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The Impact of Educational Resources and Students Academic Performance in Ilorin West Lga, Kwara State Public Secondary Schools
The Impact of Educational Resources and Students Academic Performance in Ilorin West Lga, Kwara State Public Secondary Schools
SCHOOLS
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CHAPTER ONE
INTRODUCTION
Education is considered as the most important instrument for change and natural
development. However, of all the problems facing Nigeria education system today, none is more
agonizing and persistent as the poor academic performance of the students especially of
secondary school at the external examination conducted by West African examination council
Borisade (2012) described the failure observed in public examination as: a symptom of
pervasive national failure syndrome. It would seem as it failure has bee stamped on every facet
of our national Endeavour. One should then not be surprise if student performed poorly because
they have become dischanted with academics and disillusion with the acquisition of
The perennial failure at public examination in light of above assertion could be part of
societal failure. A society that shuns academics and worship mediocrity and materialism will
undoubtedly reduce the premium attached to academic certificates. A cursory look at our
environment reveals that the Nigerian society has changed considerably within the past two
decades. It is also evident that the youths are changing just as the society is changing just as the
society is changing. The school system is both a product and reflection of the entire society.
Students' learning can be evaluated in many different ways, but in a developing country like
Nigeria where about 40 percent of the adult populations are illiterates, parents use the
performance of the children in public examinations to pass judgment on the schools and teachers.
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To them the logic is a simple one. The schools are supposed to be stated by good teachers and
ensure through such provisions and regular inspection or supervision that effective teaching and
learning go on in the school. The task of parent is to send their children to school and pay
whatever fees and levies charged by the institutions. Through many parents acknowledge
shortage of funds, teacher and infrastructures in the schools and their own inability to buy all
required books and other learning materials for their wards, yet they strongly believe that if the
students perform badly in their examinations, the teacher and administrators have not done their
Borisade (2012) maintained that high level of students' academic performance may not be
guaranteed where physical facilities such as classrooms, laboratories and technical workshops
are structurally defective, not properly ventilated and not spacious enough for use. He further
emphasized that structural effectiveness, proper ventilation and well located space may lead to
Researchers have shown that the secondary school students' academic performance in Nigeria
is poor. Borisade (2012), and Akubuiro and Joshua (2004) reported that there was persistent
mass failure of student in the senior school certificate Examination (SSCE) conducted by west
African Examination Council (WAEC) and National Examination Council (NECO). The poor
academic performance of secondary school students in Nigeria may not be unconnected with
example, the performance of candidates in may/June West African senior school certificate
Examination (WASSCE) between 2006 and 2010, according to Dike (2011), has declined with
mass failure recorded in English language and Mathematic. See table below.
Analysis of students’ performance in SSCE English and Mathematics between 2006 and 2010.
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Subject Year Total Total Sat Total credit & Total pass 7-8 Fail
entry above
English 2006 1,045,654 1030,582(98.40) 272,806(26.07) 322,322(24.68) 446564(41.13)
Subject Year Total Total Sat Total credit & Total pass 7-8 Fail
above
entry
cs 2007 930,843 914,790 (98.58) 314,964 (34.91) 340, 462 (32.62) 319795(29.82)
368,610(34.41
Federal and state policy maker proposing new education program often base their argument on
the need to provide more resources to school to improve opportunities for students. Many
Polling data show that many people believe that government allocates insufficient resources to
school. A poll conducted annually from 2009 through 2012 found that American adults list
insufficient funding and resources as top problem facing public school in their community.
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The availability of educational resources is very important because of its role in the achievement
of education objectives and goals. The extent to which an organization like educational
institution attains her objectives is directly proportional to the educational resources available
and their utilization. Educational resources can be categorized into human, material, physical and
financial resources.
Human resources in education are the students, teaching staff, non teaching staff such as
bursar, Liberian, laboratory attendants, clerks’ messengers, mail runner, gatekeepers, gardener
instructional. Materials such as radio, tape recorder, television and video tape recorder. other
category of material resources consist of paper supplies and writing materials such as biro,
eraser, exercise books, crayon, chalk, drawing books, notebooks, pencil, ruler, slate, workbooks
and so on.
administrative block, libraries, laboratories, workshops, gymnasia and assembly halls, special
rooms like sickbay, staff room quarters, students' hostel, kitchen, cafeteria, lavatory and toilet.
Financial resources are the monetary inputs available for and expended on the education
system, these include money allocated to education by the government grants, PTA levy, and
provision of all the resources. The resources which should normally go along with the program,
are inadequate, even the quantity that is made available is not efficiently allocated. This study is
specially set out to ascertain the extent to which human, physical, material and financial
resources are being allocated. To find a solution to these problems that has become the subject of
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considerable national concern. It is expedient that we should examine the factors responsible for
It has been observed the most public secondary school in Ilorin west LGA, Kwara state,
usually record mass failure in the senior secondary school certificate Examination. Performance
in public examination seems to be one of the major parameters by which society judges the
products of its educational system. In the light of this assertion, Nigeria has not fared well in her
attempt years now, has characterized now only by poor academic performance of alarming
proportions but also by a growing increase in society's disappointment and discontentment in the
delivery and products of secondary education. The inadequate and lopsided distribution of
resources combined with inefficient allocation of those resources to undermine the productivity
of secondary education. This observed poor performance motivated the researchers to conduct an
investigation on the observed problem and find out the relationship that exists between
and students' academic performance in Ilorin west LGA, kwara state public secondary schools.
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a) Determine various types of educational resources available in the state secondary schools.
Based on the research questions stated, the following hypotheses were formulated to guide the
study:
Main Hypotheses
HO: There is no significant relationship between physical resources and students’ academic
Operational Hypotheses
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H1: There is no significant relationship between human resources and students’ academic
HO2: There is no significant relationship between physical resources and students’ academic
HO3: There is no significant relationship between financial resources and students academic
HO4: There is no significant relationship between material resources and students’ academic
The study focused on educational resources and students’ academic performance in Ilorin west
LGA, Kwara State Secondary Schools. The indicators used for Educational resources are:
Although, there are 23 public secondary school in Ilorin west local government area Kwara
State, the researcher limited the study to 15 selected schools from the 23 secondary schools in
the LGA. Hence, the researcher is of the opinion that the result will be representative of the
public schools
The findings of this study would be of significant importance o the government, the parents and
private organizations on the need to provide educational resources of all instructions of learning
In addition, the study would be of immense significance to the ministry of education and
teaching service commission on the need to expose secondary Schools principals and teachers
more to periodic workshops, seminars and sandwich program to update their knowledge for
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1.8 Operational Definition of Term
For the purpose of the study, the following variables were operationally defined.
Resources: Resources in education is the sum total of everything that goes into the education
system. A resource in this study, therefore, is taken to mean input into secondary schools
education program. Such resources examined fall into four categories, which constitutes the four
Human resources -: Human resources refers to staff both teaching and non-teaching staff. In
this study, teaching personnel represent the human resources of the school system and excludes
Material resources -: This refers to the resources such as : books, biro, pencils, microscope and
so on.
Physical resources -: This refers to the resources such as basic infrastructures such as building,
fixture fitting, classrooms lecture rooms, space rooms laboratories, libraries, chairs desks and
Financial resources -: This refers to the monetary aspect of secondary school education.
Academic performance -: this is the display of knowledge and skills attained as shown by the
marks or grades achieved by the students of a school in an examination during and after course
content.
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CHAPTER TWO
The purpose of this chapter was to review related literature in order to assist
the researcher conceptualize the subject matter and fully appreciated and appraise work already
done on educational resources and students’ academic performance. For the purpose of clarity,
this chapter was organized and discussed under the following sub-heading.
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2.2 Concept of Educational Resources
Individual have perceived and acknowledge the purpose and function of resources
in effective teaching and learning. Owoeye & Yara (2011) emphasized that the availability,
relevance and adequacy of educational resource item contribute to academic achievement and
that unattractive school buildings crowded classroom, non availability of playing ground and
surroundings that have no aesthetic beauty contribute to poor academic performance. Fuller
(2001) discovers that students who had used two or more books were almost three times better
supervise their students’ learning by checking students work and helping individual student to
overcome errors and learning difficulties are likely to have student who exhibit higher level of
achievement. Oni (1995) discovered that human resources played important role in the teaching-
learning situation that any other factor of production and that the quality of education hinges
upon the qualities of teachers available. Edward (2001) found that as school’s condition improve
from one category. For example, from poor or fair students’ standardized achievement scores
The Saginaw school project in Canada is another study that notes the relationship
between students’ achievement and building facilities. Guided by the belief that school can
influence and control variable that contribute to school learning, the Saginaw public school
launched a “grassroots” project involving thirty one schools. A school improvement survey was
administered to staff to identify and then solve problems goals listed in each school building plan
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were attained at a 70 to 100 percent level. Goals related to students’ achievement in reading and
mathematics was also encouraging. During the five-year project, students’ achievement in both
math and reading rose in the highest achievement category and dropped in the lowest
achievement category.
Claus and Girrbach (1993), learning experiences are richest when the environments
(physical resources) around them meets their need through its adequacy and effective utilization.
Children learn best when they can actively explore an environment rich in adequate materials.
The national policy on education (NPE) acknowledges that financial provision from
educational program. It is important to know that the level of resources available to any
educational level with determine to a very large extent, the performance of that level.
Many studies (lovely, 1984 and fuller, 1985) have found a positive
relationship between school expenditure per-pupil and achievement. The influence of this factor
is strong with some analysis. For example, a Colombians study of academic achievement (4,233
secondary school pupils) found that the influence of pre-pupils expenditure was exceeded only
by children’s verbal ability. The influence of this factor also was significant for achievement in
the commercial curriculum. This same study found more moderate, but significant achievement
Loxley (2004) revealed that inadequate supply of textbooks in schools is having a toll
on teaching and learning activities in any counties in the world. Textbooks as indicated by Oni
(1995) are indispensable to the quality education and students’ academic performance in all
At the seventh Lagos state congress of all Nigerian conference of principal of secondary
schools. (ANCOPSS) held in December, 2002 an adhoc committee was set up to identify the
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cause of poor performance in the WASSCE. The committee was also asked to suggest ways of
improving the quality of education in order to enhance better performance in both internal and
external examinations in the state and obtained information on students’ population as well as
infrastructural facilities. They identified possible factors militating against the enhancement of
quality education and better performance of students in both internal and external examinations.
Such as factors include criteria for transition from primary to secondary schools, unplanned
school plant, inadequate provision and maintenance of infrastructure, rapid students’ population
among others.
During the first Lagos state education summit held in July 20014, the chairman of
post primary teaching service commission explain that 90 percent of the school have no
laboratory and the available ones were ill equipped. Nearly all the workshop were without the
required equipment. Many buildings in the school had become dilapidated. He also observed that
Hence, the interplay of nature and nurture on quality education and student academic
performance is an important issue that cannot be overlook by the stake holder in education
industry, since the aforementioned research by the ANCOPSS committee on poor performance
in WASSCE results has linked the inadequate provision of resources to be a major contributor to
the poor quality of education in secondary schools , many studies have been conducted to
determine the effect of instructional resources as its enhances quality education and improve
Adequacy of resources is very essential for the smooth function and running of the
educational system. School buildings, student enrolment, adequate qualified teaching, supported
staff, furniture, textbook and other infract structure are very important for the system as part of
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the educational resources. In recent times, there has been educational expansion in the country
especially at the post primary level, but this has not been accomplished by high academic
performance by students.
foresight and adequate planning could by the main factors responsible for this poor academic
performance of students, which has consistently been at an alarming rate and has generated a lot
of discontentment and disappointment among parents, the educational administrators and the
general public.
Previous researcher has tried to explain the reasons for the decline in the students’
and laboratories. It has rightly predicted that a sharp decline would be apparent in the quality of
the professionals and students that graduate from our educational institution in not too distant
future due to the fact that such item like books, teaching aids and educational materials are not
only available but those available are grossly inefficient, under-utilize and poor managed
the quality of secondary education that is currently been offered in the country hence, for a high
and uniform academic standard, these resource most not only be available in adequate quantity
but must also be equitably distributed among schools and properly managed as well. Resources,
when available and skillfully used, help to make learning more meaningful
Many schools throughout the world are behind subjected to a multitude of societal forces,
which are having a substantial impact on all aspect of their operation. We are presently living in
an existing age and existing age an –age of discovering of expansion of our frontiers of knowing,
of new technologies”
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Presently many governments are supporting and encouraging greater decentralization of schools
through the local management and private ownership of schools. This new management concept
as one might expect, it founded upon economic and political principles. a greater involvement in
responsibilities for improving performance and developing the learning experiences offered by
school education in Nigeria is politically very appealing. Putting such political idea into practice
may be difficult unless back up with efficient utilization of resources available to secondary
school system in Nigeria. Previous studies (Loxley, 2004 and On1, 1995) are in agreement that
the level of resources available and how well they are utilized can significantly affect the
Considering the way some factors has influenced academic performance. Oni (1995) found that
resources utilization was found to have a high positive correlation to academic performance. The
relationship between utilization of resources and academic performance was higher than that
between recommended textbooks and academic performance and only next to that between
The responsible assigned to school leaders are greater now than in the past. It is
obvious, there is obvious, therefore, and that the quality of school leader has a significant
relationship on the students’ academic performance. Leaders must create a vision of where they
want the school to be. An effective leader not only develops a vision that promotes excellence in
education but also establishes and educational environments and culture in which this can be
achieved. Under these circumstances, only the most competent professional should occupy the
principal’s office for the purpose of achieving good academic performance for the school.
Effective principal are known to employ a variety of leadership style when performing their
duties. The style chosen is often determined by the nature of the issue being considered by the
societal forces impinging on decision and by the characteristics of the people expressing
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concerns. The attributes of an effective school leader are obviously many, but to fully utilize
them a principal must be well educated, posses broad experiences and posses a vision of
schooling in the future. Effective leader encourage open discussions of teachers’ hopes, joy and
anxieties. People are important and should be empowered whenever conditions permit.
Paragraph 28 of the national policy of education state that “Government will work towards
improving the quality of secondary education by giving support to measure that will ensure the
selection of persons of the induction courses for newly-appointed principals and prompt
disciplinary steps to deal with principals who misuse their power or prove inefficient” .
Anderson (1999) discovered that teachers who regularly monitor and supervise their
students’ learning by checking students’ work and helping individual student to overcome errors
and leaning difficulties are likely to have student who exhibit higher level of achievement Oni
(1995) and Adeshina (1990) discovered that human resources played the important role in the
teaching-learning situation than any other factor of production and that the quality of education
hinges upon the quality of the educational system depends on the quality of teachers. Teacher are
the limbs of the educational system. Okunola, (2005) and Oni (1995) have shown their studies
that there exists a significant positive relationship between quantity and quality of teachers and
Another research on effective teaching has identified teacher behavior and patterns of teacher-
pupil interaction as significantly related to pupils’ performance. The teachers’ social class has
been studied as a proxy for verbal and cognitive attribute that may influence pupil achievement.
Teachers’ social class is significantly associated with pupil achievement (Heyman & Loxley
2002).
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Nkuuhe (1995) highlighted some of the bad influence as teacher’s abdication of teaching
responsibility to textbooks at the expense of original teaching method. A textbook does not give
room for flexibility, instead there are mechanical divisions of the curriculum and no provision
Giwa (2005) expressed the problem militating against schools of the personnel available
for the work. According to them, in most African countries the role of inspectors tends to be
ineffective due to severe resources constraints. In the findings, they realized the number of
inspectors and monitoring officers who are newly employed with no practical experience on the
job are being posted to the inspectorate unit of the ministry of education. They stated that to
inspect and supervise schools effectively requires regular school visit of well experienced
duties. Fagabamiye (2004) posited that government should reduce its responsibilities to
monitoring of what transpire in the school to ensure quality. Oni (1995) also found that there was
in Nigeria schools. According to Adeshina (1990) “The heart of Nigeria’s educational system is
the teacher. Weather at primary, Secondary or University level, the teacher is the major indicator
Learning experiences are richest when the environment (physical resources) around them
meets their needs through its adequacy and effective utilization. Children learn best when they
can actively explore an environment rich in adequate materials. Adeogun (2001) discovered a
low level of instructional resources available in public schools and state that our public school
are starved of both teaching cannot take place within the classroom if basic instructional
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resources are not present. Many scholars are in agreement the availability of physical and
material resources are very important for the success of any worthwhile educational Endeavour.
These researchers have pointed out that the availability of adequate school buildings; Number of
classrooms chairs, desk and other instructional faculties are imperative for the attainment of any
educational objective.
effective operations. Classrooms, offices assembly halls, laboratories, and staff quarters, are
needed. Within the buildings there should be fixtures and fittings to make them usable, the
infrastructure facilities. Included here are important items like furniture for staff and students,
books science equipment, game and spot equipment, and other items. These facilities have to be
adequate in Number and they should all be in good condition for school to function properly
Research has show that school plant aids the effectiveness of the school system.
School plant can be defined as school site and all the structure that have been put in place to aid
effective teaching and learning in the school. It is in the space interpretation of the school
curriculum. The school curriculum cannot be implemented if the physical facilities required for
teaching and learning are not available. Without school plant, the school cannot exist. It therefore
becomes necessary to ensure that school plant is properly planned and maintained to facilitate the
effectiveness of the school system. School plant aids the academic performance of the
community in terms of extra moral classes, adult education program, meeting people, sport
maintained that it is necessary that efforts should be made to renovate the dilapidated school
buildings in the country. While some educationist argue that where a child is taught and where
he learns do not matter, as against what he taught and how is taught, some others content that
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unless school curriculum are attractive, pupil will not be motivated to learn. There would seem to
be motivated to learn. There would seem to be no conclusive evidence to support one or the other
of these two positions. However, experience has shown that primary schools that produce the
best result in the national common entrance examination and the secondary schools that have
been judged to be good, are certainly not the ones with dilapidated building and overcrowded
classrooms, but the ones that have good and alternative buildings and have classrooms with
about 40 pupils as opposed to those with 70 and 80 pupils. In addition to the renovation of
existing school buildings, it is desirable that more classrooms should be constructed in order to
decongest existing classes that are too large for efficient class management.
Adeogun (2001) discover a very strong positive significant relationship between instructional
resources and academic performance. According to him, schools endowed with more resources
performed better than schools that are less endowed. This corroborated the study of Babayomi
(1999) that private schools, because of the availability and adequacy of teaching and learning
resources performed better than public schools. Adeogun (2001) discovered a low level of
instructional resources available in public schools and stated that our public schools are starred
of both teaching and learning resources. He expresses that effective teaching cannot take place
having a toll on teaching and learning activities in many of the countries in the world. According
to him, the World Bank data recorded the number of student to a textbook as ratio 20:1 sodium
(1998), in his findings reported that based on the high cost of textbooks, many students have
been unable to buy books and will help to promote the quality of education they receive in Lagos
state public secondary schools. He even stressed that parents believed so much in government
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funding the education in public schools to the extent that they become non-challant towards
equipping their wards with textbooks. The textbooks as indicated by Oni (1995) are
indispensable to the quality education and students’ academic performance in all the schools in
the world. Nkuuhe (1995) study, highlighted some of the bad influence as, teacher’s abdication
does not give room for flexibility, instead there are mechanical division of the curriculum and no
provision made for individual differences among students. Giwa (2005) discovered the problems
militating against schools inspection as shortage of manpower and quality of personnel available
for the work, according to them, in most Africa countries the roles of inspectors tend to be
ineffective due to severe resources constraints. In the findings they realized the number of
inspectors and monitoring officer who are newly employed with no practical experience on the
job are being posted to the inspectorate unit of the ministry of education. They stated that to
inspect and supervise schools effectively requires regular school visit of well experienced
duties. Fagbamiye (2004) discovered that government should reduce its responsibilities to
monitoring of what transpires in the schools to ensure quality. Good education cost more than
bad. Inadequacy of funds handicaps principals in their administrative and academic functions.
adequate funding to produce, maintain and keep the school services going.
This chapter reviewed different literatures by various researchers that are related to this study.
The related literature examined the impact educational resources (human material, physical and
financial) on students’ academic performance in public secondary school in Ilorin west LGA,
kawara state. The literature reviewed how the unattractive school buildings contribute to poor
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academic performance; the crowded classroom add to poor academic performance, the non
availability of playing ground and surroundings that have no aesthetic beauty also add to poor
academic performance. Also how the teacher who regularly monitor and supervise their students
learning by checking students work are likely to have student who exhibit higher level of
achievement. Also how the poor funding of secondary education in Ilorin West LGA, Kwara
state usually affect the academic performance of the students and how the students who had used
two or more books were almost three times better than those who had no textbook in school.
In the forgoing perspective, the value of any educational system as an investment lies in its
capabilities to continuously serve its clients (students) better and remain relevant. In this regard,
educational planners and managers are faced with the challenges of providing adequate and
qualitative resources for the system. It is on this basis that this paper examines the relationship
between physical, human (teachers) financial (funds) material resources and students academics
performance.
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CHAPTER THREE
RESEARCH METHODOLOGY
This chapter describes and presented the research method employed for this study. It focuses on
3.3 Instrumentation
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3.1 RESEARCH METHODOLOGY
The research design adopted for this study was a descriptive survey. This design
allows the researcher to make careful record of what were observed so that the researcher can
analyze the information obtain from a representative sample of the population and to describe the
variable as they exist. The design was considered appropriate for this research because it involve
comparison between educational and students’ academic performance in Ilorin West LGA kwara
The population of the study included all te 382 teachers and 23 pricipals in the 23 public
secondary schools in Ilorin West local government area , Kwara State. Ramdom
samplingtechnique was to sele 15 secondary schools from the 23 secondary schools in the LGA.
The critical used for selection of the 15 school was that the schools should have presented
candidate for west African examination council for a minimum of five years. From each of the
15 schools, the school principal, and teacher were given checklist to enable the researcher gather
the necessary information needed for the project work. The sample of the study therefor consist
of 145 teachers and 15 principals out of the 382 teachers and 23 principals respectively from the
public secondary schools in Ilorin west Local Government Area, Kwara State
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3.3 INSTRUMENTATION
The instrument used for data collection was a researcher- designed questionnaire to be completed
by the teachers and the principals. It was tagged. Educational resources and students’ academic
performance questionnaire (ERSAPQ). The purpose of the questionnaire was to request the
respondents to rate the academic performance of the students in order to determine the
Section “A” was designed to elicit information about the teacher and principals. Section “B”
focus on items related to educational resources to which the respondents provide answer by
ticking appropriately, the Colum that best described their view and section “C” provide space for
students academic performance in SSCE English, mathematics, Yoruba, biology and economics
the respondents in section B were required to score the item on a three points, either available or
quite adequate or M.Ed, M.Sc holder= 3, not available or adequate or B.sc, B.Ed holder= 2, Not
functioning or Not adequate or NCE hold= 1 and in section C, the respondents were to state the
total number of students that had A1 to C6, D7 to E8 and F9. The items will be scored as
follows: A1 to C6 to take 3 point, D7 to E8 to take 2 points and F9 will take 1 point. All the
Validity of an instrument refers to the extent to which an instrument measures what it is expected
and designed to measure. The draft of the questionnaire was given to the expert in the
department of educational management for face and content validity, which were subjected to
scrutiny, criticism and suggestions. The professional advice given was put into adequate
consideration to ensure the validity of the instrument and the corrected version were
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Reliability is the degree to which an instrument yielded similar result at interval. To
establish the reliability of the instrument designed for this study, a test-re-test method was used
after an internal of two weeks. The result obtained was .76 Pearson product moment, correlation
statistical method. This means that the instrument was high degree of reliability.
The questionnaires were personally administered by the researcher in all the sampled secondary
school in Ilorin west LGA, Kwara state with the help of some teachers within each school who
served as research assistant. This procedure enabled the researcher to offer explanation on certain
items in addition to facilitating retrieval of the entire questionnaire from the respondents.
the information collected from the questionnaire were analyzed using percentage for research
question formulated and Pearson product moment correlation for research hypotheses earlier
CHAPTER FOUR
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DATA ANALYASIS AND RESULT
This chapter answers the research question, hypothesis testing and summarize the finding of
the study on educationl resources and students academic performance in public secondary school
TABLE 1
Physical resources and students 300 101.1 33.7 40.1 13.4 158 52.9
Academic performance
See Appendix c
Table below show that most principal and teachers perceived that highest of the physical
resources (52.9%) provided are not functioning and (40.1%)of physical resources are not
available. Whereas only (33.7%) of physical resources are available and useful in public
TABLE 2
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HUMAN RESOURCE AND STUDENT S ACADEMIC PERFORMANCE IN PUBLIC
SECONDARY SCHOOL IN ILORIN WEST LOCAL GOVERNMENT
Holder Holder
Teaching staff and students academic 300 158.8 52.94 138 45.98 3.2 1.08
performance
Non Teaching staff and students academic 300 96.4 32.12 110.4 93.2 31.04
performance
See Appendix D
As shown in table 2 above, NCE holders takes the highest (52.94%) than B.Sc, Bed holder
(45.98%) and M.Sc, M.Ed (1.08%). This tells us that in Ilorin west local government of kwara
state, NCE dominated the teaching staff. Government should give room for the NCE holder to
further their education by giving them approval for sandwich courses. Not only that, B.Sc, B.Ed
holders should not relent. They too need to further their education by proceeding to the M.Sc,
M.Ed level because education is a continuous process and one can only give what one has.
Research question3: Does availability of financial resources predict the academic performance
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Table 3
secondary schools
academic performance 0
See Appendix E
As indicated in table 3 above, the identified major sources of financing secondary school
education schools education in Ilorin west local government adequate as it takes the highest
score (53.7%). Quiet adequate and not adequate are (25%) and (213%) respectively.
Research questions 4 will the provision of material resources predict the academic performance
Table 4
Material Resources and Students’ Academic Performnce in Ekiti state secondary schools
Material resource and students academics 300 58.7 19.6 145.7 48.5 95.7 31.9
performance
See appendix F
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Table 4 above shows the respondents scored materials not available higher (48.5%) tham
the material available (19.6%) and the materials not functioning (31.9%).
Table 5
In table 5, the calculated –value (2.01) is greater than the critical –value of 1.65 at 0.05 level of
significance for 298 degree of freedom . Hence, the null hypothesis which states that ‘there is no
Ho1: There is no significant relationship between physical resources and students’ academic
Table 6
Table 6 reveals that the calculated t-value (2.31) is greater than the critical t-value of 1.65 at 0.05
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Thus, the null hypothesis which states that ‘there is no significant relationship between physical
resources and students ‘academic performance in public secondary school in Ilorin west LGA,
kwara state’ is rejected .However ,there is a positive and significant relationship between
physical resources and students’ academic performance in public secondary school Ilorin west
Ho2: There is no significant relationship between human resources and student ‘academic
Table 7:
The result of the data analysis in table 7 indicates that calculated t-value (1.99) is
greater than critical t-value (1.65) at 0.05 level of significant for 298 degree of freedom. The null
hypothesis is therefore rejected. This means that there is significant relationship between human
resources and students’ academic performance in public secondary school Ilorin west LGA
kwara state.
Ho3: There is no significant relationship between financial resources and academic performance
Table 8
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No X SD DF CAL CRI decision
Human resources 300 49.98 16.42
298 1.99 1.65 HO
Students academic 300 56.12 18.76 Rejected
performance
Table 8 shows that the calculated t-value (2.00) is greater than the critical t-value
(1.65) at 0.05 level of significance for 289 degree of freedom .this indicates that the null
hypothesis is rejected .Thus, there is significant relationship between financial resources and
student’s academic performance in public secondary school In ilorin west LGA kwara state.
Ho4: There is no significant relationship between material resources and students’ academic
Table 9
Table 9 above shows that calculated t-value (2.14 is greater than the critical t-
value (1.65) for 298 degree of freedom at 0.05 significant level. Hence, the null hypothesis
which state that there is no significant relationship between material resources and student’s
academic performance in public secondary schools in Ilorin west LGA kwara state.
The study investigated whether significant relationship existed between educational resources
and students’ academic performance in in pubic secondary schools in Ilorin west LGA kwara
31
state. Literatures related to the study were reviewed. The descriptive research design was
adopted and fifteen secondary schools were randomly sampled from in Ilorin west LGA kwara
state. The criteria used for the selection of the fifteen were the schools should be at least ten
years old, the school should have been approved by the government, the schools should have
presented candidates for west African examination council for minimum of five years also 200
principals and teachers randomly selected as the respondents for the study. Data were collected
questionnaire was tagged “educational resources and students’ Academic Performance Question
(ERSAPQ)”.
Research questionnaire were raised one main hypothesis and four operational hypotheses
were formulated to guide the study. Simple percentage was used to analyze the research
questions and Pearson product moment’s correlation statistical method was used to analyze the
Findings on the research questions revealed that that principals and teachers considered: highest
of the physical resources (52.9%) provided are not functioning and (40.1%)of physical resources
are not available. Whereas only (33.7%) of physical resources are available and useful in public
secondary school in Ilorin west LGA kwara state; NCE holders take the highest (52.94%) than
B.Sc, B.Ed holder (45.98%) and M.Sc, M.Ed holders (1.08%) the indentified major sources of
financing secondary school n Ilorin west local government of kwara state is adequate as it takes
the highest score (53.7%). Quiet adequate and not adequate are (25%) and (21.3%) respectively
and material not available higher (48.5%) the material available (19.6%) and the material not
functioning (31.9%). Thus, it was opined that those educational resources: physical, human,
material and financial resources should be regarded as fundamental keys to the accomplishment
32
In addition the main hypothesis which state d that “ there is no significant relationship
between educational resources and students’ academic performance in Ilorin west secondary
schools” was rejected because the calculated t-value (2.01) was greater than critical t-value
(1.65) which was showed that a significant relationship exist between variables. The summary of
the result of the operational hypotheses include: a significant relation exists between the physical
resources and students academic performance (calculated t-value of 2.31 was greater than the
critical t-value of 1.65) at 298 degree of freedom; a significant relationship exists between
human resources and students’ academic performance (calculated t-value of 1.99 was greater
than the critical t-value of 1.65) at 298 degree of freedom; academic performance (calculated t-
value of 2.00 was greater than the critical t-value of i.65 )at 298 degree of freedom; and lastly,
significant relationship exists between material resources and students’ academic performance
(calculated t-value of 2.14 was greater than the critical t-value of 1.65) at 298 degree of freedom.
The finding show that if educational resource are efficiently supplied and effectively utilized
such as physical resources, human resources, financial resources and material resources, there
33
CHAPTER FIVE
This chapter focused on the discussion of results from which general conclusion was
drawn. Recommendations were made base on the findings of the study and suggestion for
Research question 1, Table 1 shows that most principals and teachers perceived that
highest of the physical resources (52.9%) provided are not functioning and (40.1%) of physical
resources are not available. Whereas only (33.7%) of physical resources are available and useful
in the Ilorin local government area of kwara state secondary schools. These physical facilities
have to be adequate in number and they should all be in good conditioning for schools to
function properly. These findings corroborate the early findings of Hallak, (1990) who identified
facilities as a major factor contributing to academic achievement in the school system. This,
according to him, includes the school buildings, classroom accommodation, furniture libraries
laboratories, and recreational equipment, apparatus and other instructional materials. While the
achievement, the scholar did not fail to point out that unattractive school buildings classrooms,
absence of playing ground and flower beds and surroundings devoid of aesthetic appearance can
As shown in table 2, research question 2 above, NCE holders takes the highest (52.98%).
Than B.Sc, B.Ed holder (45.98%) and M.Sc, M.Ed holders (1.08%). This tells us that in Ekiti
state secondary schools, NCE holders dominated the teaching staff. Government should give
room for the NCE holder to further their education by giving them approval for sandwich
courses. Not only that, B.Sc, B.Ed holders should not relent. They too need to further their
34
education by proceeding to the M.Sc, M.Ed level because education is a continuous process and
The above finding is in agreement with Oni (1995) and Adesina (1990) who discovered
that human resources played the important role in the teaching-learning situation than any other
educational resources and that the quality of education hinges upon the qualities of teachers
available. Anderson (1999) Discovered that teaches who regularly monitor and supervise their
students’ learning by checking students’ work and helping individual student to overcome errors
and learning difficulties are likely to have student who exhibit higher level of achievement.
However, on the side of non-teaching staff, the strength in 2009 (36.82) was more than
the strength in 2008 (32.12%) and 2010 (31.04%). This shows that in 2010, many retired and
there was no replacement. Government should employ more Bursars, Liberians, Typists, Lab.
Attendants and Securities because they are as well important in the school settings and also
As indicated in table 3 above, the identified major sources of financing secondary schools
education in Ekiti State is adequate as it takes the highest score (53.7%). Quite adequate and not
adequate are (25%) and (21.3%) respectively. This result is in line with earlier findings by
Adeogun (2001). He reported that good education costs more than bad. Inadequacy of funds
Research question 4, table 4 above shows that the respondents scored materials not
available higher (48.5%) than the materials available (19.6%) and the materials not functioning
(31.9%). The above analysis implies that most of the materials needed in Ekiti State secondary
schools are not supplied and the larger percentage of the ones supplied are not functioning. That
is, our of the remaining (51.5%), the larger parts of it are not functioning (31.9%). Material
resources are very important. We record poor academic performance of the students in WAEC
35
and NECO simply because students are not taught with practical examples. Like computer, most
students in the rural areas that will write the same paper with the people in the city have never
seen nor touch nor work with computer before and yet, they will sit for the same examination
relating to computer. This result is in line with the previous findings of researchers and scholars
like Oni (1995) and Aghenta (1999) who found that the quality of education received by the
learners in school, to a very large extent is determined by the level of availability of the material
resources and of course the overall atmosphere in which learning activity takes place.
In table 5, Ho: the calculated t-value (2.01) is greater than the critical t-value of 1.65 at
0.05 level of significance for 298 degree of freedom. Hence, the null hypothesis which states that
performance in Ekiti state secondary schools, is rejected. This implies that, there is significant
relationship between educational resources and student academic performance. However, all the
educational resources has a lot of positive benefits on students’ academic performance in the
sense that, when there is human,. Material and money, students learn at easy and even have
better results. It was also found in the study that there was significant relationship between the
quantity of resources allocated to each local government in Ekiti state secondary schools and the
academic performance of students. This further confirms the important role of adequate
educational resources. The finding of the study is in line with Fuller (1985) that students who
had used two or more books were almost three times better than those who had no textbooks in
school. Hallack (1990) also emphasized that the availability, relevance and adequacy of
Table 6, Hoi: reveals that the calculated t-value (2.31) is greater than the critical t-value
of 1.65 at 0.05 significance level for 298 degree of freedom. Thus, the null hypothesis which
states that ‘there is no significant relationship between physical resources and students’ academic
performance in Ekiti state secondary schools’ is rejected. However, there is a positive and
36
significant relationship between physical resources and students’ academic performance in Ekiti
This could be attributed to the fact that the sustenance of qualitative secondary education
depends largely on adequate provision of physical resources in the schools. The above result is in
agreement with Fuller 1985, who stated that school library significantly influence students’
academic performance.
The result of the data analysis in table 7, Ho 2: indicates that calculated t-value (1.99) is
greater than critical t-value (1.65) at 0.05 level of significance for 298 degree of freedom. The
null hypothesis is therefore rejected. This means that there is significant relationship between
human resources and students’ academic performance in Ekiti State Secondary schools. In other
words, the above result infers that the quantities and qualifications of staff has a lot to do with
the students’ academic performance and also confirms the important role of teachers in
This result is in agreement with Oni (1995) and Adesina (1980) who discovered that
human resources played the most important role in the teaching learning situation than any other
factors of production in the school system and that the quality of education hinges upon the
Table 8, Ho3: Shows that the calculated t-value (2.00) is greater than the critical t-value
(1.65) at 0.05 level of significance for 298 degree of freedom. This indicates that the null
hypothesis is rejected. Thus, there is significant relationship between financial resources and
The result of hypothesis confirmed that financial resources available in the schools
covered b the study has significant effect on students’ academic performance. It was discovered
that students performed better in schools that are well funded than those that are poorly financed.
This result is in line with earlier findings by Adeogun (2001) that reported that good education
37
costs more than bad. Inadequacy of funds handicaps principals in their administrative and
academic functions. He also asserted that education as a social service requires adequate funding
Table 9, Ho 4: Above shows that the calculated t-value (2.14) is greater than the critical t-
value (1.65) for 298 degree of freedom at 0.05 significance level. Hence, the null hypothesis
which states that ‘there is no significant relationship between material resources and student’s
academic performance in Ekiti State secondary schools’ is rejected. This means that, there is
positive and significant relationship between material resources and student’s academic
performance since instrument tools is directly linked with teaching and learning process in the
school system. This result is in line with the previous findings of researchers and scholars like
Oni (1995) and Aghenta (1999) who found that the quality of education received by the learners
in school, to a very large extent is determined by the level of availability of the material
resources and of course the overall atmosphere in which learning activity takes place. Children
learn best when they can actively explore an environment rich in adequate materials.
5.2 Conclusion
It can be concluded from the results of this study that there is significant relationship
between educational resources and students’ academic performance. Thus study revealed the
study, it was discovered that physical, material, financial and human resources were not enough
in the right quality and quantity. Most of the schools had inadequate furniture and dilapidated
buildings. Most of the teachers that were found to be professionally trained were not even
committed to their jobs because of inadequate remunerations and poor welfare package. Most of
5.3 Recommendations
38
The increase of students’ intake as a result of upsurge in the private and social demands
for education needs to be matched with adequate provision of human, financial, physical and
material resources. To ignore this fact is simply tantamount to trading away the quality of our
educational system.
In the light of the findings of this research, it was recommended that; Both the
government, the parents and private organizations should rally round to provide educational
Ekiti state government ahs to increase the quality of resources allocated to schools. For
programmes to update their knowledge for efficiency and effectiveness in their jobs.
Government should direct her attention to motivate and encourage the teachers by paying
their salaries regularly to improve their productivity since these teachers were found to have
This research work has succeeded in suggesting that the need for educational resources in
achieving the educational goals can not be over emphasized. It is a modest contribution toward
redressing the imbalance that exists in allocation of educational resources in Ekiti state
secondary schools. This study also gave some insight to future investigators on educational
39
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