Impact of Educational Resources On Students' Academic Performance in Economics: A Study of Some Senior Secondary Schools in Lagos State Educational District One

American Journal of Humanities and Social Sciences Research (AJHSSR) 2024
American Journal of Humanities and Social Sciences Research (AJHSSR)

e-ISSN :2378-703X
Volume-08, Issue-03, pp-141-166
www.ajhssr.com
Research Paper Open Access
Impact Of Educational Resources on Students' Academic

Performance in Economics: A Study of Some Senior Secondary
Schools in Lagos State Educational District One
Paschal Ohazurike1, Mathew Igwe2
Hultinternational business school1 MBA/MSBA Cohort, University of Lagos, Lagos- Nigeria
ABSTRACT : The study focused on the impact of Educational resources on students‟ academic performance
in Economics: a study of some Senior Secondary Schools in Lagos State Educational District one. Research
objectives, question and hypotheses were formulated to guide the direction of the study. The study covers 110
senior secondary students and 40 teachers. Convenience sampling technique was used in selecting the sample
size. 110 of the questionnaires were properly filed and returned. The study relied on the 110 properly filed and
returned questionnaires for analysis. The data for the study was collected through research instrument developed
by the researcher to obtain the appropriate data for the study. Data collected were analyzed using both
descriptive and inferential statistics. Descriptive statistics such as frequency distribution and simple percentages
were used to analyze the demographic and socio-economic background of the target respondents and the
research question were analyzed. Pearson product moment correlation analysis and regression analysis were
used to test the stated hypotheses. The research design that was adopted was the descriptive survey design. The
result reveals that educational resources have an impact on students‟ academic performance in Economics. The
finding also reveals that there is a significant effect of the level of qualification and preparation of teachers on
students‟ academic performance in Economics in senior secondary schools. Based on the findings made in this
study, it is therefore recommended that School administrators must constantly review, inspect and monitor
school teaching and learning resources. Constant and consistent monitoring of school resource and ensuring its
availability and proper utilization will make teachers and students take care of the school resources as well as
take learning and academic activity seriously.
I. INTRODUCTION
1.1 Background to the study
Educational resources are tools such as charts, flash cards, textbooks, excursions, audio and video tapes
among others which aid and make learning effective as the lack of educational resources narrows the
understanding and performance of learners in any subject being taught. Educational resources are very important
for toddlers in the nursery, pupils in the primary and elementary and students at secondary schools,
undergraduate and post graduate levels.
The primary purpose of education is to bring about desirable change in behavior through acquisition of skills,
attitudes, competencies, critical and creative thinking. Teaching is a complex and demanding task that requires
highly specialized skills, knowledge and resources to impact significantly on student learning. Availability and
utilization of resources in an organization is important in achievement of its goals and objectives. Students
learning outcome is influenced by appropriate utilization of school resources. Investing in educational resources
is the key to ensuring that schools become institutions where students‟ work together, learn from each other and
benefit from a supportive school environment, and consequently maximize student learning so that all students
achieve their full learning potential (United Nations Scientific and Cultural Organization, (UNESCO), 2007).
The physical, human and financial resources invested in schools influence not only the education provided to
students but also aspects of teachers and student motivation and consequently the educational outcomes. The
Organization for Economic Co-operation and Development (OECD) programme for International Student
Assessment (PISA) shows that resource shortages hinder instruction and lower student performance (OECD,
2007).
In addition, inequalities in student‟s educational performance often reflect disparities in the resources invested in
schools (OECD, 2008).
Within the Nigeria context, in some education systems, there are concerns that schools not only lack the
resources to meet the educational requirements of their students, but that schools may have fewer resources with
AJHSSR Journal P a g e | 141

which to provide instruction to their students (OECD, 2008). In schools, there are a wide variety of resources
that are directly or indirectly related to educational outcomes.
According to Okorie (2001) student learning outcomes in schools is largely dependent on availability and
appropriate utilization of resources, because the students acquire skills using these resources. These resources
include buildings, furniture, playground, compound, toilet facilities, lighting, books, and teaching materials,
among others. These facilities play a pivotal role in the actualization of the educational goals and objectives by
satisfying the physical and emotional needs of the staff and students. These facilities play a pivotal role in the
actualization of the educational goals and objectives by satisfying the physical, emotional and cognitive needs of
the staff and students.
Abayomi and Olukayode (2006) states that resources in schools are important in education because learning
takes place best through discovery, exploration, and interaction with the internal and external environments. As
a result, one of the main emphases in education today is the shift from a teacher centered approach to a more
learner centered approach.
This involves putting the learner‟s needs at the centre of activities. To achieve this goal, teachers need to use a
wide variety of resources, which can enrich the learning environment. The adequacy of physical resources and
teaching materials as well as their effective utilization has been a matter of serious concern to educators. The
utilization of resources in education brings about fruitful learning outcomes since it stimulates and motivates
students (Okorie, 2001).
It is in the light of the above issues that this study is designed to investigate the Impact of Educational Resources
on Students Academic Performance in Economics in some selected secondary schools in Lagos State
Educational District one with the aim to provide solutions and policy recommendations to the problems of
educational resources in Economics.
1.2Statement of the problem

The impact of educational resources on students‟ academic performance in Economics in recent time
have been a controversial topic which is a global phenomenon but will be limited to some selected public
government secondary schools which covers Agege, Alimosho and Ifakojaiye local government areas of Lagos
State.
Johan (2004) states that educational outcomes in schools are closely linked to utilization and adequacy of
teaching/learning resources in different ways; poor utilization, underutilization, unqualified educators bring
forth low educational achievement. The inadequacy of physical and material resources in schools is a major
factor responsible for learning outcome of students. Schools that do not have adequate facilities such as
workshops, laboratories, classrooms, teaching learning materials are unlikely to post good results.
In recent time, disparities in academic performance have been observed in secondary schools in Lagos State
Educational District one. This is even though the schools enroll students with comparable entry behavior and
receive comparable funding from the government and other stake holders. This study intends to investigate how
resource utilization is impacting on education with a view of addressing the disparity in academic performance
in Lagos District one.
However, human resources are found not to be significantly related to students‟ academic
performance. Programme for International Student Assessment PISA (2003) reported that the lack of physical
resources has a negative effect on students, and it hinders learning of students. In developing countries, the
relationship between student achievement, and student-teacher ratio, education level of teachers and school
facilities is more apparent than in developed countries. Nevertheless, it is not right to mention about a strong
relationship within this context Wößmann,& Hanushek,(2006).
Considering these results, Wößmann (2003) suggests that educational resources have a diminishing effect on
academic achievement. According to the study ofHanushek (1986, 1997) on the relationship between student-
teacher ratio, education level of teachers and school facilities, and student achievement, there is a poor relation
between educational resources and student achievement.
It is against this background that this study is designed to evaluate the impact of Educational Resources on
Students Academic Performance in Economics in some selectedSenior Secondary schools in Lagos State
Educational District onesuch as Abesan high school, AbibatMogaji Millennium senior secondary school, Abiola
Grammar school and Adegoke high School Agege.
1.3 Aim and Objectives of the Study

This study is designed to investigate the Impact of Educational Resources on Students Academic Performance in
Economics in some selected secondary schools in Lagos State educational districts 1.
Specifically, it intends to:

i. Determine the availability and utilization of school resources and their impact on students‟ academic
performancein Economics insenior secondary schools.
ii. Investigate the relationship and adequacy of physical facilities and their impact on students‟ academic
performance in economicsin senior secondaryschools.
iii. Assess the significant effect of level of qualification and preparation of teachers and their impact on
students‟ academic performance in economics insenior secondary schools.
1.4 Relevant Research Questions

i. Does the availability and utilization of school resources significantly impact the students‟
academicperformance in economics in senior secondary schools?
ii. Is there any relationship between the adequacy of physical facilities and their impact on students‟
academic performance in economics in senior secondary schools?
iii. Does the level of qualification and preparation of teachers affect students‟ academic performance in
Economics?
1.5 Relevant Research Hypotheses

Hypothesis I
H0: The availability and utilization of school resources have no impact on student‟s academic performance in
Economics in senior secondary schools.
H1:There is a significantimpact of the availability and utilization of school resources on students‟ academic
performance in Economics in senior secondary schools.
Hypothesis II
H0:There is no relationship between the adequacy of physical facilities and their impact on students‟ academic
H1: There exists a relationship between the adequacy of physical facilities and their impact on student academic
performance in economics in senior secondary schools.
Hypothesis III
H0: There is no significant effect between the level of qualification and preparation of teachers on the students‟
academic performance in Economics in senior secondary schools.
H1: There exists asignificant effect between the level of qualification and preparation of teachers affect students‟
1.6 Significance of the Study

This study provides aids, solution and guide to students, tutors, analysts, parents, government, educational
consultants, ministry and commission of education, foreigners, investors, policy makers, curriculum planners,
educational stakeholders and the public at large on the impact of educational resources on student‟s performance
and the relationship between educational resources and students‟ performance in Economics.
The study also gives insight on the significance of educational materials to learners and tutor at different levels
and grade of learning.
The findings of the study will have significant implications for the future of secondary schools in Lagos district
one and in the country. The findings will enlighten the Board of Governors (B.O.G) on the existing resources in
their schools and how they impact on education. It will further enlighten the Board of Governors on the need to
ensure adequate teaching/learning resources in secondary schools.
The study will enable the Teachers Service Commission (T.S.C) get a better understanding of the number of
teaching staff available in secondary schools and how this affects education. The findings of the study can be
used by curriculum developer to ensure that teaching-learning materials recommended for secondary schools are
those that positively help to promote increasing students understanding of the curriculum leading to better
academic performance.
1.7 Scope of the Study
The scope of this study will be limited to the use of primary data gotten from the field work based on the
respondents' responses through the administration of structured closed –ended questionnaires. The study will
also be limited totheImpact of Educational Resources on Students Academic Performance in Economics in some
selected secondary schools in Lagos State educational districts one such as Abesan high school, AbibatMogaji
Millennium senior secondary school, Abiola Grammar School and Adegoke high School Agege which covers
Agege, Alimosho and Ifakojaiye local government areas of Lagos State. The research design for the study will
use field work survey method to get responses from the respondents through participatory method and engaging
the respondents when administering the research questionnaires to draw conclusions.

II. LITERATURE REVIEW

2.1Preamble
In this chapter of the study, an attempt will be made to review some empirical and theoretical review
on impact of educational resources on students‟ academic performance in economics with the aim to provide the
theoretical and empirical justification of the subject matter under study using some selected some senior
secondary schools in Lagos state educational district one such as Abesan high school, AbibatMogaji
Millennium senior secondary school, Abiola Grammar School and Adegoke high School Agege which covers
Agege, Alimosho and Ifakojaiye local government areas of Lagos State. In this section of the study, the review
of literatures will also be sub divided into subheadings with the aim to makethe availability of physical and
material resources in secondary schools, utilization of educational resources for effective teaching and learning
financing secondary education in Lagos district one more effective.
2.2 Theoretical Review

In this section of the study, it deals with the various theories relating to the impact of educational
resources on students‟ academic performance in economics with the aim to provide the theoretical justification
for the need to reexamine the effect of educational resources on the academic performance in economic using
Lagos District one as a case study.
2.2.1 System Resource Theory

Yutchman and Seashore‟s (1967) were the key proponents of the System Resource Theory on
Organizational Effectiveness. According to this theory effectiveness is an organizations ability to secure an
advantageous bargaining position in its environment and to capitalize on that position to acquire, judiciously
distribute, and monitor utilization of scarce resources.
Yutchman and Seashore (1967) further view organizations such as schools as open systems which acquire
inputs, engage in transformation process and generate outputs. This is supported by Okumbe (1998) who
equates a school to an industry which transforms given inputs into required outputs. Further, Oni (1995) noted
that the secondary school like any other organization receives inputs from its environment converts or processes
the inputs and afterwards discharges output to the environment from where the input is increased.
According to Psacharopoulos (1987), pupil‟s scores have been accepted internationally and used as a proxy of
achievement. Further, according to Owens, L., Shute, R., & Slee, P. (2000a) examinations tell children how they
are succeeding or failing give comparable information to teachers and tell those who pay for 11 educations what
they get for their money.
Yutchman and Seashore (1967) system resource theory of organizational effectiveness is relevant to this study
because school interaction with its environment is critical for the acquisition of scarce educational resources in
Economics which ones utilized effectively should translate to good performance of students in Economics
examinations.
The theory is also relevant to the study because it provide the avenue for the government to subsidized
secondary education, and other donors to provide educational resources like textbooks, laboratories and
libraries to secondary schools in the education in Lagos District one as the availability and utilization of
laboratories, libraries and textbooks in influencing student‟s performance in secondary schools not only in
economics subject but also other subjects that are offered by the school.
2.2.2 Human Capital Theory.

The human capital theory is rooted in the field of macro economic development, Schultz (1993).
Human capital theory is associated with the work of Becker (1975), the theory asserts that education creates
skills which facilitate higher levels of productivity amongst those who possess them in comparison with those
who do not. Education, then, is costly but it brings associated benefits which can be compared with its costs in
much the same way as what happens with any investment project. This theory is relevant to this study because,
those who propounded the human capital theory have found evidence to support the above assertions. First,
they have found a strong, and empirically verifiable, positive relationships across all societies between the
wages and salaries people receive at work and the level of education they attained. They assumed competitive
labour and goods markets and found that those with higher levels of education seem to have, on average, higher
levels of productivity. Employers usually use educational characteristics as a condition for qualification and
suitability for a job, and potential productivity, of their employees.
Secondly, the earnings of the more educated not only start at a higher level but increase more rapidly to a peak
level which happens later in life than the earnings profiles of the less educated. Indeed, those with no education
tend to have earning profiles which remain flat throughout their lives. These patterns are said to indicate not just
that education makes people more productive but also enhances the ability to learn by doing, causing
productivity, and thus earnings, to increase at a faster rate than for those with less education.

Schlitz (1993) defined human capital as a key element in improving firms‟ assets and employees to increase
productivity as well as increase and sustain competitive advantage. To sustain competitiveness in the
organization human capital development becomes an instrument used to increase productivity.
Human capital refers to processes that relate to training, education and other professional initiatives to increase
the levels of knowledge, skills, abilities, values and social assets of an employee which will lead to the
employee satisfaction and performance that will eventually translate to organization performance.
2.2.3 The Learning Theory

Learning has been defined by Ki (1993), as the process of increasing ones‟ capacity to act. There are
many learning theories each of which focuses on different aspects of the learning process as applied to people in
general. The main theories are concerned with in this study are the Reinforcement theory, Cognitive learning
theory, experiential learning theory and social learning theory.
a. Reinforcement Theory
Reinforcement theory is based on the work of Skinner (1974). The theory expresses the belief that changes in
behavior take place because of an individual‟s response to events or stimuli, and the ensuring consequences
(rewards or punishments). Individuals can be “conditioned” to repeat the behavior by positive reinforcement in
the form of feedback and knowledge of results.
Gagne (1977) redeveloped his stimulus response theory, which relates the learning process to many factors
including reinforcement, namely drive: According to him there must be a basic need or drive to learn,stimulus:
people must be stimulated by learning processes; Response: in other word, the knowledge, skills and attitude
that will lead to effective performance; Reinforcement: These responses need to be reinforced by feedback and
experience until they are learnt.
b. Cognitive Learning Theory.
Cognitive learning involves gaining knowledge and understanding by absorbing information in the form of
principles, concepts and facts, and then internalizing it. Learners (employees) can be regarded as information
processing machines.
Malokoma .E. (2008) reported that behaviorism cannot easily explain the natural curiosity that individuals have
the great desire to learn, to make sense of the environment and to feel competent in activities. Thus, cognitive
factors must be considered to understand how people learn not only by association rewards but by having
knowledge of their results and by receiving feedback. So cognitive learning is about the change in what the
learner knows rather than what he or she does.
Braton et.atl (2007), noted that the origins of the cognitive approach to learning can be traced back to research
by three prominent European psychologists Max Wertheimer, Wolf Gang Kohlar, and Kurt Lewin, known as the
Gestalt theorists, proposing that human consciousness cannot be investigated adequately by unscrambling its
component but only by investing its overall shape or pattern. McKenna (2006) identified that insight learning
latent are learning the two components of cognitive learning.
Braton et.atl (2007), suggested that mental process of (trial and error), gives the insight learning, as individual
evaluates results compose it with logical alternatives and choose option that is likely to aid decision making.
Cognitive learning also results from inferences expecting and making connections instead of acquiring habits,
furthermore, learners acquires plans, strategies and their prior knowledge is also important. They identified
some principles of learning associated with cognitive psychology like instructions should be well organized and
clearly structured, perceptual features of the task and prior knowledge is important, difference between
individuals cognitive feedback about success or failure of task.
c. Experiential Learning
People are active agents of their own learning, Reynolds et.al (2002). Experiential learning takes place when
people learn from their experience by reflecting on it so that it can be understood and applied. Learning is
therefore a personal “construction” of meaning through experience.” Constructivists “such as Rogers believe
that experiential learning will be enhanced through facilitation –creating an environment in which people can be
stimulated to think and act in ways that help them to make good use of their experience.
d. Social Learning Theory
Braton, Gagne, Briggs and Wage (2007) explained social learning theory of Bandura which emphasizes the
importance of observing and modeling the behaviors, attitudes, and emotional reactions of others, it means that
people learn from observing other people. The idea of learning by observing produced by behaviorist but the
later research Albert Bandura looked to interaction and cognitive processes and noted that observation let people
to see the consequences of other‟s behaviours, resulting that people can gain some idea of what might flow from
acting in one way or the other.
In social learning theory, interval cognitive processes are said to have some effect on behavior as examined by
McKenna (2006) that person‟s expectations about the outcome of a behavour reflects these effects. To attend,
remember and rehears would be key aspect of observational learning and showed the most common examples of
social learning situations are television commercials.
2.3 Empirical Review

In this section of the study, it will focus on the empirical review of articles and journals authored by notable
writers whose contributions constitutes added value to the project study compositions.
2.3.1 Good infrastructure and Academic Performance in Senior Secondary Schools

Good infrastructure put in place in school allows teachers and students to focus most of their time and energy on
teaching/learning activities respectively. Waweru (2005) observed that appearance of adequate physical
facilities in school is an important source of inspiration and motivation for members of the school community.
The development and maintenance of physical facilities in secondary schools by community, parents and
sponsors should be encouraged (Republic of Kenya, 1998). This is because lack of such facilities interferes with
the learning process.
Owiye (2005) states that provision of material inputs like staffrooms, computers, classrooms, and toilets are
important for the efficiency of education in those institutions. According to Federation of African Women
Educators (2001), report schools that lack adequate classrooms for instance hold their lessons outside or under
trees. During bad weather, such lessons are postponed or are never held altogether. This interferes with syllabus
coverage; students from such schools do not perform well in examination. The situation is worsened by the
increased enrollment in our secondary schools out of the Free Secondary Education initiative and mushrooming
of the Constituency Development Funds schools, which are ill equipped to cope with the big numbers.
Ahawo (2009) noted in her study in public mixed days schools in Kisumu East district on the importance of a
well-equipped laboratory to enhance performance in science subjects, which are compulsory for every Kenyan
student at Kenya Certificate of Secondary Education examination. She noted that most laboratories in the
district were ill equipped because of insufficient funds and high cost of laboratory equipments. This affected
students‟ performance negatively since the students did not have many practical lessons and some students were
meeting some apparatus for the first time in the national examinations.
Mobegi (2007) suggests that the question of equipment demands that schools should posses not only what is
necessary but also what is modern and up to date if good quality of work must be done. This study seeks to
establish the status of the laboratory and laboratory equipment in Kisumu East Sub-county today and establish it
influence on student academic achievement in the science subjects today.
Best (2005) argued that effective facilities management contributed to the success of every student in every
school in the United States. He further recommended that implementing policies that resulted in high quality
high performing well designed and well-maintained school facilities had a direct and indirect impact on teaching
and learning process.
Waweru (2005) observes that principals should make periodic evaluation of school buildings as well as grounds
to ensure safety of the school.
Okumbe (2001) adds that Principals need to upgrade facilities in the event of new knowledge and technology
such as use of computers, laboratory equipments such as Microscopes.
Otula (2007) noted that parents through the initiative of Parents Association project should finance school
physical facilities such as boarding facilities, electricity, water, telephone, transport, purchase and maintenance
of school vehicles, general repair and construction of buildings such as classrooms, laboratories, staff houses
and hostels.
Olel (2002) in her study regarding optimal utilization of educational resource did not relate the educational
resources to academic achievement nor raise the challenges faced by school administration in providing the
educational resources which this study seeks to establish. The literature reviewed on physical facilities based
challenges included Ahawo‟s (2009) study on factors influencing academic performance in public mixed day
schools in Kisumu East District, Kenya. She focused only on mixed day schools and looked at influence of
school policies, domestic cores, instructional resources and parental involvement on student academic
performance.
Omariba‟s (2003) study on factors that contribute to performance in national examination in rural secondary
schools in Kisii District Kenya employed theoretic framework explaining the relationship between inputs and
outputs of a firm. That examination results are derived from a combination of education input variables. He
employed correlation research design and regression analysis. His study established that for better performance
in national examination avail inputs (textbooks, equipments, libraries and laboratories) must be availed.
In Omaribas study, correlation was able to give the relationship between various variables but could not
establish or describe the factors as they existed in the field hence the present study adopted descriptive research
design to describe the challenges as they existed in the schools in Kisumu East sub –county schools. The study
established that school size, expenditure on library, equipment and teachers‟ qualification accounted for 68.8%
change in performance. These studies did not address school administrators‟ perceptions on physical facilities-
based challenges faced by principals in enhancement of student‟s academic achievement, the knowledge gap
this study sought to fill.Teaching/Learning process is the core activities of educational institution hence

emphasis on principals‟ role as instructional leaders charged with the responsibility of organization and
management of approved school curriculum.
Ngala (2010) study revealed that their existed significant difference on how teachers were supervised between
high and low performing schools in primary schools in Eldoret Municipality. Principals should finally ensure
the students are adequately prepared, registered and presented for school based continuous assessments and for
the national examinations in accordance to the Kenya National Examinations Council Regulations and Syllabus.
Evidence of the relationship between the provision of books and equipment and examination is clear and
consistent as noted in (Republic of Kenya, 1998). Emphasis put on textbooks indicates that they are fundamental
to education and that all children deserve the very best.
Omariba (2003) observes that the quality of instruction process experienced by each pupil determines the
schools‟ efficiency. This instructional process is facilitated by availability of relevant resources.
Olendo (2009) argues that one of the critical condition of successful innovation and implementation of
curriculum is a steady and continuous supply of Teaching/Learning equipments as part of the tools teachers
need for their jobs, he further states that this increases the teachers‟ confidence, effectiveness, creativity and
productivity therefore enabling quality delivery. It has been observed that schools that mainly appear on the top
ten categories in the national examinations ranking had adequate textbooks.
Lucas and Mbiti (2011) noted that top schools nationally had better facilities‟ and offer a wide variety of
courses and provide higher quality peer group. These schools offered an average of 16 Kenya Certificate of
Secondary Education examinable subjects compared to 11 subjects in other schools.
Omariba (2003) established that use of textbooks significantly predicts a student‟s achievements; therefore,
books availed and used well, could lead to tremendous result. He asserts that the availability of textbooks and
school equipments such as laboratory equipments and stationery allowed the teacher to give assignment and
homework. Optimal utilization of these resources employed learner-centered approach to learning, which
improved results by making students work independent of teachers. This study seeks to establish the status of
text books and other equipments in the sub-county and ascertain their contribution to the examination results in
the sub-county.
Mobegi‟s (2007) study in Gucha revealed that the unavailability and inadequacy of textbooks, stationery,
science equipment and teaching aids affected teachers in the selection of appropriate and effective methods of
teaching contributing to poor performance in Kenya Certificate of Secondary Education examination. This study
seeks to establish the availability and adequacy of teaching and learning aids in the schools in the sub-county
and assess its contribution to student academic achievement.
According to Ingersoll (2001), the Contemporary Education theory holds that the inability of schools to
adequately staff classrooms with qualified teachers was one of the pivotal causes of inadequate school
performance.
Kamotho (2008) concurs that the major challenge facing the free secondary school education entails provision
of additional teachers and rationalizing the distribution of the serving ones to match the demand created by
additional students. Currently there is a shortage of 23,291 teachers in Kenyan secondary schools and the
demand for teachers is on the rise. This has resulted to overloading the few available teachers. It observes that
teaching load affects teachers‟ efficiency. When teachers experience too many demands on their skills and
abilities, they become irritated and confused and this affects their commitment and performance therefore
affecting the quality of education they deliver.
Awuor (1995), in her study on the causes of poor performance in national examinations in Siaya and Kisumu
District private schools, concluded that the total enrollment and pupil teacher ratio had an inverse effect on
pupils‟ performance. This study seeks to establish pupil teacher ratio in Kisumu East sub-county in public
secondary schools and establish the effect of pupil teacher ratio on student academic achievement.
Ngala‟s (2010) study was only on supervision of teachers by head teachers and it influence on student‟s
achievement in primary schools of Eldoret Municipality, the present study covered several aspects of
teaching/learning process teacher supervision being one among them. The study used outlier approach by
picking on five best performing schools and five poorest schools to facilitate effective comparison between
different categories of schools the present study cut across all the schools in Kisumu East sub-county. The
studies reviewed did not focus on school administrators‟ perceptions on teaching /learning based challenges
faced by principals in enhancement of student‟s academic achievement in Kisumu East Sub County, the gap in
knowledge this study attempted to fill.
Greenwald, Larry and Laine (1996) investigated the effect of school resources on student achievement. A
universe of education production function studies was assembled to utilize meta-analytic methods to assess the
direction and magnitude of the relations between a variety of school inputs and student achievement. The 60
primary research studies aggregated data at the level of school districts or smaller units and either controlled for
socioeconomic characteristics or was longitudinal in design. The analysis found that a broad range of resources
were positively related to student outcomes, with effect sizes large enough to suggest that moderate increases in
spending may be associated with significant increases in achievement. The discussion relates the findings of this
study with trends in student achievement from the National Assessment of Educational Progress and changes in
social capital over the last two decades.
2.3.2 Availability of Physical and Material Resources in Secondary Schools

According to Adeyemi and Adu (2010), it is widely accepted that education is one of the leading instruments for
promoting economic development as it encompasses some processes individuals go through to help them
develop and utilize their potentials.
Further Okeke (2007) points out that, through education, individuals acquire knowledge, skills and attitude that
are necessary for effective living. According to Onsonu et al (2006), central to the educational process is
secondary education which provides a vital link between basic education and the world of work on one hand and
further training on the other.
Usman (2007) noted that central to the education process are educational resources which play an important role
in the achievement of education objectives and goals by enhancing effective teaching and learning.
According to Adeogun and Osifila (2008) physical resources include laboratories, libraries, classrooms and a
host of other physical infrastructure while material resources include textbooks, charts, maps among others.
Akisanya (2010) commenting on educational resources says they are important because the goal of any school
depends on adequate supply and utilization of physical and material resources among others as they enhance
proper teaching and learning the reason why this study is important. A study by Altbach (1993) noted that
nothing has ever replaced the printed word as the key element in the educational process and as a result
textbooks are central to schooling at all levels.
According to Owoeye and Yala (2010), in some instances textbooks provide the only source of information for
students as well as the course of studies for the subjects Squire (1991) writing on teachers‟ reliance on textbooks
stated that those seeking to improve the quality of education in instructional materials would inevitably lead to
changes in actual teaching. While the selection of a textbook has been judged to be of vital importance to
academic achievement, it is sad to say that relevant books are not available for teaching and learning activities.
According to Odulaja and Ogunwemimo (1989), lack of textbooks could be identified with high cost. Since the
educational process functions in a world of books according to Owoeye and Yala (2010), the chief purpose of a
school library is to make available to the pupil at his or her easy convenience all books, periodicals and other
reproduced materials which are of interest and value which are not provided as basic or supplementary
textbooks. They further noted that as a resource the library occupies a central and primary place in any school
system as it supports all functions of the school.
According to Fowowe (1988) a library must be up to date and at the same time allow access to older materials.
Farombi (1998) argued the saying that seeing is believing as the effect of using laboratories in teaching and
learning of sciences and other science related disciplines as students tend to understand and recall what they see
than what they hear or were told. The laboratory is essential to the teaching of sciences and the success of any
science course is much dependent on the laboratory provision made for it.
Affirming this Ogunniyi (1993) said that there is a consensus among science educators that the laboratory
occupies a central position in science instruction.However, many studies have established that physical and
material resources in secondary schools are inadequate in the world all over. For example, World Bank (2008)
in a study on textbooks and school library provision in secondary education in Sub-Sahara Africa revealed that
textbooks and libraries were not only inadequate but unevenly distributed among rural and urban schools in the
area of study.
Similarly,Asiabaka (2008) on effective management of schools in Nigeria noted that the government‟s failure to
establish policy directive on minimum standards in relation to schools‟ facilities has led to disparities in
acquisition. This is because while some have well equipped laboratories, libraries and other facilities for
effective teaching and learning others have none and where they exist, such facilities are poorly equipped. On
the same vein Olaniyan and Ojo (2008) also noted that lack of textbooks and training manuals was one of the
challenges facing successful implementation of introductory technology in Nigerian secondary schools.
This is supported by Chiriswa (2002) who noted that effective teaching and learning depends on the availability
of suitable adequate resources such as books, laboratories, library materials and host of other visual and audio
teaching aids which enhance good performance in national examination.
A study by Akinsanya (2010) to determine the differential distribution and utilization of human resources on
students‟ performance in state owned and federal schools revealed that both material and human resources were
practically inadequate and where they were adequate they were not well utilized in those two types of schools.
Further, the study also revealed that physical facilities like laboratories and libraries were inadequate which
affected students‟ performance.
Similarly, Oni (1995) said that availability and quality of materials facilitates smooth operation of any school
and thereby enhancing effective teaching/learning activity and when this is so, there is higher educational
attainment by students.
In Kenya however, Makuwi (1990) found that the development of school library was on a better footing than
some other African countries.
However, according Adeyemi (2010) the above standard compares poorly with what operates in school libraries
in developed countries and is far below the recommended number of volumes by the American Library
Association which suggests a minimum base collection of 20,000 items for a school of 500 or lessproviding 40
items per pupil. Despite their importance in the teaching learning process libraries remain elusive in the world
all over as evidenced by various studies. Henry (1982) reported that in Jamaica school libraries were at
developing stage exhaling inadequacies in funding and staffing. In Southern Sudan, Abdelgadir in (1984) found
a wide gap between ideal school library collections while Abduljalil (1995) reported that books availability
provides a good measure for evaluating library service.
Similarly, Bawa (1993) observed that in South Africa, the provision of school library was unequal for the
different population groups and others having nothing that can be vaguely called a library.
In Ghana, Alemna (1993) observed that most schools have untrained teacher librarians who work as full time
teachers in various fields and part time librarians.According to Kinuthia (2009), Kiveu and Maiyo (2009),
Kippra (2003) among other studies, availability of educational resources in Kenya have been elusive since
independence. The cost sharing policy officially launched in 1988 saw the burden of providing both physical
and material resources passed on to parents and guardians.
Further according to earlier research Wambua (1988), Mueni (1999), Orina (2001) with increased poverty levels
many parents have not been able to meet the cost requirement under this policy leading to inadequate physical
and material resources in secondary schools. In today‟s era of globalization, USAID (2004) noted that economic
growth depends increasingly on an educated work force that is poised to take advantage of opportunities the
reason why availability of educational resources cannot be over emphasized because of their role in the
achievement of educational goals and objectives. According to Fuller (1991), even though many world
governments acknowledge the importance of education to its citizens the states encounter financial constrains in
providing these services.
Udoh (1986) observed that school libraries exhibit inadequacies in personnel and funding facts supported by
Adesola (1991) who claimed that under funding resulted from the scarcity of foreign exchange.
According to Fagbeja (1993), Fakoya (2002) under funding had adverse effects on the quality educational
resources in secondary schools. It is against this background that this study was necessary to assess whether
with the introduction of constituency development fund in 2003 and subsidized secondary education in 2008,
textbooks, laboratories and libraries are available in secondary schools because they are acquired through
government funding. This study assessed the availability of text books, laboratories and libraries in selected
secondary schools in Mbeere South Embu County.
2.3.3 Utilization of Physical and Material Resources for Effective Teaching and Learningand Students
Performance.
According to Yousuf (2005), it is well known among educators that the educational experience involving the
learner actively participating in concrete examples are retained longer than abstract experiences. In the same
vein Russel et al (1985) emphasize that concrete experience facilities learning and the acquisition, retention and
usability of abstract symbols. Further according to Adeoye and Papoola (2011), for learning to take place,
learners must have access to necessary information materials and resources. They have to interact with tangible
and intangible resources to ensure some level of performance. This is supported by Mutai ((2006) who asserted
that learning is strengthened when there are enough reference materials such as textbooks, exercise books,
teaching aids and classrooms. Further he asserted that academic achievement illustrates per excellence the
correct use of these materials.
Olagunju and Abiola (2008) states that utilization of resources in the teaching brings about fruitful learning
since it stimulates students sense as well as motivating them. Further, Denyer (1998) in his study on science
game in National curriculum in the United Kingdom reported that games when used as a resource enable less
able children to stay on task and remainmotivated for longer period. Goal attainment in any school depends on
adequate supply and utilization of educational resources which enhance proper teaching and learning process
within a conducive environment.
According to Njoroge (2000) in a study on factors affecting availability, acquisition and utilization of resources
in the teaching of English in selected Kenyan secondary schools found that unavailability of educational
resources among other factors hinders effective utilization.
Fuller (1985) noted that students who have used two or more books were almost three times better than those
who have no textbooks in school while Loxley (1984) revealed that inadequate supply of textbooks in school as
having a toll on teaching and learning activities in many countries in the world and therefore their importance
cannot be overemphasized since they are indispensable to quality education.

Mapederun (2002) and Oni (1995) also emphasized that the availability and adequacy of educational resources
affect the academic performance positively. Similarly, Chiriswa (2002) notes that effective teaching and
learning depends on the availability of suitable adequate resources such as books, laboratories, library materials
and host of other visual and audio teaching aids which enhance good performance in national examination.
Alverman (1987), (1989), Hinchman (1987), Zahorik (1991) reported that the availability of textbooks in
school appears so consistent with higher level of students achievement that they are worth of close scrutiny as
instruments of learning effective learning.
On relationship between educational resources and students' academic performance Idiage (2004) concluded
that teacher‟s qualification and adequate facilities were determinants of assessing academic performance of
students in secondary schools. Hence the availability of facilities in schools affects the academic performance of
students. Many studies done on factors influencing poor performance of students‟ examinations have indicated
inadequate teaching learning resources as one of the key variables Kembui (1995), kitheka (2005).
Goal attainment in any school depends on adequate supply and utilization ofeducational resources which
enhance proper teaching and learning process within a conducive environment.
UNCST (2007) noted that practical experiments have been observed to be central to the teaching of science in
that they held develop scientific investigation and motivates, creates curiosity, objectivity and willingness to
evaluate evidence the reason why in availability and utilization of laboratories cannot be over emphasized.
Research results Aminu (1980), Abijo (1981), Jegede (1992), Ivowi (1997), Ajaja (2005) have shown that
science teachers continue to teach science using the lecture method despite recommended guided discovery
methods. According to Ajaja (2009) the inability of science teachers to apply guided discovery inquiry
approaches in their teaching is hinged on lack of laboratory equipment among others.
Karimi (2011) noted that effective school libraries provide additional reading opportunitiesfor students which in
turn improve reading skills, comprehension and writing clarity ofexpression which in turn support student‟s
performance in all other curriculum subjects.
Lang et al (1995) in his study on the relationship between expenditure on the school libraryand test performance
revealed that throughout the world better readers were also better usersof language and the library. Their
findings also verified that students in schools with betterfunded libraries tend to achieve higher average test
scores.
Similarly, Ashioya (2012), in astudy on factors affecting effective utilization of libraries in secondary schools
noted thatlibraries were not a priority in secondary schools and continued to be neglected as an integralpart of
education system. Talking about utilization of physical and material resources inteaching and learning, it is
important to know that the teacher as the facilitator must havepractical knowledge on using these materials
when available and improvise when not readilyavailable.
Usman (2007) noted that without the teacher who is knowledgeable, educationalmaterial cannot create change
and progress. However, Kitheka (2005) notes that schools withabundantly resources notalways utilize them
efficiently and consequently fail to raisestudent‟s level of performance. On the other hand, schools with limited
resources may utilize what they have efficiently, and this may boost learning and students should be able to
maximize and utilize available resources so as to adequately achieve educational objectives. On the same vein,
Obwocha (2005, October 6) describes a certain school as “the sick man of the National schools inspite of
possessing adequate facilities and 74 teachers. Similarly, Munyori (2006, March 6) says some National schools
are a national shame. This is in reference to the poor performance of three schools that tailed in 2005 K.SCE
exam in the National school's category according to the results published in the Daily Nation and the Standard
newspapers of March 2, 2006. This cannot be a better example of the importance of optimum utilization of
resources than that of National schools that perform poorly.
This is supported by Cohen et al (2003) who point out that it is not making resources available to schools that
matters but getting those resources to be used by teachers and students to get academic content learned.
According to Aguolu and Aguolu (2002), resources may be available in the library and even identified
bibliographically as relevant to one's subject of interest, but the user may not be able to lay hands on them. The
more accessible information sources are the more likely they are to be used because readers tend to use
information sources that require the least effort to access. This study was necessary to ascertain whether with the
introduction of subsidized secondary education, Constituency development fund among other government
interventions, textbooks, laboratories and libraries are available in secondary schools and if so are they being
utilized for effective teaching and learning.
In this study the researcher assessed the availability and utilization of educational resources like textbooks,
laboratories and libraries in selected secondary schools in Mbeere South Embu County.
This study therefore is an improvement to existing literature on impact of educational resources on students‟
academic performance in economics using some senior secondary schools in Lagos state educational district one
such as Abesan high school, AbibatMogaji Millennium senior secondary school, Abiola Grammar School and
Adegoke high School Aggegewhich covers Agege, Alimosho and Ifakojaiye local government areas of Lagos
State.
III. RESEARCH DESIGN AND METHODOLOGY

3.1 Preamble
This chapter presents the research methodology for the study. The chapter describes the design, the target
population, the sample and sampling techniques, the research instruments, data collection procedures and data
analysis technique.
3.2 Research Design

The research design for this study survey method which is a descriptive study of some selected senior secondary
school in Agege, Alimosho and Ifakojaiye local government areas of Lagos State
3.3 Population of the Study

Following the format given below: the population of the study comprises of 30 numbers of teachers and 110
numbers of students from four selected senior secondary schools in education District 1 of Lagos state which
include: Abesan high school, AbibatMogaji Millennium senior secondary school, Abiola Grammar School and
Adegoke high School AggegeinAgege, Alimosho and Ifakojaiye local government areas of Lagos State.
The schools are categorized using the socio economic and demographic characteristics of the respondents.
3.4 Sampling, Procedure and Sample Size

The study is limited to the use of primary data gotten from the field work based on the respondents' responses
through the administration of structured closed - ended questionnaires. The study covers 110 senior secondary
students and 40 teachers.Convenience sampling technique will be used in selecting the 110 samples of students
and 40 teachers in the studied area for analysis.
3.5 Data Collection Instrument and Validation

The data collection instrument of the study will be structured questionnaires designed by the researcher on the
impact of educational resources on students academic performance in economics in some selected senior
secondary schools in Lagos state educational district one.
The instrument will be divided into five sections: Section A will elicit responses of respondent‟s demographic
and socio–economic background. Section B will collect information on the availability and utilization of school
resources and their impact on academic performance in economics in senior secondary schools in Lagos
District one, investigate the relationship and adequacy of physical facilities and their impact on educational
outcomes in economics in senior secondary schools in Lagos District one. And assess the significant effect of
level of qualification and preparation of teachers and their impact on educational outcomes in economics in
senior secondary schools in Lagos District one.
The expected response format will be the modified Likert scale. That is questions that will be used in the
research will be closed –ended questions. To make the analysis easier, the closed-ended questions will be
provided with alternatives and clear instructions to respondents‟. Five point Likert scale properties are
described below:
Strongly Agree = SA = 5
Agree = A =4
Disagree =D =3
Strongly disagree = SD =2
Undecided = U =1
Validity of the Instrument
The questionnaires will be submitted to the project supervisor for reviewing, corrections and proper
modifications and item construction to determine the face and content validity of the instrument and ensure that
the instrument measure what it intended to measure.
Reliability of the Instrument
The reliability of the instrument will be established through a pilot study on the target respondents different
from those used for the study.
Administration of Instrument
A letter of introduction to the academic to be sample will be collected from the department. The approval to
conduct the research shall be sought and obtained. The informed consent of the participants will also be gained
before the academic administer questionnaires. The researcher will personally administer the instrument to the
target respondents.
3.6 Method of Data Analysis

The data collected will be analyzed using both descriptive and inferential statistics. Descriptive statistics such as
frequency distribution will be used to analyze the demographic and socio-economic background of the target
respondents.
The regression analysis will be used to determine the availability and utilization of school resources and their
impact on students' academic performance in economics in senior secondary schools in Lagos District one.
Pearson product moment correlation analysis will also be employed toinvestigate the relationship and adequacy
of physical facilities and their impact on student academic performance in economics in senior secondary
schools in Lagos District one.
Finally, the regression analysis will be adopted to assess the significant effect of level of qualification and
preparation of teachers and their impact on educational outcomes in economics in senior secondary schools in
Lagos District one.
3.7Limitation of the Methodology

Correlation is not and cannot be taken to imply causation. Even if there is a very strong association between two
variables we cannot assume that one causes the other. It also does not allow us to go beyond the data that is
given.
IV. DATA PRESENTATION AND ANALYSIS

4.1 Preamble
The chapter focuses on the analysis of the data collected from the sample of the study, through the research
instrument. Basically, it involves the data analysis, presentation of result and discussion of the finding.
Appropriate statistical techniques were adopted for the different analyses. The chapter is divided into the
following subheading.
1. Analysis of Administered Questionnaire

2. Analysis of Demographic data
3. Analysis of Research Questions
4. Analysis of Research Hypotheses.
5. Discussion of Findings.
Analysis of Administered Questionnaire

Table 1: Response Rate on Teachers Questionnaire
Questionnaire Frequency Response Rate (%)
Returned 30 75
Unreturned 10 25
Total 40 100
Source:Field Survey, 2017

The table reveals that out of the total number of questionnaireadministered to the teachers 30(75%) was properly
filled and returned while 10(25%) was not properly filled. By extension, it can be concluded that the
questionnaire administration was successful.
Table 2: Response Rate on Student Questionnaire
Questionnaire Frequency Response Rate (%)
Returned 110 73.3
Unreturned 40 26.66
Total 150 100
Source:Field Survey, 2017
The table reveals that 110(73.3%) of the questionnaire was returned while 40(26.6%) was not properly filled.
Overall the result shows that the questionnaire administration was successful. The analysis is based on the
questionnaire that was filled.
4.1.1 Analysis of Demographic Data

This section deals with the analysis of the respondent‟s characteristics. It reveals the frequency distribution,
percentages of the respondents at a glance.
Table 2: Demographic Analysis of the Respondent for Teachers

Teacher Gender Frequency Percentage (%)

Male 21 70
Female 9 30
Total 30 100
Age
Age
Below 20yrs 3 10
21-30yrs 6 20
31-40yrs 12 40
41yrs and above 9 30
Total 110 100
Educational Qualification
SSCE 5 16.7
OND/NCE 5 16.7
HND/BSc 14 46.7
MSc/MBA and above 6 20
Total 30 100
Marital Status
Single 8 26.7
Married 15 50
Separated 7 23.3
Total 30 100
Local Government Area
Agege local government areas 9 30
Alimoso local government areas 3 10
Ifakojaiye local government areas 8 26.7
Mainland local Government 10 33.3
Total 30 100
School
Abesan high school 6 20
AbibatMogaji Millennium senior secondary 4 13.3
school
Abiola Grammar School 14 46.7
Adegoke high School Aggege 6 20
Total 30 100
Source: Field Survey, 2017
The result on teachers‟demography shows that 21(70%) are male while 9(30%) are female. 3(10%) are below
20 years of age, 6(20%) are within the age bracket of 21-30yrs, 12(40yrs) are within the age bracket of 31-40yrs
and 9(30%) are 41years and above. The result alsoshows that 5(16.7%) of the teachers are SSCE holders,
another 5(16.7%) are OND/NCE holders, 14(46%) of the teachers are HND/BSc holders, while 6(20%) of the
respondents are MSC/MBA holders. In addition, the result reveals that 8(26.7%) are single, 15(50%) are
married, 7(23.3%) are separated. The result also shows that 9(30%) of the respondents are from Agege local
government areas, 3(10%) are from Alimoso local government area, 8(27.7%) are from Ifakojaiye local

government area and 10(33.3%). Finally, 6(20%) of the teachers teach at Abesan high school, 4(13.3) teach at
AbibatMogaji Millennium senior secondary school, 14(46.7%) of the respondent are from Abiola Grammar
school, and 6(20%) are from Adegoke high School Aggege
Table 2: Demographic Analysis of the Respondent for Student

Name of School Frequency Percentage (%)
Abesan high school 28 25.5
AbibatMogaji Millennium senior secondary 33 30
school
29 26.4
Abiola Grammar School
Adegoke high School Aggege 20 18.2
Gender
Male 70 63.6
Female 40 36.4
Total 110 100
Age
12-14yrs 44 40.0
15-18yrs 43 39.1
19yrs and above 23 20.9
Total 110 100

Local Government Area
Agege local government areas 30 27.3
Alimoso local government areas 15 13.6
Ifakojaiye local government areas 46 41.6
Main Land Local Government 19 17.3
Total 110 100
Father Income
5000-10000 47 42.7
11000-20000 33 30.0
21000 and above 30 27.3
Total 110 100
Mothers Income 41 37.3
1000-4000 45 40.9
5000-9000 44 40.0
10000 and above 24 21.8
Total 110 100
Parent Employment
Self employed 26 23.6
Employed 40 36.4

Unemployed 44 40
Total 110 100
Parent level of income
Primary 54 49.1
Secondary 34 30.9
Tertiary 22 20.0
Total 110 100
The demographic analysis of the student reveals that 28(25.5%) of the student are from Abesan high school,
33(30%), 29(26.4%) of the respondent are attend Abiola Grammar School, 20(18.2%) of the respondent attend
Adegoke high School Aggege. In terms of the gender distribution the finding shows the 70(63.3%) of the
respondent are males while 40(35.4%) are females. The distribution by age group shows that student within the
age bracket of 12-14years are 44(40%), 43(39.1%) of the respondents are within the age bracket 15-18years and
23(20.9%) are 19 years and above.
Furthermore, 30(27.3) of therespondents are from Agege local government area, 15(13.6%) of the respondents
are from Alimoso local government areas, 46(41.6%) are from Ifakojaiye local government areas and 19(17.3%)
are from MainLand Local Government. In addition, the survey also shows the frequency distribution of the
parental income of the students.
The result shows that 47(42.7%) of the students indicated that their father‟s income falls within 5000-10000,
33(30.0%) indicated 11000-20000, 30(27.3%) indicated 21000 and above. Again, the result shows that
41(37.3%) of the respondents indicated that their mothers‟ income falls within 1000 – 4000, 45(40.9%)
indicated 5000-9000, 24(21.8%) indicated 10000 and above.
The survey also revealed the frequency distribution of student parental employment. The result shows that
26(23.6) of the students indicated that their parent areself-employed, 40(36.4%) indicated that their parents are
employed while 44(40%)of the student noted that 44(40%) are unemployed. Finally, the table shows the
frequency and percentage analysis of the parental level of education. The table shows that 54(49.15) of the
students indicated that their parent has primary school qualification, 34(30.9%) indicated secondary school
while 22(20.0%) noted that their parents had tertiary education.
4.2 Presentation and Analysis of Data According to Research Questions

In this section, the research questions will be addressed using descriptive statistics of frequency distribution and
percentage analysis.
Research Question 1
Does the availability and utilization of school resources significantly impact the students’ academic
performance in economics in senior secondary schools?
Table 3: Respondent views on the availability and utilization of school resources significantly impact the
students’ academic performance in Economics in senior secondary schools.
S/ Item SA(%) A(%) D(%) SD(%) UD(%)

N
1 70(63.6) 30(27.3) - 7(6.4)) 3(2.7)
I use all my recommended text books in
Economics given to me.
2 The school general ratio of text books to 57(51.8) 24(21.8) 8(7.3) 16(14.5) 5(4.5)
students in economics is one to a student.
3 The lack of my of adequate textbooks, 48(43.6) 30(23.7) 20(18.2) 8(7.3) 4(3.6)
and unequipped library in my school
affect my academic performance in
Economics.
4 I often use the school library for my 44(40.0) 23(20.9) 12(10.9) 20(18.2) 11(10.0)
personal development and academic
purpose.
5 The use of textbooks makes a difference 67(60.9) 20(18.2) 8(7.3) 10(9.1) 5(4.5)
in the teaching of economics subject as a
student.


In respect to the research question one, the respondents‟ views are reflected on the table. The result shows that
70(63.6%) of the respondents strongly agree, 30(27.3) agree, 7(6.4%) disagree and 3(2.7%) strongly disagree
thatthey read the recommended text books in Economics given to them.
Furthermore, in response to the item “The school general ratio of text books to students in economics is one to
a student” 57(51.8%) of the respondents strongly agree, 24(21.8%) agree, 16(13.9%) disagree, 8(7.3%) are
neutral and 16(14.5%) disagree and 5(4.5%) strongly disagree. Again, on the item “The lack of availability of
adequate textbooks, and library in my school affect my academic performance in Economics.” 48(43.6%) of the
respondent strongly agree, 30(23.7%) agree, 20(18.4%) are neutral, 8(7.3%) disagree and 4(3.6%) strongly
disagree.
In addition, 44(40.0%) of the respondent strongly agree, 23(20.9%) agree, 12(10.9%) are neutral, 20(18.2%)
disagree and 11(10.0%) strongly disagree that often use the school library for my personal development and
academicpurpose. Finally, 67(60.9%) of the respondents strongly agree, 20(18.2%) agree, 8(7.3%) are
undecided, 10(9.1%) while 5(4.5%) strongly disagree that the use of textbooks makes a difference in the
teaching of economics subject as a student.
Research Question 2: Is there any relationship between the adequacy of physical facilities and their
impact on students’ academic performance in economics in senior secondary schools?
Table 4: Respondent views on the relationship between the adequacy of physical facilities and their
impact on students’ academic performance in economics in senior secondary schools.
S/ Item SA(%) A(%) UD(%) D(%) SD(%)

N
6 Inadequate classrooms such as lack 71(64.5) 22(20.0) 5(4.5) 12(10.9)
of good boards, and desk in my
school affect my academic
performance.
7 I do well as a student when I am 63(57.3) 36(32.7) - - 11(10.0)
exposed to good field for extra
curriculum activities.
8 Functional libraries and reading 70(63.6) 14(12.7) 14(12.7) 9(8.2) 3(2.7)
room in my school help me to
concentrate and perform well as a
student.
9 As a result of ill-equipped libraries - 17(15.5) 54(49.1) 23(20.9) 16(14.5)
such as good books, computers for
research and good library, it always
affects my performance in Economic
subject.
10 Lack of access to good physical 45(40.9) 44(40.0) 10(9.1) 2(1.8) 9(8.2)
facilities have dominant effects on
my academic performance
The table shows the respondents view on the research question two; the respondents‟ views are reflected on the
table. The shows that 71(64.5%) of the respondents strongly agree, 22(20.0%) agree, 5(4.5%) disagree and
12(10.9%) strongly disagree inadequate classrooms such as lack of good boards, and desk in my school affect
my academic performance. Furthermore, in response to the item “I do well as a student when I am exposed to
good field for extra curriculum activities” 63(57.3%) of the respondents strongly agree, 36(32.7%) agree,
11(10.0%) strongly disagree. More so, on the item “I agree that functional libraries and reading room in my
school help me to concentrate and perform well as a student.” 70(63.6%) of the respondent strongly agree,
14(12.7%) agree, 14(12.7%) are undecided, 9(8.2%) disagree and 3(2.7%) strongly disagree.
In addition, 17(15.5%) of the respondents agree, 54(49.1%) are undecided, 23(20.9%) disagree, 16(14.5%)
strongly disagree that “As a result of ill-equipped libraries such as good books, computers for research and good
library, it always affects my performance in Economic subject.” In conclusion, the finding on the item “Lack of

access to good physical facilities havedominant effects on my academic performance”reveals that 45(40.9)
strongly agree, 44(40.0%) agree, 10(9.1%) are undecided, 2(1.8%) disagree and 9(8.2%) strongly disagree.
Table 5: Respondents View on Lack of Financial Resources and its Effects on Student’s Academic
Performance.
S/ Item SA(%) A(%) UD(%) D(%) SD(%)
N
11 Poor funding of my school negatively 47(42.7) 37(33.6) 15(13.6) 8(7.3) 3(2.7)
affects my academic performance as a
student
12 As a result of late payments of my 47(42.7) 37(33.6) 15(13.6) 8(7.3) 3(2.7)
school fees by my parents it often affects
my overall academic performance as a
student.
13 Lack of funding of the school by the 46(41.8) 34(30.9) 18(16.4) 7(6.4) 5(4.5)
authority affects my academic
performance as a study.
14 Lack of funding by the authority of the 40(34.8) 36(31.3) 28(24.3) 5(4.3) 6(5.2%)
school in economics related research
project in the school, affects my overall
performance in economics subject.
15 Appropriate funding of the school by the 40(34.8) 36(31.3) 28(24.3) 5(4.3) 6(5.2%)
management has nothing to do with the
student academic performance in
economic.
The table shows the respondents view on the research question three. The result on the table shows that
47(42.7%) strongly agree, 37(33.6%) of the respondents agree, 15(13.6%) are undecided, 8(7.0%) disagree and
3(2.7%) strongly disagree thatPoor funding of my school negatively affect my academicperformance as a
student.
Furthermore, in response to the item “As a result of late payments of my school fees by my parents it often
affects my overall academic performance as a student” 47(42.7%) of the respondents strongly agree, 37(33.6%)
agree, 15(13.6%) are neutral, 8(7.3%) disagree, while 8(7.3%) stronglydisagree. Moreover, on the item “I agree
that lack of funding of the school by the authority affect my academic performance as a study,” 46(41.8%)
strongly agree, 34(30.9%) agree, 18(16.4%) are undecided, 7(6.4%) agree and 5(4.5%).
The result also reveals that 40(34.8%) of the respondent strongly agree, 36(31.3%) agree, 28(24.3%) are
undecided, 5(4.3%) disagree and 6(5.2%) strongly disagreed that due to lack of funding by the management in
economic related research project in the school it affects my overall performance in the subject.
Finally, 40(34.8%) strongly agree 36(31.3%) agree, 28(24.3%) are undecided, 5(4.3%) disagree, 6(5.2%)
strongly disagreed that “Appropriate funding of the school by the management has nothing to do with the
student academic performance in economic.”
Research Question Three: Does the level of qualification and preparation of teachers affect students’
academic performance in Economics?

Table 5: Respondent views on the level of qualification and preparation of teachers affect students’
academic performance in Economics
S/ Item SA(%) A(%) UD(%) D(%) SD(%)

N
11 My level of education and 6(20) 4(13) 2(6.6%) 2(6.6%)
preparation as a teacher affect my
students‟ academic performance in
Economic subject.
16(53.3)
2 The lack of my preparation and not 7(23.3) 3(10) 1(3.33) 1(3.33)
having all the recommended
textbooks in economics for teaching
economic subject affects my
students‟ academic performance in
Economic subject. 18(60)
3 The use of instrumental materials in 20(66.6) 4(13.3) 3(10) 1(3.33) 2(6,66)
lesson delivery affects students‟
academic performance positively.
4 My level of educational qualification 12(40) 9(30) 4(13.33) 3(10) 2(6.66)
in Economics and preparation has
nothing to do with my students‟
academic performance.
5 My lack of passion for my job as a 15(50) 9(30) 2(6.66) 3(10) 1(3.3)
teacher and lack of preparation really
affect students‟ performance in
Economics subject.
The table shows the respondents view on the research question three, the respondents‟ views are reflected on the
table, 16(53.3%) of the respondents strongly agree, 6(20%) agree, 4(13%) are undecided 2(6.6%) disagree and
2(6.6%) strongly disagree their level of educational and preparation as a teacher affect my students‟ academic.
Furthermore, in response to the item “The lack of my preparation and not having all the recommended textbooks
in economics for teaching economic subject affects my students‟ academic performance in Economic subject”
18(60%)of the respondents strongly agree, 7(23.3%)agree, 3(10%) are undecided, 1(3.33%) disagree, 1(3.33%)
strongly disagree. More so, on the item “The use of instrumental materials in lesson delivery affects students‟
academic performance positively.” 20(66.6%) of the respondent strongly agree, 4(13.3%) agree, 3(10%) are
neutral, 1(3.33%) disagree and 2(6.66%)strongly disagree.
In addition, 12(40%)of the respondents strongly agree, 9(30%) agree, are 4(13.33%) undecided, 3(10%)
disagree, 2(6.66%) strongly disagree that “My level of educational qualification in Economics and preparation
has nothing to do with my students‟ academic performance.” In conclusion, the finding on the item “My lack of
passion for my job as a teacher and lack of preparation really affect students‟ performance in Economics
subject.” reveals that 15(50) strongly agree, 9(30%) agree, 2(6.6%) are undecided, 3(10%) disagree and 1(3.3%)
strongly disagree.
4.3 Test of Hypotheses
This section will be addressed using inferential statistics as stated in the methodology. Basically, the inferential
statistics is aimed at drawing conclusion based on the data obtained from the sample.
Research Hypothesis I
H0: The availability and utilization of school resources have no impact on student‟s academic performance in
Economics in senior secondary schools.
H1: There is significantimpact of the availability and utilization of school resources on students‟ academic

Model Summary
Model R R Square Adjusted R Std. Error of the Estimate
Square
1 .262a .069 .060 1.152
a. Predictors: (Constant), Availability and utilization of material resources
ANOVAa
Model Sum of Squares Df Mean Square F Sig.
Regression 10.566 1 10.566 7.966 .006b
1 Residual 143.252 108 1.326
Total 153.818 109
a. Dependent Variable: Student Academic performance
b. Predictors: (Constant), Availability and utilization of material resources
Coefficientsa
Model Unstandardized Coefficients Standardized T Sig.
Coefficients
B Std. Error Beta
(Constant) 3.477 .302 11.496 .000
Availability .219 .078 .262 2.822 .006
1 and utilization
of material
resources
The result on the tables reveals regression analysis conducted to determine the impact of Availability and
utilization of material resources on student academic performance. The coefficient of availability and utilization
of material resources (0.219) is positive and this implies that a unit increase in availability and utilization of
material resources, all other factors held constant, will lead to 0.219 increases in Student academic performance.
The coefficient of determination (r2) = 0.069 this means that 6% of the variation in student academic
performance can be explained by availability and utilization of material resources. The t (1,108, 0.05) = 2.822,
P (.006) < 0.05, therefore, the null hypothesis should be rejected, thus Availability and utilization of material
resources is statistically significant. Furthermore, the F-statistic ((1,108), 0.05)= 7.966, P (0.006) < 0.05, this
implies that the model is statistically significant.
Research Hypothesis II
H0:There is no relationship between the adequacy of physical facilities and their impact on Students‟ academic
H1: There exists a relationship between the adequacy of physical facilities and their impact on student academic
performance in economics in senior secondary schools.
Correlations
a1 q13
Student Pearson Correlation 1 .646**
Academic Sig. (2-tailed) .000
performance N 110 110
Adequacy of Pearson Correlation .646** 1
physical Sig. (2-tailed) .000
facilities N 110 110
**. Correlation is significant at the 0.01 level (2-tailed).
The result on the table shows the relationship between adequacy of physical facilities and student academic
performance. Pearson correlation was computed to determine the relationship that may exist between the two
variables. The result shows to r (113, 0.05) = .646, P (.000) < 0.05, the result obtained shows that there is a
strong positive significant relationship between the adequacy of physical facilities and their impact on Students‟

academic performance in Economics in senior secondary schools, by extension, it means that the higher the
adequacy of physical facilities the higher the level of student academic performance. Based on the empirical
findings carried out from above, there is therefore substantial empirical evidence to reject the null hypothesis
that there is no relationship between the adequacy of physical facilities and their impact on Students‟ academic
Research Hypothesis III

H0: There is no significant effect between the level of qualification and preparation of teachers on the students‟
H1: There exists asignificant effect between the level of qualification and preparation of teachers affect students‟
Model Summary
Model R R Square Adjusted R Std. Error of the Estimate
Square
1 .804a .647 .634 .831
a. Predictors: (Constant), a4
ANOVAa
Model Sum of Squares Df Mean Square F Sig.
Regression 35.368 1 35.368 51.225 .000b
1 Residual 19.332 28 .690
Total 54.700 29
b. Predictors: (Constant), level of qualification and teachers‟ preparation
Coefficientsa
Model Unstandardized Coefficients Standardized T Sig.
Coefficients
B Std. Error Beta
(Constant) -2.863 .847 -3.381 .002
level of 1.366 .191 .804 7.157 .000
1 qualification
and teachers‟
preparation
The result on the tables‟ shows the regression analysis conducted to determine the impact level of qualification
and preparation of teachers on student academic performance. The coefficient of level of qualification and
preparation of teachers (1.366) is positive and this means that a unit increases in level of qualification and
preparation of teachers will lead to 1.366 increases in Student academic performance.
The coefficient of determination (r2) = 0.647 this means that 65% of the variation in student academic
performance can be explained by level of qualification and preparation of teachers. The t (1,108, 0.05) = 7.157,
P (.000) < 0.05, therefore, the null hypothesis should be rejected, thus level of qualification and preparation of
teachers is statistically significant. Furthermore, the F-statistic ((1,108), 0.05) = 51.225, P (0.006) < 0.05, this
implies that the model is statistically significant.
4.4 Discussion of Findings.

The questionnaire administered to both teachers and students shows that the response rate was representative
and satisfied the law of large sample size required for statistical estimation. The finding shows that most of the
respondent is, male, they are within the age group of 31-40years, they are mostly HND/BSc holders, and they
are married. The questionnaire administered to students shows that the response rate was successful.
The finding shows that most of the respondents are, male, they are within the age group of 12-14years and 15 -
18years, and the finding revealed that most of their parents arelow income earners. Furthermore, the
demographic analysis reveals that their parent fall in the range of employed and unemployed. This has

significant implication on the ability of the student to fare well in Economics. The poor level of parental
education could also have significant effect on the success of the student in Economics.
The finding of the study shows that availability and utilization of school resources has an impact on students‟
academic performance in Economics in senior secondary schools. This finding is consistent with Omariba
(2003) who established that the use of textbooks significantly predicts a student‟s achievements; therefore,
books available and used well, could lead to tremendous result. He asserts that the availability of textbooks and
school equipment‟s such as laboratory equipment‟s and stationery allowed the teacher to give assignment and
homework.
The result also agrees with Lucas and Mbiti (2011) they noted that top schools nationally had better facilities‟
and offer a wide variety of courses and provide higher quality peer group. They clearly noted that the
availability of facility results in better academic performance of the student.
The finding on research hypothesis two shows that there exists a relationship between the adequacy of physical
facilities and their impact on student academic performance in Economics in senior secondary schools. The
result evidently shows a positive relationship between physical facilities and student academic performance in
economics in senior secondary schools. This result also corroborated the position of Omariba (2003) noted that
use of textbooks significantly has an impact on a student‟s achievements; therefore, properapplication of books,
could lead to tremendous result. He asserts that the availability of textbooks and school equipment‟s such as
laboratory equipment‟s and stationery allowed the teacher to give assignment and homework.
The result also agrees with Lucas and Mbiti (2011) they clearly noted that the availability of facility results in
better academic performance of the student. This finding agrees with Mobegi‟s (2007) study in Gucha
whichrevealed that the unavailability and inadequacy of textbooks, stationery, science equipment and teaching
aids affected teachers in the selection of appropriate and effective methods of teaching contributing to poor
performance in Kenya Certificate of Secondary Education examination. This is clear instance of the
stronglyrelationship that exists between physical facilities and student academic performance.
Finally, the finding reveals that there is a significant effect of the level of qualification and preparation of
teachers on students‟ academic performance in Economics in senior secondary schools. Hopkins (1997)
observed that a teacher‟s role is central in student achievement; he noted that of all the variables under the
control of the school, teaching has the most demonstrable impact upon students‟ achievement. Therefore,
teacher‟s preparation is important for student academic performance.
4.4.1 Implications of the study

The implication of the findings made in this study is that it provides aids, solution and guide to students, tutors,
analysts, parents, government, educational consultants, ministry and commission of education, foreigners,
investors, policy makers, curriculum planners, educational stakeholders and the public at large on the impact of
educational resources on student‟s performance and the relationship between educational resources and
students‟ performance in Economics.
The study also gives insight on the significance of educational materials to learners and tutor at different levels
and grade of learning.The findings of the study have significant implications for the future of secondary schools
in Lagos district one and in the country. The findings enlighten the Board of Governors (B.O.G) on the existing
resources in their schools and how they impact on education. It will further enlighten the Board of Governors
on the need to ensure adequate teaching / learning resources in secondary schools.
The study will enable the Teachers Service Commission (T.S.C) get a better understanding of the number of
teaching staff available in secondary schools and how this affects education. The findings of the study has the
implications to curriculum developer in that it can be used by curriculum developer to ensure that teaching-
learning materials recommended for secondary schools are those that positively help to promote increasing
students understanding of the curriculum leading to better academic performance.
V. SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Preamble
This chapter looks at the research work at a glance. It summarizes the study, make conclusion and
recommendation. It is divided into the following subheading:
1. Summary of findings
2. Conclusion
3. Recommendations
5.1 Summaryo Findings
The study focused on the impact of Educational resources on students‟ academic performance in Economics: a
study of Some Senior Secondary Schools in Lagos State Educational District one. The finding of the study
shows that availability and utilization of school resources has an impact on students‟ academic performance in

Economics in senior secondary schools. This finding is consistent with Omariba (2003) who established that the
use of textbooks significantly predicts a student‟s achievements; therefore, books available and used well, could
lead to tremendous result.
The result also agrees with Lucas and Mbiti (2011) they noted that top schools nationally had better facilities‟
and offer a wide variety of courses and provide higher quality peer group. They clearly noted that the
availability of facility results in better academic performance of the student.
The finding on research hypotheses shows that there exists a relationship between the adequacy of physical
facilities and their impact on student academic performance in Economics in senior secondary schools. The
result evidently shows a positive relationship between physical facilities and student academic performance in
economics in senior secondary schools. This result also corroborated the position of Omariba (2003) noted that
use of textbooks significantly has an impact on a student‟s achievements; therefore, proper application of books,
could lead to tremendous result. He asserts that the availability of textbooks and school equipment‟s such as
laboratory equipment‟s and stationery allowed the teacher to give assignment and homework.
The result also agrees with Lucas and Mbiti (2011) they clearly noted that the availability of facility results in
better academic performance of the student. This finding agrees with Mobegi‟s (2007) study in Gucha which
revealed that the unavailability and inadequacy of textbooks, stationery, science equipment and teaching aids
affected teachers in the selection of appropriate and effective methods of teaching contributing to poor
performance in Kenya Certificate of Secondary Education examination. This is clear instance of the strongly
relationship that exists between physical facilities and student academic performance.
Finally, the finding reveals that there is a significant effect of the level of qualification and preparation of
teachers on students‟ academic performance in Economics in senior secondary schools. Hopkins (1997)
observed that a teacher‟s role is central in student achievement; he noted that of all the variables under the
control of the school, teaching has the most demonstrable impact upon students‟ achievement. Therefore,
teacher‟s preparation is important for student academic performance.
5.2 Conclusion
The primary purpose of education is to bring about desirable change in behavior through acquisition of skills,
attitudes, competencies, critical and creative thinking. Teaching is a complex and demanding task that requires
highly specialized skills, knowledge and resources to impact significantly on student learning. Availability and
utilization of resources in school is important in the achievement of its goals and objectives. Students learning
outcome is influenced by appropriate utilization of school resources. Investing in educational resources is the
key to ensuring that schools become institutions where students‟ work together, learn from each other and
benefit from a supportive school environment, and consequently maximize student learning so that all students
achieve their full learning potential (United Nations Scientific and Cultural Organization, (UNESCO), 2007).
The physical, human and financial resources invested in schools influences not only the education provided to
students but also aspects of teachers and student motivation and consequently the educational outcomes. Within
the Nigeria context, in some education systems, there are concerns that schools not only lack the resources to
meet the educational requirements of their students, but that schools may have fewer resources with which to
provide instruction to their students (OECD, 2008).
To achieve better student academic performance, there must be availability andutilization of school resources,
adequate physical facilities and more importantly, teacher must possess the necessary qualification and must
prepare ahead of teaching activities. Teachers need to use a wide variety of resources, which can enrich the
learning environment. The adequacy of physical resources and teaching materials as well as their effective
utilization are ultimately important for improved academic performance. It is not debatable that the utilization of
resources in education brings about fruitful learning outcomes since it stimulates and motivates students.
5.3 Recommendations
Based on this study the following recommendation was proffered;
School administrators must constantly review, inspect and monitor school teaching and learning resources. A
system that works well is one that is constantly monitored and reviewed. Constant and consistent monitoring of
school resource and ensuring its availability and proper utilization will make teachers and students take care of
the school resources as well as take learning and academic activity seriously.
Academic instruction cannot take place in a vacuum. The presence of classrooms, blackboard, whiteboard,
projector, chairs, library, and books, instructional materials are the medium through which knowledge is
acquired;therefore there must be adequate physical facilities across all class especially on the subject matter of
Economics. Besides providing the physical learning facilities, there must be a system on ground that ensures
maintenance of the facilities. Maintaining the system will ensure that student academic performance is
improved.
Finally, teachers play a prominent role in the better performance of student in academic performance especially
in Economics. The level of qualification and preparation of the teachers in the teaching and learning process
helps to contribute to a better learning experience of the secondary school student in Economics. School
administrator must ensure that capable teachers and form tutors are employed.
The current situation in Kaduna State where Primary school teacher cannot attempt and pass primary four
assessment test is a sad situation and should not be allowed to continue. Teachers should possess the right
qualification and should always be found prepared to engagestudents inEconomics; this can only be achieved
through constant and consistent monitoring.
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Appendix I
Distance Learning Institute,
University of Lagos,
Akoka, Lagos.
26th October, 2017
Dear Sir, /Ma,
REQUEST FOR RESEARCH INFORMATION

I Paschal Chinonso Ohazurike humbly request for your assistance to answer the questions in this questionnaire
given to you. The questionnaire was designed by me a final year student of university of Lagos, department of
Economics, Distance Learning Institute (DLI) in partial fulfillment of the requirements of the award of Bachelor
of Science. All information supplied on this questionnaire will be used for research purpose only and will be
handled with strict confidentiality.
Thank you for your anticipated co-operation and assistance
Yours Faithfully,
_______________________
Paschal Chinonso Ohazurike
Research Questionnaire on the Impact of Educational Resources on Students’ Academic Performance in

Economics
Section A: Respondent’s Demographic Background

Please tick as appropriate an answer you consider the most appropriate to the alternative choices
provided. This section of the questionnaire is only meant for students.
1. Name of Schools -------------------------------------------
2. Local government area -------------------------------------
3. Gender Male () Female ( )
4. Age 12-14 years ( ) 15- 18 years ( ) 19 years and above ( )
5. Age: 15-35 Years ( ) 35-55 years ( ) 56 years 75 ( ) 75 and above ( )
6. Gender: Male ()Female ( )
7. Father‟s monthly income: 5000-10000 ( ) 11-20000 ( ) 21000 and above ( )
8. Mother‟s monthly income bracket: 1000-4000 ( ) 5000 – 9000 ( ) 10000 and above ( )
9. Status of Parents Employment: Self – employed ( ) Employed ( ) Unemployed ( )
10. Parents level of Education Primary ( ) Secondary ( ) Tertiary ( )
provided. This section of the questionnaire is only meant for teachers.
1. Name of schools --------------------------------------
2. Gender Male: ( ) Female ( )

3. Ages of teachers: Below 20 years ( ) 21- 30 years ( ) 31-40 years ( ) 41 years and above (
)
4. Educational qualification:SSCE ( ) OND / NCE ( ) HND/ B.sc ( ) M.Sc. / MBA and above ( )
5. Marital Status: Single ( ) Married ( ) Separated ( ) Divorced ( )
Please read the questions in the following sub sections properly and shows to what extent you agree with
the statement. Show your level of agreement with the statement by ticking the appropriate box.
SA = strongly Agree; A= Agree; D = Disagree, SD = Strongly Disagree, U = Undecided
This Section of the Study is meant for Students only
S Statements SA A D SD U
/ Availability and Utilization Material Resources and their impact on
N students’ Academic Performance in Economics.
1
I useall my recommended text books in Economics given to me.
2 The school general ratio of text books to students in economics is one to a
student.
3 The lack ofmy adequate textbooks, and ill-equipped library in my school affect
my academic performance in Economics.
4 I often use the school library for my personal development and academic
purpose
5 The use of textbooks makes a difference in the teaching of economics subject

as a student.
Availability of Physical Resources and Utilization and their impact on

students’ academic Performance in Economics.
6 Inadequate classrooms such as lack of good boards, and desk in my school affect
my academic performance.
7 I do well as a student when I am exposed to good field for extra curriculum

activities.
8 Functional libraries and reading room in my school help me to concentrate and
perform well as a student.
9 As a result of ill-equipped libraries such as good books, computers for research
and good library, it always affects my performance in Economic subject.
1 Lack of access to good physical facilities havedominant effects on my academic

0 performance
Effect ofFinancial Resources on Student’s Academic Performance.

1 Poor funding of my school negatively affectsmy academicperformance as a
1 student
1 As a result of late payments of my school fees by my parents it often affects my
2 overall academic performance as a student.
1 Lack of funding of the school by the authority affect my academic performance
3 as a study.
1 Due to lack of funding by the authority in economic related research project in
4 the school it affects my overall performance in the subject.
1 Appropriate funding of the school by the management has nothing to do with the
5 student academic performance in economic.

provided. This section of the questionnaire is only meant for teachers.
SA = Strongly Agree; A = Agree; D = Disagree, SD = Strongly Disagree, U = Undecided

S/N Statements on Human Resources SA A D SD U
Effect of level of qualification and preparation of teachers and their

impact on students’ academic performance in economics in senior
secondary schools schoolsschools
1 My level of educational and preparation as a teacher affect my students‟

academic performance in Economic subject.
2 The lack of my preparation and not having all the recommended textbooks in
economics for teaching economic subject affects my students‟ academic
performance in Economic subject.
3 The use of instrumental materials in lesson delivery affects students‟ academic
performance positively.
3 My level of educational qualification in Economics and preparation has

nothing to do with my students‟ academic performance.
4 My lack of passion for my job as a teacher and lack of preparation really affect
students‟ performance in Economics subject.
5 Adequate preparation of lesson before teaching affect students‟ academic

performance positively.

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American Journal of Humanities and Social Sciences Research (AJHSSR) 2024

American Journal of Humanities and Social Sciences Research (AJHSSR)

Impact Of Educational Resources on Students' Academic

AJHSSR Journal P a g e | 141

1.2Statement of the problem

1.3 Aim and Objectives of the Study

AJHSSR Journal P a g e | 142

1.4 Relevant Research Questions

1.5 Relevant Research Hypotheses

1.6 Significance of the Study

AJHSSR Journal P a g e | 143

II. LITERATURE REVIEW

2.2 Theoretical Review

2.2.1 System Resource Theory

2.2.2 Human Capital Theory.

AJHSSR Journal P a g e | 144

2.2.3 The Learning Theory

2.3 Empirical Review

2.3.1 Good infrastructure and Academic Performance in Senior Secondary Schools

AJHSSR Journal P a g e | 146

2.3.2 Availability of Physical and Material Resources in Secondary Schools

AJHSSR Journal P a g e | 149

III. RESEARCH DESIGN AND METHODOLOGY

3.2 Research Design

3.3 Population of the Study

3.4 Sampling, Procedure and Sample Size

3.5 Data Collection Instrument and Validation

3.6 Method of Data Analysis

AJHSSR Journal P a g e | 151

3.7Limitation of the Methodology

IV. DATA PRESENTATION AND ANALYSIS

1. Analysis of Administered Questionnaire

Analysis of Administered Questionnaire

Source:Field Survey, 2017

4.1.1 Analysis of Demographic Data

Table 2: Demographic Analysis of the Respondent for Teachers

AJHSSR Journal P a g e | 152

AJHSSR Journal P a g e | 153

Table 2: Demographic Analysis of the Respondent for Student

Total 110 100

AJHSSR Journal P a g e | 154

4.2 Presentation and Analysis of Data According to Research Questions

S/ Item SA(%) A(%) D(%) SD(%) UD(%)

AJHSSR Journal P a g e | 155

Source: Field Survey, 2017

S/ Item SA(%) A(%) UD(%) D(%) SD(%)

Source: Field Survey, 2017

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S/ Item SA(%) A(%) UD(%) D(%) SD(%)

Source: Field Survey, 2017

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Research Hypothesis III

4.4 Discussion of Findings.

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4.4.1 Implications of the study

V. SUMMARY, CONCLUSION AND RECOMMENDATIONS

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