A COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ENGLISH LANGUAGE
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A COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ENGLISH LANGUAGE
CHAPTER ONE
INTRODUCTION
1.1Background to the Study
Learning has been so much associated with the school that some people almost think that learning goes on only in schools. This view of learning has been greatly reinforced by such reference to schools as institutions of learning and to Universities, Polytechnics and College of Education as institutions of higher learning (Okoye, 1987). There is no doubting the fact that much learning goes on in school. The school is particularly and specifically arranged so as to facilitate effective learning. Unfortunately the poor condition of our schools, particularly the primary schools today in the nation raises a lot of anxiety. A cursory look at these school in spite of government efforts reveals schools dominated by dilapidated buildings, school void of good furniture and equipment, schools where instructional materials are either not provided or are inadequate; school that are under-staffed; schools, where teachers’ salaries and allowances are not promptly paid, schools that have not been inspected for the last 15 years; schools where there are no discipline among other things. The government, and especially the parents are very much concerned with the quality and volume of learning acquired by their children, wards and citizens as this is related to the quality and quantity of the contribution which the individual can make to his immediate family, community and the nation as a whole. (Thorndike, 1931). Several studies by Sociologist, Psychologists and Educationists showed that the type of schools a learner attends has profound influence on his academic achievement. For instance, Bibby and Peil (1974) noted that children who attended private primary schools performed better than pupils in public schools. This view is also supported by Lioyd (1966) as he contended further that the public schools which saw education as good thing, tended to leave the question of educational success or failure in the hands of the public and their parents. This implies that the business of education is not taken with all the
CHAPTER ONE
INTRODUCTION
1.1Background to the Study
Learning has been so much associated with the school that some people almost think that learning goes on only in schools. This view of learning has been greatly reinforced by such reference to schools as institutions of learning and to Universities, Polytechnics and College of Education as institutions of higher learning (Okoye, 1987). There is no doubting the fact that much learning goes on in school. The school is particularly and specifically arranged so as to facilitate effective learning. Unfortunately the poor condition of our schools, particularly the primary schools today in the nation raises a lot of anxiety. A cursory look at these school in spite of government efforts reveals schools dominated by dilapidated buildings, school void of good furniture and equipment, schools where instructional materials are either not provided or are inadequate; school that are under-staffed; schools, where teachers’ salaries and allowances are not promptly paid, schools that have not been inspected for the last 15 years; schools where there are no discipline among other things. The government, and especially the parents are very much concerned with the quality and volume of learning acquired by their children, wards and citizens as this is related to the quality and quantity of the contribution which the individual can make to his immediate family, community and the nation as a whole. (Thorndike, 1931). Several studies by Sociologist, Psychologists and Educationists showed that the type of schools a learner attends has profound influence on his academic achievement. For instance, Bibby and Peil (1974) noted that children who attended private primary schools performed better than pupils in public schools. This view is also supported by Lioyd (1966) as he contended further that the public schools which saw education as good thing, tended to leave the question of educational success or failure in the hands of the public and their parents. This implies that the business of education is not taken with all the
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