Nwagu
(2004), it was known that one of the contributors to the causes of poor
performance in Senior Secondary Certificate Examination (SSCE) are government
inability to provide basic laboratory equipment. Many secondary schools, more
especially in Onicha Local Government Area suffer form serious poor and
inadequate facilities necessary for teaching and learning. Some schools do not
have enough class-room, laboratories and science equipment.
Nwagu (2004), attributed this
problems to lack of fund, since these equipments are to be provided with money.
In some cases, these facilities and equipments were where bought and sent to
some schools, the problem here is either the equipments are absolute or they
have no reverence with what is being taught in the school, or that
there is no electricity in the school to energize the equipments. There is no
doubt that the resources of most state are already sketched to the utmost
limits, and both government and the individuals can hardly afford to spend on
education alone.
According to Nwagu (2003), facilities are short in most supply and
the quality of instruction is affected adversely. The result of all these, is
that student's learning under such atmosphere or environment that is not
conducive for teaching and learning will not perform very well. In their
examination their performance will always be very poor.
Dwindling
Economy/Poor Economy in
this case, dwindling economy means our
economy becoming less or smaller in degree.
Sofo and Toni (2001), this problem of deplorable state of the Nigeria economy has its own shame of influence on the issue of standards. Some people
argue that the present state of Nigerian economy contributed immensely to the
sudden change in student performance in senior secondary certificate
examination (SSCE).
Sofo (2011), when the economy was stable and Nigeria was very
ride, flowing the affluence of oil boom, she could afford to embark on any type
of educational programme, employment remuneration and re-training teachers.
This was the period when Nigeria embarked on such educational programme as Universal
Primary Education (U.P.E).
Fafua (2000), the period when Nigeria was employing all categories
of individual both qualified and unqualified into her teaching service and was
paying them salaries at and as when due. But when economy changed, Odoh (1995),
the oil boom was no more and oil boom stepped in, it becomes necessary to introduce
the structural adjustment programme; which lightered the economic belf of the
economy.
Most of those experienced
and qualified teachers were retired
and removed from
her service. A new-vocabulary was introduced into the civil
service that was retrenchment.
Encyclopedia (1998), said that the aging individual faced the
calumniation of his occupational role and a final period of retirement. According to Umahi
(1991), quoting from Egbuta's book "thinking of your retirement if nothing
is urgently done” Nigeria would become a nation without the aged and pensioners
who are regarded as reservoirs of wisdom, removal of government workers from
service". The aim here was to retain the few that the economy could afford to
pay. More and
more graduates of education were turned into the labour
market without available jobs. Some of the teachers that are left in the
teaching field are not as experienced as the ones that are unemployed, yet they
remain in school inhabiting teaching and learning process in the school system.
Due to inadequate supply of money into the educational sector,
there is not sufficient money for the payment of government then decides to
retain the less qualified and
in experienced teachers
because their salaries are very Migger
or small.