LEARNING RESOURCES, STUDENTS BACKGROUND AND ACADEMIC PERFORMANCE IN DAY AND BOARDING SECONDARY SCHOOLS IN ZARIA METROPOLIS

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dc.contributor.authorMUSA, ISHAYA FUDAK
dc.date.accessioned2014-02-10T09:42:37Z
dc.date.available2014-02-10T09:42:37Z
dc.date.issued2011-04
dc.descriptionA THESIS SUBMITTED TO THE POST GRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER’S DEGREE IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA, NIGERIA APRIL,en_US
dc.description.abstractThis study is on Learning Resources, Student Background and Academic Performance in Day and Boarding Secondary Schools in Zaria Metropolis. The study covers seven secondary schools in Zaria. Four hundred (400) respondents took part in the study. Three hundred and forty (340) students and sixty (60) teachers took part in the study. The research designed for the study was the survey method, whereby two tail t-test statistical analysis was used for hypotheses 2,3,4 and Pearson Product Moment Correlation was used to test hypothesis one and six. The result of hypothesis one revealed that there is no significant relationship between the availability of learning resources and academic performance. Hypothesis two showed significant difference between students from low and high socio-economic background, with the high socioeconomic background performed more significantly better. Hypothesis three shows significant difference between students from rural and urban schools, with rural students performed significantly better, while hypothesis four showed significant difference between students attending day schools and those attending boarding schools with boarding students with high performance. And hypothesis five showed significant relationship on teachers-students ratio and academic performance. On the basis of this result it was recommended that (1) the state government should develop more useful and reliable policies for provision and distribution of educational facilities and resources in the state. Also government should provide free textbooks for the students or the cost of essential textbooks should be subsidized (2) Government should ensure that rural schools are provided with necessary facilities to increase enrolment rate and thus bridge the gap of rural-urban educational disparities within the states (3) More qualified teachers in all subjects should be employ by the state government to reduce teachers workload.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/785
dc.language.isoenen_US
dc.subjectLEARNINGen_US
dc.subjectRESOURCES,en_US
dc.subjectSTUDENTSen_US
dc.subjectBACKGROUNDen_US
dc.subjectACADEMICen_US
dc.subjectPERFORMANCEen_US
dc.subjectDAYen_US
dc.subjectBOARDINGen_US
dc.subjectSECONDARYen_US
dc.subjectSCHOOLSen_US
dc.subjectZARIAen_US
dc.subjectMETROPOLISen_US
dc.titleLEARNING RESOURCES, STUDENTS BACKGROUND AND ACADEMIC PERFORMANCE IN DAY AND BOARDING SECONDARY SCHOOLS IN ZARIA METROPOLISen_US
dc.typeThesisen_US
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