Teachers’ Perception of Implementation of Quality Assurance on Senior Secondary School Students’ Academic Performance in Ilesa West Local Government Area, Osun State, Nigeria

Abstract

The annual unimpressive academic performance of secondary school students at both internal and external examinations is not only embarrassing to significant stakeholders in the education industry, but constituted source of grave concern to the entire nation. Several studies had been carried out in different dimensions towards providing solution to this ugly development, which up till now has defied solution. This study examined teachers’ perception of the implementation of quality assurance on senior secondary school students’ academic performance in Ilesa West Local Government Area, Osun State, as part of continuous search for solution to this problem. The study employed descriptive survey design. Two hundred and fifty (250) teachers randomly drawn from secondary schools in Ilesa West Local Government Area of Osun State, Nigeria, were involved in the study. A self-designed and validated questionnaire titled: “Quality Assurance Questionnaire (QAQ)†provided data for the study. Data analysis was carried out with the use of Statistical Package for Social Sciences (SPSS) 25 version, making use of descriptive statistics of mean scores and standard deviation, as well as average mean analysis. Results showed that participants were only aware of three out of eleven items as components of quality assurance namely: safe school and classroom environment ( =2.00); school mission ( = 1.98); and frequent monitoring of students’ success ( =1.87). The results also showed that none of the quality assurance components was implemented in schools. However, the results further showed that quality assurance has the capacity to positively impact students’ academic performance if well implemented in schools. Based on these findings, the following recommendations were made: State Ministry of Education should find way to implement all other components of quality assurance in order to enhance academic performance of secondary school students; the government in collaboration with education stakeholders should provide adequate infrastructural and instructional facilities that will enhance quality education; principals as school administrators should employ quality assurance techniques for the attainment of laudable secondary educational aims and objectives; and principals as quality assurance agents should concentrate more on adequate supervision and monitoring of teaching and learning process to ensure quality secondary education.

Keywords: Academic Performance, Adequate Supervision, Implementation, Quality Assurance,  Quality Assurance Components, Quality Education, School and Classroom Environment, Standard of Education.