Stakeholders’ Involvement as a Determinant of Students’ Academic Performance in Kwara State Secondary Schools, Nigeria

Abstract

This study examined stakeholders’ involvement as a determinant of students’ academic performance in Kwara State secondary schools, Nigeria. It adopted a descriptive research design of survey type. All the 6,902 teachers, 336 principals, and all the students in the entire 336 Kwara State secondary schools constituted the population of the study. A multi-stage sampling technique was used for the study. The cluster sampling technique was used group the Local Government Areas (LGAs) in the State into three senatorial districts. Random sampling technique was used to select two LGAs from each of the senatorial districts to make a total of six out of the 16 in the State. Five schools were randomly selected from each of the selected LGAs to make a total of 30. Ten teachers and five students were randomly selected from each of the sampled schools, while principals of all the 30 sampled schools were also purposively selected. Stakeholders’ Involvement Questionnaire (SIQ) and Students’ Academic Performance Proforma (SAPP) were used to collecting data. The SIQ was validated and found reliable with a reliability coefficient of 0.75. Pearson’s Product Moment Correlation was used to test hypotheses at 0.05 level of significance. The finding of the study revealed that there was a significant relationship between stakeholders’ involvement and students’ academic performance in Kwara State secondary schools, Nigeria (r=0.574, p<0.05). The study concluded that if stakeholders in education such as government, teachers and parents adequately and effectively involved in the operation of Kwara State secondary schools, Nigeria by timely playing the roles expected of them, it would help enhance students’ academic performance.