CHAPTER FOUR
4.1 ANALYSIS OF RESULIT AND DISCUSSION OF FINDINGS
This chapter deals with the presentation, analysis and discussion of the data obtained in
response to the questions used for the study.
SECTION A
ANALYSIS OF DEMOGRAPHIC DATA OF RESPONDENTS
Table I: Distribution of the respondents by Gender
SEX FREQUENCY PERCENTAGE
Male 48 48%
Female 52 52%
Total 100 100%
From table I the numbers of respondents that are male were 48 in number making 48% of
the total respondents, while 52 of the respondents were female, making 52% of the
respondents.
Table II: Age distribution of the respondents
AGE FREQUENCY PERCENTAGE
13-15 63 63%
16-18 21 21%
18 above 16 16%
TOTAL 100 100%
From table II above, the age bracket of the respondents indicates that 63 of the
respondents were in the age bracket of between 13-15, which makes 63% of the
respondents, 21 were between 16-18 which makes 21% of the respondents, while 16 of
the respondents which makes 16% were 18 and above.
Table III: Distribution of respondents by class
CLASS FREQUENCY PERCENTAGE
[Link] 30 30%
[Link] 30 30%
[Link] 40 40%
Total 100 100%
Table III is a distribution table that shows the classes of the respondents. It reveals that 30
of the respondents which makes 30% were from [Link] and [Link] respectively, while
40% of the respondents were from SSSIII.
SECTION B
4.3 TESTING OF HYPOTHESES
HOI: There is significant relationship between teaching techniques adopted by the
teacher and the academic performance of secondary school students.
Table IV: EEFECT OF TEACHING TECHNIQUES ON ACADEMIC
PERFORMANCE OF STUDENTS.
x2 Calculated Critic al Value Degree of Level of Comment
Value Freedom Significant
37.90 5.991 4 0.05 Rejected
It was observed that the X2 calculated of 37.90 with is greater than the critical X 2 value of
5.991 with a degree of freedom of 4 at 0.05 level of significance, therefore the null
hypothesis which states that there will not be significant relationship between teaching
techniques adopted by the teacher and the academic performance of secondary school
students is rejected. With this, it really signifies that there is a relationship between the
teaching techniques adopted by the teacher and the academic performance of the students.
HYPOTHESIS TWO
HOII: There will not be significant relationship between teacher-student
relationship and the academic performance of secondary school students.
Table V: EEFECT OF TEACHER-STUDENT RELATIONSHIP ON THE
ACADEMIC PERFORMANCE OF STUDENTS
x2 Calculated Critic al Value Degree of Level of Comment
Value Freedom Significant
13.03 5.991 4 0.05 Rejected
It was observed that the X2 calculated value of 13.03 is greater than the critical X 2 value
of 5.991 with a degree of freedom of 4 at 0.05 level of significance, therefore the null
hypothesis which states that there will not be significant relationship between teacher-
student relationship and the academic performance of secondary school students is
rejected. Therefore it shows that, for improved academic performance of the student, the
teacher should ensure that there is a good relationship between them and the student, this
is in accordance with Baker (2005)m he believes that good teacher-student relationship is
a foundation for building confidence in the student towards their teacher.
HYPOTHESIS THREE
HOIII: There will not be significant relationship between learning environment and
the academic performance of secondary school students.
Table VI: EFFECT OF LEARNING ENVIRONMENT ON ACADEMIC
PERFORMANCE OF STUDENTS.
x2 Calculated Critic al Value Degree of Level of Comment
Value Freedom Significant
121.14 5.991 4 0.05 Rejected
It was observed that the X2 calculated value of 121.14 is greater than the critical X2 value
of 5.991, with a degree of freedom of 4 at 0.05 level of significance, therefore the null
hypothesis which states that there will not be significant relationship between learning
environment and the academic performance of secondary school students is rejected.
Therefore the environment have a significant effect on the student academic performance,
this is in line with Ahrentzen and Evans (2008) who believes that students or children are
the products of their environment.
4. 2 DISCUSSION OF FINDINGS
The study has reveal that there is a significant relationship in teaching method, teacher-
students relationship and the learning environment of the student. These are reveal from
the data analysised from each of the hypotheses table.
From hypothesis one, it was observed that the X 2 calculated of 37.90 with is
greater than the critical X2 value of 5.991 with a degree of freedom of 4 at 0.05 level of
significance, therefore the null hypothesis which states that there will not be significant
relationship between teaching techniques adopted by the teacher and the academic
performance of secondary school students is rejected. With this, it really signifies that
there is a relationship between the teaching techniques adopted by the teacher and the
academic performance of the secondary school students is rejected with this it really
signifies that there is relationship between the teaching techniques adopted by the
teacher and the academic performance the students.
From hypothesis two, It was observed that the X 2 calculated value of 13.03 is
greater than the critical X2 value of 5.991 with a degree of freedom of 4 at 0.05 level of
significance, therefore the null hypothesis which states that there will not be significant
relationship between teacher-student relationship and the academic performance of
secondary school students is rejected. Therefore it shows that, for improved academic
performance of the student, this is in accordance with Baker (2005) he believes that good
teacher-student relationship is a foundation for building confidence in the student towards
their teacher.
From hypothesis three it was observed that the X 2 calculated value of 121.14 is
greater than the critical X2 value of 5.991, with a degree of freedom of 4 at 0.05 level of
significance, therefore the null hypothesis which states that there will not be significant
relationship between learning environment and the academic performance of secondary
school students is rejected. Therefore the environment have a significant effect on the
student academic performance, this is in line with Ahrentzen and Evans (2008) who
believes that students or children are the products of their environment.