THE IMPACT OF EDUCATIONAL RESOURCES AND STUDENTS ACADEMIC

PERFORMANCE IN ILORIN WEST LGA, KWARA STATE PUBLIC SECONDARY

SCHOOLS

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

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

(WAEC) and national examination council (NECO).

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

unprofitable academic certificates.

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

supplied adequate facilities and instructional materials. It is the responsibility of Government to

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

job well and should take most of the blame.

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

successful teaching and learning process.

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

seemingly poor resources allocation in the schools.

In recent times, performance of candidates in public Examination has declined. For

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)

2007 930,844 915,443 (98.33) 229,123(24.57) 304,117(31.89) 393,313(40.18)

2008 945,062 934,826 (98.91) 275,379(29.03) 325,740(33.91) 319,780(32.91)

2009 850,095 838,75 (98.65) 257,826(30.27) 262,609(29.41) 329,434(38.18)

2010 1085,717 1,070,142 278,477 376,650 398,756

Subject Year Total Total Sat Total credit & Total pass 7-8 Fail
above
entry

Mathemati 2006 1,045,672 1,028,657(98.36) 389,510(36.55) 340, 462 (32.73) 3i9,795(30.71)

cs 2007 930,843 914,790 (98.58) 314,964 (34.91) 340, 462 (32.62) 319795(29.82)

2008 945,061 931,767 (98.58) 347,483 (36.91) 336,903,(35.11) 235,433(23.74

2009 850,080 838,244 (98.59) 293,039(34.52) 250,626 (28.22) )

2010 1085,688 1,060,408 (97.65 408,537 (38.20) 273,155 (25.36) 305,689(34.74

368,610(34.41

Source Borisade 2012

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

Americans seems to share this view.

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

and cook as well as educational planners and administrators.

Material resources include textbooks, charts, maps, audio-visual, and electronic

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.

Physical resources include classrooms, lecture theaters, auditoriums typing pools,

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

donations from philanthropists and internally generated funds.

Academic performance of secondary school students also depends largely on adequate

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

the problem either empirically or in some logical manner.

1.2 Statement of the problem

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

educational resources and students’ academic performance in the selected schools

However, the study specifically sought answers to the following questions -:

a) What are the impacts of educational resources on students' academic performance?

b) Does government provide educational resources all alone?

c) Do educational resources provided by the government evenly distributed?

d) Is there other sources by which public secondary school generate fund?

1.3 purpose of the study

The research is designed to determine the relationship between educational resources

and students' academic performance in Ilorin west LGA, kwara state public secondary schools.

In specific terms, the purposes were to:

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 a) Determine various types of educational resources available in the state secondary schools.

b) Know the impact of human resources on the students’ academic performance

c) Determine the impact of material resources on students academic performance

d) Know the impact of material resources on student academic performance.

e) Examine the impact of material resources on students’ academic performance.

1.4 Research Question

The following research questions were raised to guide this study:

1. Is there any relationship between physical resources and students’ academic

performance in Ilorin west LGA, Kwara State Secondary School?

2. Does provision of human resources predict the academic performance of students in

Ilorin west LGA, Kwara State Secondary School?

3. Does availability of financial resources predict the academic performance of students

in Ilorin west LGA, Kwara State Secondary Schools?

4. Does provision of material resources predict the academic performance of students in

Ilorin west LGA, Kwara State Secondary Schools?

1.5 Research Hypotheses

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

performance in Ilorin west LGA, Kwara State Secondary Schools.

Operational Hypotheses

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H1: There is no significant relationship between human resources and students’ academic

performance in Ilorin west LGA, Kwara State Secondary Schools.

HO2: There is no significant relationship between physical resources and students’ academic

performance in Ilorin west LGA, Kwara State Secondary Schools.

HO3: There is no significant relationship between financial resources and students academic

performance in Ilorin west LGA, Kwara State Secondary schools.

HO4: There is no significant relationship between material resources and students’ academic

performance in Ilorin Kwara State Secondary Schools.

1.6 Scope of the study

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:

Human resources, material resources, physical resources and financial resources.

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

1.7 Significance of the Study

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

for effective teaching and 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

efficiency and effectiveness in their jobs

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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

sub variable VIZ: Human, Material Physical, and financial resources.

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

the non teaching staff.

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

tables used by staffs and students.

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

Review of Related Literature

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.

2.1 Concept of Educational Resources

2.3 Resources Allocation

2.4 Resources Utilization

2.5 Quality and Quantity of teachers.

2.6 physical and Material Resources

2.7 Educational Resources and Students academic performance

2.8 Appraisal of Literature Review

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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

than those who had no textbooks in school.

Anderson (1999) discover that teachers 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. 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

rose an average of 5.45 percentage points.

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.

2.3 Resources Allocation

The national policy on education (NPE) acknowledges that financial provision from

all tiers of government is an important requirement for a successful implementation of any

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

effects in tomzomia 2,803 secondary students.

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

schools in the world.

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

growth, teacher’s qualification and experience, teaching-learning process, student-teacher

relationship, student-teacher ratio, school authority teacher relationship, student progression,

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

student did not have necessary textbook.

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

students’ academic performances.

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.

Perhaps, inadequate and differential distribution of resources resulting from lack of

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’

academic performance by linking it with inadequacy and non-availability of classroom, library

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

This situation, needless to say, will have a long-term negative effect on

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

2.4 Resources Utilization

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

school affair is perceived as a fundamental right in democratic societies. Sharing the

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

essential success of educational system.

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

material equipment and schools’ academic performance.

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” .

2.5 Quality and Quantity of teacher

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

schools students’ academic performance

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

made for individual difference among students.

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

officers with adequate provision of resources to forestall ineffectiveness in performing their

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

significant relationship between recommended textbooks, quality of teachers and schools

academic performance. Another researcher sees an improvement of staffing situation in schools,

in terms of quality and quantity, as a way to an appreciate improvement in quantity of education

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

or determinant of quality education”.

2.6 Physical /Material resources

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

17
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.

Educational intuitions from Nursery to university require building for their

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

activities and public ceremonies (Ajayi, I.A 1999).

A recent study conducted provide excellent to back up the claim that

physical structure is significantly related to schools academic performance. A researcher

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.

2.7 Educational Resources and student’s academic performance

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

within the classroom if basic instructional resources are not present.

Loxley (2004) discovered that inadequate supply of textbooks in schools is

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

19
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

of teaching responsibility to textbooks at the expense of original teaching method; textbooks

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

officers with adequate provision of resources to forestall ineffectiveness in performing their

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.

Lastly, Adeogun (2001) discovered that education as a social service requires

adequate funding to produce, maintain and keep the school services going.

2.8 Appraisal of Literature review

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

20
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

the following sub-heading:-

3.1 Research design

3.2 Population, sample and sampling techniques

3.3 Instrumentation

3.4 Procedure for data collection

3.5 Data analysis

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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

state secondary school.

3.2 Population, Sample and Sampling Technique

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

List of sampled Schools

1. Queen Elizabeth secondary school

2. Community secondary school Banni

3. College of Arabic and Islamic Studies, Ilorin

4. Government Girls day secondary school Ilorin

23
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

effectiveness of education resources.

The ERSAPQ was divided in to three sections

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

items in the questionnaire were relevant to the variable in study.

3.4 Validity and Reliability of the Instrument

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

administered to teachers and principals in the sampled schools.

24
 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.

3.5 Procedure of Data Collection

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.

3.6 Data Analysis Techniques

the information collected from the questionnaire were analyzed using percentage for research

question formulated and Pearson product moment correlation for research hypotheses earlier

formulated at .05 significant relationship between the independent variable (Educational

Resources) and the dependent variable (students’ academic performance).

CHAPTER FOUR

25
 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

in Ilorin west local government.

4.1 ANSWERING THE RESEARCH QUESTION

Research question 1: is there any relationship between physical resources and

student’s academic performance in Ilorin west local government?

TABLE 1

Physical Research and Students Academic Performance in public secondary school in

Ilorin west local government kwara state.

Available Not Available Not functioning

Item N Freq % freq % freq %

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

secondary school in Ilorin west local government.

RESEARCH QUESTION 2: Does provision of human resources predict the academic

performance of the student in public secondary school in

Ilorin west local government kwara state?

TABLE 2

26
HUMAN RESOURCE AND STUDENT S ACADEMIC PERFORMANCE IN PUBLIC
SECONDARY SCHOOL IN ILORIN WEST LOCAL GOVERNMENT

NCE Holder B.Sc, B.Ed M.Ed, M.Sc

Holder Holder

Item N Freq. % Freq. % Freq. %

Teaching staff and students academic 300 158.8 52.94 138 45.98 3.2 1.08

performance

2008 2009 2010

Item N Freq. % Freq. % Freq. %

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

of students in Ilorin west local government of kwara state schools.

27
 Table 3

Financial Resources and Students’ Academic Performance in ekiti state

secondary schools

Quite Adequate Adequate Not adequate

Item N Freq. % Freq. % Freq. %

Financial resources and students 30 75 25 161 53.7 64 21.3

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

of Ilorin west local government secondary school?

Table 4

Material Resources and Students’ Academic Performnce in Ekiti state secondary schools

Available Not available Not functioning

Item N Freq. % Freq % Freq. %

Material resource and students academics 300 58.7 19.6 145.7 48.5 95.7 31.9

performance

See appendix F

28
 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%).

4.2 Hypotheses testing

Ho: There is no significant relationship between educational resources and students in

Ilorin west local government kwara state.

Table 5

Analysis of educational resources and students’ academic performance

Educational No X SD DF CAL CRI decision

resources 300 62.41 21.00
298 2.01 1.65 HO
Students academic 300 54.02 19.21 Rejected
performance

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

significant relationship between educational resources and students’ academic performance in

public secondary school in Ilorin west LGA kwara state is rejected.

Ho1: There is no significant relationship between physical resources and students’ academic

performance in public secondary school in Ilorin west LGA kwara state.

Table 6

Analysis of physical resources and students’ academic performance

Physical No X SD DF CAL CRI decision

resources 300 57.02 20.14
298 2.31 1.65 HO
Students academic 300 53.33 17.13 Rejected
performance

Table 6 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.

29
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

LGA kwara state.

Ho2: There is no significant relationship between human resources and student ‘academic

performance in pubic secondary schools in Ilorin west LGA kwara state.

Table 7:

Analysis of human resources and students’ academic performance

Variables No X SD DF CAL CRI decision

Human resources 300 49.98 16.42
298 1.99 1.65 HO
Rejected

Students academic 300 56.12 18.76

performance

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

in public secondary school Ilorin west LGA kwara state.

Table 8

Analysis of financial resources and students ‘academic performance

30
 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

performance in pubic secondary schools in

Table 9

Analysis of Material Resources and Rtudents’ Academic Performance.

Variables No X SD DF CAL CRI decision

t-value t.valu
e HO
Material Resources 300 60.54 20.04 Rejected
298 2.14 1.65
Students academic 300 56.12 18.44
performance

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.

4.3 Summary of findings

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

using a researcher-designed questionnaire to be completed by principals and teachers. The

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

hypotheses at 0.05 significant levels.

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

of the educational goals.

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.

In a nutshell, all the operational hypotheses were rejected.

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

will be progress and the schools’ goals will be accomplished.

33
 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

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

further studies were raised.

5.1 Discussions of Results

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

availability, relevance and adequacy of these resources items contribute to academic

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

contribute to poor academic attainment.

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

one can only give what one has.

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.

Teachers are the limbs of the educational system.

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

contribute to education directly or indirectly.

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

handicaps principals in their administrative and academic functions.

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

there is no significant relationship between educational resources and students’ academic

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

educational resources items contribute to the academic achievement.

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

State secondary schools.

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

facilitating effective teaching and learning process.

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

qualities of teachers available.

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

student’s academic performance in Ekiti state secondary schools.

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

to procure, maintain and keep the school services going.

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

effect of inadequacy of educational resources on students’ academic performance. From 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

the trained teachers do want to go to the rural areas.

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

resources to all institutions of learning for effective teaching and learning.

Ekiti state government ahs to increase the quality of resources allocated to schools. For

example, schools project contract should be awarded to competent contractors.

Teachers should also be encouraged to attend seminars, workshops and sandwich

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

more positive influence on the academic performance of students.

5.4 Suggestions for Further Studies

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

resources and students’ academic performance in Ekiti state secondary schools.

39
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