent to which engagement
Affects Achievement of Students in Commerce in Secondary
Schools in Ohafia Education Zone of Abia State 96
- Mean and Standard Deviation ratings of Commerce Teachers
On the Impact of Safety on the achievement of Students in
Commerce in Secondary Schools in Ohafia Education Zone of
Abia State 98
- t-test analysis showing mean ratings of Teachers in the Rural
area and Teachers in the Urban area on the extent to which
Safety affects the achievement of Students in Commerce in
Secondary Schools in Ohafia Education Zone of Abia State 99
- Mean and Standard Deviation ratings of Commerce Teachers
On the Impact of Environment on the Achievement of Students
in Commerce in Secondary Schools in Ohafia Education Zone
of Abia State 101
- t-test analysis showing the mean rating of Teachers in Rural
Schools and Teachers in Urban Schools on the extent of
achievement of students in Commerce in secondary schools in
Ohafia education zone of Abia state 102
ABSTRACT
The main purpose of this study was to ascertain the impact of school climate on students’ achievement in Commerce in secondary schools in Ohafia education zone of Abia State. The study utilized ex-post facto research design. Three research questions were answered. A structured questionnaire was used to elicit information for the study. The target population comprised of 86 business teachers that teach Commerce in senior secondary schools within Ohafia education zone of Abia state. The sample size consists of the entire population of the Commerce teachers which is 85 Commerce teachers; hence no sampling technique was adopted for the teachers. The research instrument was subjected to face validation by three experts, two from the Department of Vocational Teacher Education and one from the Department of Psychology all from the University of Nigeria, Nsukka. The reliability coefficient of the instrument for the study was 0.91, 0.67, and 0.94 for clusters A, B, C, and overall cluster was 0.84, which was calculated using Cronbach Alpha Reliability method. The data obtained were analyzed using mean and standard deviation for the research questions and t-test for the hypotheses. Findings of this study revealed that even though school climate (engagement, safety and environment) influences students’ achievement, it is not being handled properly or taken care of in the schools in Ohafia Education Zone which was evident on the students’ achievement in Commerce in WAEC and NECO examinations as reflected in the statement of problem. For instance, on engagement, it was found that schools in the area do not give closer attention to students from other countries and ethnic groups in solving their academic problems; schools do not encourage students to enroll in different school programmes regardless of their ethnic group or race; and that students are not encouraged to chose commercial subjects of which Commerce is one of them irrespective of ethnic group among others. Also, on safety, it was found that there is always physical fighting among students; there are cases of harassment and bullying among students; there are cases of theft among students in the school; and that students are being truant in attending classes among others. Similarly, on environment, schools in the area have no good building plan; there is no proper care and maintenance of the school facilities; the classroom has no modern gadgets (e.g, fan, air conditioner, sound furniture); and that there is no well equipped library. Findings equally revealed no significant difference in the mean ratings of urban and rural teachers on the extent engagement, safety and environment of school climate influence students achievement in the area. Based on the findings, it was concluded that teachers and school managers should make concerted effort in improving school climate within the zone since it holds a lot of promises for students, teachers and the school generally. Finally, it was recommended among others that school climate (engagement, safety and environment) should be enhanced by school management and teachers for improved academic achievement.
CHAPTER ONE
INTRODUCTION
Background of the Study
School climate is a significant element in improving students’ academic achievement. Student achievement is a major objective of every educational delivery system. This objective can be achieved through comfortable school climate. School climate is an integral and indispensable component of the teaching and learning process in Nigeria and the world at large. Indeed, no meaningful teaching and learning can take place in an environment that is not conducive and safe to both learners and teachers. It is, therefore, imperative that educational stakeholders foster safety and security of school environments to facilitate increased learner enrolment, retention and completion and hence attainment and quality education (UNESCO, 2006).
Schools perceived as being positive, safe, and nurturing environments focused on student learning, perform better in examinations regardless of available technology or teacher training. This is not to say that a school with no textbooks will outperform one with textbooks based solely on environment, but that the learning environment and climate produced by the school as a whole may help or hinder learning.
The learning environment determines the quality of education. The quality of education tends to be evaluated in terms of the number of students passing national examinations (Ndiku, 2011). The expectation of parents is that their children perform well in national examinations in any secondary school attended as long as the criterion for admission to these schools is the same. This is not however the case as the perception among many parents is that some schools seemingly perform better than others. This has resulted in many parents rushing to secure admission in these better performing schools in the cities while the rest, with poor resources and facilities, continue to record low enrolment, let alone the poor performance in national examinations, that is West African Examination Council (WAEC) and National Examination Council (NECO).