Project – Assessment of the factors responsible for the poor academic performance in public primary schools

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

ducation remains one of the most essential instruments for the social, political, and economic development of any nation. It is a vital tool for empowering individuals and societies, fostering innovation, and promoting national progress (Adebayo, 2017). Through education, people acquire knowledge, skills, and attitudes that enable them to participate effectively in societal development. Primary education, in particular, lays the foundation for lifelong learning and serves as the bedrock upon which higher levels of education are built. At this stage, children develop literacy, numeracy, and critical thinking skills that prepare them for future academic pursuits and productive citizenship.

In Nigeria, primary education is recognized as a crucial stage in the country’s educational system because it serves as the first formal contact between a child and organized learning. The Federal Government, through the National Policy on Education, emphasizes the importance of this level in promoting equal educational opportunities for all citizens (Federal Republic of Nigeria, 2013). However, despite its recognized importance, the academic performance of pupils in public primary schools across the nation has been on a steady decline. Reports have consistently shown that many pupils leave primary school without attaining basic literacy and numeracy competencies expected of them (Ogunleye & Alade, 2020).

Public primary schools in Nigeria were established to provide free, equitable, and quality education to children irrespective of their socio-economic background. The introduction of the Universal Basic Education (UBE) Programme in 1999 was aimed at improving access, retention, and learning outcomes among pupils. Nevertheless, two decades after its implementation, the expected improvements in academic achievement remain elusive (Federal Ministry of Education, 2021). Poor performance among pupils continues to be a major concern, particularly in public schools that serve the majority of children from low-income families.

Several studies have identified multiple factors contributing to this persistent problem. These factors include inadequate funding, shortage of qualified teachers, insufficient teaching materials, overcrowded classrooms, and low teacher motivation (Okoro, 2019). Additionally, socio-economic challenges such as poverty, malnutrition, and parental illiteracy further constrain pupils’ ability to learn effectively (Yusuf & Adedokun, 2020). The combined effect of these challenges has resulted in poor learning outcomes, high dropout rates, and declining educational standards across public primary schools.

In Lagos State, and particularly in Agege Local Government Area, the situation mirrors the national educational crisis. The state government has made commendable efforts to enhance the quality of basic education through teacher training programmes, school rehabilitation, and the provision of instructional materials. However, empirical evidence shows that many pupils in public primary schools in Agege still perform below expectations in core subjects such as English Language and Mathematics (Lagos State Ministry of Education, 2022). This suggests that infrastructural improvements alone are insufficient without addressing deeper pedagogical, motivational, and socio-economic factors that influence learning.

Globally, research evidence supports the notion that academic performance is influenced by both internal and external factors. Internally, school-based variables such as teacher competence, instructional quality, and classroom management play a pivotal role in determining pupils’ academic outcomes (Hanushek, 2020). Externally, family-related factors such as parental involvement, socio-economic status, and home learning environment significantly affect pupils’ motivation and cognitive development (Epstein, 2018). When these factors are weak or negative, they contribute to poor learning achievements and reduced academic performance.

Furthermore, global organizations such as UNESCO (2021) have identified the quality of school infrastructure, availability of learning materials, and teacher–pupil ratios as major determinants of educational effectiveness. Poorly equipped classrooms, large class sizes, and inadequate supervision compromise the quality of instruction and hinder individual pupil attention. These conditions are prevalent in many Nigerian public schools, leading to a learning environment that is unconducive for optimal performance. Addressing these issues requires a holistic understanding of the local context and the interplay of multiple determinants affecting learning.

Given these realities, there is an urgent need to assess the specific factors responsible for poor academic performance in public primary schools in Agege, Lagos. Understanding these factors will provide a contextual basis for designing effective interventions aimed at improving learning outcomes. The study, therefore, seeks to investigate how school-based, teacher-related, and home-related factors collectively shape the academic performance of pupils. Such findings will be invaluable to policymakers, education administrators, and teachers in formulating strategies that promote quality education and ensure that every child in Agege—and by extension, Nigeria—achieves foundational learning goals.

1.2 Statement of the Problem

Despite numerous educational reforms and interventions introduced by the Nigerian government to enhance the quality of basic education, the academic performance of pupils in public primary schools continues to show a persistent decline. Programmes such as the Universal Basic Education (UBE), teacher training workshops, and infrastructural rehabilitation were designed to improve teaching and learning outcomes across the country. However, the expected results have not been achieved, as learning outcomes remain alarmingly poor, particularly in reading, writing, and arithmetic—the foundational skills of education (Federal Ministry of Education, 2021). This persistent underperformance raises questions about the effectiveness of current educational policies and the factors that continue to undermine pupils’ learning achievements in public primary schools.

In Agege Local Government Area of Lagos State, the situation is particularly worrisome. Reports from the Lagos State Universal Basic Education Board (SUBEB, 2023) indicate that pupils in many public schools consistently perform below average in literacy and numeracy assessments. Teachers frequently attribute this problem to large class sizes that hinder effective instruction and pupil engagement. In many schools, a single teacher manages more than 50 pupils, making it difficult to give individualized attention or assess pupils’ learning progress adequately. Additionally, the shortage of instructional materials—such as textbooks, visual aids, and learning resources—limits the effectiveness of classroom teaching and reduces pupils’ interest in learning.

Another critical issue contributing to the problem is the low level of parental involvement in children’s education. Many parents in Agege, particularly those from low-income backgrounds, are either too busy with work or lack the educational background to support their children academically. As a result, children receive little or no encouragement to complete homework, read, or study outside school hours. The lack of home supervision and educational support has a detrimental effect on pupils’ academic motivation and performance (Yusuf & Adedokun, 2020). This situation is further compounded by poor communication between schools and parents, which prevents the establishment of a collaborative learning environment.

Furthermore, socio-economic challenges such as poverty, malnutrition, and unstable home environments play a significant role in the poor academic performance of pupils. Many children come to school hungry or fatigued, which affects their concentration and learning capacity (Ogunbiyi & Aina, 2019). In some cases, pupils are forced to engage in street trading or other menial activities after school to support their families, leaving little time for study or rest. Such conditions create an environment where learning becomes secondary to survival, ultimately impacting pupils’ academic outcomes and school attendance negatively.

Teacher-related factors also contribute significantly to the problem. Many teachers in public primary schools are demotivated due to poor remuneration, lack of incentives, inadequate training opportunities, and limited career advancement prospects. In some cases, teachers lack modern pedagogical skills or effective classroom management strategies that could foster better learning outcomes (Okoro, 2019). Additionally, weak school supervision and ineffective management structures further exacerbate the situation, as head teachers often lack the capacity to enforce accountability or monitor instructional quality consistently. This results in irregular teaching schedules, poor lesson preparation, and a general decline in classroom effectiveness.

Consequently, many pupils in public primary schools in Agege complete their primary education without acquiring the basic literacy and numeracy competencies required for progression to secondary school. This failure undermines the objectives of the Universal Basic Education programme and poses a serious threat to the nation’s human capital development. Unless the factors responsible for this persistent poor performance are identified and addressed, the cycle of educational underachievement will continue. Therefore, this study seeks to assess and analyze the specific factors responsible for the poor academic performance of pupils in selected public primary schools in Agege, Lagos State, with the aim of providing evidence-based recommendations for improving learning outcomes.

1.3 Objectives of the Study

The main objective of this study is to assess the factors responsible for poor academic performance in public primary schools in Agege, Lagos. The specific objectives are to:

1. Identify the school-based factors contributing to poor academic performance in public primary schools.
2. Examine the influence of teacher-related factors on pupils’ academic performance.
3. Investigate the role of parental involvement and socio-economic background in pupils’ academic outcomes.
4. Suggest possible strategies to improve academic performance in public primary schools in Agege, Lagos.

1.4 Research Questions

The study will address the following research questions:

1. What are the major school-based factors responsible for poor academic performance in public primary schools in Agege?
2. How do teacher-related factors influence pupils’ academic performance?
3. To what extent does parental involvement affect pupils’ academic performance?
4. What measures can be implemented to improve the academic performance of pupils in public primary schools in Agege?

1.5 Research Hypothesis

The study is guided by the following hypothesis:

H₀₁: School-based factors have no significant effect on pupils’ academic performance.

H₀₂: Teacher-related factors do not significantly influence pupils’ performance.

H₀₃: Parental involvement has no significant relationship with pupils’ academic performance.

 1.6 Significance of the Study

The study is significant because it seeks to provide a deeper understanding of the persistent problem of poor academic performance in public primary schools, with a specific focus on Agege, Lagos State. By identifying and analyzing the factors responsible for the declining performance of pupils, the study will offer valuable insights that can guide educational stakeholders in developing data-driven solutions. Understanding the root causes of poor learning outcomes is critical for the effective formulation and implementation of policies aimed at improving basic education. The results will therefore serve as a foundation for evidence-based decision-making at both the local and state levels.

Secondly, the study will be highly beneficial to educational administrators and policymakers. Through its findings, administrators can pinpoint systemic weaknesses in public schools such as teacher shortages, poor supervision, inadequate funding, and insufficient learning materials. Policymakers can also use the evidence to design targeted interventions that address these challenges and promote a more conducive learning environment. In the long run, such interventions will not only enhance academic performance but also improve the overall quality of basic education in Lagos State and Nigeria at large.

Teachers, who are the direct implementers of the curriculum, will also benefit greatly from this study. It will help them reflect on how their instructional strategies, attitudes, and classroom management practices affect pupils’ motivation and performance. By identifying effective teaching techniques and emphasizing the importance of continuous professional development, the study will encourage teachers to adopt learner-centered approaches and innovative pedagogical methods. Furthermore, it will highlight the importance of teacher motivation and professional competence as key determinants of pupils’ academic success.

The study is also important for parents and guardians. It will shed light on the critical role of parental involvement in improving pupils’ learning outcomes. Many parents in public school settings are often unaware of the extent to which their support and participation influence their children’s academic performance. By emphasizing the importance of home–school collaboration, this research will encourage parents to become more actively engaged in their children’s education through monitoring homework, attending school meetings, and providing a supportive home learning environment.

In addition, the findings of this study will be valuable to the Lagos State Ministry of Education, the State Universal Basic Education Board (SUBEB), and other relevant agencies. The research will provide empirical evidence that can guide the planning and implementation of teacher training programmes, school infrastructure improvements, and community-based educational initiatives. Such efforts will contribute to achieving the objectives of the Universal Basic Education (UBE) programme and Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education for all children.

Finally, the study will contribute to the existing body of knowledge on educational performance in Nigeria and other developing countries. It will fill the research gap by offering a localized analysis of the factors affecting pupils’ achievement in public primary schools within an urban context. Future researchers can rely on the findings as a reference point for comparative studies or further investigations on educational challenges and reforms. Overall, the study’s significance lies in its potential to inform policy, improve teaching practices, foster parental participation, and ultimately enhance the quality and effectiveness of primary education in Agege, Lagos State, and beyond.

1.7 Scope of the Study

This research focuses on five selected public primary schools in Agege Local Government Area of Lagos State. It will assess factors such as teacher quality, instructional materials, classroom environment, parental involvement, and socio-economic conditions as they relate to pupils’ academic performance. The study period covers the 2023–2024 academic session.

1.8 Operational Definition of Terms

• Academic Performance: The level of achievement of pupils as measured by their grades, test scores, and overall learning outcomes.
• Public Primary School: Government-owned schools that provide free basic education to children aged 6–12 years.
• Teacher Factors: Attributes and behaviors of teachers, including qualifications, experience, teaching methods, and motivation, that influence pupils’ learning.
• Parental Involvement: The participation of parents or guardians in their children’s education, such as assisting with homework and attending school meetings.
• Socio-Economic Status: The social and economic position of a family, often determined by income, education, and occupation.

Project – Assessment of the factors responsible for the poor academic performance in public primary schools