School Types and Pupils Academic Performance in Primary Schools Mathematics

School Types and Pupils Academic Performance in Primary Schools Mathematics
School Types and Pupils Academic Performance in Primary Schools Mathematics

ABSTRACT: This study examines School Types and Pupils Academic Performance in Primary Schools Mathematics. The target population of the study averts the primary six (6) pupils in the Area of study a specific sample sixth of the hundred pupils were randomly selected from ten public primary schools in the study area. The data collected for the study was obtained from a questionnaire called school types and pupils academic performance in mathematics questionnaire (STAPAPQ). Simple percentage was employed as the statistical tool to answer the research questions.

School Types and Pupils Academic Performance in Primary Schools Mathematics

Findings revealed that there is a significance relationship between school types and pupils performance in Primary school Mathematics. It was recommended that Government should provide facilities, grants and aids for both public and private schools.



1.1     Background to the Study

Over the years, many parents often endeavor to choose for their wards schools which offer the greatest opportunities for enhanced academic achievement. By doing so, they also put into consideration certain factors such as cost, quality of teaching, availability of basic facilities (instructional) and of course location in-terms of distance and environment or locality. From another perspective, some parents are opposed to schools located in village or hamlets because frequent use of the local dialect by peer during school hours and at home hinder the chances of acquiring proficiency in Mathematics which embraced problems solving as English is also used in teaching mathematics.

Idhile examining factors that affect learning Akinade (2006) outlined in two groups to include natural and environmental. Under the environmental factors were the homes, school as well as the teacher factors. The first sub-factor mentioned under the school factor was being owned by Federal, Armed forces, private state government or community owned school. From the above, school type by ownership is properly grouped into two. These two are either that of the government (public) or owned by an individual, group (private).

According to Okoro (2011), school type determines the psychological environment, class-size, physical facilities as well as other teacher related factors. Presently, the practice of free and compulsory education had given rise to the population in our public school which had affected the class-size and the usage of the available facilities owned by the school.

The cases in our private schools are different as fewer parents are able or willing to pay fees for their wards to acquire sound and qualitative education. The nature of facilities in the school determined the nature of learning that takes place there. Nwankwo (2007) noted that the nature, condition, adequacy and relevance of school facilities such as library, laboratory, classroom equipment and other convenience definitely have direct impact on the learning engagement.

Mathematics with it abstract nature require a competent teacher, small class-size and availability of teaching and learning aids to be effectively taught and learned by our learners. Presently, there are teachers may not be available in all subjects area so as to teach as specialist. Subjects are assigned to teachers to keep them running in the system (Ajayi, 2007).

Private schools owned by well placed individuals have qualified teachers, facilities and small class-sizes that can affect influence learning positively. The nature of school in terms of teaching, science, grammar or commercial vocational school will determine the relevance they place on individual subjects. Grammar will do much on language, vocation for handwork, technical and science schools will add much value to the teaching of mathematics.

This fact makes mathematics central as a primary schools subject as it will be require at least basic knowledge standard. This research is to examine the effect of school types on academic performance of pupils in mathematics in primary schools in the study area.

School Types and Pupils Academic Performance in Primary Schools Mathematics

1.2     Statement of the Problem

The arrival of Western education had removed the training of children informally from the hands of parents to a whole dependence on learning in the schools. Parents so much depend on schools to teach the children all that they expert to prepare them for challenges they will be facing in the future. This is seen in the crèche, nursery and the kindergarten in our private schools.

Our public primary schools only have the Early Childhood care and Education class 1 and 2. Thus, the gap existing in the quality of work offered by our public and private schools are clearly seen. The availability of facilities, personnel and supervision given to both type of schools will determine the quality of work done in the schools.

The problems so far identified in the research work are;

  • The class-size in our public school is overpopulated and so affects learning of mathematics negatively.
  • Facilities in our public schools are not enough for effective teaching/learning process.
  • Private schools do not have quality staff.
  • Mathematics in both public and private schools requires professional teachers not any trained teacher.
  • Supervision in both schools types is not regular as it was three decades ago.

Since the above had been identified as problems of this study, the researcher wishes to examine school types and pupils academic performance in primary schools mathematics.

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