CHAPTER ONE
1.0 Introduction
1.1 Background to the Study
In most countries as in Nigeria, curriculum is
developed to meet the national goals and objectives in the various fields and
stages of manpower needs and development. It is therefore pertinent to observe
that the introduction of the 6-3-3-4 system currently referred to as the 9-3-4
(9-Year Basic Education: Primary 1 to Junior Secondary 3; 3-Year Senior
Secondary Education and 4-Year Tertiary Education) educational system in
Nigeria had the goals and the operation of the system in line with the
country’s national education goals as highlighted in the National Policy on
Education. The Nigerian national educational goals which are derived from the
country’s philosophy and goals include, “the acquisition of appropriate skills
and the development of mental, physical and social abilities and competencies
as equipment for the individual to live in and contribute to the development of
the society” (Federal Republic of Nigeria (FRN), 2004:8).
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In order to realize fully the potentials of the contributions of education to the achievement of the national educational goals, emphasis is placed on the broad goals of secondary education which aim at preparing individuals for “useful living within the society and for higher education” (FRN, 2004:18). More specifically, the junior secondary curriculum provides for both the academic, sciences and pre-vocational subjects. The focus of the secondary education at the junior level targets the realization of the following goals, “to offer diversified curriculum to cater for the differences in talents, opportunities and future roles; to provide trained manpower in the applied sciences, technology and commerce at sub-professional grades, and to provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development” (FRN, 2004:17-19). These goal statements had guided the efforts toward the development of new curricula for the junior secondary education in basic science which include, “physics, chemistry, biology” (FRN, 2004:20).
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In order to realize fully the potentials of the contributions of education to the achievement of the national educational goals, emphasis is placed on the broad goals of secondary education which aim at preparing individuals for “useful living within the society and for higher education” (FRN, 2004:18). More specifically, the junior secondary curriculum provides for both the academic, sciences and pre-vocational subjects. The focus of the secondary education at the junior level targets the realization of the following goals, “to offer diversified curriculum to cater for the differences in talents, opportunities and future roles; to provide trained manpower in the applied sciences, technology and commerce at sub-professional grades, and to provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development” (FRN, 2004:17-19). These goal statements had guided the efforts toward the development of new curricula for the junior secondary education in basic science which include, “physics, chemistry, biology” (FRN, 2004:20).
1.2
Statement of the Problem
In
secondary schools, student’s performance in science related subjects has been
persistently poor. A few students perform well in Mathematics having 65.0% while
a good number of them perform poorly in Basic Science and Basic technology
having 20.0% and 15.0% respectfully. (This
is evidence in a research carried out by Oludipe, 2011 on effect of socio
economic status on academic performance of students; it was revealed in this
study that only few students perform well in science related subjects. The
reason for this disparity may not be unconnected with the variables inside and
outside school that affect students’ quality of academic performance.
These factors may be termed as student
factors, family factors, school factors and peer factors (Crosnoe,
Johnson & Elder, 2004). Among other
factors, peer factor was indicated as the major factor that influences
student’s academic performance (Crosnoe, Johnson & Elder, 2004).)The purpose of this study, therefore, was
to specifically determine, among others, the influence of peer group on
learning outcomes of junior secondary school students.
1.3
Purpose of the Study
The purpose of this research work is to determine,
the influence of peer group on learning outcomes of junior secondary school basic
science students in Obafemi Owode Local Government Area of Ogun State.
The study would attempt to establish the relationship between peer group influence on
the junior secondary school student’sattitudes and achievement in both private
and public schools.
1.4 Research Hypotheses
The following four null hypotheses were
tested in the study:
Ho1:
There is no significant difference of peer group influence between students’ attitudes
and achievement toward basic science students
Ho2:
There is no significant relationship between peer group age and academic
achievement of students in basic science.
Ho3:
There is no significant influence of peer group religion and academic achievement
of students in basic science.
1.5 Significance of the Study
The
significance of this study to the students, parents, school and the educational
development of the country cannot be over emphasized.
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