CHAPTER ONE
INTRODUCTION
1.1Â Â Â BACKGROUND TO THE STUDY
Learning has become so closely connected with education that some individuals mistakenly believe that learning exclusively takes place in classrooms. This understanding of education has been bolstered by references to schools as learning institutions and universities, polytechnics, and colleges of education as institutions of higher learning (Okoye, F.J. 2011). There is no denying that school is a place where a lot of learning takes place. The school has been designed in such a way that it facilitates successful learning. Unfortunately, the terrible state of our institutions, especially secondary schools, in the country today causes a great deal of concern. Despite government efforts, a cursory examination of these schools reveals schools dominated by dilapidated buildings, schools devoid of good furniture and equipment, schools where instructional materials are either not provided or are inadequate; schools that are understaffed; schools where teachers’ salaries and allowances are not promptly paid; schools that have not been inspected in the last 15 years; schools where there is no discipline, among other things. The government, and particularly parents, are concerned about the quality and quantity of learning obtained by their children, wards, and citizens, since this is linked to the quality and quantity of contribution that a person may make to his immediate family, community, and country as a whole. (A.E. Thorndike, 2009). Several research conducted by sociologists, psychologists, and educators have indicated that the sort of school a student attends has a significant impact on his academic performance. According to Bibby and Peil (2009), pupils who attended private secondary schools did better than those who attended public secondary schools. This viewpoint is backed up by Lioyd Eran (2006), who claims that public schools that value education tend to put the issue of educational success or failure in the hands of the general public and their parents. This means that education is not treated with the seriousness that it deserves in public schools. This, of course, is what may be referred to as the citizenry’s overall disinterest about government-owned businesses or property. A condition that has resulted in a slacker attitude among government employees, particularly instructors in public schools, who feel that a clever kid would succeed at school without any active help from them.
Every teaching–learning interaction, as is customarily expected, has as its ultimate goal the harmonious growth of the person and the acquisition of the appropriate information, values, and abilities to allow him/her to operate in a certain manner. For a successful teaching-learning process, the teaching process must be overseen. In order to attain the required goals, particular attention and effort must be paid to the syllabus and curriculum structure. As a result, when a curriculum system is implemented in every school, beneficial advances will occur, resulting in a lasting change in the learner’s behavior, indicating that learning has occurred. Human civilizations, on the other hand, vary in how they educate their children values, conventions, and skills; some transmit skills in a formal, structured manner, via a well-recognized system sanctioned by the ministry of education, while others do so informally, through a well-recognized system. Others favor more conventional methods of instilling desirable values. Regardless of the community in which learning occurs or the approach used, a variety of elements combine to produce stable and persistent behavioral changes. The process of teaching and learning is impeded. As a result, in addition to the two crucial components indicated in the teaching learning process, the learning environment must be favorable to learning. In formal education, schools are more than simply a place to study, read, and write; they are also a place to obtain a comprehensive education. As a result, schools must offer an appropriate environment for the learner’s effective and correct growth in order to acquire the needed skills; nevertheless, if the school environment is poor or missing in the resources essential for successful learning, the intended goals will not be met.
Braun, Jenkins, and Grigg (2006) conducted a similar study in the United States, comparing the performance of students in private and public schools in both reading and mathematics for grades 4 and 8. The results showed that private schools outperformed public schools not only in reading and mathematics, but also in the two grades (4th and 8th). Overall, studies revealed that the average private school mean score was higher than the average public school mean score, with a statistically significant difference. However, in a study conducted by Igbinedion and Epumepu (2011) that compared students’ academic performance in business studies in public and private Junior Secondary School Certificate Examinations (JSSCE) in Ovia South West Local Government Council Area of Edo State, Nigeria, it was discovered that there was a significant difference in academic performance in business studies between public and private schools from 2008 to 2011, there was a significant difference in academic performance in business studies between public and private schools. The percentage performance trend of public schools was greater than that of private schools for both boys and girls, according to the findings. As a result of the debate above, more parents and guardians who can afford it are removing their children and wards from public schools and enrolling them in private fee-paying secondary schools, despite the fact that these institutions are more costly even during this difficult time. Many private schools are expanding and increasing at the cost of public schools, which are losing students on a regular basis. It is in this context that this study is set out to examine the academic performance of public and private schools students in Anambra state.
1.2 STATEMENT OF THE PROBLEM
It is vital to emphasize that without a clear focus, significant findings cannot be reached in any task. As a result, the researcher plans to investigate the issues that impede effective teaching and learning in public and private schools throughout three educational zones. The duties of instructors, the learning environment, a lack of supervision, a lack of suitable teaching-learning materials, instructional school facilities, and a shortage of competent teachers are only a few of the issues (Braun, Jenkins and Grigg, 2006). The educational sector, on the other hand, has seen remarkable growth. To address the educational needs of its citizens, new public and private schools have been created. Students in secondary school have an underwhelming performance, according to the study. The researcher therefore embarked on this study to find out whether there is actually any performance difference in academic performance of students in public and private school students.
1.3 OBJECTIVE OF THE STUDY
The general objective of this study is to compare the academic performance of public and private schools students in Anambra state. Specifically the study intends to:
i.            To find out if school environment affect the academic performance  of both public and private secondary school student.
ii.        To examine if socio economic factors of parent influence the academic performance of students in public and private school.
iii.       To evaluate if teachers quality influence academic performance of students in public and private school.
iv.     To recommend ways to improve academic performance of student in public and private school.
