SCHOOL- COMMUNITY RESOURCE FACTORS AND SECONDARY SCHOOL STUDENTS LEARNING OUTCOME IN OGOJA EDUCATON ZONE OF CROSS RIVER STATE

Abstract

This article investigated school community resource factors and senior secondary school students learning outcome among senior secondary school students in in in Ogoja education zone of Cross River State. The descriptive survey research design was adopted for the study, three hypotheses guided this study, the population of the study comprised of 82 public secondary schools with a total population of 24,281 and are 1,372 teachers in the secondary schools in the zone Purposive sampling technique was used for selecting the samples for this study. Out of the 82 public secondary schools, 60% of schools were drawn from the resulting to fifty (50) secondary schools, A sample of 18% of teachers were drawn resulting to two hundred and fifty (250) teachers from the zone, also, four hundred (400) SS2 students were sampled. One instruments; School Community Resource Factors Questionnaire and Students‘ Academic Achievement Test (SCRFSAATQ) was used to collect data. The Pearson Product Moment Correlation was used to analyze data at 0.05 level of significance with a reliability test of 0.86 Cronbach alpha. Findings revealed that overall learning outcome was 
very low It also indicated that fund raising and management of school finance have negative significant and weak relationship with learning outcome, it was observed that there is negative and weak significant relationship between classrooms use after school hours or on holiday and learning outcome. However, school halls for social events, school vehicles for community service, school technical workshop and school farms for extension services have negative and insignificant relationship with learning outcome, School- community relation resource factors and school community physical facility usage have no significant relative contribution to student 
learning outcome.. The study recommended that the State Ministry of Education should develop policies that would encourage high level of cooperation between schools and communities. The needs of the communities should be integrated into the school management policies; this is a way by which communities could have a sense of belonging.