CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education, as a social representation, has always included, directly or indirectly, market trends and dominant ideology's changes, attitudes, and interrelationships. Social change, class differentiation, and conceptions of the role of the teacher as well as the student in academic accomplishment and failure have all been articulated in many ways throughout educational systems, each with its own set of dimensions (Panagiotis and Efstratios, 2011).

According to Boit, Njoki, and Chang'ach (2012), the objective of education is to empower individuals with the tools they need to transform their society and reduce inequality. Secondary school education, in particular, is an essential area in national and individual development. It is critical in developing a country's human resource base, which has many concerned about the high rate of academic failure among secondary school pupils in Nigeria (Achoka, Odebero, Maiyo and Mualuko, 2007).

Cognitive performance of learners is one of the markers of the quality of education offered (UNESCO, 2005). Students' performance in secondary school Social Studies in Nigeria has been a source of worry for all stakeholders (Ajagun, 2000). Ojerinde's (1998) study on a survey of applicants' performance in Social Studies in Nigeria throughout the years demonstrated a clear failure. This recurring failure has long concerned Social Studies educators, school administrators, parents, and students (Nnaka and Anaekwe, 2004).

According to Yusuf and Adigun (2010), the performance of pupils in Social Studies has always piqued the interest of the government, educators, parents, and society at large. It has been demonstrated that professors have a significant impact on students' academic progress in Social Studies. They play an important role in educational achievement since teachers are ultimately accountable for converting policy into action and principles based on practice during interactions with pupils (Afe, 2001).

Personal success or failure of a student is determined by his or her own passion, dedication, and level of studiousness. Of course, studying is an art, and as such, it needs practice. Some students study more yet accomplish less. Others study less but accomplish more. Each student's success is unquestionably dependent on his or her skill, intellect, and effort. Without a doubt, consistent study habits have their own benefits in terms of academic accomplishment.

1.2 Statement of the Problem

Several academics have sought to investigate instructors' and students' perceptions of the causes of secondary school failure, leaving gaps that needed to be addressed. Prior research included many dependent variables and were done in various situations, which justifies the necessity for the present study.

Many schools in Nigeria, both public and private, use incompetent instructors and tutors who lack the academic ability and training required to convey information to their students. These professors, who should be catalysts for learning and supporting students' academic achievement, have become cogs in the wheel of academic growth in the Nigerian educational system.

Parents who are concerned about their children's and wards' underachievement in the junior secondary school Social Studies subject sometimes accuse the school administration for hiring under-qualified instructors with little or no teaching experience.

On the opposite end of the spectrum, teachers do not hold themselves accountable for students' failures in Social Studies and instead blame students for their lack of passion, dedication, and diligence. Against this context, the purpose of this study is to investigate instructors' and students' perceptions of the causes of failure in Social Studies in junior secondary school.

1.3 Purpose of the Study

The general objective of this study is to examine the perception of teachers and students on the causes of failure in Social Studies in junior secondary school. Other specific objectives of this study are:

1. To explore the effect of teachers’ qualifications on students academic achievement in Social Studies in junior secondary school.

2. To examine the relationship between students’ study habits and academic performance of students in Social Studies in junior secondary school.

3. To investigate the role of parental involvement in students academic outcomes in Lagos State.

4. To examine the effect of teachers’ experience on students academic performance in Social Studies in junior secondary school.

5. To find out the effect of instructional methods on students academic achievement in Social Studies in junior secondary school.

6. To highlight the causes and implication of students’ failure in Social Studies in junior secondary school.

1.4 Research Questions

1) Does teachers qualification has any effect on students’ academic performance?

2) What is the relationship between students’ study habits and academic performance of secondary school students in Social Studies in junior secondary school?

3) Is parental involvement a significant predictor of students’ academic outcomes in Lagos State?

4) To what extent will teachers’ experience affect students’ academic performance in Social Studies in junior secondary school?

5) What is the relationship between instructional methods and students academic achievementin Social Studies in junior secondary school?

1.5 Significance of the Study

Because Nigeria is still a developing country, it is hoped that the findings of this study would motivate various governments to offer a suitable atmosphere, teaching aids, and competent instructors for successful social studies education in secondary schools.

This study is important for education because it is believed that if secondary school social studies teachers understand the factors that stimulate the growth of interest in social studies, such knowledge may provide a foundation not only for popularizing social studies but also for humanizing the teaching of social studies.

Reorient kids who have a bad attitude toward social studies in high school. Assist the government in determining students' attitudes regarding social studies education in secondary schools. Serve as a foundation for other scholars conducting study on comparable issues confronting Nigeria's educational growth. Assist teachers and educational planners in learning how to solve difficulties related to students' attitudes about social studies coursework in secondary schools.

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