CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â BACKGROUND OF THE STUDY
The secondary school level serves as a transition between the elementary and secondary school levels. The federal government’s definition of secondary education states that the broad goal of secondary education is to prepare students for meaningful life in society and for further education (Edu, 2004). The basic premise is that secondary schools should be able to provide high-quality secondary education to all students who are eligible (Federal Ministry of Education, 2004). The place in which a student resides has a significant impact on their academic success. Geographical locations, resources, technology availability, and teacher quality are all factors that contribute to differences in success. According to the National Education Association (2013), low student success in schools is becoming disturbing and must be addressed. However, in some circumstances, the type of school has an impact on pupils’ educational success. Secondary schools in Nigeria have a mix of boarding and de-boarding (day) students. Boarding students live at schools, whereas day students go to school every morning to hear lectures and then return home after school. However, the dispute over which is the most acceptable or suited for pupils is still ongoing, and no consensus has been achieved (Osagie, 2002). De-boarding, according to certain schools of thought, is preferable than boarding schools, and vice versa. According to recent studies, secondary schools are not fulfilling their responsibilities to the best of their abilities. Omoregie (2005) bemoaned the fact that today’s secondary school graduates are unable to function in society or go into higher education without the assistance or forgery of their parents. It must be emphasized that education cannot be the best tool for attaining national development if secondary education is not well-managed to achieve its goals and objectives. Secondary education in Nigeria, according to Omoregie (2005), is plagued with problems of all sizes and scopes, all of which combine to imply that the system is at a fork in the road. This crises generally has an impact on students’ academic success in school, resulting in secondary education’s goals and objectives not being met. The study’s purpose is to investigate the impact of boarding and de-boarding on the educational success of senior secondary school students in Kaduna State’s Chikun Local Government Area.
1.2Â Â Â Â Â STATEMENT OF THE PROBLEM
In Nigeria, senior secondary school students’ overall academic success has deteriorated. It’s disheartening to see how poorly pupils do in science and the arts. According to Okeke (1997), teaching science concepts to students has been a difficulty for instructors over the years. According to the author, low performance is regrettable and partly attributable to the methods used by many teachers, school type or nature, school location, and also school type impacts secondary school students’ success. Most notably, whether a kid attends a boarding or day school has an impact on their performance. The West African Senior School Certificate Examinations show that students in day and boarding schools do badly (Uche, 2000). As a result of this pattern, these students frequently have difficulties in securing admission to postsecondary institutions for further education (Richard, 1999). In view of the foregoing, the researcher plans to present empirical data on the impacts of boarding and de-boarding on the academic success of senior secondary school students in Kaduna State’s Chikun Local Government Area.
1.3Â Â Â OBJECTIVES OF THE STUDY
The purpose of this study is to look at the impact of boarding and de-boarding on senior secondary school students in Kaduna State’s Chikun Local Government Area. The study aims to accomplish the following goals in particular.
i. Determine the type and reason of students’ low academic success in senior secondary school.
ii. To determine the extent to which boarding school has an impact on senior secondary school students’ academic success.
iii. To examine the impact of de-boarding on senior secondary school students’ academic success.
iv. To see if there is a difference in average success between boarders and day male students.
v. Determine the difference in average success between boarders and day male students.
 vi. Determine the difference in average success between boarders and day female students.
