A COMPARATIVE ANALYSIS OF ACADEMIC PERFORMANCE OF PUBLIC AND PRIVATE JUNIOR HIGH SCHOOLS IN THE BASIC EDUCATION CERTIFICATE IN SEKONDI/TAKORADI

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1 A COMPARATIVE ANALYSIS OF ACADEMIC PERFORMANCE OF PUBLIC AND PRIVATE JUNIOR HIGH SCHOOLS IN THE BASIC EDUCATION CERTIFICATE IN SEKONDI/TAKORADI Harry Darko Bonsu Deparmen of Mahemaics &Saisics School of Applied Science Takoradi Polyechnic, GHANA ABSTRACT Educaional policies made in Ghana have always had qualiy as heir hallmark. Even hough qualiy has been he main aims of many reforms and policies, he desired qualiy has no ye been achieved. In his sudy, an aemp was made o esablish he many reasons why privae basic schools were doing considerably beer han public schools. The descripive research design was used in his sudy. Quesionnaire was he main ool used for he research. Convenience sampling echnique was used in selecing he sample. In all, 70 respondens were chosen for he research. This consised of all 10 head eachers of he 10 schools,3 eachers from each school brough he oal eachers o 30.In he case of he sudens 3 pupils were chosen by he researcher from each school. In all 30 sudens were chosen for he sudy. Daa was analyzed using frequencies, percenages, independen sample -es and one-way ANOVA. Resuls of he sudy revealed ha privae schools were beer resourced, had parens of pupils whose socioeconomic saus was higher and were more involved in heir children s educaion. Public schools had more professionally qualified eachers han he privae schools. Also eachers should improvise he eaching and learning resources which were no available in he schools o enhance he qualiy of educaion in boh privae and public basic schools in he counry BACKGROUND OF THE STUDY According o Nelson Mandela Educaion is he mos powerful weapon which you can use o change he world. Educaion in is general sense is a form of learning in which he knowledge, skills, and habis of a group of people are ransferred from one generaion o he nex hrough eaching, raining or research. We have wo ypes of educaion in he world which is formal and informal educaion, formal educaion includes Curriculum, Preschools, Primary schools, Secondary schools, Alernaive educaion also known as Non-radiional educaion, special educaion and vocaional educaion and informal educaion includes Auo didacicism, Indigenous and Educaion hrough recreaion. In his sudy our aenion will be focused on Junior Secondary school which is now known as Junior High school in Ghana. In Ghana, Ghanaian children begin heir educaion a he age of hree or four saring from nursery school o kindergaren, hen elemenary school (Primary school), high school (Junior High School and Senior High School) and finally universiy. The average age a which a Ghanaian child eners primary school is 6 years. Ghana has a 6-year primary school educaion sysem beginning a age six, and hey pass on o a 3-year Junior High School sysem. A he end of he hird year of Junior High, here is a mandaory "Basic Educaion Cerificae Examinaion". Those coninuing mus complee he 4 -year Senior High school program (which has been changed o hree years) and ake an admission exam o ener any Progressive Academic Publishing, UK Page 21

2 universiy or eriary programme. The Ghanaian educaion sysem from nursery school up o an undergraduae degree level akes 20 years. In Ghana, we have a oal of 5955 Junior High Schools (JHS) comprising of 1589 privae and 4366 public schools. Junior High School sars righ afer Primary 6, i has a differen name as compared o oher counries, and some counries call his sage eiher Junior High School or middle school. In America his sage sars in Grade 6 bu in Ghana i sars when you are in Grade 7. The able below will help in undersanding how his works; Table 1 High School Junior High School 7 h Grade JHS 1 8 h Grade JHS 2 9 h Grade JHS 3 Source: Wikipedia.org (2014) The Junior High School is he enry sage for a comprehensive Senior High School raining in vocaional, echnical, agriculural and general educaion. A good performance a his level mus herefore be seen as he preparaory sage of educaion and he deermining enry poin ino furher levels of educaion in Ghana. Such performance is measured hrough exernally supervised examinaions conduced by he Wes African Examinaions Council on behalf of he Ghana Educaion Service called he Basic Educaion Cerificae Examinaion (BECE). Selecion and placemen of pupils o Senior High Schools and Technical/Vocaional Insiues are based on pupils performance a he Basic Educaion Cerificae Examinaion (BECE). Resuls from he Basic Educaion Cerificae Examinaions (BECE) are he yardsick for he measuremen of qualiy educaion a he basic level by many parens in Ghana. Poor performance in his area herefore becomes a grea source of worry o majoriy of Ghanaians. Mos Junior High Schools are privaely owned and are said hey are he bes way o earn a BECE cerificae. Junior High Schools run by he governmen lack many educaional faciliies ha enable sudens o undersand wha hey are being augh in he classroom and as a resul of his, mos public schools do no wrie French and I.C.T in he examinaion. Sekondi-Takoradi Meropolian Assembly is one of he Tweny-wo (22) Disrics in he Wesern Region. The Mero is bounded o he Norh by Mpohor-WassaEas, o he Souh by he Gulf of Guinea, Wes by Ahana Wes Disric and o he Eas by Shama Disric. I has a oal land area of 219km², wih Sekondi as he adminisraive headquarers. The meropolis is locaed on he wes coas; abou 280km wes of Accra and 130km eas of La Coe D`voire. I is hus sraegically locaed considering is closeness o he sea and he airpors and accessibiliy o major ciies by rail and road. Saemen of he problem Academic performance of sudens in he Basic Educaion Cerificae Examinaion (BECE) has received much aenion of lae in he Ghanaian educaional sysem. A he beginning of every academic year when BECE resuls are released, educaional sakeholders raise a lo of concerns abou he falling performance of sudens. In Ghana, public Junior High Schools are hree imes he size and also have he highes number of suden han he privae Junior High Schools. Currenly more privae Junior High Schools are emerging and are performing beer in he Basic Educaion Cerificae Examinaion and mos of he parens are aking heir wards from public JHS o privae JHS on he basis ha privae JHS provide qualiy educaion, have Progressive Academic Publishing, UK Page 22

3 good supervision, high parenal commimen, moivaion and good mehodology leading o he commimen of kids in heir educaion han public JHS. Objecives of he sudy i. To examine he academic performance of suden`s by comparing he Basic Educaion Cerificae Examinaion (BECE) of some seleced public and privae Junior High Schools. ii. To invesigae he facors accouning for he suden s performance in he Basic Educaion Cerificae Examinaion (BECE) in Junior High Schools. iii. To find ways o improve he academic performance in Junior High Schools. Research hypohesis i. H 0 : The academic performance of suden`s across he various schools do no differ. H 1 : The academic performance of suden`s across he various schools differ. ii. H 0 : Paren socio-economic saus does no significanly affec suden`s academic performance in he B.E.C.E. H 1 : Paren socio-economic saus does significanly affec suden`s academic performance in he B.E.C.E. METHODOLOGY A his poin we will consider he research design which will be used in collecing useful daa for he research, he sample populaion as well as he sampling echnique. I also focuses on he insrumen used for daa collecion, daa collecion procedure and finally procedure for daa analysis. Collecion of daa The arge populaion consised of head eachers, eachers and sudens in Junior High Schools in he Sekondi-Takoradi meropolis in he Wesern Region. Convenience sampling echnique was b used and oal samples of 10 schools was drawn from he sudy area for his research consising of 4 privae schools and 6 public schools, his is because he public schools are more han he privae schools in he populaion. In all, 70 respondens were chosen for he research. This consised of all 10 head eachers of he 10 schools, 3 eachers from each school ha brough he oal of eachers o 30. In he case of he sudens 3 pupils were chosen by he researcher from each school. In all 30 sudens were chosen for he sudy. The insrumens used for his research were quesionnaires. The quesionnaires conained iems on a Liker-ype scale ables, all he quesions were closed-ended wih he excepion of one which was open- ended. Quesionnaire for headeachers conained 42 iems which were pu under seven secions leered A-F. The quesionnaire for he eachers conained 44 quesions which were pu under seven secions leered A-F. On he oher hand, quesionnaires for sudens conained 49 iems which were pu under seven secions leered A-F as well. To enhance a high reurn rae, personal conac was made by he researcher in he collecion of daa. I was sipulaed ha pre-arrangemen should be made wih respondens so ha here would be precision in he informaion given. Also documen on B.E.C.E resuls on 2013 was Progressive Academic Publishing, UK Page 23

4 obained from Ghana Educaion Service which will be used o compare academic performance of sudens in Junior High Schools. Analysis of daa provided he researcher wih facs and figures ha enabled researcher o inerpre resuls and make saemens abou he findings of he sudy. The analysis of he daa gahered from his research was in wo pars. The firs par, which is he preliminary analysis made use of descripive research design which mainly informs he researcher as o he characerisics a populaion may have and how regular cerain evens may occur. The furher analysis made use of boh inferenial and furher analysis saisics ool such as independen sample -es and analysis of variance (ANOVA), which was used o find ou wheher he academic performance of suden`s across he various schools differ and paren socioeconomic saus does significanly affec suden`s academic performance in he B.E.C.E respecively. Also, a combinaion of saisical sofware (SPSS version 16 and Microsof Excel) was used during daa processing. Table 2: Disribuion of respondens School Headeachers Teachers Sudens Privae JHS Public JHS Toal Review of heory of saisical mehod One way ANOVA This is similar o - es bu i is used when we have wo or more groups and we wish o compare heir mean score on a coninuous variable. I is called one way because we are looking a he impac of only one independen variable (academic performance) on your dependen variable (parens` socio-economic saus). Pariioning he oal sum of squares The one- way analysis of variance is based on he idea ha he yield, x ij, can be pariioned as follows: x ij = µ + (µ j µ i ) + (x ij µ j ), Where µ is he overall mean: (µ j µ i ) is he effec due o reamen j and (x ij µ j ) is he random error wihin reamen groups. By replacing he parameers µ andµ j by heir corresponding sample esimaes, i can be shown, afer some algebraic manipulaions, ha In equaion n k (x ij x..) 2 = n j (x.j x..) 2 + (x ij x.j) 2 i=1 j=1 j=1 (x ij x..) 2 i=1 j=1 This is called he oal sum of square (SS T ) Treamen sum of squares (SS Tr ) nj n j (x.j x..) 2 j=1 n i=1 j=1 Progressive Academic Publishing, UK Page 24

5 nj (x ij x.j) 2 i=1 j=1 Error sum of square (SS E ) The equaion can be wrien as SS T = SS Tr + SS E In one-way analysis of variance we wan o es he hypohesis H o : µ 1 = µ 2 = = µ k (Treamen means are equal) H 1 : µ i µ j for i and j (A leas one reamen mean is differen from he res) The es saisic is F = Compuing formulae SS TE ( 1) SS E (n ) One Way ANOVA Table nj SS T = x ij 2 T.. 2 i=1 j=1 SS Tr = T.J 2 n T 2.. n j n j=1 SS E = SS T SS Tr Source d.f SS MS F Treamen -1 SS Tr SS Tr ( 1) Error (n-) SS E SS E (n ) SS Tr ( 1) SS E (n 1) Analysis and findings A his sage he concern is he daa colleced from he field. The findings are mainly concerned wih he comparaive analysis of he facors ha influence he academic performance of boh public and privae JHS. The analysis was done in relaion wih he objecives of he sudy. The daa gahered 30 ou 30 sudens, 30 ou if 30 eachers and 8 ou of 10 head eachers.analysis were done using frequencies and percenages. The analysis is based on he facors which affec academic performance of sudens; hese facors are educaional background of parens/guardians, occupaion of parens/guardians, hose involved in he upkeep of he children in school, number of siblings, eachers` academic qualificaion including he availabiliy of eaching and learning maerials employed by eachers Progressive Academic Publishing, UK Page 25

6 Preliminary Analysis Table 3: Educaional background of parens/guardians PUBLIC Faher Moher Guardian Faher PRIVATE Moher Guardian J.S.S 0 (0) 1 (6.2) 0 (0) 0 (0) 1 (9.1) 0 (0) T.S/S.S 8 (50.0) 11 (68.8) 0 (0) 2 (18.2) 2 (18.2) 0 (0) TERTIARY 8 (50.0) 4 (25.0) 2 (100) 9 (81.8) 8 (72.7) 1 (100) NS 0 (0) 0 (0) 0 (0) 0 (0) 0 (0) 0 (0) TOTAL 16 (100) 16 (100) 2 (100) 11 (100) 11 (100) 1 (100) Key: J.S.S-Junior Secondary School, T.S/S.S-Technical or Secondary School, NS- No schooling Table3 represens he educaional aainmen of parens/guardians. From he daa colleced and represened in able 3, we can observe ha public schools had he highes percenage of respondens, whose parens had had he leas level of educaion, whiles he parens of he pupils in he privae schools had he lowes percenage of respondens who had had he highes level of educaion and no respondens from boh public and privae school had a parens who had had no form of formal educaion. From able 3 public schools had he lowes level of educaion wih 50% of fahers and 75% of mohers, whiles he privae schools recorded only 18.2% and 27.3% of fahers and mohers respecively. On he oher hand privae schools had he highes level of educaion whose parens had eriary educaion wih 81.8% of fahers, 72.7% of mohers and 100% of guardians, whiles he public schools recorded 50% of fahers, 25% of mohers and 100% of guardians who had eriary educaion. Table 4: Occupaion of parens/guardians PUBLIC Faher Moher Guardian Faher PRIVATE Moher Guardian SE 7 (43.8) 14 (87.5) 2 (100) 5 (55.6) 2 (22.2) 1 (100) C/P S 8 (50.0) 2 (12.5) 0 (0) 4 (44.4) 7 (77.8) 0 (0) UNEMPLOYED 0 (0) 0 (0) 0 (0) 0 (0) 0 (0) 0 (0) NONE 1 (6.2) 0 (0) 0 (0) 0 (0) 0 (0) 0 (0) TOTAL 16 (100) 16 (100) 2 (100) 9 (100) 9 (100) 1 (100) Key: SE-Self Employed, C/P S-Civil/Public servans From he above,able 4 indicaes ha pupils from he public schools parens had he highes number of respondens wih he highes number of respondens being self employed wih 7 respondens (ha is 43.8%) of fahers and 14 respondens (ha is 87.5%) of mohers and 2 respondens (ha is 100%) of guardians, whiles pupils from he privae school parens had he lowes number of respondens being self employed wih 5 respondens (ha is 55.6%), 2 respondens (ha is 22.2%) and 1 responden (ha is 100%) of fahers,mohers and guardians respecively. On he oher hand pupils from he privae schools parens had he lowes number of responden wih he highes number of hem being civil/public servan indicaing 4 respondens (ha is 44.4%) of fahers 7 respondens (ha is 77.8%) of mohers, whiles pupils from he public school parens wih 8 (ha is 50%) and 2 (ha is 12.5%) of fahers and Progressive Academic Publishing, UK Page 26

7 mohers respecively. Only 1 responden from he public schools (ha is 6.2%) is uncerain on he ype of job his or her faher does. Table 5: Those responsible for he pupils upkeep PUBLIC PRIVATE BOTH PARENTS FATHER ONLY MOTHER ONLY GUARDIAN TOTAL From he able 5 above indicae who akes care of he pupils educaion a boh public and privae schools. Again i can be observe ha public school pupils had he highes number of respondens wih 17 respondens recorded for public and 12 responden recorded for privae. Public schools had he highes percenage of boh parens aking care of hem a school wih 76.5% agains privae schools wih 66.7%, while boh schools had he same number of 2 respondens aking care of hem a school being faher only wih 11.8% and 16.7% for public and privae respecively. Only one responden from privae school had only moher aking care of him or her a school and finally privae had he lowes number of guardian aking care of hem a school wih 2 respondens represening 11.8% agains 1 responden represening 8.3% of he oal privae schools populaion. Table 6: Number of siblings PUBLIC PRIVATE ONE TWO THREE FOUR AND ABOVE TOTAL From able 6 above, majoriy of he respondens, ha is 50% had four and above siblings in public school as compared o privae school ha is 25%. Unlike he public school, majoriy of he responses from privae school indicaes hree and less number of siblings. Table 7: Highes academic qualificaion of eachers RESPONSES PUBLIC PRIVATE SSCE/GCE O LEVEL GCE A LEVEL BACHELORS DEGREE MASTERS DEGREE AND ABOVE TOTAL As illusraed in Table 7 above, majoriy of eachers in boh public and privae basic schools ha was 18 (100%) and 9(81.8%) respecively have had a bachelor s degree. From Table 4.5 i was realized ha oal percenage of 2 privae school eachers have had educaion below he firs degree level. Progressive Academic Publishing, UK Page 27

8 Table 8: Use of eaching and learning maerials PUBLIC PRIVATE TLM R A/A A/NA NA U A/A A/NA NA U H 100% % TEXTBOOKS T 22.2% 77.8% % 8.3% 0 0 S 33.3% 66.7% % 16.7% 0 0 LABORATORIES EQUIPMENT FOR PRACTICALS LIBRARY BOOKS ILLUSTRATION MATERIALS H % 25% 25% 25% 25% 25% T 0 5.6% 83.3% 11.2% 33.3% 41.7% 25% 0 S % 5.6% 0 25% 66.7% 8.3% H % 33.3% % 0 0 T 0 56% 44.4% % 41.7% 0 0 S % 16.7% % 16.7% 16.7% H % 33.3% 0 25% 0 75% 0 T 5.6% 55.6% 38.9% 0 70% 0 20% 10% S 11.1% 66.7% 16.7% 5.6% 16.7% 58.3% 25% 0 H 33.3% 66.7% % 0 0 T 5.6% 61.1% 27.8% 5.6% 58.8% 41.7% 0 0 S 11.1% 66.7% 16.7% 5.6% 75% 16.7% 8.3% 0 Table 8 coninued. TLM R A/A A/NA NA U A/A A/NA NA U WRITING H 33.3% 66.7% % DESK, T 44.4% 55.6% % CHAIRS S 66.7% 33.3% % Key: TLM-Teaching and Learning Maerials, R-Respondens, H-Headeachers, T-Teachers, S-Sudens, A/A-Available and adequae, A/NA-Available bu no adequae, NA- No available a all, U-uncerain. Respondens were asked abou he availabiliy or non availabiliy of resources such as ex books, library, laboraories for pracicals, equipmen, illusraion maerials and wriing desks. 100% of headeachers in boh he public and privae schools agreed ha exbooks were available and adequae. Majoriy of eachers and sudens percenage 77.8% and 66.7% indicaed hough exbooks were available hey were no adequae. In he privae schools, eachers and sudens had 91.7% and 83.3% respecively, represening he majoriy who responded ha ex books in heir schools were available and adequae. Availabiliy of laboraories was seleced no o be available a all by he majoriy of headeachers, eachers and suden wih 75%, 83.3% and 94.4% respecively in he public schools, whiles suden in he privae schools represened majoriy wih 66.7% on no available a all and he headeachers indicaed 25% among he opions available and adequae, available bu no adequae, no available a all and uncerain respecively. Even hough all he hree caegories of respondens in he public schools agreed ha hey had libraries in heir schools, majoriy of hem hough ha hey were no adequae, while of head eachers, eachers and sudens in he privae schools majoriy responded ha hey had library faciliies which were no available, available and adequae and available bu no adequae respecively. All hree caegories of respondens in boh he public and privae schools had majoriy of heir respondens agreeing o he fac ha he schools had illusraion maerials available in heir schools, bu for all respondens, hese maerials were no adequae. Progressive Academic Publishing, UK Page 28

9 When asked as o wheher here were enough wriing desks in boh caegories of schools, responses given showed clearly ha boh respondens in public and privae schools had adequae wriing desks wih he excepion boh head eachers and eachers indicaing no adequae. Indeed 100% of head eachers, eachers and sudens in privae schools agreed ha wriing desks were adequae and available FURTHER ANALYSIS The furher analysis employs saisical ools o es he hypohesis se for his sudy. The resuls of are shown in independen sample -es and one- way ANOVA ables. Hypohesis one H 0 : The academic performance of suden`s across he various schools do no differ. H 1 : The academic performance of suden`s across he various schools differ. Independen sample -es Table 8: Percenage scores in he B.E.C.E Levene`s Tes for Equaliy of variances -es for equaliy of Means 95% confidence inerval of difference Equal variances assumed Equal variances no assumed F Sig df Sig(2- ailed) Mean difference Sd. Error difference Lower Upper From he able 8 above, he value of he es saisic is found o be Now, since he significan value.079 > 0.05 we fail o rejec H 0 and conclude The academic performance of suden`s across he various schools do no differ. Hypohesis wo H 0 : Paren socio-economic saus does no significanly affec suden`s academic performance in he B.E.C.E. H 1 : Paren socio-economic saus does significanly affec suden`s academic performance in he B.E.C.E. ANOVA Table 9: Las school aended by faher Beween groups Wihin groups Toal Sum squares of Df Mean squares F Sig Progressive Academic Publishing, UK Page 29

10 From he able 9 above, he value of he es saisic is found o be Now, since he significan value.142 > 0.05 we fail o rejec H 0 and conclude Paren socio-economic saus does no significanly affec suden`s academic performance in he B.E.C.E. Table 10: Las school aended by moher Beween groups Wihin groups Toal Sum squares of Df Mean squares F Sig From he able10 above, he value of he es saisic is found o be Now, since he significan value.084 > 0.05 we fail o rejec H 0 and conclude Paren socio-economic saus does no significanly affec suden`s academic performance in he B.E.C.E. Table 11: Fahers occupaion Beween groups Wihin groups Toal Sum squares of Df Mean squares F Sig From he able 11 above, he value of he es saisic is found o be.926. Now, since he significan value.346 > 0.05 we fail o rejec H 0 and conclude Paren socio-economic saus does no significanly affec suden`s academic performance in he B.E.C.E. Table 12: Mohers occupaion Beween groups Wihin groups Toal Sum squares of Df Mean squares F Sig From he able 12 above, he value of he es saisic is found o be Now, since he significan value.001 < 0.05 we fail o rejec H 0 and conclude Paren socio-economic saus does significanly affec suden`s academic performance in he B.E.C.E. DISSCUSSION, CONCLUSIONS AND RECOMMENDATIONS DISCUSSION From he sudy he primary objecives was o examine he academic performance of suden`s comparing he B.E.C.E of some seleced public and privae schools in Sekondi/Takoradi, facors accouning for he suden performance and find ou ways o improve upon hem. In he background sudy a brief hisory of he counry s educaion was given and i was discovered ha here were differences in he academic performance of pupils in he public and privae basic schools in he counry, privae basic schools were performing beer han public basic schools academically. Afer comparing he percenages of 5 public schools wih excellen rack record for years and 5 privae schools, i was realized and concluded ha here were no difference in he academic performance of pupils in he public and privae basic schools. The reason may be ha sudens who aend public schools also have a grea chance o perform credibly as heir counerpars wihin he privae schools if hey pu in more effor. Progressive Academic Publishing, UK Page 30

11 One of he reasons why mos public schools in Ghana are underperforming may be because a lo of he public schools are wihin he rural areas,due o poor condiions eachers are no willing o say here. The sudy also concenraed on facors such as educaional background of parens/guardians, occupaion of parens/guardians, hose involved in he upkeep of he children in school, number of siblings, eachers` academic qualificaion including he availabiliy of eaching and learning maerials employed by eachers. The sudy focused on hese facors because hey were indicaors of academic performance in Ghana. In he sudy of he educaional background of parens/guardians, i was realized ha greaer number of parens who compleed heir educaion a he echnical/secondary school level prefer o ake heir wards o he public school insead of privae school and parens who compleed heir educaion a he eriary level prefer o ake heir wards o he privae schools. For his reason parens of pupils in he privae schools had higher socio-economic saus, because hey had aained higher educaion han mos parens of pupils in he public schools. From he sudy i was realized ha greaer number of parens who are self employed could afford o ake heir wards o he public schools bu only lesser number of self employed parens ook heir wards o he privae schools. On he oher hand greaer number of parens who are civil/public servan can afford o ake heir wards o he privae schools and only lesser number of hem prefers he public o he privae schools. This migh be monhly income earned; in addiion due o heir higher level of educaion hey prefer privae schools. Also he reason migh be due o he fac ha parens from privae schools were more educaed han hose wihin he public schools. Therefore hey have a higher undersanding for paying more for qualiy educaion. Mos parens (ha is boh moher and faher) in he public and privae schools are responsible for heir wards upkeep a school since boh schools had high percenages of boh parens involved in heir educaion. From he sudy on he number of siblings sudens had indicaes, parens who had more han four children prefer o ake heir wards o he public schools insead of he privae schools bu only lile number of he parens wih children more han four prefers privae schools o he public schools. The above menioned facors abou parens educaion, occupaion of parens, wards upkeep a school and size of family is in line wih he saemen made in he lieraure review ha he higher he level of socio-economic saus of he parens he higher he educaional aainmen of heir children (ha is socio-economic saus and educaional aainmen are closely relaed). From he sudy abou he qualificaion of eachers, i was realized ha mos eachers in he public schools were beer qualified academically in he eaching profession wih mos of hem aaining bachelor`s degree han heir privae counerpars. This poin is in agreemen wih he lieraure review ha qualiy of eaching saff in a school was an imporan deerminan in he educaional sandard of a naion. On he sudy abou he use of eaching and learning maerials, i was realized ha eachers did no use laboraories and equipmen for pracicals because hey were no available and adequae in he public schools and only few were available and adequae in he privae schools. Also privae schools were beer resourced han public schools in erms of library books and illusraion maerials. The availabiliy, provision and he use of eaching and learning maerials go a long way o improve qualiy of eaching and learning which enhances academic performance. Progressive Academic Publishing, UK Page 31

12 CONCLUSIONS In conclusion he analysis revealed ha: i. Parens of pupils in he privae schools had higher socio-economic saus, because hey had aained higher educaion han mos parens of pupils in he public schools. For his reason, parens of pupils in he privae schools had beer pay and regular salaried jobs. ii. Teachers in he public schools were beer qualified academically in he eaching profession han heir privae counerpars. iii. Texbooks and wriing desks were available and adequae in boh ypes of schools. iv. Socio- economic saus does no deermine he academic performance of sudens. v. There is no difference in he academic performance in sudens in privae and public schools. RECOMMENDATIONS I is recommended ha: i. The Educaion Direcorae should supply Junior High Schools in he municipaliy wih adequae eaching and learning maerials as well as oher sudy maerials o help enhance eaching and learning, his will raise he academic sandards of sudens. Efficien and effecive eaching can be done o improved performance. ii. Parens should be more involved in heir wards educaion, especially wihin he less endowed areas o encourage hem o go o school regularly. Progressive Academic Publishing, UK Page 32