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ACADEMIC PRACTICES OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Academic practices refer to the various behaviors, strategies, and habits students employ to engage with their academic responsibilities, including studying, attending classes, completing assignments, and preparing for exams. By examining the differences in academic practices between public and private school students, this research aims to shed light on potential disparities in educational approaches and outcomes. Understanding these differences can inform educators, policymakers, and stakeholders about areas for improvement and resource allocation within the education system.

Learning and academic achievement has been associated with the accomplishments of a particular school in terms of the performance of learners in higher institutions of learning or work places after leaving school (Okoye,2011). Learner output indicates the kind of learning going on in school as the school is particularly and specifically arranged to facilitate effective learning. Unfortunately, the poor condition of school infrastructure, state of furniture and equipment and other relevant resources compromises the quality and volume of learning acquired by children (Igbinedion and Epumepu, 2020).

Several studies by Sociologists, Psychologists and Educationists showed that the type of schools a learner attends has a profound influence on his academic achievement. For instance, (Bibby and Peil 2009:57) noted that “children who attended private secondary schools performed better than pupils in public schools.” This view is also supported by (Lloyd 2006:123) as he contended further that “the public schools which saw education as a 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 seriousness it demands in public schools. This of course is what may be regarded as the general apathy of the citizenry to government’s owned business or property.

 A situation that has resulted in lackadaisical attitude of government’s workers, including teachers in the public schools, tend to believe that an intelligent child would succeed automatically at school without any active assistance coming from them. In a study jointly carried out by the Federal Government of Nigeria, UNICEF and UNESCO in 1977 to monitor the learning achievement of primary school pupils throughout the Federation, it was shown that most of the private schools had means in the three areas tested higher than the national means and that of their public counterparts. (Fafunwa 1981) also, observed that access to qualitative instruction, thorough supervision in schools, relevant instructional materials, standard school buildings, less-crowded classrooms, conducive school environments are some of the major school variables influencing pupils’ academic attainment.

However, in the study comparing students' academic performance in business studies in public and private Primary School.

Certificate Examinations in Nigeria conducted by Igbinedion and Epumepu in 2011, it was revealed that there was significant difference in the academic performance in business studies between the public and private schools from 2008 to 2011. Results further showed that the percentage performance trend of public schools were lower than those of the private

both males and females. Consequently, many parents and guardians who can afford private education are daily withdrawing their children from public schools to the private fee-paying secondary schools despite its expensive nature even in this hard time. Many of the private schools are growing bigger and faster at the expense of the public ones whose enrolment is daily

going down.

In Nigeria, from nursery school to university, a child can either attend public or private school. The decision to attend either public or private schools is made after considering a number of factors. This post examines whether private schools are better than public schools in Nigeria.

The evaluation is particularly on the nursery, primary, and secondary schools.

Public schools in this context are schools owned by the government of Nigeria. Public schools are directly administered and controlled by the Ministry of Education and maintained by its minister. Private schools on the other hand are owned by either individuals or private bodies or groups.

In broad terms, private schools do not depend on the Government’s Education administration and funding. Most private schools are also referred to as ‘non-contract’ schools since no contract binds them to the government.

Once upon a time, public schools were the standard in Nigeria due to the impact of missionaries. However, when the government took over academic power from the missionaries, the value of public schools gradually declined. There was a gradual decrease in the quality of learning and then the allocated budget for education began to dwindle. Under these circumstances, private schools were bound to be a competition for public schools. Generally, the standard and quality of education in private schools beats that of public schools. This is due to the fact that the government in a way has neglected the educational needs of its schools. Most private schools on the other hand take extra care to employ qualified teachers who are closely monitored. This is why many parents prefer their children attend private schools.

Exorbitant tuition fees are peculiar with private schools. Even the cheapest of the private schools is above the financial strength of so many poor families. Hence, only children from wealthy backgrounds attend private schools. Private schools unlike their public counterparts in Nigeria enjoy total educational freedom. They decide what teaching methods and timetables to use without any interference from the government. They also decide what students to admit and what teachers to recruit. They are not obliged to keep students who are of questionable character as is sometimes the case with public schools.

Students in private schools can easily change schools if necessary. The teachers know this fact and this pushes them to give the best of themselves. Students in public schools, however, may not find it easy to change schools. This gives the teachers the confidence to do as they please.

For effective teaching and learning to take place, facilities such as textbooks, teaching aids, libraries, laboratories, etc., are necessary. While private schools ensure these facilities are adequately provided for, many public schools do not. Sometimes, such facilities are obsolete in most public schools.

Private schools have always maintained the globally recommended class size standard of a teacher to a pupil/student ratio of 1:25. The numbers of students are small and the teachers are attentive. The students can benefit from an individualised follow-up. Sadly, the teacher-to-student ratio in public schools ranges from 1:122 to 1:114. With this large number, it is impossible for the teacher to be effective. The teacher may not be able to reach out to all students and meet their individual learning needs. Private schools do not belong to any labour unions and as a result, do not participate in strike actions. This has helped them to maintain the academic calendar. Public schools belong to various labour unions and often participate in strike action to make their demands.

In conclusion, private schools are better than public schools in Nigeria currently. However, things may change for the better in the future.(Adeniyi 2021)

1.2 STATEMENT OF THE PROBLEM

There have been significant comparative differences in the management, performance, and operation of public and private primary schools in terms of management, performance and operations. Academic performance of learners in the Examination Council of Nigeria (ECN) is another factor used to measure delivery of high-quality curriculum.

Classroom management, qualified teachers, positive teacher remunerations, provision of teaching and learning tools, well established school management team (SMT) control system and sound enrollment system for learners has effects on learners’ academic performance and achievement.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine academic practices of public and private senior secondary school students

Specific objectives include;

1. To examine the differences in academic practices between senior secondary school students in public and private schools in Nigeria.

2. To assess the impact of school ownership (public vs private) on academic performance and learning outcomes among senior secondary school students.

3. To investigate the factors influencing academic practices in public and private senior secondary schools, including teacher-to-student ratio, availability of facilities, and teaching methodologies.

1.4 RESEARCH QUESTIONS

1. What are the variations in academic practices, including study habits, classroom engagement, and homework completion, between senior secondary school students in public and private schools?

2. How does school ownership (public vs private) affect academic performance among senior secondary school students, considering factors such as teacher quality, facilities, and educational resources?

3. What are the contributing factors to differences in academic practices between public and private senior secondary schools, and how do they influence students' learning experiences and outcomes?

1.5 RESEARCH HYPOTHESES

H1. There is a significant difference in academic practices between senior secondary school students in public and private schools, with students in private schools demonstrating higher levels of engagement and academic performance.

H2. School ownership (public vs private) significantly impacts academic performance among senior secondary school students, with students in private schools exhibiting better learning outcomes compared to their counterparts in public schools.

H3. Factors such as teacher-to-student ratio, availability of facilities, and teaching methodologies significantly influence academic practices in senior secondary schools, with private schools generally providing more conducive environments for effective teaching and learning compared to public schools.

1.6 SIGNIFICANCE OF THE STUDY

The significance of the study on the academic practices of public and private senior secondary school students lies in its exploration of the educational disparities between the two sectors in Nigeria. Drawing from extensive literature, the study highlights how infrastructure, resources, teaching quality, and institutional autonomy differ between public and private schools, impacting students' academic performance. By examining factors such as teacher-student ratios, facilities provision, and adherence to academic calendars, the research aims to provide insights into the effectiveness of educational practices in both sectors. Understanding these differences is crucial for policymakers, educators, and parents to address challenges and implement strategies that enhance the quality of education across all schools, ultimately fostering improved academic outcomes for students nationwide.

1.7 SCOPE OF THE STUDY

The study aims to compare the academic practices of senior secondary school students in public and private institutions in Nigeria. It will investigate factors such as learning environments, teacher-to-student ratios, access to resources, and the influence of school ownership on academic performance, building on existing research findings.

1.8 LIMITATIONS OF THE STUDY

Limitations of the study may include potential difficulty in obtaining representative samples from both  public and private schools, variability in academic practices between different schools and regions, challenges in ensuring the accuracy of self-reported data, and limitations in generalizing findings beyond the study population.

1.9 DEFINITION OF TERMS

1. Academic Practices: The routines, behaviors, and strategies adopted by students in their pursuit of learning and academic success, including study habits, classroom engagement, and completion of assignments.

2. Public Schools: Educational institutions owned and operated by the government, specifically the Ministry of Education in Nigeria, providing education to students without direct charge.

3. Private Schools: Educational institutions owned and managed by individuals or private organizations, functioning independently of government control and often funded through tuition fees.

4. Academic Performance: The level of achievement or success attained by students in their academic endeavors, typically measured through grades, test scores, and other assessments.

5. Teacher-to-Student Ratio: The numerical relationship between the number of teachers and the number of students in a classroom or school, influencing the level of individualized attention and instructional quality.

6. Learning Outcomes: The knowledge, skills, attitudes, and competencies acquired by students as a result of their educational experiences, indicating the effectiveness of teaching and learning processes.

7. Facilities: Physical resources and infrastructure available in educational institutions, including classrooms, laboratories, libraries, and other amenities, essential for supporting teaching and learning activities.

8. Conducive Learning Environment: A setting characterized by favorable conditions and conducive to effective teaching and learning, including factors such as classroom size, resources, teacher support, and overall school culture.

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