CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
The management committee enables the process of collaborating with and through others to accomplish corporate goals in a changing environment. According to Adeolo (2013), school-based management is the process of devolving power and authority to significant stakeholders for the administration, monitoring, evaluation, and review of education policy issues in order to ensure sustainable goal-oriented governance and effective teaching and learning activities in order to achieve set standards and quality learning outcomes in schools. Thus, in a secondary school context, the management committee collaborates with and via head teachers, teachers, parents, and other educational stakeholders to help students achieve academic achievement (Franklin, 2016).
Kaggwa (2003) defines academic achievement as the quality and quantity of information, skills, methods, good attitudes, behaviors, and philosophy attained by students. According to Kalule (2006), the scores and grades earned by each student indicate their level of academic achievement. This implies that the output of the learner in terms of grades, test scores, and performance on internal and national exams represents his or her academic achievement. Numerous factors must be in place to ensure pupils’ best performance. These include, but are not limited to, the recruitment of competent teachers, the creation of a conducive learning environment, the supply of classroom infrastructure, and the provision of instructional and learning materials (Kisosy, 2010). However, the aforementioned is possible via the organization of school management committees. Management committees are a vital element of any school since they not only maintain the smooth administration of school operations, but also ensure that academic achievement is promoted in all facets (Agyeman, 2008). Therefore, school management committees are critical in establishing the school’s objectives and strategic plans that result in strong academic performance. Additionally, school management committees acquire both people and material resources, which are critical activities of teaching and learning. Additionally, they foster relationships between local communities and schools, therefore fostering a more conducive learning environment (Dean, 1995). Additionally, School Management Committees assist in enforcing discipline among students and teachers, which is critical for improved school performance. In light of the above, this research focuses on the function of school committees in enhancing the academic performance of primary school students.
1.2 Statement Of The Problem
In Nigeria, the quality of basic education has deteriorated. Education’s diminishing quality is seen in a variety of ways, including students’ failures on elementary school leaving exams (Farlie, 2015). The premise is that the widespread failures of primary schools are attributable to teachers’ insufficient application of the school curriculum, which is supported by inadequate academic oversight by head teachers (Mosha, 2000). While much has been written in the literature, little has been done to uncover the variables that contribute to low academic performance in Nigerian elementary schools.
As a result, the responsibility of delivering a high-quality education to the citizenry is very demanding and requires a strong ability on the part of the school management to arrange material resources in order to accomplish educational goals and objectives in terms of learning outcomes (Adeolu 2013). The Education Act (1968) gives school committees with the task of managing primary schools and acknowledges the SMC’s role in mobilizing management support for school buildings, furnishings, land, and teacher housing. However, SMCs have fallen short of fulfilling their mandates to improve school performance (Lockeheed, 1994). Evidently, even after completing elementary school, children lack the fundamental abilities essential for career and life (World Bank, 2015). This hints to a deeper management issue, since it seems that SMCs charged with ensuring that learning occurs are failing to do so, as indicated by the low academic grades used to assess the learning result of any educational activity. This necessitates the need to conduct a study with a specific focus on examining the role of school committees in the improvement of primary school students’ academic performance.
1.3 Objectives Of The Study
The generally aim of this study is to critically examine the role of school committees in the improvement of primary school students’ academic performance. Hence, the study will be channeled to the following specific objectives;
1. Ascertain whether there is an existing and effective school management committee in primary schools in Asaba, Delta State.
2. Ascertain whether school management committee is responsible for the effective implementation of school curriculum by primary school teachers.
3. Determine whether school management committee help to enforce discipline in pupils and teachers as a key factor to better school performance.
4. Determine whether school management committee helps to improve pupils performance through strong school academic supervision.
1.4 Research Question
This study will be guided by the following questions;
1) Are there existing and effective school management committee in primary schools in Asaba, Delta State?
2) Are the school management committees responsible for the effective implementation of school curriculum by primary school teachers?
3) Does school management committees help to enforce discipline in pupils and teachers as a key factor to better school performance?
4) Does school management committees help to improve pupils performance through strong school academic supervision?
