Impact of Educational Inputs and Teachers’ Quality on Students’ Academic Achievement in Public Senior Secondary Schools in Delta State, Nigeria
Uyeri, Ajiri Oghene
Journal Title:Journal of Research in Education and Society
This study which is supported by the system theory examines the extent to which provision and utilization of educational inputs relate to teachers’ quality and students’ academic achievement in Delta State Public Secondary Schools. The population of the study comprises teachers and students of senior secondary school class three (SS3) in public secondary schools in Delta State. Three null hypotheses were formulated to guide the study. The ex-post facto research method is used to study seventy one thousand and eleven (71, 011) students of SS3 who sat for the May/June 2011, 2012 and 2013 West African School Certificate Examination in the 25 Local Government Areas of Delta State. The State consists of fifty (50) public senior secondary schools out of which 500 teachers were selected for the study. The random sampling technique is used to select two secondary schools from each Local Government Area. A questionnaire entitled: “Educational Inputs and Teachers Quality on Students Academic Achievement Questionnaire – EITQSAAQ) is administered to respondents; and students WASCE results for Mathematics and English Language for the period are also analyzed. The hypotheses are tested using Z-test statistics at 0.05 level of significance. The simple percentage is used to analyze the data. The findings show that there were significant differences in educational inputs and teachers’ quality, their years of experience on students’ academic achievement in public secondary schools in Delta State. Based on the findings of this study, it is recommended, among others, that old students’ association, philanthropists and well meaning individuals in the society should assist in the provision of essential educational inputs like libraries and computer laboratories for effective teaching and learning.