Effect of Institutional Roles on Students’ Academic Performance in Agricultural Science in Secondary Schools in Emohua LGA. Rivers State, Nigeria

Abstract

The study was conducted to assess the effect of institutional roles on students’ academic performance in secondary schools in Emohua LGA, Rivers State. The study adopted a diagnostic research design. A total sample of 350 respondents comprising of 50 agricultural science teachers and 300 secondary students were selected through random sampling. Data for this study were collected with use of questionnaire structured to successfully obtain the required data.  Data were analyzed using descriptive statistics, chi-square and analysis of variance (ANOVA). Results of the study revealed that school environment and institutional roles influence the academic performance of secondary school students in agricultural science in the area significantly at p<0.001 in the Chi square analysis while the results of ANOVA on the factors and students’ academic performance in agricultural science was insignificant.  The study concludes that school environment and institutional roles are factors to be given attention by school proprietors and administrators and recommends among others that there should be increased funding to procure adequate facilities.