CHAPTER ONE

INTRODUCTION

1.1              BACKGROUND TO THE STUDY

When it comes to difficulties impacting secondary education in Nigeria, the first set of thoughts that spring to mind are degradation of standards, deterioration of facilities, examination malpractice, mass promotion syndrome, and the likes before anything else (Jane, 2001). This necessitates a thorough investigation and analysis aimed at instructing all stakeholders in the educational system on how their individual and collective activities have led to the deterioration of secondary education in Nigeria. Let's start with a definition of education. Education is derived from two Latin words: "Educare" and "Educere," the first meaning "to lead out" or "to bring out," and the second meaning "to raise" or "to elevate." Education is described by Whitehead (2002) as "the act of passing a society's culture from one generation to the next, the process by which the elder members of a community bring up the young." As a result, in order to effectively address the difficulties impacting the status of education in a developed nation like Nigeria, investments in technology that aid both knowledge acquisition and absorption must be made. The purpose of this study is to look at the issues that are impacting the quality of secondary education in Nigeria. A look at some of the secondary schools in the area. In Kogi State's Dekina Local Government Area. The importance of education cannot be overstated, particularly in Nigerian schools. As a result, Castles (2003) defines education as "what occurs to a man from the day he is born until the day he dies." Meanwhile, Websler (2006) defines education as the process of instructing or teaching pupils in order to improve their knowledge, skills, and character. Education is defined as a process of teaching, training, and learning, especially in schools or colleges, to enhance knowledge and develop skills, according to the 7th edition of the Oxford Dictionary. In human society, there are many different types of education. One of the most evident is public education. The society provides free public education to its residents, who are obligated to get enough education in order to become productive members of society (John, 2002). These definitions of education are relevant to the current condition of difficulties impacting secondary school education in Nigeria, as well as investor attitudes. One with a keen interest will be obliged to inquire as to what has truly gone wrong, given the magnitude of its impact on the system's output in terms of productivity and the degree of acceptability in the labor market and educational institutions, particularly outside the nation. However, the militating elements coming from test misconduct, insufficient facilities, and the indiscriminate mass promotion syndrome in schools are all militating causes (Claire, 2003). The causes might be linked back to the government's insensitivity to educational demands, government and commercial institutions' open support of poor productivity, and a lack of a work ethic among an increasing number of students. When we go back to the 1970s, we can see that Nigerian education was beneficial to society and the country as a whole, as opposed to the current state of secondary school. Society's challenges are constantly in the shape of issues that must be solved (Bill, 2004). Development economists have recognized differences in educational possibilities, as well as the form and distribution of education supply in relation to societal needs and ambitions, as one of the primary factors contributing to the development gap between wealthy and poor nations (Sam, 2003). Education instills information and skills that increase production and give a means of escaping poverty (Carl, 2006). It's no surprise, therefore, that the majority of the world's stable democracies today are located in nations that prioritize education and health as critical components of growth and development. The study's main goal is to analyze the difficulties that are hurting secondary school education standards. From the perspective of its role in the government's different poverty-reduction measures, as well as proposals for how the education sub-section might be repackaged to have a beneficial influence on the living standards of the Nigerian masses (Claret, 2005). To enhance secondary school standards, the government must be responsive to educational demands, and students should be encouraged to study hard by engaging skilled instructors (Websler, 2006). Our understanding of education will encompass training gained both within the four walls of schools and from outside sources.

1.2              STATEMENT OF THE PROBLEM

The value of education may be assessed by examining the society's aims and aspirations.

For example, it has been discovered that the following factors have a significant impact on the quality of secondary education in Nigeria:

i. Government indifference to educational needs i.e. a scarcity of required goods such as test books, lecture halls, and so on

ii. A lack of work ethic among an increasing number of students

iii. The indiscriminate mass promotion syndrome in schools.

iv. Examine misconduct, among other things

Despite the fact that the majority of schools lack adequate instructional facilities and staff. All of this has resulted in a decrease in the quality of secondary school education in Nigeria (Whitehead, 2002).

1.3              OBJECTIVES OF THE STUDY

The objective of this study is to look at the issues that are hurting the quality of secondary education in Nigeria. A case study of a few chosen secondary schools in Kogi State's Dekina Local Government Area. This research will look at some of the issues that are impacting secondary education in Nigeria.

1.4              RESEARCH QUESTION

The following are the main questions that this study aims to answer.

i. What are the opinions of senior secondary school students toward their school's teaching and learning?

ii. What are the parental attitudes that can have an impact on secondary school teaching and learning?

iii. What is the government's contribution to secondary education standards? iv. Can Nigeria's educational standards improve?

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