INFLUENCE OF SCHOOL SAFETY ON ACADEMIC PERFORMANCE OF PUPIL IN YENOGUA LOCAL GOVERNMENT AREA OF BAYELSA STATE

Abstract

Issues of school safety are a national concern (National Education Association, 1998). Creemers’ (1994) multilevel model of educational effectiveness was the framework for this study which focused on the influence of school safety on academic performance of primary school pupils. A series of theoretically based two-level structural equation models was fitted to the observed indicators of school safety, and acceptable fit were found for a model with two latent constructs of Safety at each level.

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

CHAPTER ONE

INTRODUCTION

• Background of the study

Education, in its general sense, is a form of learning in which knowledge, skills and habits of a group of people are transferred from one generation to the next through teaching, training or research. Education occurs through any experience that has a formative effect on the way one thinks, feels or acts (Getzels & Guba, 1970). Schools are social institutions .Within a school organization, there are teachers, administrators, learners and many kinds of service personnel. Distinctive positions are occupied by members of each group and are expected to behave in certain ways. The interactions and relationships among school members are varied and complex. Only if these relationships and interactions are understood and generally accepted can the organization function effectively (Campell, Corbally & Nystrand, 1983). School climate has been defined in various ways by many authors. Halpin and Croft (1963) define school climate as the social atmosphere of a setting or a learning environment which gives learners different experiences depending upon the protocols set up by teachers and administrators. Perkins (2006) defines school climate as the learning environment created through the interaction of human relationships, physical setting and psychological atmosphere. School climate is based on people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching/ learning practices and organizational structures. With funding being tied to academic scores even more so now due to policies like the No Child Left Behind Act, schools have an even greater interest in ensuring that their student population achieve high marks on academic measures like standardized tests. One promising area that schools could invest in to raise their academic scores would be in school safety. While there have been only a few studies that examined the effects of school safety on students’ academic abilities in school, these few studies have shown that school safety has a significant impact on academic achievement. Milam et al. (2010), for instance, found that increasing perceived safety increased achievement on standardized math and reading tests from 16 to 22% for Baltimore elementary schools. Schools that have lower academic scores tend to have a student population that does not feel safe within their schools. Conversely, schools that have higher academic scores tend to have a student population that feels safe within their schools. Perceptions of school safety can be affected by a myriad of factors. The presence of gangs and drug problems can negatively affect students’ perceptions of school safety (Schreck & Miller, 2003). Security, surveillance, and other preventative measures can increase or decrease students’ feelings of safety within their schools depending on how they are implemented (Kitsantas et al., 2004; Schreck & Miller, 2003). Schools that have smaller student populations are more likely to foster feelings of safeness than schools with larger school populations (Bowen et al., 2000). Where the school is located also has profound implications on perceptions of school safety. Bosworth et al (2009), for instance, found in their study that neighborhood surroundings have a very influential affect on students’ perceptions of safety. Schools that are located in neighborhoods that have high poverty and high crime rates have been shown to have a negative influence on perceptions of school safety (Laub & Lauritsen, 1998). Multiple factors influence students’ ability to achieve academically in school. English language learners face additional obstacles in school, like language barriers, that may prevent them from achieving academically at the same level as their English peers. However, English language learners can achieve at the same level or even better than their English peers if they are given strong academic and cognitive support and are placed in bilingual programs that teach material that is grade-appropriate (Collier & Thomas, 2004). If English Language Learners become proficient enough in English, their Bilingualism can be an asset. Research has demonstrated that Bilingual students commonly achieve higher scores in areas like reading and math than their monolingual English peers (Golash-Boza, 2005; Hao & Bonstead-Bruns, 1998; Portes & Schauffler, 1994).

A school’s student population size has been shown to influence academic achievement. Smaller school size has been demonstrated to positively influence student’s academic achievement. However, research on how small a school should be is not clear. Cotton (1996) demonstrated that elementary schools should have between 300 and 400 students and secondary schools should have between 400 and 800 students. Lee and Smith (1997) argued that secondary schools will benefit more if they have between 600 and 900 students so that an appropriate level of curriculum diversity is possible. Research on student population size has found a variety of reasons as to why smaller schools benefit students academically. Cotton (1996), in his meta-analysis of 103 studies, found a multitude of reasons. Behavioral problems like truancy, violence, gang participation, and substance usage is less likely to occur in smaller schools. School climate in general is more positive in smaller schools than larger ones. Students are more likely to participate in extracurricular activities in smaller schools than larger ones. Attendance, especially among minority and economically disadvantaged students, is higher among students in smaller schools than larger ones and the two groups benefit the most academically from smaller schools. Self-esteem is also higher among students in smaller schools than larger ones. Teacher experience also affects students’ academic achievement. A number of studies demonstrated that newly hired teachers are less effective than teachers with some experience (Rice, 2013). An instructor’s teaching ability increases dramatically in their first year of teaching. However, after the first year of teaching, there are diminishing returns on subsequent years of teaching, with there being no returns after approximately 4 years of teaching (Boyd et al., 2008). Less experienced teachers are more likely to teach in high-poverty schools. In addition, teacher experience is less influential on academic achievement in high-poverty schools (Sass et al.,2010). Teachers with higher qualifications are also more likely to teach in low-poverty schools.

A positive school climate is correlated with students’ attendance, higher retention rates and better academic performance. It promotes co-operative learning, group cohesion and mutual respect. These aspects directly improve the learning environment (Gaith, 2003).Schools perceived as being positive, safe and with nurturing environment that focus on learners’ learning perform better in examinations regardless of available technology or teacher training. This means that the learning environment, culture and climate created by the school may foster or hinder learning (Farrant 1980). Learners from private primary schools in Bayelsa have always performed well at first school leaving Certificate of Primary Education compared to most public primary schools. Perhaps, it is because the private schools have adequate infrastructure, adequate teaching/learning materials, good interpersonal relationships, and proper safety precautions put in place.

• STATEMENT OF THE PROBLEM

Quality of education is evaluated in terms of the grades obtained and the number of learners that pass national examinations. The expectation of parents is that their children perform well in national examinations such as first school leaving certificate examination so that the learners can secure admission in better performing secondary schools in the republic,               (Eshiwani 2003). In America, research shows that bullying, name-calling and harassment are a serious problem in elementary schools. Learners are bullied because of their body size, appearance, followed by 4 their ability at school. This state makes them feel less safe at school and the affected tended to absent themselves from school and this has led to poor performance as confirmed by the Gay, Lesbian and Straight Education Network (2012). To curb the vices, a growing number of districts and state departments of education are in the process of adopting, promoting, enhancing and sustaining a positive school climate. It sets policies promoting the development and sustainability of social, emotional, ethical and civic development of students. It is in view of the above that the researcher intend to investigate the influence of school safety on academic performance of primary school pupil in Yenegua local government area of Bayelsa state

• OBJECTIVE OF THE STUDY

The main objective of the study is to ascertain the influence of school safety on academic performance of pupil in Yenegua local government area of Bayelsa state; but to aid the completion of the study, the researcher intend to achieve the following specific objectives;

1. To ascertain the effect of school safety on pupil attendance culture in primary schools
2. To examine the relationship between school safety and pupil academic performance

• To examine the role of government in ensuring a safe and serene learning environment for the pupil

1. To examine the impact of safe learning environment on the reading habit of pupil in the local government area
   • RESEARCH HYPOTHESES

The following research hypotheses were formulated to aid the completion of the study;

H₀: school safety does not have any effect on pupil attendance culture in primary schools

H₁: school safety does have an effect on pupil attendance culture in primary schools

H₀: there is no significant relationship between school safety and pupil academic performance

H₀: there is a significant relationship between school safety and pupil academic performance

• SIGNIFICANCE OF THE STUDY

It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help pupil in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school.
This study provides a valuable reference for other schools to reflect upon the school environment safety as it affect the academic performance of student in secondary school.

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the influence of school safety on academic performance of pupil in Yenogua local government area of Bayelsa state

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) FINANCE: Limited Access to the needed finances to broaden the scope of the study was a major constrain as the finances at the disposal of the researcher was very limited.

1.7 OPERATIONAL DEFINITION OF TERMS

School variables

These are school factors that exert either positive or negative influence on students.
Academic performance

Academic performance is the outcome of education — the extent to which students achieved their educational goals. It is commonly measured by examinations or continuous assessment.
School Location: A place where a school is situated, which could be urban area or rural area.

School security

School security encompasses all measures taken to combat threats to people and property in education environments. One term connected to school security is school safety, which is defined as the sheltering of students from violence and bullying, as well as exposure to harmful elements such as drugs and gang activity

Safety

Safety is the state of being “safe”, the condition of being protected from harm or other non-desirable outcomes. Safety can also refer to the control of recognized hazards in order to achieve an acceptable level of risk

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (background of the study), statement of the problem, objectives of the study, research questions, research hypotheses, significance of the study, scope of the study etc. Chapter two being the review of the related literature presents the theoretical framework, conceptual framework and other areas concerning the subject matter.     Chapter three is a research methodology covers deals on the research design and methods adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

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