TABLE OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgments
Table of contents
List of Tables
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Research Hypothesis
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework
Concept of Education
Concept of Secondary Education
Concept of Quality
Concept of Quality Assurance
Concept of Academic Performance
Theoretical framework
System Theory
Contingency Theory: Woodward (1985)
Review of Empirical Studies
Studies on the relationship between school leadership and students’ academic performance
Studies on the relationship between availability of teachers’ and students’ performance
Studies on the relationship between teachers’ professional development and students’ academic performance
Studies on the relationship between adequacy of facilities and students’ academic performance
Summary of the Literature Review
CHAPTER THREE: RESEARCH METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Summary of Major Findings
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY OF THE STUDY
Discussion of the Finding
Conclusions
Implications of the Study
Recommendations
Limitations of the Study
Summary
Suggestions for Further Studies
REFERENCES
ABSTRACT
This work focused on quality assurance as correlates of students’ academic performance in public secondary schools in Enugu education zone. The purpose was to find out the relationship between quality assurance and students’ academic performance. Correlational survey design was adopted to guide the study. Four research questions and two null hypotheses which was test at 0.05 level of significance guided the study. The population of the study which comprised 30 principals and 1772 teachers was 1802. The sample of the study was 180 using simple random techniques. Structured questionnaire was used to collect data. The instrument was validated with three experts, two in educational administration and planning and one in measurement and evaluation in the faculty of education, University of Nigeria, Nsukka. Twenty copies of questionnaire were trial tested in Udi education zone with the results of 0.85, 0.65, 0.76, 0.83 for Cluster A-D respectively and the overall result was 0.90. Direct delivery and retrieval method was used for data collection. Mean and standard deviation were used to answer research questions while the hypotheses were tested using t-test at 0.05 level of significance. Findings shows that School leadership to a great extent has a relationship to students’ academic performances. Further analysis showed that there is no significant difference between the mean rating of principals’ and teachers on the relationship between school leadership and students academic performance. Availability of teachers in school to a great extent influences the academic performance of students. Teachers’ professional development to high extent influence students’ academic performance. Also facilities should be made available in the school to enable the students’ perform in their examination. Based on the findings of the study, the following recommendations were made: Government should organize workshops and seminars for school administrators to upgrade their administrative techniques, More funds should be allocated to schools to enable them provide the needed facilities to enable the students perform better, Government should organize workshops and seminars for teachers to enable them developed professionally and among others.
CHAPTER ONE
INTRODUCTION
Background of the Study
Education has been described as the bedrock of every society and tool for nation building. It is also a means of preserving societal and cultural settings, plus the acquisition of skills that make members of the society useful to themselves and the society (Ehusani, 2002). Ehusani opined that the process of educating is to develop the cognitive, affective and psychomotor domain of individuals and groups in order to equip them with knowledge and skills necessary to survive and make the society progress.
Education is the development of knowledge, skill, attitude, ability or character with the purpose of making life worth living (Ani 2000). This means that wholistic development of individual and society can be achieved through the process of education. Ani opined that the most valuable means to acquire education is through teaching, imitation or training. Education is the process of inculcating norms and values of a society from the teacher to the learner with the aim of making them functional members of the society. Durkheim (2001) defines education as the influence exercised by adult generations on those that are not yet ready for social life.
The objective of education is to stimulate and develop in the learner; the physical, intellectual and moral abilities. These are demanded of him by the society for which he is specifically destined to be part of. Onwuka (2011) defines education as the process by which people are acclimatized to the culture into which they are....
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