Organizational Factors And Students Academic Performance in Public Secondary School in Lagos

This study primarily investigated Organizational factors and students academic performance in public secondary School in Lagos. The study in anchored on the following independent and dependent Variables such as teachers’ qualification, teacher-students, teacher/student relationship were specifically considered to ascertain whether or not they have any relationship with students’ academic performance of student. A correlational survey design was adopted for the study. A total number of 22 public senior secondary schools constituted the population while 550 respondents (500 students and 50 teachers) from ten of the schools randomly selected from Oshodi llsoLo Local government area of Lagos state made up the sample. Data were collected using the ” Organizational factors and students academic performance and analyzed with Pearson Product Moment Correlation statistic. The study found a significant positive relationship between the three organizational factor variables and academic performance of students. The study concluded that when the right work force is in place along with the right attitude towards teaching and learning and in a friendly environment. it is most Likely that student’s achievement will be highly enhanced. Based on the findings it was recommended among others that Educators need to foster positive relationships between and among teachers and students. These positive relationships add to a positive school organizational factors  which has a positive effect on students achievement.

Research Questions

The following questions were addressed in this study:

1. What is the relationship between overall organizational factors as measured by the student performance in Public Secondary School in Lagos
2. What is the relative weight of each of the organizational factors such as leadership, teacher professionalism, academic press, and community engagement  in relation to student achievement in Public Secondary School in Lagos?

Research Objectives

The main objectives of the study is to investigate the Organizational Factors And Students Academic Performance in Public Secondary School in Lagos

The study have the following specific objectives of the study;

1. To critically examine the relationship that exist between organizational factors and  student performance  in Public Secondary School in Lagos
2. To analyze the relative weight of each of the organizational factors   such as leadership, teacher professionalism, academic press, and community engagement  in relation to student achievement in Public Secondary School in Lagos?

15k 

The effect of Binge Drinking Mother and the socio-economic impact of the family

‘Binge’ drinking is defined as episodic excessive drinking,
but there is no worldwide consensus on how many drinks
constitute a ‘binge.

Background 

There are constant changes taking place in the world, and schools and the subjects taught there must adapt in order to keep up with it. It is necessary to take a critical look at the goals, content, and procedure of the entire curriculum. In this way, chemistry is a dynamic subject that requires a scientific approach to be successful. Chemistry is the study of matter, its properties, how and why substances combine or separate to form new substances, and how substances interact with energy. It is a branch of science. Everything we use, wear, see, smell, taste, and touch is made possible by chemistry and chemical reactions (matter). In the educational system, chemistry is a vital subject since it serves as the foundation for national technological progress. There is a high need for chemistry-related professions, which are necessary for our national development and self-reliance to be successful. In order to achieve national progress and independence, the education of chemistry and chemical-related professions is essential. It is also imperative that the teaching of chemistry in our schools, particularly at the secondary school level, be given significant consideration.
As a subject, chemistry is taught from the elementary level onwards, which is why the researcher is interested in the teaching of chemistry at the senior secondary level. This is accomplished by recognizing information and communication technology (ICT) as an antidote for learning challenges in chemistry in senior secondary schools. Because people only recall 20% of what they hear, but 50% of what they hear and see, it is important to practice listening and paying attention. It goes without saying that Brunner (1973) believes that while dealing with learning activities, the instructor must take into consideration three crucial variables: the character of the learner, the nature of the knowledge to be learned, and the nature of the learning process. A definition of communication is as a source and expansion of creativity in the form of techniques that may be acquired and shared. It is via the creation, perception, and comprehension of communications that man’s conception of what is essential, what is right, and what is relevant to something else is communicated to others (Lampard 2005).
Information and communications technology (ICT) refers to technologies that enable people to gain access to information through communication. In this category are the internet, wireless networks, cell phones, and other forms of communication technology. In the last few decades, information and communications technology (ICT) has presented society with a huge array of new communication capabilities. ICT is an umbrella term that refers to any type of communication device, including radio, television, computer, cell phones, tablet computers, network hardware, satellite systems, and so on, as well as the various services and applications that can be provided by these devices, such as video conferencing and distance learning, among others.

PROBLEM STATEMENT

The following are the primary issues that have arisen as a result of this investigation:
1 What is the attitude of students toward the use of information and communication technology (ICT) in the classroom?
2 To what extent does the use of information and communication technology (ICT) improve the performance of senior secondary school chemistry students.
3 To what extent is the public aware of the significance of information and communications technology (ICT) in education?
4 What is the source of funding for information and communications technology equipment?
5 What are the difficulties teachers have encountered when adopting ICT in compared to the traditional method?