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CHAPTER ONE
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INTRODUCTION
1.1Â Background to the Study
Education, either formal or informal continues to shape the three domains of human development. These are the cognitive, affective and the psychomotor domains. Much then is said that formal education remains the vehicle for social economic development and social mobilization in any society.
Therefore, education at the basic level must be of a quality that will help the young ones to acquire skills, knowledge, values and attitudes that will enable them to contribute positively to the social, economic, political and moral development of the society.
Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examine/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially Mathematics and English language among primary school pupils (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the pupils and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.
The term academic performance refers to how well a student does in school. Poor grades are considered as bad academic performance. It also refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Academic performance generally means how students are accomplishing their tasks and studies, but there are quite a number of factors that determine the level and quality of students’ academic performance.
In educational institutions, success is measured by academic performance, or how well a student meets standards set out by institution. As career competition grows ever fiercer in the working world, the importance of students’ doing well in school has caught the attention of parents and government education departments alike.
Although, education is not the only road to success in the working world, much effort is made to identify, evaluate and encourage the progress of students in schools. Parents care about their child’s academic performance because they believe that good academic results will provide more career choices and job security.
Education at primary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country.
The National Policy on Education (2004) stipulated that primary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children irrespective of any real or marginal disabilities.
The role of primary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in primary school to pupils because of their low retention, parental factors, association with wrong peers, low achievement, low retention, and the likes (Aremu, 2000; Aremu & Oluwolem 2001; and Aremu & Sokan, 2003).
Believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about pupil’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.
The content of Nigeria education must reflect the past present and future of the dynamic Nigeria society in terms of the roles the individual is expected to play in the resent modernization process. The Nigeria formal education system is the organized and structured aspect of the education which takes place within the four walls of the school. It however has to be noted that, all emphasis in terms of government budgetary allocation and general planning, is usually placed on formal education.
Hence, a discussion of Nigeria’s educational system is almost synonymous with a discussion of the formal educational system. As has been pointed earlier, the formal education system comprises interrelated sub-system or levels. The major levels of the Nigerian educational system are primary, secondary, (post primary), and tertiary (Mkpa, 2012).
Factor that enhances academic performance among learners according to some findings is gender. That is to say that there are indications of gender bias in examination performance i.e. male tend to perform higher than females in examination due to certain extraneous factors ( Kabir 2009), In the same way to maintain the view that past performance was found to be related to future performance. This is also by Kalil (2008) where he maintained that students past performance in ‘0’ level examination was found to be related to their future performance
The concept of learning environment is very broad and its effect on learning cannot be overemphasized. Akinboye e tal (1981) maintained that the physical environment is complex; its effects on learning are also complex. In the physical environment there are forces such as temperature, pressure, and humidity which affect individual and consequently his learning.
He further stressed that learning is a product of an individual’s interaction, with his environment. This position maintained that, a conducive environment is necessary for effective learning. As for education in school to be effective the environment needs to be conducive to learning, allowing the pupils’ space and time to interact within the learning and teaching process.
Creating and maintaining stimulating learning environment can be achieved through effective and classroom organization, interactive and whole school displays and a climate if innovation. It is important to note that good learning and teaching displays in classrooms and corridor reflecting a broad and balanced curriculum which is well matched to the needs of the pupils.
Therefore, if a good a well maintained learning environment is ensured, the pupils will appear to perform better and produce good result. But most of the schools in Kaduna State  do not meet the entire requirement for effective learning environment particularly in rural areas. Thus, greater parts of many primary schools have their roofs blown-off by wind.
Therefore, children under this condition are forced to study without being free from the effect of weather, rain, sun, and wind. In a situation where the physical comfort of the children is not guaranteed it is then not ideal for learning. NTI (2000) puts it together that conducive teaching-learning environment is a pre-requisite for effective learning in most primary schools in Language state which is the basis of the study.
1.2Â Statement of the Problem
Academic performance of pupils in primary schools has received much attention of late in the Nigerian educational system. It is pertinent to understand that the so – called academic performance of primary school pupil is a Canker worm that has eaten deep into the fabrics of our primary schools today.
However, in environment where such an ugly situation is found, tension, conflict and anarchy dictate the tone of relationship between pupils, the teachers for a smooth and effective school management. Since the end of the Nigeria Biafra Civil War in 1970, academic excellence has been on the decline.
This appears to be more pronounced in the primary schools. Poor academic performance has constituted a big problem not only for schools but the dynamic Nigeria society. The primary schools in Mainland have been faced with the problem, which is mostly reflected in common Entrance Examination Results. Millions of Naira being pumped into education in Nigeria in general and in Kaduna State  in particular not withstanding this issue of poor performance in education has continued to persist.
The question therefore is what is the factor that is responsible for fallen standard and poor academic performance of pupils in primary school? Is the fault entirely that of teachers or pupils or both of them? Is it that pupils of today are non-achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teachers are no longer putting in much commitment as before?
Or is it in teachers’ method of teaching and interaction with pupils? Or is the poor performance of students caused by parents’ neglect, separation and poverty? The present study therefore sought to find out the factor that is responsible of poor performance of pupils in primary schools in Kaduna South Local government Area.
1.3Â Research Questions/Hypotheses
This study was directed at assessment of factors for poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria. Therefore, the work will provide answers to the following research questions to guide our enquiry.
What are the causes of poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria?
What are the effects of poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria?
What are the ways of reducing poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria?
1.4Â Purpose of the Study
The focus of this study was directed at
Therefore, the purpose of the study will be as follow:-
To determine the causes of poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria?
To determine the effects of poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria?
To determine the ways of reducing poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria?
1.5Â Significance of the Study
This study is expected to be of great value to many stakeholders such as teachers, parents, school authorities, government, researchers and interested readers. Teachers in primary school will derive a great benefit from these studies.
The work would expose them to various causes of poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria. Hence they would be able to take appropriate steps in reducing poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria.
Moreover, authorities of primary schools who come in contact with this work would be inspired with appropriate administrative steps to take in order to reduce poor academic performance among primary school pupils under their guidance. Hence, such school authority would decide appropriate structure, and provision in terms of human and material resources to reduce poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria.
Furthermore, parents of primary school pupils who may be opportune to read this work would be enlightened about the causes of poor academic performance among primary school pupils. Hence, they would be able to give appropriate support to schools and their children toward reducing poor academic performance among primary school pupils. Such parents may donate cash or materials to primary schools in order to reduce poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria.
Apart from the various governments, at local, state and or federal level would derive a lot of benefit from this work. Such government authority would be able to make appropriate policy, and make available adequate human and material resources towards reducing poor academic performance among primary school pupils in the area.
In addition, stakeholders in education (especially primary schools) would derive immense benefit from this study. Such stakeholders would have awareness on the causes and effects of poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria. It is expected that those stakeholders would be able to put forward necessary contributions, in forms of assistance and useful suggestions towards reducing poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria
Also, this study would present a great benefit to interested readers and researchers who may be working on related studies. Such readers and researchers would therefore use this work for references, review and or modify it to suit their purpose.
1.6 Scope and Delimitation of the Study
The focus of the work was directed at assessing the causes of poor academic  performance among primary school pupils in Kaduna South Local Government Area, Nigeria. Therefore, this work is only covers public primary schools in terms of scope. The theme of the study is also poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria only. Therefore, this work may not give other information about the pupils of the area of study.
Yet the information given in this study can be appropriate only to the poor academic performance among primary school pupils in Kaduna South Local Government Area, Nigeria. Therefore, readers looking for other information different from the above should look up somewhere else
1.7Â Limitation of the Study
This study was limited in terms of the number of primary schools used for it. The study was also limited in terms of number of respondents that were used for it. Moreover, time and financial challenges posted limitations to this study.
1.8Â Operational Definitions of Terms
- Poor Academic Performance refers to a performance that is adjudged by the examinee or testee and some other significant that shows as falling below an expected standard.
- Primary school refers to the education level that serves as the foundation for a child’s learning on which every other level of learning depends.
- Pupils refer to learners in an educational institution.
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