ACTIVITIES OF EDUCATIONAL STAKEHOLDERS AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MAKURDI EDUCATION ZONE OF BENUE STATE, NIGERIA
Keywords:
Educational stakeholders, government funding, school administrators’, instructional supervision, students’ academic performanceAbstract
This study investigated influence of activities of educational stakeholders on students’ academic performance in public secondary schools in Makurdi Education Zone of Benue State, Nigeria. Two research questions guided the study and two hypotheses were formulated and tested. The study adopted a descriptive survey research design. The population was 1,768 teachers in 89 public secondary schools in Makurdi Education Zone of Benue State, Nigeria. A sample of 442 teachers from 1,768 teachers representing 25% in 22 public secondary schools from 89 public secondary schools was selected for the study. A multi-stage sampling procedure was used. The instrument used for data collection was questionnaire. It was validated by three experts and reliability test was conducted on 30 teachers using Cronbach Alpha. The result yielded reliability co-efficient of 0.84.The data collected were analyzed using Mean and Standard Deviation to answer the research questions, while Chi-square test of goodness of fit was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that government funding and school administrators’ instructional supervision have positive significant influence on students’ academic performance in public secondary schools in Makurdi Education Zone of Benue State, Nigeria. It was concluded that activities of educational stakeholders such as government funding and school administrators’ instructional supervision have positive significant influence on students’ academic performance in public secondary schools in Makurdi Education Zone of Benue State, Nigeria. It was then recommended that the government should increase and ensure consistent funding of public secondary schools to enhance the provision of instructional materials, modern infrastructure and teachers’ welfare; and school administrators should intensify instructional supervision so that students’ academic performance will improve in public secondary schools.
References
Abubakar, B., &Kajuru, Y. K. (2024). Mathematics curriculum implementation as predictors of students' attitude and performance in colleges of education in Nigeria. Journal of Educational Studies Trends and Practice, 4(8), 43–57.
Dozier, K. (2019). Fundraising in schools: A comprehensive guide. John Wiley & Sons.
European Educational Research Association. (2017). Education and democratic participation. EERA Publications.
Freeman, R. E. (1984). Strategic management: A stakeholder approach. Pitman.
Kanja, B. M., &Jagero, N. (2017). Effect and possible remedies of student truancy in secondary school in Meru South Sub-County, Kenya. Advances in Social Science Research Journal, 2(11), 1–10.
Maqhubela, V. (2025). The effects of stakeholder collaboration on academic performance and institutional effectiveness: A case study of three secondary schools in the OR Tambo Inland District in the Eastern Cape of South Africa. E-Journal of Humanities, Arts and Social Sciences, 6(2), 185–200.
Ministry of Education and Knowledge Management. (2024). Teachers’ population in public secondary schools in Makurdi Education Zone of Benue State, Nigeria. Government Press.
Odette, U., & Andala, H. O. (2022). Relationship between school strategic planning and students’ academic performance of secondary schools in Rwanda. Journal of Education, 5(4), 27–45.
Ofeimu, J., &Kolawale, B. O. (2019). Teacher quality as determinant of students’ academic performance in secondary schools in Edo South Senatorial District of Nigeria. International Journal of Innovative Research and Development, 3(3), 1–9.
Ogwunte, P. O., Amadi, K., & Okeah, C. F. (2022). Impact of management on students’ academic performance in public secondary schools in Rivers State. International Journal of Research Publication and Reviews, 3(3), 238–244.
Okonkwo, C. U. (2020). Impact of government grants on students’ academic achievement in public secondary schools in Anambra State, Nigeria. International Journal of Educational Research and Development, 8(2), 45–58.
Olatunji, A. A. (2019). Influence of government funding on the academic performance of students in public secondary schools in Lagos State, Nigeria (Unpublished undergraduate project). University of Lagos.
Ortom, M. I. (2024). Teachers’ professional qualities and students’ academic performance in public secondary schools in Benue North West Senatorial District, Nigeria (Unpublished doctoral dissertation). Benue State University.
Premium Times Nigeria. (2022, October 9). 2023 budget: Buhari proposes more money for education, but allocation still below UNESCO recommendation. Premium Times. https://www.premiumtimesng.com/news/564746-2023-budget-buhari-proposes-more-money-for-education-but-allocation-still-below-unesco-recommendation.html
Schechner, R. (1988). Performance theory. Routledge.
Shoaga, O. & Rasheed, S. (2019). Homework type, parental occupational status and academic performance of primary school pupils in English and Mathematics in Ijebu North Local Government, Ogun State, Nigeria. KIU Journal of Social Sciences, 5(3), 157-162.
UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action—Towards inclusive and equitable quality education and lifelong learning for all. Paris: UNESCO.
Usman, Y. D. (2015). The impact of instructional supervision on academic performance of secondary school students in Nasarawa State, Nigeria. Journal of Education and Practice, 6(10), 160–167.
Wu, H., Bai, S., Liao, Y. & Tan, C. (2024). The academic performance and upward mobility of students in education programme. Journal of World English and Educational Practices, 3(1), 52-64.
Yusuf, A. B. (2022). Relationship between administrators’ instructional supervisory practices and students’ academic performance in public secondary schools in North West Senatorial District of Katsina State, Nigeria. Nigerian Journal of Educational Supervision and Management, 11(2), 85–99.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
