RESOURCE INPUTS AS CORRELATES TO ACHIEVEMENT OF STUDENTS AT UPPER BASIC EDUCATION LEVEL IN BENIN CITY, EDO STATE

Igbafe Kate Rashida

Abstract


The importance of human and material resources is emphasized in schools curriculum. A broad school curriculum is suggestive of a considerable increase in school resource input and their effective implementation and management, while inadequate provision of resources inputs is a major bottleneck of educational development. The study examined the adequacies of resource inputs such as classrooms for implications of overcrowding, books and learning materials, as well as laboratory facilities in comparison to students output for two academic sessions. An investigation using four hypotheses was applied and a questionnaire was designed and administered to staff of ten Junior Secondary Schools in Egor Local Government Area of Edo State with each school consisting of twelve respondents yielding a total of 120 sample subjects. The data collected were analysed using the Pearson Product Moment Correlation (PPMC) r-coefficient and t-test method for examination of 5% confidence that resource inputs does not influences students’ academic achievements. Findings of the study revealed that resource inputs have significant influences on students’ academic performance because higher supply of input resulted in better academic acievements as indicated by the positive Pearson's r values. Also in spite of some schools having equipment lying idle, due to no physical housing structures and/or expertise to install and operate them in urban schools, they still produced a greater mean score percent value than the rural schools. It is recommended that, adequate and essential resource inputs should be provided and properly managed in all the upper basic education level schools in Egor local government area and also qualified and or experience teachers should be recruited into these schools to enhance overall students’ academic performances.


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