CORRELATION ANALYSIS OF THE PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE, MATHEMATICS AND SOCIAL STUDIES. G.K.

Abledu and M. Gabienu CHAPTER ONE INTRODUCTION Background of the Study In all the entire history of education, English language and Mathematics have held their leading positions among all other subjects because they have been considered as indispensable tools in the training of the educated man. According to Grifilths and Howson (1974). The educated man is the knowledgeable man, trained to approach the affairs of his daily life with some sense of detachment and objectivity and to reason about them soberly and correctly. Many basic schools pupils believe that Mathematics is only applied in Science and thus it is for the science students. They do not seem to realise the use of

Mathematics in their daily activities. Moreso, English Language plays an important role in the study of other subjects. However, students at the basic schools feel that there is no need to study the language since everybody can speak it. According to S.K. Sowah, the Daily Graphic, Monday 29th May 2000 page 21, almost half of the students who read elective Mathematics in 1999 either failed or had poor grades. He noted that Mathematics is a prerequisite for reading Science or Social Sciences in the University and said if this is to be achieved, efforts must be made to improve the performance of students in Mathematics. The importance accorded Mathematics, English Language and Social Studies in the Junior Secondary curriculum reflect accurately the vital role played by the subjects

in contemporary society. In every day life Commerce, Engineering, Social Science, English Language, Social Studies and Mathematics are indispensable tools. The study of Mathematics, English Language and Socials Studies are made compulsory for all students in first and second cycle schools. This is due to the fact that success in these subjects enhances the quality and effective formal education. The new education reform, which was introduce in 1987 as a form of a panacea to solve the problem that the education handed over to us by our colonial masters had created a lot of controversies in formal education in Ghana. The structure and content of the reform had in view the development if certain skills in thee learner so that those who cannot go beyond the basic level of education or even cannot enter the tertiary institutions may be equipped with employable skills. These Junior Secondary Schools graduates would be able to communicate effectively, do very simple computation in trading and be aware of their civic responsibilities. In order to secure admission into Senior Secondary Schools, all candidates must get at least aggregate 10 where good grades in English Language, Mathematics and Social Studies are highly demanded by School authorities in all Second Cycle Schools in the Country. This study is intended to identify the effect that performance in English Language has on the performance of students in Mathematics and Social Studies. This study is also to identify the performance of each student in the three subjects and find out whether private schools students perform better than the public school.

Statement of the Problem The problem to be investigated is the Correlation of the performance of Junior Secondary School Students in English Language, Mathematics and Social Studies. It is

an important role in the real life of all manners of people. But a lot of people seem not to be aware of this fact. Among the students themselves, those that are good in

English Language feel that there is no need studying Mathematics and vice versa. Most often than not students who perform well in Mathematics and Social studies do not do well in English Language especially Science Students. On the other hand, students who perform well in English Language also do not perform well in Mathematics. The claim that Mathematics is for only Science Students. The use of English Language in

studying the other subjects such as Mathematics and Social Studies and the use of Mathematics in the studying Social Studies and English Language is what this study will address.

Research Question This research work is purposed to answer the following questions in order to put up suggestions that will help to improve academic performance in our basic schools, and to close the gap between the performance in the private schools and public schools. 1. Is there any difference between the performance of private schools and public schools in these subjects? 2. Does the performance in English Language affect the performance of students in other subjects? 3. Do students perform better in English Language than Mathematics and Social Studies or vice versa?

Research Hypothesis The hypothesis to be considered in this investigation is

Ho.

Null hypothesis: There is no significant difference in the performance of the J.S.S. students in English Language, Mathematics and Social Studies.

Ha.

Alternate hypothesis: There is a significant difference in the performance of J.S.S. students in English Language, Mathematics and Social Studies

Significance of the Problem It is the hope of the writer that the findings of the study will be of great importance to educational Planners, like Ministry of Education (MOE), Ghana Education Service (GES), West African Examination Council (WAEC), beneficiaries of Education as well as organisation that have roles to play in the promotion and development of Basic Education in Ghana. It is the expectation of the writer that the outcomes of the study will unearth certain problems about the structure and the content of Basic Education Curriculum especially English Language, Mathematics and Social Studies.

Purpose The study was to find out whether students perform very well in English Language than Mathematics, English Language and Social Studies, Mathematics and Social Studies. It was also to find out whether students who perform well in English Language also perform well in Mathematics and Social Studies and vice versa. Another purpose of the study was to find out whether the pubic schools perform better that the private schools or vice versa.

Limitation to the Study

This research work does not take into consideration other variables like qualification of teachers, inputs, facilities, infrastructure and so on. This work held the view that all things being equal, which of the type of the educational institutions is suitable for high academic performance. Moreso this project did not take into

consideration the current WAEC examination linkages and other examination malpractices. It is hoped that the end of this work would have dispelled any

misconception that people may have about the subject matter of this analysis.

CHAPTER TWO LITERATURE REVIEW Introduction In this chapter, the researcher deals with the review of books and journals on the correlation between the performance of basic education students in English Language, Social Studies and Mathematics. The materials in these sources have been written by some educationists and researchers.

Related Literature Grolier (1966) defines correlation as a mathematical concept used in studying the relation between two sets of numerical data or elements such as points and lines, which is particularly useful in statistical studies. Correlation studies of academic

performance may therefore be defined as any interdependence or association of the performance of each student in the examination specifically linear association. Collinns (1989) defines correlation as natural relationship between two or more things, the act of correlating or the state of being correlated. In view of this correlation may be the extent of correspondence among the ordering of rating of the students performances in the three subjects under investigation. The performance refers to the intellectual academic performance. Lefton(1991) mentioned that intelligence is difficult to measure and hard to define. Itall (1997), explains some defect of public schools. According to him the defects of school boards and their organization is lack of professional training teachers, payments of teacher salaries is very poor; feminization of teaching force and its results, long vacations and many others. This is not different from Ghana that is why most private schools are doing better than the public schools.

DiBartola, (1995) identified the work performance requirements and actual work performance of curriculum supervisor in public school, in the Pennsylvania. He found out that the work performance requirement reveals 56.6% of the job requirements related to curriculum and instructional activities absorb 43.4% almost half of the supervisors work time. In Ghana most of our public schools also are in line with the one mentioned above. As a result the public schools perform poorer than the private schools. According to Digumarti Bhaskara (1996), talked about basic education data. He explained further that there are four significant limitations when dealing with national data sets on the state if basic. These data are commonly available for formal education system and incomplete nonexistent for the wide range of our-off-school programmes for youth and adults. I also take up the mantle in my country to find out how students use English Language, Social Studies and Mathematics at their work places if they do not go for further studies. Also how students benefit from these three subjects. If they get admission into Second cycle schools. Thus when data or statistical results appear illogical or even counterintuitive or should be prepared to reexamine the situations carefully before aggregate data currently available at basic education. Mandler and Johnson (1977) researched into the age apparent University of students grasp of structure of narratives. I strongly agree with this fellow researcher because children who come form good homes have a command on the English Language and can compose very meaningful. However, the case is worse if for those who come from poor home where parents themselves do not understand the English Language this is undeniable fact that students need very good comprehension skills in order to perform well in Social Studies and Mathematics.

Beaugrade (1982) a thorough airing of the theoretical issues, dealt with story comprehension and recall among the basic schools children. Clay, (1975) also studied on how students in basic schools use English Language in studying another subjects. She however observed that midsentence switches in syntactic from which she attributed to different in transcription. De vies and Edwards (1973) stated that the conflicting results from Social Studies investigation may be a function of methodological problems or of differences in the Social Studies contexts of Social Studies classroom. Slavin (1980) and Sharon (1980) also pointed out that holistic conceptualization of Social Studies education that take into account factors that influence thought and action within the classroom. De vault (1981) Physicist, Chemist, Bionomist, Social Scientist, Engineers and Accountant, rely on Mathematics. De vault explain how gravers, farmers, service station operators, gardeners, house owners and sales persons rely on their mathematical competencies. All categories of vocations rely on the knowledge in Mathematics at their work places. Steeter (1997), supports this idea of De vault and asserts that the ability to apply such mathematics in problem solving. Some educators use role models and expose students to career opportunities. The assumption is that students will apply the

conception Mathematics themselves if they see a long-term purpose of these concept According to Swallowood (1995) on the study of the relationship between test preparation strategies and performances he found out that reading and English Language skills review sessions were helpful in passing the related subjects, while mathematics and essay review was not helpful. Robert Marzano and Jesse (1987), are of the view that performing well on standardized tests like West African Examination Council (WAEC) test in our case for

instance has little to do with students thinking abilities and a great deal to do with how well they learned factual. Factual knowledge represented in test items. According to Berlinear (1976) the use of standardized test rarely reflect what was taught in any one teachers classroom. When with young bilingual or lower socioeconomic statues children, they may yield biased results, and at best they indicate only a number of correct answers produced by students not how a problem was worked. In my case however the student show working and the task is to find out whether students use the English Language very well in expressing their ideas in Mathematics and Social Studies examination. According to S.K. Sowah, almost half of the students who read elective Mathematics in 1999 either failed or had poor grade. He noted that mathematics is a prerequisite for reading Science or Social Studies in the University and said if this is to be achieved, efforts must be made to improve the performance accorded Mathematics. In addition English Language and Social Studies Junior Secondary School curriculum reflect accurately the vital role played by these subjects in contemporary society. In conclusion, Meredith (1981) says that individual differences in school achievement are a basic reality for educators. Teachers find out the some students learn more than other. District Administrators find too that some schools have higher level of scholastic achievement than others, even though the same curriculum is taught in each ease. He finally, concludes that factors have been suggested as caused of individual differences in school achievement includes students background his/her intelligence, the quality of teaching to which he or she is exposed to and his/her gender.

CHAPTER THREE RESEARCH METHODOLOGY Introduction This chapter discusses the population and the sample for the study. It is pointed out how the data for this research work is collected. The population considered, the

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sample used, the instrument employed, the procedure followed, the reliability or the validity of the data. the difficulties encountered and the mode of data analysis are all discussed in this chapter.

Population The six schools selected at random for the study are among the 741 Junior Secondary schools in the Accra Metropolitan District. In all, results of candidates

were collected for the four years periods for the study. The average age of these candidates is 16 years. The candidates had been in continuous school attendance until writing their final examination conducted by the West Africa Examination Council (WAEC) in their respective years. These subjects in this accessible population

themselves, differ in social characteristics ranging from poor socio-economic homes to good socio-economic hones. The schools selected at random have a diversity of

infrastructure and geographical differences ranging from sub-urban to urban areas. How ever, these disparities were not taken into consideration in the study.

Sampling Procedure Simple random sampling was done to select the six schools in the population, (Appendix I). The Schools have been serially numbered 001, 002, 003, 004 and so on for the school in line with the random numbers on the calculator (casio-fx-82TL). The random function on the calculator was used to select the require number of schools in each category by pressing the shift key followed by the random key and followed by the equal to sign key. The school whose serial number was picked first in the number of trial was chosen. This trend continues until the six schools were selected. The following

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symbols J.S.S.1, J.S.S. 2, J.S.S.3, J.S.S. 4, J.S.S.5, and J.S.S.6, was used, The first three symbols represent the public schools while the rest denote the private schools. There are 425 public schools and 256 private schools in Accra Metropolitan District, that is: J.S.S. 1 3 = (001, 022 . 470) J.S.S. 3 6 = (001, 002 . 244) The serial numbers of the first three sample schools captured in each category are; J.S.S. 1 3 = (051, 038 . 127) J.S.S. 3 6 = (001, 002 . 215)

Types of Data The Basic Education Certificate Examination (BECE) results are graded from 1 to 9 in this piece of work the number of passes in the various subjects over the period of form years (1999 2002) were considered. The passes of the three subjects, the failures and the absentees made up of the total number of candidates registered from the examinations. (Appendix 1).

Design The study was designed to last for three (3) months beginning from December 2003 to February, 2004. It is made to investigate whether there is a significant

difference in the performances of students in the three subjects. The variable involved six schools and their west African Examination Council (WAEC) results.

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Procedure A letter of introduction, which will enable the researcher to received assistance and cooperation from the WAEC record section authority was given to him from the Polytechnics secretary office.

Reliability/Validity The West African Examination Council is a reputable examining body known internationally. She conducts the Basic education Certificate Examination (BECE) on behalf of the Ghana Education Service (GES). Consequently, the result collected from this body which forms the researchers data are reliable. Data Analysis The Statistical Measurement that the researcher used was one-way analysis of variance (ANOVA Single Factor) to analyse the data year by year. The researcher further employed simple regression to analyse results over the periods. Since these statistical parametres are valid it implies that any findings based on these would be valid and reliable

Approach to Analysis The table of the results of each year group is analysed using anova single factor table. Then the results of these subjects of thee form year periods are combined together to see the relationship in the performance of the students in these three subjects by using simple regression. Students who obtained grade one (1) were considered as excellent performances, grade two (2) is considered as very good, grade three (3) is considered good and grade four (4) is considered as credit performances in this study. Grades from

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one to three were considered generally as good performances while four to six as fair performances while grade seven to nine were considered as poor performance. The one-way analysis of variance (Anova) table was then employed to analyse the results for good performance or good achievers so as to verify any significant differences over the period.

CHAPTER FOUR PRESENTATION AND ANALYSIS OF THE RESULTS Introduction In this chapter, the data collected for the study is analysed. The analysis of variance (ANOVA) table is used to analyse the relationship in the performances of the students in the three subjects over the periods under the investigation. He further used analysis of covariance for linear regression to analysis how these subjects are related.

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The analysis of variances is trying to petition the sample and within the samples. The assumption is that all variances come from normal population with common variances. In this case we are going to find out whether there is a difference between the performances of student from the selected six schools in English Language versus Mathematics, English Language versus Social Studies and Mathematics versus Social Studies.

Results of the three Subjects in 1999 The table below shows the number of candidates who obtained grade one (1) up to grade nine (9) in 1999.

Table 4.1: Results of the three Subjects in 1999. GRADES 1 2 3 4 5 6 7 8 9 ENGLISH LANGUAGE 232 175 101 42 6 4 2 2 2 SOCIAL STUDIES 179 118 117 91 38 12 8 2 2 MATHEMATICS 188 131 99 72 40 20 12 7 6

After running the above data using Excel for pair-wise comparison, that is English Language versus Mathematics, English Language versus Social Studies and Mathematics versus Social Studies, the following tables were the summary output. The analysis is done after each summary.

ANOVA: SINGLE FACTOR SUMMARY OUTPUT 15

GROUP ENGLISH LANGUAGE MATHEMATICS ANOVA

COUNT 9 9

SUM 578 575

AVERAGE 64.2 63.9

VARIANCE 7443.69 4122.86

SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL

SS 0.5 92532.4 92532.9

DF 1 16 17

MS 0.5 5783.28

F P. VALUE 8.6E-90 0.9927

F CRIT 4.934

Considering the null hypothesis Ho. There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics. In this chapter onwards whiles analysing the data I will consider a short form of our previous hypothesis stated above as follows: Ho: Ha: there is no significance difference in passes of all the three subjects. there is at least a significance difference in three passes of these subjects, Through the analysis of thee data for each year under investigation, the following statistical rule is going to be obeyed.

Rejection Region Reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social Studies, Mathematics, if F calculated > F critical where Fc is the F-calculated. Reject Ha: there is at least a significance difference in three passes of these subjects if P < From the Anova table above, F calculated < F critical Moreso, P > where is the 0.05 level of significance, I therefore do not rejects the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies,

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Mathematics and conclude that there is significance difference in the performance of the students in English Language and Mathematics. There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics.

Analysis passes in English language and Social Studies in 1999. GROUP ENGLISH LANGUAGE SOCIAL STUDIES COUNT 9 9 SUM 578 575 AVERAGE 64.2 63 VARIANCE 7443.7 4234.25

ANOVA SOURCES OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 6.7 93423.56 93430.3 Df 1 16 17 MS 6.7 5838.997 P. VALUE 0.00115 FCRIT 4.49

From the table above F. Calculated < F. critical also P > 0.05, it is therefore do not reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics and conclude that there is no significance difference in the performance of the students in the English Language and Social Studies. Looking at the average performance of the two subjects (see Appendix 1) it is conclude that more students perform well in English Language better than Social Studies. This confirms one of the research questions that students performance in English Language affect their performance in Social Studies.

Analysis of passes in Social Studies and Mathematics in 1999 17

GROUPS MATHEMATICS SOCIAL STUDIES

COUNT 9 9

SUM 575 567

AVERAGE 63.8 63

VARIANCE 4122.861 4234.25

ANOVA SOURCES OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 3.56 66856.9 66860.4 Df 1 16 17 MS 3.56 4178.6 F 0.0009 P-VALUE 0.9770 FCRIT 4.49

From the table above F calculated < F critical so I do not reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics. Moreso, P > 0.05 and there is no vast difference between the average performance of students in Mathematics and Social Studies for that matter, I cannot reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics. We therefore conclude that there is no significance difference in the performance of students in Mathematics and Social Studies in year 1999. On the whole there is no significance difference in the performance of the three subjects in 1999. The table below shows the number of candidates who obtained grade on (1) to grade nine (9) in 2000. TABLE 4.2 :PASSES IN THE THREE SUBJECTS IN 2000. GRADES 1 2 3 ENGLISH LANGUAGE 286 139 46 SOCIAL STUDIES 126 173 126 MATHEMATICS 210 136 104

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4 5 6 7 8 9

40 18 3 0 0 0

66 34 10 5 0 0

31 29 18 5 0 0

After running the above data using Excel for pairwise comparison, that is English Language versus Mathematics, English Language versus Social Studies and Mathematics versus Social Studies, the following tables were the summary out put. The analysis is done after each summary output. Analysis of passes in English Language and Mathematics in 2000. GROUPS ENGLISH LANGUAGE MATHEMATICS ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 0.056 111716.4 117716.5 dF 1 16 17 MS 0.056 7357 F 7.5E.90 P.VALUE 0.998 FCRIT 4.49 COUNT 9 9 SUM 532 533 AVERAGE 59.1 59.2 VARIANCE 9214.86 5499.69

From the table above F calculated < F critical and P > 0.05. I therefore do not reject the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics and conclude that there is no significance difference in the performance of students in English Language and Mathematics in 2000 (BECE). Analysis of performance in English Language and Social Studies in 2000. GROUPS ENGLISH LANGUAGE MATHEMATICS ANOVA 19 COUNT 9 9 SUM 532 540 AVERAGE 59.1 60 VARIANCE 9214.861 4364.75

SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL

SS 3.56 109636.9 108640.4

df 1 16 17

MS 3.56 6789.8

F 0.0005

P-VALUE 0.98

FCRIT 4.49

From the table above, F calculated < F critical and P > 0.05 for that matter I do not reject the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics and conclude that there is no significance difference in the performances of students in English Language and Social Studies in 2000. This confirms the earlier finding by Mandler (1977) that student, performance in English Language affect their performance in order subjects too.

Analysis of passes in mathematics and social studies in 2000. GROUPS MATHEMATICS SOCIAL STUDIES COUNT 9 9 SUM 533 540 AVERAGE 59.2 60 VARIANCE 5499.694 6364.75

SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL

SS 2.72 78915.6

dF 1 16 17

MS 2.72 4932.2

F 0.00055

P-VALUE 0.9815

FCRIT 4.49

From the Anova table above, F calculated < F critical and P > 0.05, so I do not reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics and conclude that there is no significance difference in the percentage passes of students in Mathematics and Social Studies in 2000. Again, there is no significance difference among the three subjects.

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The table below shows the number of candidates who registered for BECE in the six selected schools with their respective grades. Table 4.3 showing the passes in the three subjects in 2001. GRADES 1 2 3 4 5 6 7 8 9 ENGLISH LANGUAGE 332 143 52 25 20 3 0 0 0 SOCIAL STUDIES 261 111 125 36 25 15 6 1 0 MATHEMATICS 284 132 75 32 26 20 10 1 0

After running the above data using Excel for pairwise comparison, that is English Language versus Mathematics, English Language versus Social Studies and Mathematics versus Social Studies, the following table were the summary out put. The analysis is done after each summary output.

Analysis of the performance of students in english language and mathematics in 2001. GROUPS ENGLISH LANGUAGE MATHEMATICS ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 0.89 166181.2 166182.02 Df 1 17 17 Ms 0.89 10386.3 F 8.5E-09 P-VALUE 0.993 FCRIT 4.49 COUNT 9 9 SUM 576 580 AVERAGE 64 64.4 VARIANCE 12206.5 8566.0278

From the table above, the F calculated < F critical. Moreso, P > 0.05 for that matter we cannot reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics and conclude that there

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is no significance difference in the performance of the students I English Language and Mathematics in 2001 BECE.

Analysis of the passes in english language and social studies during 2001 bece. GROUPS ENGLISH LANGUAGE SOCIAL STUDIES ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 0.89 158524.2 158525.1 dF 1 16 17 MS 0.89 9907.8 F 8.97E-08 P-VALUE 0.99 FCRIT 4.49 COUNT 9 9 SUM 576 580 AVERAGE 64 64.4 VARIANCE 12206.5 7009.0278

From the above table the F calculated < F critical and P > 0.05, we therefore do not reject Ho There is no significance difference in the performance of the J.S.S. students in English language, Social studies, Mathematics and conclude that there is no significant difference in the performance of students in English Language and Social Studies during the 2001 BECE. Hence this answer the first research question that, is there any difference among the performances of students in these three subjects?

Analysis Of Performance Of Students In Mathematics And Social Studies In 2001 Standardised Test GROUPS ENGLISH LANGUAGE SOCIAL STUDIES COUNT 9 9 SUM 580 580 AVERAGE 64.4 64.4 VARIANCE 85.66.03 7609.02

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ANOVA SOURCE OF VARIATION SS DF MS F P-VALUE FCRIT BETWEEN GROUPS 0 1 0 0 1 4.49 WITHIN GROUPS 129400.4 16 8087.13 TOTAL 129400.4 17 From the Anova table above we found out that, the F calculated < F critical Moreso, the P- value has given us sufficient evidence to show that the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, should not be rejected. This is because the P-value is 100% meaning that there is 100% confidence that there is no significance difference in the performance of students in Mathematics and Social Studies during the 2001 BECE. The table below shows the number of candidates who registered for BECE in the six selected schools with their respective grades. Table 4.4 Showing The Passes In The Three Subjects. GRADES 1 2 3 4 5 6 7 8 9 ENGLISH LANGUAGE 352 100 66 52 27 8 1 1 0 SOCIAL STUDIES 235 155 92 59 21 21 12 6 2 MATHEMATICS 248 106 93 84 31 9 6 2 1

After running above data using Excel for pairwise comparison, that is English Language versus Mathematics English Language versus Social Studies and Mathematics versus Social Studies, thee following tables were the summary output. The analysis is done after each summary output.

Analysis Of The Performances In English Language And Mathematics In 2002. GROUPS COUNT SUM AVERAGE VARIANCE

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ENGLISH LANGUAGE MATHEMATICS ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 40.5 152970.4 153010.9

9 9

607 580

67.4 64.4

12602.53 6518.78

dF 1 16 17

MS 40.5 9500.7

F 0.004

P-VALUE 0.949

FCRIT 4.49

Looking at the avona table above, F calculated < F critical and P > 0.05 for that matter we do not reject thee Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude there is no significant difference in the performance of students in English Language and Mathematics. From the analysis of the performances in English Language and Mathematics we found out that in 2002, the performance of the students in these two subjects is not keenly or highly competitive as compare to 1999, 2000 and 2001 results. This ascertains the fact that some students who had excellent grades in English Language did not have the same grades in Mathematics. This also confirms the earlier finding by Swallwood Sharm Ann (1995) that students excel in English Language more than Mathematics.

Analysis of the passes in english language and social studies during 2002 bece. GROUPS ENGLISH LANGUAGE SOCIAL STUDIES ANOVA SOURCE OF VARIATION BETWEEN GROUPS SS 0.056 dF 1 MS 0.056 F 5.8E-010 P-VALUE 4.49 FCRIT 0.993 COUNT 9 9 SUM 607 606 AVERAGE 67.4 67.3 VARIANCE 12602.5 6549.5

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WITHIN GROUPS TOTAL

153216.2 153216.3

16 17

9576.0

Again, F calculated < F critical and P > 0.05. Therefore, we do not reject the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no significant difference in the performance of students in Social Studies and English Language during the 2002 BECE.

Analysis of the performance of students in mathematics and social studies during 2002 BECE. GROUPS ENGLISH LANGUAGE SOCIAL STUDIES ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 37.6 10456.2 104583 DF 1 16 17 MS 37.556 6534.14 F 0.006 P-VALUE 0.94 FCRIT 4.49 COUNT 9 9 SUM 580 606 AVERAGE 64.4 67.3 VARIANCE 6518.78 6549.5

From the Anova table, F calculated < F critical and P > 0.05 so we do not reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no significance difference in the performance of student in Social Studies and Mathematics.

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However, we realized that the performance in Mathematics and Social Studies in 2002 as compared to the other years under investigation is not highly competitive as indicated by the P-values of the various years. On the whole, in 1999 thee performances in English Language and Mathematics and again Mathematics and Social Studies show decrease in percentages of the passes over the periods. (Please see Appendix 1 for the raw scores). After the above analysis the researcher wanted to do further investigation into how the relationship in the performance in these three subjects in Public and Private Schools would be. Read on.

Analysis Of The Results In Private Schools Over The Period Of Study. The table below shows the number of candidates who obtained grade on (1) up to grade nine (9) in Private Schools over the period of study.

TABLE 4.5 GRADES 1 2 3 4 5 6 7 8 9 ENGLISH LANGUAGE 607 243 71 24 2 0 0 0 0 SOCIAL STUDIES 385 298 190 63 19 5 2 0 0 MATHEMATICS 461 230 134 81 25 6 1 0 0

After running the above data using Excel for pairwise comparison, that is English Language versus Mathematics, English Language versus Social Studies and Mathematics versus Social Studies, the following tables were the output. The analysis is done after each summary output.

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Analysis of thee performances in english language and social studies. GROUPS ENGLISH LANGUAGE SOCIAL STUDIES ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 12.5 508134.4 508134.9 dF 1 16 17 MS 12.5 31758.4 F 0.0004 P-VALUE 0.98 FCRIT 4049 COUNT 9 9 SUM 947 962 AVERAGE 105.2 106.9 VARIANCE 41684.19 21832.61

From the above table, F calculated < F critical and P > 0.05. So we do not reject our normal Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no significance difference in the performance of students in English Language and Social Studies in Private School during the BECE over the periods under the investigation. This analysis reveals an answer to one of the research question that students performance in English Language affects their performance in other subjects. Again, this confirms the earlier investigation by Maudler and Johnson (1997) that students who have very good command on the English Language can compose very meaningfully well in other subjects.

Analysis of the passes in english language and mathematics over the periods of study. In the anova table above, F calculated < F critical and P > 0.05 so we do not reject the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no 27

significant difference in the performance of students in Mathematics and Social Studies in the private schools over the periods of study. From the above analysis we found out that throughout the period of studies, the students performance in English Language and Mathematics was highly competitive as indicated by the P-Value over the periods. Moreso, the performances in English Language and Social Studies by the students is also more keenly competitive than Mathematics and Social Studies over the periods as indicated by the P-Values (see frequency table above Appendix 1 for grades). This again confirms the earlier findings by Swallwood Sharon Ann (1995) that students who excel well in other subjects. Again this reveals an answer to one of the research questions that students who have excellent grades in English Language may sometimes do not have excellent grades in other subjects.

Analysis of the results of public schools over the periods. The table below shows the number of candidates who obtained grade one (1) up to grade nine (9) in public schools over the periods of study.

ANOVA After running the above data using Excel for pairwise comparison, that is English Language versus Mathematics English Language versus Social Studies and Mathematics versus Social Studies, the following tables were the summary output. The analysis is done after each summary output.

Analysis of the passes in english language and social studies over the periods. GROUPS MATHEMATICS COUNT 9 28 SUM 1330 AVERAGE 147.8 VARIANCE 21864.7

ENGLISH LANGUAGE ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL

1327

147.4

39214.5

SS 0.5 488633.8 488634.3

dF 1 16 17

MS 0.5 30539.6

F 1637E-07

P-VALUE FCRIT 0.99 4.49

From the above table F calculated < F critical and P > 0.05 so we do not reject Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no significant difference in the performance of the students in Mathematics and English Language during Basic Education Certificate Examinations over the period of study.

Analysis of the passes of students in english language and social studies. GROUPS ENGLISH LANGUAGE SOCIAL STUDIES ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 4.5 476126.4 476130.9 dF 1 16 17 MS 4.5 29727.9 F 0.00015 P-VALUE 0.99 FCRIT 4.49 COUNT 9 9 SUM 1327 1318 AVERAGE 147.4 146.4 VARIANCE 39214.53 20301.3

29

From the anova table above, F calculated < F critical and P > 0.05 we do not reject the Ho: There is no significant difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no significant difference in the performance of students of public schools in English Language and Social Studies. Analysis Of The Passes In Social Studies And Mathematics. GROUPS MATHEMATICS P. SOCIAL STUDIES P. COUNT 9 9 SUM 1330 1318 AVERAGE 147.8 146.4 VARIANCE 21864.69 20301.28

ANOVA SOURCE OF VARIATION BETWEEN GROUPS WITHIN GROUPS TOTAL SS 8 337335.8 337343.8 dF 1 16 17 MS 8 21082.97 F 0.0004 P-VALUE 0.98 FCRIT 4.49

From the above ANOVA table, F calculated < F critical and P > 0.05 so we do not reject the Ho: There is no significance difference in the performance of the J.S.S. students in English language, Social studies, Mathematics, and conclude that there is no significance difference in the performance of the students of public schools in Mathematics and Social Studies during Basic Education Certificate Examinations during the period of study. Furthermore, the researcher used simple linear regression to test the linear relationship of the performances of the students in these subjects over the periods of study. In this analysis, I am going to look at the different forms of our previous null hypothesis Ho and the alternative hypothesis, Ha. 30

Ho:

There is no significance linear relationship in the performances in the three

subjects. Ha: There is a significance linear relationship in the performance of students in the three subjects. REJECTION REGION: Reject Ho if F calculated > F critical otherwise do not reject. Reject Ho if t calculated > t . Reject Ho if P > 0.05. Again, we consider the confidence interval of the output. The assumption is that if there is no relationship between the subjects (two at a time). The mean of each is zero (0) and they have common variance (62) The table below shows the number of candidates who obtained from grade one (1) up to grade nine (9). GRADES 1 2 3 4 5 6 7 8 9 ENGLISH LANGUAGE 1202 557 251 158 78 18 4 3 2 SOCIAL STUDIES 791 560 400 252 118 56 31 8 4 MATHEMATICS 906 515 371 219 126 81 33 10 7

After running the above data using Excel for pairwise comparison, that is English Language versus Mathematics English Language versus Social Studies and Mathematics versus Social studies, the following tables were the output. The analysis is done after each summary output.

31

ANALYSIS OF ENGLISH LANGUAGE AND MATHEMATICS OVER THE PERIODS OF STUDY. REGRESSION STATISTICS Multiple R. R. Square Adjusted R. Square Standard Error Observations ANOVA Regression Residual Total Df 1 7 8 COEFFICIEN INTERCEP T MATHS T S. -75.1223 1.301 SS 1226460 48747.5 1275208 STANDAR D ERROR 31.20018 0.098059 MS 1226460 6963.929 F 176.11618 SIGNIFICANCE F. 3.22696E-06 83.45016 9. 0.9807 0.961773 0.956312

t-STAT -2.01941 12.27088

P-VALUE 0.0832032 3.227E.06

LOWER 95% -163.08664 1.069451921

UPPER 95% 12842113 1.533195

RESIDUAL OUTPUT 32

OBSERVATION 1 2 3 4 5 6 7 8 9

PREDICTED ENGLISH LANGUAGE 1103.879 595.0593 407.6688 209.8676 88.8445 30.28494 33.4799 -62.109 -66.013

RESIDUALS 98.12319 -38.0593 -156.609 -50.8676 10.6445 -12.2849 37.47991 65.10902 68.01299

PROBABILITY OUTPUT PERCENTILE 5.5555556 16.666667 27.777778 38.888889 50 61.11111 72.222222 83.333333 94.444444 ENGLISH LANGUAGE 2 3 4 18 78 159 251 557 1202

From the above F > F critical t > t , P < 0.5 and Zero (0) does not lie in the confidence interval of the independent variable that means there is a significant linear relationship between the performances of Mathematics and English Language therefore we reject Ho: There is no significance linear relationship in the performances in the three subjects. Moreso, there is 95.0% confidence interval of the slop regression line showing the strong relationship between the performances in Mathematics and English Language. Again, the sum of the residual is zero. The plot of the residual versus fit and normal probability plots do not violate the assumptions of the random errors hence confirmation of the earlier decision.

33

Analysis of mathematics and social studies over the periods of study. Summary Output REGRESSION MULTIPLE R. R. SQUARE ADJUSTED R. SQUARE STANDARD ERROR OBSERVATION STATISTICS 0.932889 0.870283 0.851752 153.7235 9

ANOVA REGRESSION RESIDUAL TOTAL dF 1 7 8 SS 1109791.537 165416.4633 1275208 MS 1109792 27630.92 F 46.96353 SIGNIFICANCE F. 0.0002414336

COEFFICIENT INTERCEP T SOC. STD S -77.11779 1.301781

STANDAR D ERROR 70.295454.1 7 0.18995785 8

T-STAT -1.09795 6.85299 4

PVALUE 0.30891 8 0.00024 1

LOWER 95% -243.340009 0.85260189 5

UPPER 95% 89.10442 1.75096

OBSERVATION 1 2 3 4 5 6

PREDICTED ENGLISH LANGUAGE 952.5908 651.8794 621.7014 250.931 76.49234 -4.218072

RESIDUALS 249.402071 -94.8794355 -270.7013587 -91.93095898 1.507663929 22.21807154

34

7 8 9 PERCENTILE 5.555556 16.66667 27.777778 38.88888 50 61.11111 72.22222 83.33333 94.44444

-36.76259 -66.70355 -71.91067S ENGLISH LANGUAGE 2 3 4 18 78 159 251 557 1202

40.76259074 69.7035484 73.92067148

From the above F calculated > F critical, t > t , P < 0.05 and zero (0) does not lie in the confidence interval of the Social Studies. We therefore reject the Ho: There is no significance linear relationship in the performances in the three subjects, and conclude that there is a significance linear relationship between the performances in Mathematics and Social studies. Again there is 96.7% confidence interval of the slope of the regression line at 95% indicating the strong relationship between the performances in Mathematics and Social studies. Moreso, the sum of the residual is zero. The points of the residual (see appendix 2) are randomly scattered around the mean line and the normal probability plot, do not violate the random errors assumptions. Hence the confirmation of the earlier decision that there is significance linear relationship in the performances of these two subjects. Analysis of english language and social studies over the periods of study. REGRESSION MULTIPLE R. R. SQUARE. ADJUSTED. STATISTICS 0.983157 0.966598 0.961826

35

R. SQUARE. STANDARD ERROR. OBSERVATION. ANOVA REGRESSION RESIDUAL TOTAL DF 1 7 8 SS 700049.6 24191.3 72420.9 MS 700049.6 3455.9 F 202.5665 SIGNIFICANCE F. 2.00849E-06 58.78691 9

Coefficient(s) Standard Error . Coefficie nt Intercept (s) -10.0343 Standar d Error 26.8823 7 SOC. STD 1.033907 0.37327 0.71999 8 2.01E06 t-Stat P-Value Lower 95% 736009112 Upper 95% 53.5323 9 Lower 95.0% 73.6009 Upper 95.0% 53.5323 9

0.07264 14.2325 4 9

6 0.86213232 1.20568 0.86213 1.20568 4 2 2 2

RESIDUAL OUTPUT OBSERVATION 1 2 3 4 5 6 7 8 9 PREDICTED MATHS 807.7863 568.9538 435.563 250.5103 111.9668 47.86454 22.01686 -1.763 -5.89863 PERCENTILE 98.21369 -53.9538 -94.563 -31.5103 14.03322 33.13546 9.983139 11.763 12.89863

PROBABILITY OUTPUT

36

PERCENTILE 5.555556 16.66667 27.77778 38.88889 50 61.11111 72.22222 83.33333 94.44444

MATHS 7 10 32 81 121 219 371 515 906

From the above summary output, F > F critical, t > t , P < 0.05 and zero (0) does not lie in the confidence interval of Social Studies, we therefore reject the Ho: There is no significance linear relationship in the performances in the three subjects, and conclude in English Language and social Studies. Again, the confidence interval of the slope that is R square in the output (that is 870%) indicates the strong linear relationship between the two subjects.

SUMMARY OF THE ANALYSIS AND FINDINGS In summary up the analysis and findings, we looked at how there is no significance difference in the performances of students in the three subjects under investigation. The analysis of variance. (ANOVA SINGLE FACTOR) table is predominantly used to find out whether there is significance difference in the performance of these three subjects. The analysis is done each year using pairwise comparison that is English Language versus Mathematics, English Language versus social studies and social studies versus Mathematics. The pairwise comparison is also used in the analysis of performances of student in these subjects over the periods under investigation for public and private schools. It is found out that there is no significance differences between the

37

performances in English Language and Mathematics, English Language and Social Studies and finally Mathematics and Social Studies. Using simple regression does the analysis of the performance in the three subjects over the period. It is found out that there is a strong linear relationship in the performances of English Language and Social Studies, English Language and Mathematics and finally Mathematics and Social Studies.

CHAPTER FIVE SUMMARY OF THE STUDY AND CONCLUSION Introduction This chapter presents the summary of the main findings of the study, the conclusions and recommendations of the study and suggestion for further study.

Summary The problem investigated was the correlation between the performances of Junior Secondary School (J.S.S.) students in mathematics, Social Studies and English Language The study revealed that there is no significance difference in the performance of students in English Language and Social Studies, English Language and Mathematics and finally Mathematics and Social Studies. The percentage of passes in English Language is greater than that of Mathematics as well as Social Studies. This findings confirms the earlier finding by Swallwood Sham Ann (1995) that students excel in English Language more than any other subjects. The percentage of passes in Mathematics and Social Studies are almost the same throughout the studies. It was found out that the three public schools selected differ in their performances. School A performs better than school B. This is so

38

because, these three schools, differs from one another in social status of the students ranging from poor socio-economic homes to good socio-economic homes. Moreso, these schools, diver in terms of infrastructure and geographical differences ranging from sub-urban to urban areas. In school A about 96% of the candidates had excellent grades and very good grades while 4% of these have good grades over the period. In school B however about 3% of the candidates had very good grades. 72% had good grade and the rest 25% had poor grades. In school C about 40% of them had very good grades and 35% of them had good grades. On the other hand, the private schools selected for the study also differ in their performances in these subjects as compared to the public schools. In school D, about 95% of the passes ranging from excellent grades to good grades while 5% of them had poor grades over the period of study. School E, always maintained 100% passes ranging from excellent to very good grades. In school F about 90% of the candidates had excellent grades and very good grades while 10% of them had good grades. This shows that private schools perform better than the public school. This confirms the earlier finding by DiBaartola, Joseph (1991), that 43.4% of the curriculum work is diverted to non-curricular activities. As a result private schools that use almost 100% of the curricular activities turn to perform better than the public school

Conclusion In a nutshell, the results of this study indicate that there is no significance difference in the performance of students in Mathematics, English Language and Social Studies.

39

It is an undeniable fact that English Language affects the performance of students in other subjects. To this end students need reading skills in order to comprehend whatever they read very well. As stated by Swallwood Ann Sharon (1995), students need skills in English Language in order to perform well in other subjects. Also, the structure and the content of the reform had in view the development of certain skill in the learner so that those who cannot go beyond the basic level of education or even cannot either enter Tertiary Institutions may be equipped with employable skills. Those Junior Secondary Schools graduates would be able to communicate effectively, do very simple computation in trading and be aware of their civic responsibilities. Policy makers could therefore give equal opportunity to the training of teachers in these three subjects.

Recommendations Based on the findings of the study the following recommendations are made: i. Stakeholders in education especially the Ministry of Education (MOE) give equal attention to the training of teachers in these three subjects. ii. The Ministry should put in place all the necessary infrastructure so as to compete with the private school. iii. Students who claim that some subjects are not necessary to be studied at the basic level should be encouraged to eradicate such erroneous impressions.

Recommendation for further Studies It is necessary that further research be conducted on the correlation between the performance of students in English language, Mathematics and Social Studies in Senior Secondary Schools.

40

REFERENCE Barnard H. (1998) A History of English Education, London, University of London press. Crockrof W. (1982) report of Committed if inquiry. In the teaching of mathematics in schools. Mathematics Counts. Published by Majestys Stationery Office. David C. Berliner et al (June-July 1991), Educational Researcher Volume 20, Number 5, Educational researcher Association. Digumarti bhaskarara Rao (1996), Encyclopedia of education for all, A. PH, publishing PVT. Limited, New Delhi- 110002. George Thomas Kuvian (1998), World Education Encyclopedia, Library of congress cataloging in publication Data Private in the United States Of America. Grolier Incorporated (1966), The America Peoples Encyclopedia, .Spencer press Inc. New York James P Shaver(1991), Handbook of research on social studies teaching learning. Macmillan Publishing Company- New York. John Cllayton M.T vol 157 (1996,page 17) Encouraging Estimation and measuring confident level. Michelles. (1979),Teaching mathematics. Published by Koutledge Netherlands.

41

Rebecca Barr et al (1991), Handbook of Reading Research Volume II. Library of congress cataloging in Publication Data. Smith a. (1989), East African Writing in English. London: Macmillan Publishing Company - New York Ward B. (1979), Critical Issues In Educational Psychology. Published in Toronto by Little Brown Company. Canada.

APPENDICES RESULTS 1999 PUBLIC SCHOOL A SUBJECT ENGLISH MATHS SOC. ENGLISH MATHS SOC. ENGLISH MATHS. SOC. ENGLISH SOC. MATHS. 122 71 46 155 123 141 153 105 92 37 49 43 1 86 78 59 32 50 52 2 53 36 39 3 19 26 35 9 47 38 20 43 29 6 32 32 4 2 18 14 9 4 38 5 2 6 5 2000 24 2001 4 17 10 2002 4 14 33 1 3 4 4 4 2 ABSENTEES 2 ABSENTEES 2 ABSENTEES 2 ABSENTEES 2 ABSENTEES 2 ABSENTEES 185 185 185 205 205 205 12 172 172 172 6 2 4 7 1 8 9 TOTAL 165 165 165

SUBJECT ENGLISH MATHS SOC.

1 3

2 8 1 7

3 17 9 12

1999 SCHOOL 4 5 24 10 10 15 26 17

B 6 5 15 3

7 3 11 5

8 1 6 1

9 2 6 2

TOTAL 74 74 74

42

ENG. MATHS SOC.

5 3

20 5 10

2000 22 17 10 22 26 19

3 18 10

2 ABSENTEES 5 2 ABSENTEES 5 2 ABSENTEES 2 ABSENT 1 2X 1 2X

69 69 69

ENG. MATHS SOC.

5 5 2

24 2 8

2001 23 20 12 25 20 24 2002 21 21 13

3 20 15

10 6

77 77 77

ENG. MATHS. SOC.

4 2 5

20 16 10

37 23 21

7 20 19

5 12

1 2 6

1 3

91 91 91

SUBJECT ENG. MATHS. SOC.

1 11 29 33

2 40 31 15

1999 SCHOOL C 3 4 5 27 11 1 24 5 1 25 15 2

TOTAL 90 90 90

43

2000 ENG. MATHS. SOC. 22 30 5 27 16 18 4 6 20 8 1 ABSENT 1 1 ABSENT 53 53 53

ENG. MATHS. SOC.

19 7 3

52 28 16

10 32 54

2001 1 ABSENT 12 1 8 2002 2 1 14 2 10 2

1X 2X

82 82 82

ENG. SOC. MATHS.

24 11 15

28 30 27

20 16 21

75 75 75

SUBJECT ENG. MATHS SOC.STD.

1 72 19 32

2 38 36 25

1999 PRIVATE SCHOOL D 3 4 5 10 1 23 26 14 25 23 10

6 1 4

7 1 2

TOTAL 124 124 124

44

ENG. MATHS. SOC.STD.

78 47 28

53 52 75

1 34 28

2000 3 3 4 2001 1 4 2002

2 ABSENTEES 1 ABSENTEES 1 ABSENTEES

137 137 137

ENG. MATHS. SOC.STD.

69 81 51

55 39 51

9 15 28

134 134 134

ENG. MATHS. SOC.STD.

107 58 82

21 48 30

4 20 18

5 2

132 132 132

SUBJECT ENG. MATHS. SOC.STD. ENG. MATHS. SOC.

1 9 10 9 21 9 13

2 13 8 11

1999 SCHOOL E 3 4 5 18 4 12 10 4 8 13 4 2000 6 14 7 2001 1 3 1

6 2 2 1

TOTAL 46 46 46 40

1 3

12 12 15

ABSENT ABSENT

40 40

45

ENG. MATHS. SOC.

25 11 3

10 14 11

6 9 25

7 1 2002

41 41 41

ENG. MATHS. SOC.

6 10 7

10 17 6

16 9 6

9 5 16

1 1 4 3

42 42 42

SUBJECT ENG. MATHS. SOC.STD.

1 48 52 46

1999 SCHOOL 2 3 23 10 21 5 21 12

F 4 1 4 3

TOTAL 82 82 82

46

2000 ENG. MATHS SOC.STD. ENG. MATHS. SOC.STD. ENG. MATHS. SOC.STD. 62 73 27 66 62 63 11 38 10 43 61 44 1 8 10 44 9 17 8 5 2 2002 73 73 73 6 15 2001 75 75 75 76 76 76

The problem investigated was the correlation between the performances of Junior Secondary School (J.S.S.) students in mathematics, Social Studies and English Language. In chapter one of this report writing, we looked at the background of the study, statement of the problem, definition of terms, purpose of the study, research question/hypothesis, methodology, significance of the problem and limitation of the study.

47

In Chapter two the various books, Journals, Newspapers and so on are presented under a broad headline Literature Review. In Chapter three the

researcher discussed the sources of date, population, sampling techniques used in selecting the six schools out of seven hundred and forty-one (741) schools, type of date, the instrument used design procedure reliability/validity, difficulties encountered and approaches to analysis. In Chapter four we looked at the analysis/discussions the results of BECE from 1999 to 2002 the following were made.

48