Demographic Determinants of Social Studies Achievement Among Junior Secondary School Students In Bayelsa State

Demographic Determinants of Social Studies Achievement Among Junior Secondary School Students In Bayelsa State

Demographic Determinants of Social Studies Achievement Among Junior Secondary School Students In Bayelsa State.

 

BY

 

Ikporo, Birayeseighe

Phone:+234-8036669121

E-mail¹: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

&

 Dr. J. U. Njoku.

Phone:+234-8037132474

 

Department of Educational Psychology, G/C  University of Port Harcourt. Choba, Rivers State, Nigeria.

 

ABSTRACT

 

The study focused on Demographic determinants of variables as correlates of social studies achievement among junior secondary school students in Bayelsa State.  Four research questions and four hypotheses guided the study. Descriptive research design was adopted in carrying out the study. A sample of 1000 respondents was drawn from a population of 20,126 JSS2 students across 24 urban and rural secondary schools in Bayelsa State using the Simple random and proportionate sampling techniques. The Social Studies Achievement Test (SSAT) was used as instruments for data collection. Face, content and construct validity of the instrument was done using experts in educational measurement and evaluation. Kuder-Richardson (KR₂₀) was used to determine the reliability of SSATwith a reliability index of 0.90. Instruments were administered and collected on face to face basis. The study used t-test and one-way ANOVA to analyse the data. Findings indicated that socio-economic status (p = 0.000 < 0.05) and gender (p = 0.000 < 0.05) all had significant influence on students achievement in social studies. On the other hand, class size (p = 0.776> 0.05) as well as teacher years of experience (p = 0.082 > 0.05) did not have any significantly influence on students’ achievement in social studies. Based on the findings of the study, recommendations were made among others that all educational planners, government, parents, teachers and guidance counsellors should do the needful to ensure that their students/children achieve higher in social studies. Implications of the study, as well as contributions to knowledge were also made.

 

Keywords: Social studies, Academic Achievement, socio-economic status, gender, years of Experience.

 

 

1.1 Introduction

Academic achievement is a pivotal point in education. According to Busari (2000) “academic achievement is the degree to which students, teachers andacademic institutions have achieved their educational goals”. As observed by the researcher, it could be seen as the show of knowledge gotten or skills developed or generated in the school subject. It has to do with the degree of accomplishment students make in a particular subject and generally in all the subject areas. Academic achievement signifies performance results that show the degree to which a person has reached particular goals that make the heart of the learning activities or environments. This concept is taken to be a multifaceted construct that comprise diverse areas of learning (Steinmayr, Meibnes, Weidinger & Wirthwein, 2013). Right from the inception of western education in Nigeria, assessment has been an important aspect of our educational system. The method of knowing the academic ability of a student has been helping in putting students who are doing well in their next academic level in schools.

            Classroom composition studies examine classroom grouping methods, including ability grouping of the students, single-sex classrooms and cooperative learning groups. Research has found that classrooms with highly cooperative learning groups appears to have students with more positive perception of fairness in grading, stronger class cohesion, and higher degree of social support, as well as higher achievement scores. Female students have been found to prefer collaborating with other students when studying and resolving problems, as they have a strange preference for teacher support than male students. The primary school environments tend to use collaborative strategies more frequently and have higher levels of teacher involvement and support than is found in secondary schools. Research on single-sex classroom has been more divided in terms of academic outcome research. Some studies found that girls do better in mathematics and science particularly when separated from male students, other studies found no achievement difference between gender when either in single sex or mixed-sex classroom.

 

Considering how much time most children spend at school, psycho-demographic dimensions of schools have sparked the interest of a growing number of researchers concerned with school effectiveness and the emotional well-being of young people. The psycho-demographic covers psychological and demographic factors that have consequences for satisfaction, health and ability to perform at learning places.

The introduction of social studies into the curricula of schools in Nigeria has being a major development in the education of the country. Within the short period of this introduction, it is now a core-subject at the primary and junior secondary levels of our education. There is no single definition of the subject, social studies, as authors hold different conceptions about it.

 

However, a point on which most social studies educators agree is that, the subject is a study of the society having man as its central theme (Uche, 1980, Awopetu, 1995). Okobiah (1984) defines social studies as an inter-disciplinary approach to the study of human beings in group interrelations with both their social and physical environment. To Uche (1980), Social Studies is seen as a field of study in which contents and purposes focus on relationship. Uche also sees social studies as providing knowledge, skills and attitudes that will help people to understand their physical and human environment so as to behave as responsible citizens. Social studies is a ‘process of education which utilizes the study of human life for the purpose of giving children the opportunity to practice solving problems of crucial importance both for the individual and the society’. From the above, it is clear that Social Studies deals with the reciprocal relationship existing between man with the tools, to solve the many problems facing him. Social Studies therefore has as one of its goals problem solving. Since this subject has been described as fundamental in the development of human resources, it becomes pertinent that the researcher study those factors that contribute to its achievement or underachievement by secondary school students.

Studies about class size have examined how class size influences students and teacher behaviours. In general, smaller classes are associated with students who are less stressed and are more frequent on task with fewer reported behaviour problems than students in larger classes. Although teachers tend to use similar instructional strategies whether teaching large or small classes, there is some evidence to suggest that more class time is spent on administrative task for larger classes, leaving less time available for instruction. Some research has suggested that differences in academic outcomes based on class size are due to difference in students’ behaviours. Over-crowded facilities, too many students in certain classes and lack of teachers’ assistance are three major issues cited as potentially creating problems due to increased stress levels of students and increased teacher-based incidences of behavioural problems. These increased stress levels and behavior problems found in larger classrooms are frequently accompanied by lower levels of academic achievement.Gerber et al (2005) states that preventing high school drop outs begins at the primary school level, and the connection between academic success in primary school and secondary school completion is one that was established many decades ago. The connection between smaller class sizes and academic achievement in rural and economically disadvantage classrooms is one that needs to be explored further, especially since Gerber et al ( 2005) state that students receiving free or reduced lunch status were significantly more likely to achieve academically and 67% more likely to graduate from secondary school when placed in reduced class sizes. Class sizes and classroom instruction directly affects education and learning; class size directly affects classroom instruction through the interaction of the teacher with the students. Higher levels of interaction between students and teacher, as well as increased levels of students’ engagement with small classes, have been cited in numerous studies (Brown 2005).

 

From teacher survey and interviews data, Peddler (2006) cited that teachers felt they were able to be more effective in smaller classes due to the increased opportunities for individual students’ feedback and more individualized students’ attention. Additionally, teacher survey and interviews have reviewed that teachers felt they were better able to differentiate instructional lessons to accommodate the diverse needs of students within smaller classes (Blatchford 2009). Being able to have greater flexibility to the variety of instructional activities, including the use of more framework and less whole group lectures, was another advantage of smaller classes cited by teachers within the research of Egelson (1996). In smaller classes, teachers felt they were able to provide extensive coverage of the curriculum due to being able to utilize a variety of activities for instruction (Englehart, 2007).

 

Analysis of survey and interview data from teachers provides information regarding how class size affects the practice of the classroom environment which is closely related to studies regarding the relationship between class size and students’ academic achievement, during the 1980’s, the issue of class size reduction was at the fore front of education, and many states sought clear and qualitative on the relationship between class size and students achievement though the use of trial programs or large scale field experiment as explained by Biddle and Berliner (2009), one such study was Indiana’s project prime time, which initially used randomly selected public schools in the state funded experiment to analyze reduced class size of approximately 18 student per class having 29.9 students’ per teacher. To account for pre-existing smaller classes, researchers used students’ academic achievement data gathered from IOWA Test of Basic Skill and Stanford Achievement Test for grade two from six school districts that had implemented the smaller class sizes. Significant increases in students’ achievement in the area of reading and mathematics were found (Berliner and Gilmer, 2009). Parents, teachers and principals’ survey, indicated that stake holders also felt the smaller classes resulted in increased students’ achievement as well as increases in teacher morals and in student ability beliefs (Mueller, 2008). The study’s finding only credited the reduced class size variable as being the factor that resulted in the increased reading and mathematics scores, and did not account for other variables that could have resulted in the academic increases reported in the study.

 

Gender is the biological affirmation of an individual as either male or female, boy or girl etc. According to the World Health Organization (2013), gender is the range of characteristics pertaining to, and differentiating between, masculinity and feminism. Depending on the context, these characteristics may include biological sex (i.e., the state of being male, female, or an intersex variation), sex-based social structures (i.e. gender roles), or gender identity. According to Render (2006) people who do not identify as men or women or with masculine or feminine gender pronouns are often grouped under the umbrella terms non-binary or gender-queer. Some cultures have specific gender roles that are distinct from "man" and "woman,".It is uncommon to use the word gender to refer to anything but grammatical categories. However today, the distinction is strictly followed in some contexts, especially the social sciences and documents written by the World Health Organization (WHO). In other contexts, including some areas of social sciences, gender includes sex or replaces it. For instance, in non-human animal research, gender is commonly used to refer to the biological sex of the animal. "Gender is a grammatical term only. To talk of persons of the masculine or feminine gender, meaning of the male or female sex is either a jocularity (permissible or not according to context) or a blunder.Most studies show that, on the average, girls do better in schools than boys. Girls get higher grades and complete high school at a higher rate compared to boys Swanson (2009). Standardized achievement test also show that females are better at spelling and perform better on test of literacy, writing, and general knowledge (National Center for Education Statistics 2003). An international aptitude test administered to fourth grades in 35 countries, for example, showed that females outscored males on reading literacy in every country. Although there were no differences between boys and girls on grade in mathematics, boys began to perform better than girls in science test in fourth grade (International Association for the Evaluation of Education). Girls continue to exhibit higher verbal ability throughout secondary schools (High School), but they begin to lose ground to boys after fourth grade on tests of both mathematical and science ability. These gender differences in Mathematics and Science achievement have implication for girls’ future careers and have been a source of concern for educators everywhere.

 

Based on these, it is also important to note that gender may play a significant role in the way and manner individuals perceive and do things. Anuka (2016) noted that while some gender are prone and open to attack from some sort of vices, some have the ability to cope or resist such. On this note, it could be that either the male or female gender could perform better than one another in schools. Infact, Dienye (2011) noted that gender has a lot to do in academic achievements of students.

Parental socio-economic status refers to the social standing or class of parents. According to Weinstein cited in Okoro (2009) socio-economic status refer to individuals’ social as well as economic ability which makes them outstanding in the society. He also went ahead to note that socio-economic status has major influences on the achievement of people. It could be that students from high socio-economic status homes may have all it takes compete in school to the detriment of those from lower socio-economic status homes. If this be the case, students’ achievement in social studies may be dependent on their social and economic standings.Socio-economic status refers to the economic fortunes in terms of income, wealth, social status, etc. to which a family is disposed. It indicates how well-to-do and capable a family is, in providing for the educational needs and academic achievement of their children and wards (Okujagu, 2003). Evidence of the positive relationship between socio-economic status of students and their academic achievement abounds. Hence Buocok in Okujagu (2003) concludes that the most important predictor of achievement in school that is associated with the family is socio-economic status. The research work of Muhammed and Akanle (2008) on the influence of socio-economic factors on students’ academic performance in Nigeria based on a local survey from Idoh Local Government Area of Oyo state seems to be relevant to this study. The study had a sample of 120 secondary school students and a t-test statistics was used to analyze the data. The study revealed that socio-economic factors influence student’s academic performance.

 

The works of Okorie (2006) who investigated the relationship between socio-economic status and student’s academic achievement in (Kpoba-Okha Local Government Area in Edo State. She used 500 participants and chi-square to analyze three hypotheses. Consequently, the study showed a significant relationship between socio-economic status and student’s academic achievement. In a meta-analysis of socio-economic status, Frank (2011) concluded that the utility and wisdom of using socio-economic status in conjunction with academic achievement depended largely on the unit of analysis and the validity of the way in which it was defined.

 

The United States Department of Education (2011) found in a study that the relationship between poverty and students’ performance is not simple and direct. It concluded that poverty is an important factor accounting for difference in performance and achievement across rural and sub-urban districts. However, the study concluded that poverty alone does not account for the difference in the performance of the students.

 

Evidence of the positive relationship between socio-economic status of students and their academic achievement abounds. Hence Buocok in Okujagu (2003) concludes that the most important predictor of achievement in school that is associated with the family is socio-economic status.The research work of Muhammed and Akanle (2008) on the influence of socio-economic factors on students’ academic performance in Nigeria based on a local survey from Idoh Local Government Area of Oyo state seems to be relevant to this study. The study had a sample of 120 secondary school students and a t-test statistics was used to analyze the data. The study revealed that socio-economic factors influence student’s academic performance. The works of Okorie (2006) who investigated the relationship between socio-economic status and student’s academic achievement in (Kpoba-Okha Local Government Area in Edo State. She used 500 participants and chi-square to analyze three hypotheses. Consequently, the study showed a significant relationship between socio-economic status and student’s academic achievement. 

 

Betty (1998) conducted a study on factors affecting school achievement among 663 high school graduate in mid-west city of the United States. She found out that, the socio-economic status of the parents to a large extent determines the socio-economic status of a child and has a relationship with the level of achievement in school. In the study, she found that children from middle class families had more stimulating homes, performed better in class work and stayed longer in school than children of low working class families. This disadvantage of children from low socio-economic status consist of poor feeding, inadequate care for the child’s health and sanitary condition which may affect the child’s psyche. In a meta-analysis of socio-economic status, Ferguson (2011), concluded that the utility and wisdom of using socio-economic status in conjunction with academic achievement depended largely on the unit of analysis and the validity of the way in which it was defined.The United States Department of Education (2011) found in a study that the relationship between poverty and students’ performance is not simple and direct. It concluded that poverty is an important factor accounting for difference in performance and achievement across rural and sub-urban districts. However, the study concluded that poverty alone does not account for the difference in the performance of the students.

 

Wise (2013) analyzed a combination of National Assessment of Educational Progress (NAEP) reading results, scholastics aptitude test score over time and a synthesis of research on beginning reading from 1919 to 1996 in the United States. She also concluded that there are large differences between higher and lower socio-economic status children. The differences were smaller among younger children and increased in the higher grades.In a study conducted by Ndamati (2006) on the socio-economic status of parents and academic performance of students using creational research design with simple of 4 out 32 schools in his areas, total population of 6,000 students with random sampling technique, analyzed with Pearson product moment correlation. The study revealed that, socio-economic status of parents has a high influence on students’ academic performance. Students who are from good socio-economic background are always provided with good study materials such as; books, instructional materials, funds, toys, conducive environment and other resources that will always aid them in the teaching and learning process. This according to him, in no small measure accelerate their attendance to school and make them have good social and psychological balance in the school and positive academic achievement becomes a sure process.

 

Also, the years in which a teacher spends on the job has also been tipped to be a factor that may influence an individuals’ performance or achievements. Ezeronye (2014) notedthat students who are being taught by a more experienced years performed significantly better that those who are being taught by the less experienced ones. On this note, it was also the suspicion of the researcher that the years teachers put into service may have a significant influence on the achievements. Students and parents refer often to differences in teacher quality and act to ensure placement in classes with specific teachers. Such emphasis on teachers is largely at odds with empirical research into teacher quality. There has been no consensus on the importance of specific teacher factors, leading to the common conclusion that the existing empirical evidence does not find a strong role for teachers in the determination of academic achievement and future academic and labour market success.  It may be that parents and students overstate the importance of the teachers, but an attentive explanation is that measurable characteristics such as teacher experience, education, and even test scores of teachers explain little of the true variation quality.

 

Brenner (2002) asserts that availability of qualified teachers determined the performance of students in schools, Coonen (1987) emphasizes that teachers involved in service training were more effective in classroom as compared to teachers who had not undergone training. Worth and Perkins (2013) indicates that teacher’s attitude contributed significantly to students’ attention in classroom whereas Adesoji and OLatunbosun (2008) illustrates that students attitude was related to teacher characteristics. This therefore meant that teacher’s attitude directly affected students’ attitude. On teachers’ personality, Adu and Olatundun (2007) contend that teachers’ characteristics are strong determinant of students’ performance in secondary schools.      Scholars and researchers generally are in agreement that the school variables, which include teacher administration, perform a critical role in educational achievement than other variables (Patrick, 2005). The important role of the teacher in the learning is unquestionable. Teachers have a lot of influence on their classroom practices; teachers should have and apply specific abilities without which their influence may not be reflected in their students’ performance in the subject. For students to be able to make connection between what is taught in school and its application in problem solving in real life, the teachers have to be effective in their teaching. There has been no consensus on the importance of specific teachers’ factors, leading to the common conclusion that the existing empirical evidences do not find a strong role for teachers in the determination of academic achievement. This study therefore sought to investigate the influence of teachers’ characteristics in influencing students’ academic performance.

 

It has been noted that the incidence of low academic achievement in social studies amongst secondary school students in the state has been observed to be on the increase and has given rise to students’ much involvement in anti-social behaviour, lack of self confidence in the school, aggressive behaviours, lack of respect for parents, teachers and constituted authorities.

In most cases, there are inadequate subject teachers in this area while other subjects perceived to be more important may have more teachers. From experience, as a teacher in this setting, parents have always encouraged male children to read more of the science subjects feeling that the males would at the aid of the secondary education further their studies in the science courses and do better, the higher economic class had always seen the arts subjects like social studies as not too relevant into reading the science and medical courses, thereby making students attitude towards this subject in the negative light.

 

A careful look revealed that in Bayelsa State, instead of students to gain higher achievement in social studies, they instead record poor achievement. Ethically, the main aim of teaching social studies is being defeated as students on daily basis keep manifesting unethical, maladjusted and unsocializedbehaviour like fighting, bullying, stealing etc. This clear distinction between what it should be students gaining higher scores in social studies, showing physically and socially accepted behaviour like respect for elders, and the observed unsocialized and antisocial behaviours have made the researcher to wonder; If some psychological and demographic factors relate to student’s academic achievements in social studies in Bayelsa State?

 

Aim and Objectives

As a result of the forgoing, the study aimed at investigating demographic determinants of academic achievement among secondary school students in social studies in Bayelsa State. Specifically the study soughed to achieve the following objectives:

1. Determine if class size influence the academic achievement of secondary school students in social studies in Bayelsa State.
2. Ascertain if gender influence the academic achievement of secondary school students in social studies in Bayelsa State.
3. Determine if socio-economic status of parents influence the academic achievement of secondary school students in social studies in Bayelsa State.
4. Determine if teacher experience influence the academic achievement of secondary school students in social studies in Bayelsa State.

 

Research Questions

The following research questions guided the study:

1. What is the influence of class size on academic achievement of secondary school students in social studies in Bayelsa State?
2. How does gender influence the academic achievement of secondary school students in social studies in Bayelsa State?
3. What is the influence of parental socio-economic status on academic achievement of secondary school students in social studies in Bayelsa State?
4. How does teachers’ experience influence the academic achievement of secondary school students in social studies in Bayelsa State?

 

Hypotheses

 

The following null hypotheses werealso postulated by the researchers.

1. Class size does not significantly influence the academic achievement of secondary school students in social studies in Bayelsa state.
2. There is no significant influence of gender on academic achievement of secondary school students in social studies in Bayelsa state.
3. Parental socio-economic status does not significantly influence the academic achievement of secondary school students in social studies in Bayelsa state.
4. There is no significant influence of teacher experience on academic achievement of secondary school students in social studies in Bayelsa state.

 

Methodology

In this study, the descriptive research design was used to sample students achievement in Bayelsa State. The population for this study consisted of all the 20,126 junior secondary school  class two, 2017/2018 academic session (JSS2) students in all the 188 public secondary schools in Bayelsa state. (Source: Post Primary School Board, Yenagoa, 2018).The sample for the study consisted 1000 JSS2 students drawn using the simple random sampling by balloting to select three schools in each of the 8 local government areas in the State. This gave a total of 24 schools sampled, then the proportionate sampling technique was used to draw 440 students from 9 urban schools and 560 students from 15 rural schools to make the 1,000 total number of the sample cutting across the JSS2 students in the State. The Social Studies Achievement Test (SSAT) was used by the researcher to measure the student’s achievement in social studies. The test instrument is designed using the multiple-choice item format with options a-d. All the items measured the subject social studies and nothing else. The instrument contains 40 items in all. Validity of the instruments was done by two experts in the area of measurement and evaluation while the reliability of the instruments was determined using  the Kuder-Richardson Formula 20 (KR₂₀) with a reliability coefficient of 0.90 which was adjudged to be highly reliable. The data generated was analyzed using t-test as well asOne-way ANOVA. Specifically, while research question 1 and 2 and their corresponding hypotheses were answered using one-way ANOVA.

 

 

 

RESULT

Data Presentation

Research Question One: To what extent does class size influence the academic achievement of secondary school students in social studies in Bayelsa State?

Hypothesis One: Class size does not significantly influence the academic achievement of secondary school students in social studies in Baeylsa State.

Table 1 as depicted below summarizes using the mean and standard deviation the difference in achievement between students from small and large class size.

 

Table 1:Mean, standard deviation and t-test analysis of influence of class size on social studies academic achievement of students in Bayelsa State.

 

Class size	N		Std. D	df	µ	Sig.	Result
Small Large	489 511	27.07 26.95	7.69 6.09	998	0.05	0.776	Insignificant Accept Ho

 

From table 1 above, students who identified their class as small were 489 while those with larger class size were 511. Mean and standard deviation for those in the small class size were 27.07 and 7.69 while that of large class size was 26.95 and 6.09 respectively. The mean values reveal that students in the smaller class size attain higher academically than those in the higher or larger class size. When subjected to t-test, calculated sig value was 0.776. Hence, since sig (p= 0.779 >0.05) is greater than 0.05, the null hypothesis was retained. This means that class size does not significantly predict academic achievement of students in social studies in Bayelsa State.

 

 

Research Question Two: To what extent does gender influence academic achievement of student in social studies in Bayelsa State?

Hypothesis Two: Gender has no significant influence on academic achievement of secondary school students in social studies in Bayelsa.

The table below summarizes the influence of gender using the t-test. The mean and standard deviation values were used to answer the research question while the calculated t was used in accepting or rejecting the hypothesis.

Table 2: Mean, standard deviation and t-test analysis of the influence of gender on students achievement in social studies in Bayelsa.

 

Gender	N		Std. D	df	µ	Sig.	Result
Male Female	477 523	24.95 28.89	3.13 6.15	998	0.05	0.000	Significant Reject Ho

 

Table 5 above reveals that male students were 477 while the female were 5.23 their mean and standard deviation values were 24.95; 3.13 and 28.89; 6.15 respectively. from their mean values, it is revealed that female student achieve better in social studies than their male counterpart. Calculated sig value was 0.000. Hence since sig (p= 0.000 < 0.05) is less than the sig value of 0.05, the null hypothesis is rejected meaning that gender has a significant influence on academic achievement of secondary school students in social studies in Bayelsa.

 

 

Research Question Three: To what extent does socio-economic status influence the academic achievement of secondary school students in social students in social studies in Bayelsa State?

Hypothesis Three: Socio-Economic status does not significantly influence the academic achievement of secondary school students in socio studies in Bayelsa State.

The table below summarizes the influence of socio-economic status on students achievements in social studies. The mean and standard deviations are used in answering the research question while the sig- value in the associated ANOVA is used in accepting or rejecting the hypothesis as compared with the alpha level of 0.05.

Table 3: Mean, standard deviation andOne-way analysis of variance of influence of socio-economic status on academic achievement of students in social studies.

SES	N		Std.D
Low Middle High	109 619 272	28.26 28.46 23.22	5.93 6.43 6.95

 

ANOVA

	Sum ofSq.	Df	Mean Sq	F	µ	Sig.	Result
Between Group Within Group Total	5375.68 42514.06 47889.74	2 997 999	2687.842 42.642	63.033	0.05	0.000	Significant Reject  Ho

 

Table 3 shows that students identified with low socio-economic status homes were 109, those in the middle group were 619 while those in the high socio-economic status homes were 272. Their mean and standard deviation values were 28.26 and 5.93, 28.46 and 6.43 as well as 23.22 and 6.95 respectively for low, middle and high economic status homes. From their mean values, it is revealed that middle economic status has higher influence on student academic achievement in social studies followed by lower socio-economic status homes and finally higher social status homes. Sum of square for between group is 5375.68, within was 42514.06 while sum of square total was 47889.74 mean square between was 5375.68 while that of within was 42514.06. Mean square between was 2687.8242 while mean square within is 42.642. Calculated F = 63.033 while sig-value was 0.000. Hence, since the sig – value (p = 0.000 < 0.05) is less than 0.05 alpha, the null hypothesis is rejected meaning that socio-economic status has significant influence on secondary school students achievement in social studies in Bayelsa State.

 

Furthermore, the table below shows Sheffee post Hoc test showing multiple comparison between the various socio-economic class and their influence on students achievement in social studies.

Table 3b:         Sheffee multiple comparison of socio-economic status and students academic achievement.

SES	Mean. Difference	Std. Error	Sig.	Result
Low & middle Low & high Middle & high	-0.207 5.033 5.239	0.678 0.740 -0.475	0.95 0.000 0.000	Insignificant Significant Significant

 

Table 3b shows that lower and middle economic status ( p = 0.95 > 0.05) has and insignificant influence on students academic achievement in social studies. Low and high economic status ( p = 0.000 < 0.05) as well as middle and high ( p = 0.000 < 0.05) all had significant influence on students achievement in social studies.

 

 

Research Question Four: To what extent does teachers’ years of experience influence secondary school students academic achievement in social studies in Bayelsa State?

Hypothesis Four: Teachers years of experience has no significant influence on students academic achievement in social studies in Bayelsa State.

The table below summarizes the influence of the various categories of teachers years of experience on students’ academic achievement in social studies. The mean and standard deviation are used to access the various group influence on the students achievement while the sig- value associated with the ANOVA is used in accepting or rejecting the hypothesis in comparison with the chosen alpha.

 

Table 4:          Mean, standard deviation and One-way ANOVA of the influence of teacher years of experience on students achievement in social studies in Bayelsa State.

 

Years of Experience		N						Std.D
1-5 years 6-10 years 11 & above		335 358 310			27.58 27.43 26.45			5.68 7.36 7.69
	Sum ofSq.		Df.	Mean Sq.		F	µ	Sig.	Result
Between Group Within Group Total	242.894 48230.832 48473.724		2 997 999	121.446 48.376		2.510	0.05	0.082	Insignificant Accept  Ho

 

Table 4 revealed that three categories of teachers were investigated. Those with 1-5, 6-10 and 11 & above years in service hadmean and standard deviation values were 27.58 and 5.68, 27.43 and 7.36 as well as 26.45 and 7.69 respectively. From these mean values, it is revealed that students whose teachers had 1-5 years of experience had better achievement in social studies, followed by those whose teacher had 6-10 years of experience and lastly with those whose teacher had 11 and above years of experience. Sum of square for between group within group and total were 242.894, 48230.832 and 48473.724. Mean square between and within were 121. 446, 48.376. In table 4, Calculated F was 2.510 while sig- value was 0.082. The sig value (p = 0.082 > 0.05) is greater than the alpha 0.05. Hence, the null hypothesis is retained meaning that teachers years of experience has no significant influence on student’s academic achievement in social studies in Bayelsa State.

 

Discussion of Findings

From research findings one, it is shown that class size has no significant influence on academic achievement of students in social studies. This finding means that the size of classroom does not determine if students will perform well or poor in social studies. The finding also implies that students can perform better in social studies irrespective whether they are members of a small or large classroom setting. There could also be a possibility that students perform below expectations in class, the minimum size while there could also be a possibility that others in a large class may perform better in social studies. This finding may arise because a lot of students are more committed to their studies that irrespective of how many they may be in class. It may also come because a lot of students have taken up the challenge of self-study than just relying on their teachers. The finding here is a little bit surprising to the researcher because to the best of her knowledge, the size of the class is a major factor that determine students concentration, focus and comprehension. To her, large class set up may distract the students while smaller class size may give them more room for personal development, one on one chance with the teacher which creates more concentration. The work of Brown (2007) quoted earlier however disagrees with the present study when it posited that class size has a significant influence on the students academic achievement. It also contradicts the report of Swanson (2009) when he stated that three out of every ten American Students do not earn high school diploma while over thirty percent have dropped out of school as a result of lack of provision of best learning environment for the students.

 

Research findings two revealed that gender has a significant influence on the academic achievement of secondary school students in social studies in Bayelsa State. The findings here also show specifically that female students perform better than their male counterparts in social studies. The finding here means that being male or female can determine how an individual perform in a particular subject. The reason of this finding especially when it reveals that female perform better could be attributed to the fact that social studies as a subject demands reading with little or no calculation- a trait that research has consistently shown females edging their male counterparts. The findings however is not surprising to the researcher because female students are known to be really focused in arts related subjects with less distractions compared to their male counterparts, while the male students would want to concentrate more on the science related subjects which may affect their academic performance in social studies. Most female students on the other hand may not be able to do such and this may contribute to the present findings.  This finding is also in line with that reported earlier by Swanson (2009) who noted that gender has a significant influence on academic achievement by high school students in America.

 

Research findings three revealed that socio-economic status has a significant influence on academic achievement of students in social studies in Bayelsa State. This finding means that the social standing of an individual or their social family can actually determine their achievement. This finding further implies that students who come from homes where their parents can provide them with the basic needs like textbooks etc. do actually perform better. The reason here is that students who come from homes where their parents cannot provide them with all they need in order to excel cannot achieve much in their educational pursuit due to lack of learning materials and other motivations which are linked to social status. The result here is not surprising at all to the researcher and it is expected because previous researchers have already reported findings similar to the present one. This finding is also in line with that reported earlier by Brown (2007) cited earlier who reported that there is a significant difference in the performance of students from various socio-economic status.

 

Findings four showed that teacher’s years of experience has no significant influence on the student’s achievements in social studies in schools in Bayelsa State. This findings means that irrespective of the years of experiences teachers have, this cannot determine students’ achievements. It also implies that learning is individually related. That is, it is more of intrinsically related than extrinsic. The point here is that even if an individual is being tutored by the best professor with various years of teaching, if such individual is not willing to develop himself or herself by subjecting themselves to study, they cannot achieve anything. Similarly in the course of the students learning social studies, their teacher’s year of experience is worthless when the students themselves are not willing to learn. The findings here may come because students now understand the need for self-study, self-development and not relying on the strength or experiences of their teachers for such. The findings of Worth and Perkins (2013) supported the present one when it emphasizes that teachers involved in service training were not more effective in classroom than teachers who have not put in years in training. Furthermore, the present findings is in disagreement with the one reported by Ferguson (2011) who noted that high school students who are being taught with teachers with more than nine years of experience had significant higher test scores than those whose teachers had five to nine years of experience. A strong indicator that teachers’ years of experience has significant relationship with achievement of student which disagrees with the present one.

 

Conclusion

There are many factors that may influence student’s academic achievements in social studies. However, in all these,gender as well as parental socio-economic status plays a significant role. Class size as well as teachers years of experience are not significant influencers of students achieve in social studies.

 

Recommendations

Based on the findings, it was recommended that;

1. Governments and other stakeholders in education should ensure that the class size is minimal in order to bring comfort to the learners in the learning process .
2. Parents, teachers and counsellors should encourage and enlighten students that their gender description does not guarantee them to be less or higher achievers in social studies, hence they should be made to understand that irrespective of their gender, they can achieve much higher in social studies and can make a good livelihood in it at their later age.
3. Government should provide job opportunities, small and medium scale business opportunities to bridge the gap between the high and low socio-economic class to avoid further occurrence of differences in academic performance amongst students from this class in the society.
4. Teachers should utilize their years of experience in impacting on the students, though the study revealed no significant influence, but they could offer mentoring to the students and even to other young social studies teachers in order to help improve the students performance more on the subject area.

 

 

 

 

 

 

 

 

REFERENCES

 

 

Adesoji, C. A. (2008). Measurement and evaluation:An introduction.  Ibadan, Nigeria. University of Ibadan press

 

Anuka, T. (2016).Social factors and societal imbalance.NnewiTechson Press.

 

Awopetu, L. O. (1995) ‘Teaching Social Studies at the Senior Secondary Level: A Proposal' in Journal of Arts and Social Science. Tai Solarin College of Education, Ijebu-Ode: Segeto and Company Vol.2.

 

Berlinger, B.(2009). Key factors to learning habits journal 10,11, American psychology.

 

Brener, B. (2002). Teacher qualification and academic achievement.Journal of American psychology. 24(5) 119-150

 

Brown, W. (2005).Twenty first century academics, New Zealand.Wise Publishers,

 

Christopher, H (2011) Family psychodynamics.London.Macmillan publishers.

 

Coonen (1987), In service training for teachers; A predictor to academic achievement Journal, Educational evaluation, India. 21(11) 56-82.

 

Days, L.B. (2009).Environmental factors as predictors to academic achievement, New York.Macgraw-Hills.

 

Engelson, B.(1996) Small classroom size and academic improvement. JessyVil publications, New Jersey.

 

Engle H. B.(2007) Academic achievement the way forward, Journal American Psychology. 5(6) 122-143.

 

Ferguson, B. (2011) Small classroom size and academic achievement.Journal Educational Foundation, India.

 

Gerber, W. (2005).Teachers and service rendering, Willey publishers, USA.

 

Gibbon et al, (1997).Classroom management.McGraw Hill, Inc.

 

Mueller et al (2008). The effects of classroom size, Journalof Educational foundations.

 

Ndamati, B. N (2006).Socio-economic status of parents and Academic performance of student’s, Unpublished Master Degree Thesis; University of Port of Port Harcourt.

 

Okujagu, T.N (1981). An examination of research findings on socio-economic status and academic achievement. Unpublished B.Sc. project University of Port- Harcourt.

 

Peddler, B. (2006).Training and teachers evaluation.Bisky Publishers, Germany.

 

Swanson, L. (2009). Gender principles, New Jersey, Wise Publication.

 

Uche, U. W. (1980) The Nature Objectives and Teaching of Social Studies in NERC: Social Studies Teaching Issues and Problems. Benin City, Ethiopia Pub. Corp.The Nigerian Academic Forum Vol. I No. 2, November, 2001

 

Ukpong, A.A. (2000). Application of item response theory to practical testing problems.Calabar.Unik books.

Undiyanudeye, F.(2011). Study Techniques as a prerogative for Enhancing Academic Performance among Secondary School Students. The Counsellor.Vol, 28 (2) pp 108-116.

 

World health organization WHO (2013).

• Prev
• Next