THE INFLUENCE OF DEBOARDING EXERCISE ON THE LEARNING OF BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN SABON GARI LOCAL GOVERNMENT AREA OF KADUNASTATE
ABSTRACT
The main purpose of this research is to determine the influence of de-boarding exercise on the learning of biology among Senior Secondary Schools Students in SabonGari Local Government Area of Kaduna State. The population of the study consisted of all SS IlI Students in all the Secondary Schools in SabonGari local Government Area of Kaduna State. There are fourty four secondary schools in this Local Government Area. A total of four secondary schools were selected from the population. Three research questions were formulated and three hypotheses tested. Complete WASCE results were collected from 2017-2022 and analyzed using t-test statistical techniques. The results of the analysis showed that there is a significant difference between the mean scores of boarding and day students’ academic performance in senior secondary school WASCE Biology. There is a significant difference between the scores of male boarding and male day students’ academic performance in senior secondary school WASCE Biology. i.e. the academic performance of male boarding students is higher than that of male day students. And there is a significant difference in the academic performance of female boarding and female day students in senior secondary school WASCE Biology i.e. the female boarding students’ academic performance is higher than the female day students in senior secondary school WASCE Biology. Based on the finding, the following recommendations were made to help improve the situation: Government action on de-boarding school system should be stopped as the findings of this study have shown that boarding system enhanced students’ performance in science and biology in particular. Government should make funds available to the Ministry of Education and appropriate quarters for conversion of existing day secondary schools to Boarding Secondary Schools. In area where there is not enough funds for conversion of day schools to boarding schools, school authorities should make effort to get accommodation for students very close to the school environment. Private enterprises should be invited operate accommodation systems near day schools to supplement Government efforts toward de-boarding of day secondary schools who cares for the students.
TABLE OF CONTENT
Title Page
Declaration
Certification
Dedication
Acknowledgement
Abbreviation
List of Tables
List of Appendices
Operational Definition of Terms
Abstract
Contents
CHAPTER ONE: THE PROBLEM
1.1 Introduction
1.2 Statement of the Problem
1.3 Research Question
1.4 Hypothesis
1.5 Significance of the Study
1.6 Basic Assumption
1.7 Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction -
2.2 History of Science Education in Nigeria
2.3 Day and Boarding System of Education in Nigeria and its Influence of Learner
2.3.1 The History of De-boarding Schools in Nigeria
2.3.2 The De-boarding Controversy
2.4 Importance of Teaching Biology
2.5 Problem Facing the Teaching and Learning of Biology in Day and BoardingSecondary Schools in Nigeria
2.6 Implication of Literature Reviewed on the Present Study
2.7 Overview of Related Studies on De-boarding System
2.8 Summary
CHAPTER THREE: RESEARCH MYTHOLOGY
3.1 Introduction
3.2Research Design
3.3 population of the study
3.4 sample and sampling technique
3.5 Research Instrument
3.6 Data Collection Procedure
3.7 Date Analysis Procedure
CHAPTER FOUR: DATA ANALYSIS AND RESULTS
4.1 Introduction
4.2 Data Analysis
4.3 Summary of Finding
4.4 Discussion of the Results
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Implication -
5.5 Recommendation --.
5.6 Suggestions for Further Study
References
Appendix
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
CHAPTER ONE
BACKGROUND OF THE STUDY
1.1Introduction
The establishment of day secondary schools as observed by Taiwo (2015) is not a new phenomenon in the southern part of Nigeria; however it is not so common in the Northern states particularly to the SabonGari Local Government Area of Kaduna State. In the past decade (1990 to the year 2022), the educational policies in Nigeria on primary education coupled with the general level of awareness among people have led to tremendous upsurge in the number of pupils who qualify for secondary education. Mwabueze (2021) however opined that there has not been commensurate increase in the educational facilities at secondary school level. In some cases, parents have had to rescue the government by paying exorbitant fees. In an era of economic recession and increasing demand for social services, government has to explore ways of providing education to most of the citizens while at the same time reduce the cost of financing education to a manageable level Awolowo in (Mwabueze 2021).
One of governments' way of providing for bright and full opportunities for citizens as stated in the National Policy on Education F.M.E (2004) is the introduction of practical and total de-boarding in some secondary schools and the establishment of all day secondary schools in others. The National Policy on Education F.M.E (2013) guarantees equal opportunities to every Nigeria citizens to have a basic education. However it is argued that government cannot carter forall educational needs of its populace and simultaneously maintains an expensive and selective boarding school system.
Taiwo (2022) stated that "day schools are being encouraged not only as a means of reducing cost but as a means of involving parents in the education of their wards". However Wolferden (2023) asserted that boarding students have common loyalty and general genuine feeling of belonging to the school and community. The boarding school system breeds students who have feeling of personally concerned about the source of failure of school.
Due to increase in demand for secondary school education and also the incapability of government to create boarding schools; because they require more money to run them than day secondary schools. There is however the need for government to cater for the increasing demands for the boarding system. As such schools should be de-boarded to create for more school enrollment and at the same time the factor of quality of the education must not be avoid.
Thecontext of the educational curriculum of Nigeria, boarding school for secondary schools are post primary institutions where student get taught for six years living and learning within the school compound except for periods of holidays, where they then go home to their parents for the holiday break.
The advantages of the boarding school system according to William Jean
Kew (2016) in laden tour include among others.
a) Providing opportunities for the pupils' personal growth, development and serial integration, the pupils become closely involved in the life of theirboarding homes and therefore develop a community spirit which is an important part of their education
b) Offering convenience for students whose homes are far from their schools.
c) Providing security, protection for students especially girls and younger students.
d) Helping staff and students to communicate more easily and quickly with each other.
e) Providing employment for auxiliary staff like cooks stewards, matron and security personnel.
The disadvantages of the boarding school as stated by William Jean Kew (2016) in laden tour include: High cost of maintenance as boarding schools consume substantially more than 66% of the total recurrent cost of education. It is argued that part of the money used in maintenance of boarding schools could be used in getting more equipment for schools and builds more classrooms and schools.
A boarding school is prone to having problems of frequent unrest among students especially when it has to do with their feeding and living conditions, this can be avoided if policy of having non boarding schools tends to isolate students from community life and make adjustment to society life difficult because of lack of privileges enjoyed at schools. The most important argument against is the high cost of maintenance.
The day school system is post primary institution where students get taught for six years without having to board within the school compound.
The disadvantages of the day system as identified by Eden (2014) are:
a. Accommodation; in a school setting (boarding) the authority makes provision for light, food, water and other necessary facilities. These facilities are not only provided and maintained but the secondary school authority ensures that their evenly distribution among the students.
b. Security; this is most guaranteed in boarding situation especially with respect to negative influence by the society. Society uprising as a result of breakdown of law and other or breach of peace is not known to affect boarding schools most of the time; these students are safe and academic activities are not tempered with in any way. Student's security is a vital aspect of life in boarding schools and so de-boarding exposes students to the vices. While students are directly affected if in day schools during crises in their communities, those in boarding schools continue with normal academics activities
c. Communication between students and teachers; day students are deprived of the privileges of communicating (interacting) with their teachers on a personal level with respect to counseling which is very important to the development of the students.
d. Adjustment to life outside (society); the students who once lived in the hostel find it difficult to adjust to life outside the school. They are easily influenced by their peer groups, they also engaged in social activities and are distracted at the detriment of their books. They may not be able to adjust to doing domestic and school work for a while or at all.
The advantages of day school system identified by (Eden 2014) include
a. Less financial implication; students who come from less privileged background (homes) find day schooling very convenient, cheaper and affordable since they will only need to pay school fees.
b. Ensure continuing education in the sense that students who engage in other economic activities don't have to totally drop out of school; in a day school situation, the student after school hours can still engage in his or her trade.
c. Health; students with fragile health status are better taken care of at home by their parents or relations.
d. Culture; coming back home every day after school ensures to a certain extend the transfer of norms down to the young ones.
According to (Brown 2012) academic achievement tests assesses mastery of academic performance, it is designed to ensure the knowledge and skills developed in a relatively circumscribed area (domain) i.e. areas that can be tested and re-tested such as affective, psychomotor domain. The domains may be as narrow as one day class assignment for example computing the mean. Or as broad as several ears study such as high school mathematics or collegeFrenchIn every case, however attempt is to measure what a person knows or can do after period of learning instruction. Furthermore reference is usually to the past i.e. interest is in what has been learned as a result of a particular course of experience.
This study is using academic achievement tests of the students asinstruments of measurement of academic achievement. It is hoped that this will assess the student in their totality. Fletcher (2016) stated that the term Biology is of Greece origin (Bios-life and logy is study), it is concerned with the study and function of the myriapod form of living organisms. Biology is the study of life when it is practiced. This means the study of living things and as a branch of natural science, biology deals with observation of structural, physiological and behavioral pattern or the occurrence of organism. (Mackeen 2015).
Biology is one of the science subjects secondary school students offer at SSCE, it is a subject whose knowledge of it is mandatory for subsequent learning of professional courses like human and animal medicine, pharmacy, agriculture etc. it has been observed by a number of researchers that students fail SSCE biology in large number. This reason for the large failure researchers like Fletcher (2016), Mackeen (2015) attributed to lack of facilities such as practical materials e.g. beaker, conical flask, Spatula, reagents. Infrastructure likeclassrooms, laboratory etc. This study is out to determine whether de-boarding has any effect on the academic achievement of the students studying biology in senior secondary school.
1.2 Statement of the Problem
De-boarding of senior secondary schools enhanced secondary education as described by Eden (2015). However Bello (2017) did not really support the system of de-boarding to create more space for the increase in demand for secondary education but he advocated for provision of necessary educational inputs as afirst step before expansion, de-boarding could be enforced if the element of quality is not to be undermined.
This study is therefore aimed at determining the effect of de-boarding exercise on the learning of biology among secondary school students in SabonGari Local Government Area of Kaduna State. This is to determine whether de-boarding of schools have any effect on the performance of students in biology, the study will attempt to answer the following research questions.
1.3 Research Question
1. Is there any difference in the academic performance of boarding and day students in senior secondary school Examination in biology?
2. Do performances of male boarding students differ from their counterparts in day schools in senior secondary school Examination in biology?
3. Is there any difference in the academic performance of female students in boarded schools and those in day schools in their senior secondary school Examination in biology?
1.4 Hypothesis
In order to answer the research questions raised above, the following null hypothesis were stated
HO1
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding students in the senior secondary schools selected for the study
HO2
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding male students in senior secondary schools selected for the study
НO3
There is no significant difference in the performance of students in biology at
SSCE between day and boarding female in senior secondary schools selected for the study.
1.5 Significance of the Study
The result of this study will hopefully provide empirical evidence which can
Form the basis of new policy which will provide educational opportunities for boarding and day students of the country.
The findings of this study will hopefully provide good criteria to determine the wisdom behind government decision with respect to de-boarding. It is hoped that the findings from this study will show how much attention and supervision are given to the students in their homes with respect to their academic work.
The study may also provide information on whether the school environment aids learning more than the home environment. The study may also bring fears and anxieties expressed by those who feel that de-boarding exercise has negative effect on the student academic achievement. The finding of this study will hopefully throw some light on the relationship between school and home in terms of students learning progress.
It will also provide useful recommendation about the solutions which will be fair to boarding and day students, their families and academic goals of the secondary may help the federal government and policy makers to find the needs for provision of teachers, classrooms, laboratories, text books for teaching and learning of biology to both boarding and day secondary schools in situation where this is not being done.
1.6 Basic Assumption
In carrying out this research, it is assumed that
1. The students learn under the same condition i.e. received the same information under the same classroom environment both at day and boarding secondary schools.
2. Teachers and materials are evenly distributed among all schools in area of study.
3. The biology course outline or syllabus are the same and utilized in all schools of this study.
4. Secondary school biology teachers are relatively the same academically in terms of their qualification as regards to the boarding and day school system of education.
1.7 Delimitation of the Study
The study is limited to four selected senior secondary schools in SabonGariLocal Government Area, Zaria Educational zone of Kaduna State i.e. two boarding and two day schools respectively.
The study is delimited to the senior secondary school in SabonGari Local Government Area, Zaria Educational Zone due to time and financial constraints and we believe that the schools picked at random samples could be used as case study for every other school in the local government area of the study.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This study is concern with effect of de-boarding exercise on the academicachievement in secondary school biology in SabonGari L.G.A of Kaduna state. The literatures reviewed as regard to study are out lined as follows;
o The history of de-boarding
o The de-boarding controversy
o Importance of teaching biology
o Problems facing the teaching and learning of biology in day and boarding secondary schools.
o Overview of related studies on de-boarding system.
o Summary.
2.2 History of Science Education in Nigeria
Ifevanu (2017) stated that science education in Nigeria dates back to 1819 during the evolution of primary science in Nigeria which was an attempt of teaching any form of science in Nigeria School at Church Missionary Society (C.M.S) School in Lagos. It was called nature study which involved learning about environment through observation of plants and animals and some non -living things. The title of the subject comes from Western countries where nature study was above being taught as means of improving agriculture.
In the northern part of the Nigeria, Mr Hans Richer open the first school in 1909 where he introduced the teaching of what he called simple science with science curricular in hygiene and agriculture. In 1927, the science curricular established was with the aim of at giving training in practical experiment and helping the students to overcome unreasonable fear of the supernatural. The training given to them were expected to be impacted with similar scientific training to their students after their training programme and up till quite recently, science is taught in Nigeria primary school as hygiene, natural science, and agricultural science.
In the Western world from where nature study was imported into Nigeria schools, a wind of change started to blow as far back as 1920's. According to Bajah in (Ifeyanu 2017) it was fact that nature study was no longer consistent with the psychology, philosophy and methodology of education of the time, that it was inconsistent with the existing social and economic reality. Ground was then being prepared for a revolution in primary science. By the 1960's the revolution has become established in U.S.A and Europe. Primary Science was then to be taught as inquiry so as to make it resemble the actual practice of science, it was also to be taught in a way that it would be interesting to pupils as well as at the level commensurate with their mental development. Pupils are to learn science by doing science and not by rote learning so as to help them understand and think.
The title with the achievement of independence in Nigeria in 1960, a sense of nationalism arose in among Nigerians in this awareness brought to the tore the great need for national development, such awareness was heightened by events taking placing in science education even in developed western world in 1960. Other newly independent African countries joined Nigeria in the quest for proper science education. Hence several African countries teamed up and organized several international conferences, seminars and workshops.
As a result of these various conferences workshops, on science programme for primary schools, Prof. BabsFafunwa the participant of Endicott House conference organized a series of primary science workshop at Nsuka where he was then the Dean of Education with funds from the ford foundation since primary science is the foundation of science. He started Elementary Science Project known as (ESP) in 1964. In 1965, 14 African countries jointly launch the African Primary Science Programme (APSP) at conference in Kano, Nigeria. In Nigeria ASP was promoted through various workshops organized by the Nigeria Education Research Council (NERC). The workshop gave rise to some very popular primary science programme that have survived to this day among are
1. The series called primary science produced by the Primary Educationn Improvement Programme (PEIP) of the Institution of Education A.B.U, Zaria
2. The series called Science is Discovery Produced by the Bendel State Primary Science Programme (BPSP). This programme was an off-shoot of the Mid-West Primary Science Programme (MPSP).
3. The Ife 6 years primary school programme in mother tongue sponsored by the university of Ife it provide an innovation attempt at teaching and learning science via a mother tongue (Yoruba). As a result of revolution in nature science to primary science the same wind of change blew on the junior secondary science. Before the advent of integrated science, general science was taught in the junior forms in Nigeria schools. The Nigeria government and several Nigeria educators were quick in identify the inadequacy of the general science in 1960's it became clear then that
1. General
Science as taught in junior form of secondary schools was a random
selection of topics in
biology, chemistry and physics with no obvious link between the topics selected
2. There was no obvious provision for learning of the scientific skills and altitudes since emphasis was on the scientific facts.
3. The course content of general science reveals no obvious intention to meet
The special needs of the Nigeria society. “General science was taught by the chalk and talk method rather than by the discovery or problem solving approach which is a better reflection of science enterprise
As happening in the case of primary science, several conference and workshops were held by Nigerian educators in the 60's to reshape science teaching in the junior forms of secondary schools. The STAN ie Science Teacher Association of Nigeria plays a prominent role in these moves. Between 1962 and 1973, the first new curriculum project aimed at improving the quality of junior secondary science in Nigeria was embankedupon, it was called the Basic Science for Nigeria Secondary Schools (BSNSS). This project was an establishment of Aiyetoro Comprehensive High School, following closely after, as the Nigeria Integrated Science Project (NISP). The NISP curriculum materials developed and introduced into the junior forms of Nigeria secondary school by STAN between 1968 and 1972. The NISP curriculum materials turn out to be successful revolution which buried general science for good.
2.3Day and Boarding System of Education in Nigeria and itsInfluence on the Learner
In a day system no accommodation is provided at school. Unlike in the boarding school system (although exception exist) no provision is made for sport or games and even if room is made for these, it's usually in the morning before class sport or physical and health education programs are very essential to thedevelopment of the future sport men and women.
The home provides a good environment for the stimulation of scientifically motivate student towards processes peculiar to science. Science in essence is a future oriented discipline, its grows upon the revision and commutation of knowledge as such there is always the need to refine old ideas to improve models and theories.
In boarding school system accommodation is provided at school and activities are correlated with other school activities. Boarding facilities are madeavailable on the compound and the pupils are under the supervision and care of the principal and staff who control their inside and outside activities.
However, it was known that all the post primary institution (boys and girls) were fully boarding schools that enjoyed adequate amenities in terms of feeding, clothing, accommodation library facilities and free pocket money paid to each student on outing days and even when going home for holidays respectively, in contrast to those years it is unfortunately to note that in spite of the fact that people have now realized the importance of education, these allowing provision have virtually varnished as the case is in Sabongari L.G.A of Kaduna state.
Furthermore, the process by which piglet hypothesis those patterns are refined, extended or combined with other pattern of reasoning is called self-regulation. Initially action within this surrounding. As long as those actions promote satisfactory interactions the basics pattern continue to guide behavior.
However, owing to individual extended interaction with the environment he meets conhedictory and or increasingly complex situation
The blessing and benefit of boarding school system cannot be measured in terms of naira and kobo. This is the fact of profound significant within the frame work of the boarding system; it is only true that both the soul and the body will always work together for the upbringing of the child (Vrato 2013)
In boarding school system facilities such as dining hall, reading room refectories as well as dementias and sorting facilities are supposed to be well developed structures which are necessary for students to perform their academic functions effectively with libraries just around the school compound, students willhave direct access to books rather than engage in non-extra-curricular activities such as idealness that are unnecessarily important to them thus their spirit areshaped towards their primary goals which is good academic performance.
2.3.1 The History of De-boarding Schools In Nigeria
Baiye (2013) stated that Kaduna state under the defunct civilian regime ofAlhajiBalarabe Musa platform of the people Redemption party, government introduced the policy with stiff opposition from national party of Nigeria dominated state assembly defining the policy of education in Kaduna state, the ministry of education introduced de boarding policy not only because it was economical but because the cost of keeping student in boarding school could be used in building six days school the boarding school was not only unnecessary in these days of increasing number of people looking for school placement, but that boarding policy may also decrease juvenile cases in the state.
Bojuwoye (2019) stated that Kwara State following suit under the defunct civilian regime of AlhajiAdamu Atta was one of the states that implement the policy in the educational system some institution were recognized because they were considered either not to be necessary or are not in tune with reality of the time and should be phased out to give room for better programs. Among such school affected was the boarding school. The boarding system was first phased out in all the secondary schools of the states controlled by the defunct unity party of Nigeria (U.P.N), namely, Lagos, Oyo, Ogun, Ondo and Bendel State. The reason given for de-boarding schools were
I. To give the public the impression that there is free education in all the schools for if boarding fees are still changed political opponent might take it as an excuse for de-boarding free education.
II. With the cancellation of entrance examination, automatic admission into the secondary school is assured the primary school leavers. The population of secondary school student becomes so large that the need occurred to convert some hostel into classrooms and laboratories so as to accommodate the large intake of students.
III. To put a halt to student riot which normally stems from the complaint of poor qualify of food bought and served to student
Daniuma (2016) stated that Kano state was not left out in the deboarding exercise. In Kano state the exercise took effect from January 1982 affecting only nine thousand students. Whole girls and technical school were exampled. In giving reason for the deboarding of school in Kano state, the then commissioner of education, Dr. A.T Abdullahi gave the economic situation in the country as one. According to him, the de-boarding exercise would allow more universal primary education. (U.P.E) product gain admission into secondary schools as there were about fifty thousand pupils in the state on whom government had spent five hundred naira each per session for food alone.
This research realized from this that the desire to meet the growing demand for placement in schools as well as economic reason was paramount behind the policy of de-boarding by various government, knowing then the consequence behind the exercise (de-boarding) in terms of the types of student toproduce this research is looking into the effect of de-boarding exercise on the academic achievement of students in biology.
2.3.2 The De-boarding Controversy.
Those that were opposed to the policy of education hammered on the fact that boarding school would lead to a fall in academic standard of education Daily times September 6th 2016. Student who were opposed to the policy of education said they have enough time to read and consult their school mates when they cannot find solution to a problem, if they were in boarding school besides, the sight of student reading motivates others student to do the same. Parents who were against de-boarding believed that it were safer to board their children in the school. Some of the parent contended that boarding school shapes the children and direct his/her attention towards his primary goal, which is good academic performance.
Those in support of the educational policy contended that the merit of de-boarding far weight it demerit Bojuwoye (2016) writing in defense of Kwara state government on the educational policy enumerated the demerit of the boarding system. Boarding fees, he said was beyond the reach of many average people in Nigeria. Five hundred naira (500) is over and above much annual income at that time and concluded that it does not serve the interest of common many parent who supported the policy believed that they better control on their socialization principals of schools who should monitor the movement of student were becoming increasingly few.
The research realized from the history that there are a lot of controversial issues on the effect de-boarding. This is the reason for the research into the effect of de-boarding on academic achievement of student in secondary school biology.
2.4 The Importance of Teaching Biology.
Human being have always wondered about themselves, other organisms their world and space they have sought to explain things and to make use of what they learned.
Man himself is a living being and the more we know about life and living things in general the better we can understand our own bodies and how it works in the field of health, and disease, thus, biology is very important in the education of a medical personnel.
The study of biology is very important for the various agricultural sciences and the future large scale farmers can have improvement on 'crop yield'.
The application of biology to medicine and agriculture is manifested to reduce death rates from epidemic breakouts thus, leading to increase in world population.
Biology has also helped the community at large in the area of hygiene, so that communities are kept out as people maintain personal hygiene to avoid contacting disease with the above mentioned benefits derived from biology to the students to the future leaders and the society at large. The role of biology in our lives cannot be over emphasized, that is why it is of necessity to see that students do very well in this subject for a better tomorrow.
2.4.1 The Problem Facing the Teaching and Learning of Biology in Day and Boarding Secondary School in Nigeria.
Today the teaching of science most especially biology in our secondary school is at its lowest. Biology is being handed by untrained teachers and others facilities for the teaching of the subject are far from being adequate Isa (2014).
This had more or less influenced the performance of knowledge core of the students in biology. It appears that non science based principle do not often give enough attention to science teaching in their schools. Situation such as these have in no small measure hindered the performance as well as the interest of students in the learning of biology. Due to concentration on the theoretical aspect of biology at the expense of the practical areas, students are more exposed to the abstract form of the subject. Concentration on easy drawing from their text book create a sort of bore down among students in the learning of biology
To accomplish this, the teacher must think of the best possible method to be employed based on the objectives the effective materials to be used to enable him channel the lesson Lawal(2019) to the best advantage of the teacher Looking at the modern society and advance in science and technology, it become apparent on education for an era of rapid change to be different in character from that of the past. It is that traditional goal of science teaching were far an age no longer in existence. Young people should be educated for the world in which they presently exist therefore the purpose for teaching science generally and biology in particular needs to be defined in these terms. Our students most become capable through their studies to adapt to changes. Thus we must freely offer modern education not merely adding new subjects each year but by constantly re-thinking education in relation to the current of the science.
2.5 Implication of the Literature Reviewed on the Present Study
This study review literature dealing with the history of de-boarding school in Nigeria. The de-boarding controversy emphasizes importance of science to the nation development; history of education in Nigeria; problems facing teaching and learning of biology. The aim of the present study is to in cooperate major finding and short coming of other literature reviewed with a view to improving situation.
2.7 Overview of Related Studies on De-boarding System
A study conducted by Vrato (2013) indicated that 75% of the respondents in the questionnaire were not in support of de-boarding secondary school system of education, reasons advanced were that de-boarding encouraged truancy, juvenile delinquency and other acts of indiscipline. Also, it made students less serious with their studies. She extended that most of her respondents viewed that education is a right of every child, de-boarding was necessary except for the manner in which the policy was introduced. In her findings, she also stated that majority of parents; staff and students agreed that de-boarding increase financial expenses on students’education and cause poor academic performance of students as it is completely disorganized, with students missing a lot of lessons at the beginning of every term.
She also stated in her findings that parents, staff and students shared the view that there was lack of library services within the de-boarding schools, most of the books in circulation are old and outdated and students would not have time to read at home and from this findings, the researcher deduced that de-boarding schools system contribute greatly to poor academic performance of students.
A study conducted by James (2015) on de-boarding exercise in secondary schools in Kogi State of Nigeria revealed that 80% of the respondents agreed that students in day secondary schools had to fend for themselves beside the problem of accommodation, fending and trekking a long distance which affect their academic performances when compared with the boarding schools system.
James further stressed in his study that those who did not agreed that de-boarding generated hardship on students in boarding schools were that students in boarding schools do not get enough food in terms of quality and quantity to eat and also being character pollution of the Junior Students by the senior students which in tune affect the academic achievement of boarding school students.
Abdulrazaq (2016) conducted a research work on effect of de-boarding and day school system revealed in his findings that keeping male students in boarding houses is no more and easy practice. He stated that 75% of the respondents supported that day male students perform academically better than their counterparts, reason being that, living together of day school students provides a better form of social moral understanding of life. Security by the parents, they are not allowed to sneak out at night attending parties and discos, all these contribute to their better academic achievement which boarding male students lack.
According to Faleke (2015) in his finding on a research work on de-boarding of secondary schools in Kaduna state, indicated that 78% of the respondents observed that de-boarding system of education makes the students suffer by walking long distances to the school and the system is too much a burden on the part of the parents and show poor academic performance. Other reasons given was in respect to gender sensitivity, they observed that females in day school system perform poorly in academic when compared to female in boarding school system, the reason is as a result of negative toll home chores such as cooking, washing among others here in their performance. He also revealed in his findings, that low academic performance of day students is attributed to lack of trained and qualified teachers in certain subject areas such as biology, chemistry, physics, mathematics and English language. Others are lack of materials, and school facilities such as libraries, science laboratories and equipment, classrooms, etc.
2.8 Summary
The related literature cited in this work made known the following. There was strong opposition to the policy of de-boarding of school at the inception of the exercise but later gained support with reason that boarding system was not only unnecessary in these days of increasingly in these days number of people for school placement but de-boarding may reduce juvenile cases.
Parent and teachers who opposed the policy capitalized on the fact that de-boarding exercise would lead to a fall in educational standard however, people counted this view by saying the merit of de-boarding exercise are more than its demerit after providing that it will not lead to fall in educational standard.
Biology which is an integrated part of science help us to understand ourselves and other living component of our environment for example, child social development aided by genetic factors alongside with training he receive
from family, peer group and school.
Western education which was brought into the country by Christian missionaries was fast accepted in the south than in the north; it started with teaching student for certain hours of the day after which they go back to their various homes (day school system) but later started providing accommodation inside the school for student in addition to instruction given for the period of their secondary school system.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
The focus of this study is to investigate the effect of de-boarding exercise on academic performance of senior secondary school students in biology from SabonGari local government area of state. In this chapter the methodology used for the collection of data in the study is discussed. The chapter is presented in the following format;
· Research design
· Population of the study
· Sample and sampling techniques
· Research instrument
· Data collection procedure
· Data analysis
3.2 Research Design
The research designed for this study is comparative research design. This involved collecting standardized data of WAEC result from the schools. The two groups that are involved in this study are boarding secondary school students and day secondary school students offering biology in the selected schools at the senior secondary school level in SabonGari Local Government Area of Kaduna State.
3.3 Population of the Study
The population of this study consists of all senior secondary school students from SabonGari local government area of Kaduna state who passed out between: 2017-2022. The total number of secondary school in this area is forty four.
All the schools in the population are offering biology as one of their subject at the secondary school classes
There is total number of forty four (44) governments owned Senior Secondary School in Zaria Educational Division; from these schools the sample was drawn. Of these forty four schools; thirty two (32) operate as Day Schools while twelve (12) operate as Boarding Schools
3.4 Sample and Sampling Technique
For the purpose of selecting the sample for the study, random technique was used to select the schools; four secondary schools were selected from the study zone. These were two boarding schools and two day schools out of the forty four secondary schools in the division. The schools selected are single male and female. The details of the selected schools sample are as follows;
i. Government girls secondary school, Zaria (girls only and boarding)
ii. Government girls secondary school, DogonBauchi (girls only and day)
iii. Barewa college (boys only and boarding)
iv. Government secondary school chindict (boys only and day).
The result of the twenty five students were randomly selected from each selected school for five years running, which is between, 2017-2022. A total number of one hundred students were thus selected out for each year using Simple Random sampling. A total number of five hundred students were taken for the five years out of eight hundred and ninety three (893) S.S III biology students who sat for the examination. Table 3.1 is a summary of the sample for the study.
TABLE 3.1 Samples for the Study.
The numbers of boarding students in the study are 407 while the numbers of day students are 486, the ratio of boarding to day is approximately 1:1.
3.5 Research Instrument
The purpose of this study is to determine the effect of de-boarding system on academic achievement of student in biology at senior secondary school.
A standardized instrument (WAEC, SSCE result) was used in arriving at students score by WAEC and only cumulative grade were used. There was no need to design one, the scores are already standardized hence it is valid and reliable. The results were collected for a period of five years running from2017-2022 from each of the school selected. See appendix for details.
3.6Data Collection Procedure
The biology scores from 2017-2022 WAEC Examination taken by 893 students from the schools selected were recorded and collected for analysis. Based on the selected number of the students 407 are found to be boarding and 486 students are found to be day. The data was collected through the selected secondary schools after collecting a permission letter from the Education Zonal Inspectorate Division, Zaria. These letters were taken to the various school principals and the principals directed the researchers to the school examination officers who then gave the broad score sheet sent from WAEC office to them and the results were extracted. See appendix for details of the results.
3.6Data Analysis Procedure
The data collected for the purpose of this study was used to test the entire hypothesis stated in chapter one, each of the hypothesis is related with the description of statistical technique for testing each.
HO1
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding students in senior secondary schools selected for the study.
T-test statistic was used to test the significant differences if any between the scores of boarding and day students. The probability level of retaining or rejecting the whole hypothesis is at p < 0.05.
HO2
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding male students in the secondary schools selected for the study.
T-test statistic was used to test the significant difference if any, between boarding and day male student. The probability level of retaining or rejecting the null hypothesis is at p < 0.05.
HO3
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding female students in the secondary schools selected for the study.
T-test statistics was used to test the significant differences if any, between boarding and day female students. The probability level of retaining or rejecting the null hypothesis is at p < 0.05.
CHAPTER FOUR
DATA ANALYSIS, DISCUSSION OF RESULT
4.1 Introduction
In this chapter, the data collected for the study was analysed. The data collected on biology score over five years for West Africa Senior Certificate Examination (WASCE) were analysed in this study
4.2 Data Analysis
The analysis of the biology scores over five years for West Africa SeniorCertificate Examination (WASCE) was to determine the effect of boarding schools and day schools in biology achievement over the duration of the study. The analysis was carried out using t-test as shown in the tables.
Null hypothesis one
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding students in the secondary schools selected for the study.
TABLE 4.1: Summary of t-test Scores for Biology Students in Boarding and day Schools.
|
School type |
N |
|
STD. DEVIATION |
DF |
T-Cal |
p |
Remarks |
|
Boarding |
250 |
52.92 |
12.373 |
98 |
10.301 |
0.00 |
*Significant |
|
Day school |
250 |
42.98 |
8.725 |
*Significant at p < 0.05
From the analysis in table 4.1 t-cal is 10.301 with p-value 0.00. This shows there is significant difference. Therefore the result of the mean score of the students in table 4.1 revealed that boarding students have higher mean score than students in day schools. This is indicated with t-cal value of 10.301 at a probability level of 0.05, p-value was found to be 0.00. By implication, the null hypothesis is therefore rejected. In essence performances of boarding students over the years is significantly better than those of day secondary students in the schools selected.
Null hypothesis two
There is no significant difference in the academic performance of students in biology at SSCE between day and boarding male students in the secondary schools selected for the study.
This hypothesis was tested using t-test of statistics. The scores of the male students were compared between the boarding and day students. The result is presented in table 4.2
TABLE 4.2: Summary of t-test Scores for Male Boarding and Male Day Students in Biology
|
School type |
N |
MEAN |
STD. DEVIATION |
DF |
T-Cal |
p |
Remarks |
|
Boarding |
125 |
52.12 |
11.12 |
248 |
10.288 |
0.00 |
*Significant |
|
Day school |
125 |
45.44 |
9.631 |
*Significant at p < 0.05
The table 4.2 revealed that the performance of male boarding students was significantly better than that of day students. The calculated t-cal is 10.288 at 248 degree of freedom, the observed probability value is 0.00 (p<0.05), this means that the null hypothesis of no significant difference in the academic performance of students in biology SSCE between day and boarding male students in secondary schools selected is rejected. The implication here is that there is a difference in the performance in biology between male boarding students when compare with male day students. The boarding male students performed better i.e. their mean score is 59.12.
Null hypothesis three
There is no significant difference in the performance of students in biology at SSCE between day and boarding female students in secondary schools selected for the study.
This hypothesis was tested with the female students who were involved, there type of schools are independent variable. The t-test procedure use is summarized in table 4.3 below.
TABLE 4.3: summary of t-test Scores for Female Boarding and Female Day Students in Biology
|
School type |
N |
MEAN |
STD. DEVIATION |
DF |
T-Cal |
p |
Remarks |
|
Boarding |
125 |
46.72 |
10.082 |
248 |
5.668 |
0.00 |
*Significant |
|
Day school |
125 |
40.52 |
6.922 |
*Significant at p < 0.05
The table 4.3 revealed that the female boarding school students were significantly better in their performance than the female day school students within the coverage of the study. This could be deduce from an observed t-cal value of 5.668 and a probability level of significant of 0.00 (p<0.05). By this observation, the null hypothesis that states that there is no significant difference in the performance of students in biology at SSCE between day and boarding female students in the senior secondary schools selected is therefore rejected. The implication of this observation is that de-boarding exercise has adverse effect on performance in biology among female students in SabonGari Local Government Area of Kaduna State, as those in boarding performed much better, i.e. mean score for boarding is 46.72 while that of day is 40.52.
4.3Summary of Findings
From the finding, it is obvious that students in boarding system of education from the schools selected performed better than their counterparts in schools operating day system of education. Also boys in boarding school system performed equally better than the boys in the day school system of education likewise female students from boarding school system performed better than their female counterparts in day school system of education.
4.3Discussion of the Result
From the data collected and analysed, it has been observed that the t-cal value is 10.301 at p<0.05, p-value is 0.00 from table 4.1, Hence there is a significant difference in the mean scores of boarding and day students’ academic performance in senior secondary school WASCE Biology. This means boarding students performed better.
This agrees with the findings of Vrato (2014) that boarding school system enhance vibrant academic performance as there is well organised library services and organized programme in which students don't miss their lessons. And this disagrees with the finding of Abdulrazaq (2016) that day students perform academically better than the boarding students reason being that, living together of day school students provide a better form of social and moral understanding of life which aid them in doing well in their academics.
Data collected and analysed in table 4.2 shows result that the t-cal value calculated is 10.288 at ps0.05, this means there is a significant difference between the mean scores of male boarding and male day students in WASCE biology of the years selected. The mean score of male boarding students is higher than the mean score of Male day students.
This agree with the findings of Faleke (2015) that because of well trained and qualified teachers in all subject areas in boarding school and untrained and unqualified teachers in day school makes the boarding male students perform academically better than their counterparts in day school systems. And disagrees with Abdulrazaq (2016) that day male students perform academically better thanthe boarding male students as they are not allowed to sneak out at night attending parties and discos by their parents but boarding male students sneak out to parties with their friends and this affect their academic performance.
Lastly, looking at the result from table 4.3, the t-cal value calculated was 5.668 at ps0.05 which indicate that there is significant difference in the boarding and day female student academic performance in WASCE biology i.e. boarding female students academic performance is better than day female students.
This agrees with the finding of James (2015) that female boarding students tend to perform academically better than female day school students as the female day school students trek a long distance to school which affects their academic performance when compared to the boarding female students. And also in lines with the finding of Faleke (2015) that females in day school system perform poorly in academic as a result of negative toll home chores such as cooking, washing among others have on their performance.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
The focus of this chapter is to summarize the whole study, outline the major findings and suggesting recommendations that emanate from the study. The limitations of the study are also outlined and suggestions for further studies given.
5.2 Summary
This study was carried out to find the effect of de-boarding exercise on the learning of biology in secondary schools in SabonGari Local Government Area of Kaduna State and to guide the study, research questions were formulated and hypothesis to answer the research questions were stated.
Four schools made up of two (2) boarding and two (2) day were selected from the total number of forty four (44) senior secondary schools in SabonGari Local Government Area, zonal education inspectorial division, Zaria. And a standardized instrument (WASCE results) was collected and only cumulative grades were used.
The data was collected from the selected secondary schools after collecting the permission letter from the Education Zonal Inspectorate division, Zaria to the principals of the selected schools then the data was used to test all the hypotheses states in chapter one using statistical technique of t-test and the probability level of retaining or rejecting the null hypothesis was at P<0.05.
5.3 Conclusion
The analysis of the results of data obtained from the study showed that there exist significant difference in the academic performance of boarding and day students in senior secondary school WASCE Biology with the boarding school students performing better than the day school students.
The result of the findings also showed that there is a significant difference in the academic performance of male boarding and male day students in the senior secondary school WASCE biology with boarding school male students performing better than the day school male students.
Lastly, the result of the findings also showed that, there is a significant difference in the academic performance of female boarding and female day students in the senior secondary school WASCE biology with female day students. Therefore, boarding system of education enhanced secondary school students' academic performance in biology.
5.4 Implication
The above stated finding of this study has shown that there is a great difference in the academic performance in biology among senior secondary school students from boarding and day school. The academic performance of male boarding students is better than academic performance of male day students. The female boarding student academic performance is better than the day female students.
All the three hypotheses stated and tested in the study were rejected thus indicating that students from boarding schools perform better academically in biology at the senior secondary school WASCE examination than those from day schools.
The environment in which educational teaching and learning process is taking place is one of the factors responsible for better performance among students in Biology generally and in particular, thus enabling environment has to be provided to enhance proper understanding of Biology. This is probably why fletcher (2016) stated that if Biology teaching is to have its true value, the tools of the trade must be provided, the environment, the apparatus should be sufficient and the right first aid should be correctly and properly taken care of. Also, the result on gender difference as shown in the study indicates that both male and female in boarding schools performed equally well.
5.5 Recommendation
Based on the findings from the study, the following recommendations are made:
1. Government action on de-boarding schools system should be stopped as the findings of this study have shown that boarding system enhanced students' performance in science and Biology in particular.
2. Government should make funds available to the ministry of education and appropriate quarters for conversion of existing Day Secondary Schools to Boarding Secondary Schools.
3. In areas where there is not enough funds for conversion of day schools to boarding schools, school authorities should make effort to get accommodation for students very close to the school environment.
4. Private enterprises should be invited to operate accommodation systems near day schools to supplement government efforts towards de-boarding of Day Secondary Schools who cares for the students.
5.6 Suggestions for Further Study
The following suggestions are made for further studies
1. Similar research should be done to find out if physical facilities in terms of teaching equipment’s have any effect on the academic performance between de-boarding and day senior secondary school students performance in any of the science subjects.
2. Researchers should be directed towards ascertaining the implication of the social-economical and environment status of the learners and how this has effect on their academic performance especially in the sciences and biology in particular in boarding and day schools.
3. This study should be replicated to cover a wider area for example more states in Nigeria.
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Abdulrazaq, A. (2016). Influence of Home on Academic achievement of students. M.Ed Thesis. Faculty of education, A.B.U, Zaria Nigeria.
Aktamis, H. (2018). The effect of scientific creativity, science attitude and Academic Achievement.Asia- pacific forum on science learning and teaching. http://www. Led.edu. like /aptst/va issue laktasi2 htm.
Alele, W.G. (2011). Measures to overcome obstacles of equality of access of female student in science: A paper presented to the UNESCO meeting of Experts on participation of women in education.
Baiye, J. (2013) "the Governor gives reasons for de-boarding" Daily trust January 13.
Bello, M.A (2017). Bad Impact of De-boarding school Activities on proper learning of science publisher by Dunamis press Ltd.
Bojuwoye, O. (2019) the demerits of boarding system in secondary school New Nigeria October 19th.
Brown, E.O. (2012) Achievement tests assesses on mastery of academic performance. Journal of Research in Science Teaching. 36 (3) 387-405.
Danjuma, M. (2016) "the Governor gives reasons for de-boarding in Kano" New Nigeria September 6th.
David C. O. (2014). The Home and the school" M.c Gibbon and Kec, London Eden, W. (2004). The Merits and Demerits of day school system owerri: versatile printers.
Emmanuel, W. O and Jonathan, F. O. (2013) motivation on student's academic achievement and learning outcome in biology among secondary school in Nigerian. Journal of Research in Science Teaching 46. (3) 489-492 retrieved from http://www. inter science. Willy. Com journal.
Ezeliora, B. (2014). Innovative programme to counter Gender in science among senior secondary school students. Proceedings of the 43th STAN annual conference.
Faleke, M.O. (2014). De-boarding of post primary institution in Kaduna state, problems and prospects .P.G.D.E Thesis Institute of Education, A.B.U, Zaria Nigeria.
Fletcher, S. (2016) "Biology as a concept" WillstonJova and Kuriel, 4* edition linkoton press. India.
Ifeyanu, J. (2017) History of science education in Nigeria. Yaba Macmillan Nig Ltd.
Inuwa, E. (2015) Home and science.Harper and Row publisher Jlv Ibadan Isa, U. (2004) unskills Human resource and failure in academic standard of education in Nigeria.Journal of the STAN 31 and 274-81.
James, P. (2015) Effect of day school System. Nuel Cent (Nig) publishing Company.
Jerome, M. (2014). The Effect of De-boarding System of Secondary Education on Academic Achievement of students in Irepodun local Government Area of Kwara state, NigieraM.Ed thesis faculity of education A.B.U, zaria
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Mackeen, K. (2015) "Biology as a living study" London university of London press.
Mwabueze R. (2011) "Need for educational facilities. Journal of science educationOgon, 'C. (2005) "commissioner gives reasons for fall of academic standard in day school system" daily times, September 13,2010.
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Taiwo, R. (2015) Need for more Day Secondary Schools in Northern Nigeria. Journal of STAN 19(2)9-12
Vrato, W. (2013) Effects of De-boarding System. P.G.D.E Thesis science education faculty of education A.B.U, zaria Nigeria.
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William, J.K (2016) Advantages and Disadvantages of boarding school system.Journal of Southern Education Research 57 (1) 4 Retrieved from: http:llwww. Jser. Org/pdf/vol57/57-053.pdf.
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Wolferden, J. (2013) Quality of boarding school student. New jersey; spectrum Books
Senior secondary WAEC examination score in biology for the year 2017/2018 from the four selected schools.
|
s/n |
School A (boys only) |
School B (girls only) |
School C (boys only) |
School D (girls only) |
|
1. |
80 |
55 |
55 |
35 |
|
2. |
70 |
45 |
45 |
35 |
|
3. |
65 |
70 |
35 |
35 |
|
4. |
55 |
35 |
55 |
35 |
|
5. |
55 |
40 |
55 |
45 |
|
6. |
65 |
35 |
55 |
40 |
|
7. |
65 |
40 |
35 |
35 |
|
8. |
70 |
35 |
55 |
35 |
|
9. |
70 |
60 |
45 |
35 |
|
10. |
65 |
45 |
45 |
45 |
|
11. |
80 |
35 |
45 |
35 |
|
12. |
65 |
40 |
35 |
35 |
|
13. |
60 |
45 |
35 |
35 |
|
14. |
60 |
45 |
40 |
45 |
|
15. |
60 |
45 |
40 |
45 |
|
16. |
65 |
40 |
45 |
35 |
|
17. |
65 |
55 |
60 |
45 |
|
18. |
70 |
45 |
45 |
35 |
|
19. |
65 |
45 |
35 |
35 |
|
20. |
65 |
45 |
40 |
35 |
|
21. |
70 |
65 |
45 |
55 |
|
22. |
70 |
35 |
35 |
40 |
|
23. |
55 |
35 |
35 |
40 |
|
24. |
55 |
35 |
45 |
35 |
|
25. |
75 |
35 |
35 |
55 |
APPENDIX B
Senior secondary WAEC examination score in biology for the year 2018/2019 from the four selected schools.
|
S/N |
School A (boys only) |
School B (girls only) |
School C (boys only) |
School D (girls only) |
|
1. |
65 |
60 |
70 |
40 |
|
2. |
70 |
55 |
45 |
35 |
|
3. |
65 |
40 |
55 |
35 |
|
4. |
65 |
40 |
55 |
35 |
|
5. |
70 |
55 |
50 |
40 |
|
6. |
70 |
35 |
35 |
35 |
|
7. |
60 |
40 |
45 |
45 |
|
8. |
60 |
40 |
45 |
45 |
|
9. |
60 |
35 |
55 |
45 |
|
10. |
75 |
35 |
35 |
35 |
|
11. |
75 |
60 |
40 |
40 |
|
12. |
50 |
60 |
40 |
45 |
|
13. |
80 |
35 |
45 |
50 |
|
14. |
75 |
40 |
55 |
50 |
|
15. |
60 |
45 |
50 |
34 |
|
16. |
55 |
35 |
65 |
35 |
|
17. |
55 |
60 |
75 |
35 |
|
18. |
60 |
60 |
65 |
35 |
|
19. |
55 |
55 |
50 |
40 |
|
20. |
70 |
40 |
50 |
35 |
|
21. |
75 |
50 |
35 |
35 |
|
22. |
70 |
35 |
60 |
40 |
|
23. |
65 |
40 |
45 |
40 |
|
24. |
60 |
35 |
45 |
40 |
|
25. |
80 |
35 |
40 |
40 |
APPENDIX C
Senior secondary WAEC examination score in biology for the year 2019/2020 from the four selected schools
|
S/N |
School A (boys only) |
School B (girls only) |
School C (boys only) |
School D (girls only) |
|
1. |
60 |
50 |
60 |
40 |
|
2. |
60 |
45 |
60 |
40 |
|
3. |
45 |
50 |
50 |
40 |
|
4. |
70 |
50 |
50 |
40 |
|
5. |
80 |
45 |
50 |
55 |
|
6. |
75 |
40 |
45 |
35 |
|
7. |
75 |
40 |
40 |
40 |
|
8. |
60 |
35 |
35 |
40 |
|
9. |
50 |
45 |
35 |
35 |
|
10. |
45 |
45 |
40 |
35 |
|
11. |
40 |
45 |
40 |
50 |
|
12. |
65 |
50 |
65 |
45 |
|
13 |
65 |
55 |
75 |
35 |
|
14. |
55 |
65 |
50 |
35 |
|
15. |
60 |
65 |
35 |
40 |
|
16. |
60 |
50 |
40 |
45 |
|
17. |
75 |
70 |
40 |
45 |
|
18. |
65 |
70 |
50 |
35 |
|
19. |
65 |
70 |
50 |
35 |
|
20. |
65 |
55 |
35 |
40 |
|
21. |
65 |
50 |
35 |
55 |
|
22. |
70 |
45 |
45 |
40 |
|
23. |
45 |
35 |
65 |
45 |
|
24. |
50 |
45 |
70 |
35 |
|
25. |
50 |
60 |
45 |
35 |
APPENDIX D
Senior secondary WAEC examination score in biology for the year 2020/2021 from the four selected schools
|
S/N |
School A (boys only) |
School B (girls only) |
School C (boys only) |
School D (girls only) |
|
1. |
40 |
35 |
40 |
35 |
|
2. |
55 |
35 |
35 |
35 |
|
3. |
35 |
45 |
35 |
35 |
|
4. |
35 |
65 |
35 |
40 |
|
5. |
40 |
45 |
40 |
40 |
|
6. |
45 |
45 |
35 |
35 |
|
7. |
60 |
45 |
50 |
35 |
|
60 |
60 |
50 |
50 |
50 |
|
9. |
55 |
65 |
35 |
35 |
|
10. |
55 |
65 |
35 |
40 |
|
11. |
55 |
40 |
35 |
40 |
|
12. |
35 |
35 |
35 |
40 |
|
13 |
35 |
35 |
40 |
35 |
|
14. |
45 |
35 |
40 |
35 |
|
15. |
45 |
35 |
34 |
40 |
|
16. |
50 |
40 |
35 |
55 |
|
17. |
50 |
40 |
50 |
65 |
|
18. |
70 |
40 |
50 |
35 |
|
19. |
65 |
40 |
45 |
35 |
|
20. |
45 |
55 |
35 |
40 |
|
21. |
35 |
45 |
35 |
35 |
|
22. |
55 |
60 |
40 |
55 |
|
23. |
50 |
35 |
35 |
40 |
|
24. |
50 |
35 |
35 |
35 |
|
25. |
50 |
40 |
40 |
35 |
APPENDIX E
Senior secondary WAEC examination score in biology for the year 2021/2022 from the four selected schools
|
S/N |
School A (boys only) |
School B (girls only) |
School C (boys only) |
School D (girls only) |
|
1. |
45 |
60 |
50 |
45 |
|
2. |
50 |
50 |
45 |
40 |
|
3. |
60 |
45 |
50 |
40 |
|
4. |
65 |
45 |
35 |
50 |
|
5. |
65 |
50 |
40 |
50 |
|
6. |
65 |
45 |
40 |
40 |
|
7. |
60 |
40 |
40 |
35 |
|
8. |
40 |
60 |
35 |
40 |
|
9. |
65 |
60 |
55 |
35 |
|
10. |
60 |
45 |
50 |
35 |
|
11. |
60 |
45 |
50 |
40 |
|
12. |
45 |
50 |
45 |
45 |
|
13 |
45 |
50 |
40 |
60 |
|
14. |
50 |
40 |
55 |
35 |
|
15. |
50 |
50 |
55 |
35 |
|
16. |
40 |
65 |
35 |
55 |
|
17. |
40 |
60 |
35 |
50 |
|
18. |
50 |
45 |
45 |
60 |
|
19. |
65 |
45 |
40 |
45 |
|
20. |
60 |
60 |
50 |
55 |
|
21. |
65 |
50 |
35 |
35 |
|
22. |
70 |
50 |
55 |
35 |
|
23. |
70 |
60 |
60 |
40 |
|
24. |
65 |
45 |
55 |
40 |
|
25 |
40 |
50 |
45 |
45 |
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