ACADEMIC PERFORMANCE OF STUDENTS IN PRIVATE AND PUBLIC SCHOOLS: A COMPARATIVE ANALYSIS OF INFLUENCES IN IKA SOUTH LOCAL GOVERNMENT AREA, DELTA STATE

This study investigated the academic performance of students in private and public secondary schools with a comparative analysis of influencing factors in Ika South Local Government Area, Delta State. Three research questions and three null hypotheses guarded the study. A descriptive survey design was adopted with a target population of 923 teachers across the public and private schools in the location. A sample of 240 teachers (six teachers from each of 40 schools 20 public and 20 private) was selected using a simple random sampling technique. Data were collected using a structured instrument titled Teachers’ Perception on the Academic Performance of Public and Private School Students Questionnaire. The questionnaire, was validated by experts and the reliability determined using Cronbach’s alpha statistic which yielded a coefficient of 0.82. Data generated from the research questions were analyzed using descriptive statistics (mean) and the hypotheses using inferential statistics (t-test). The findings revealed that school environment, teacher qualifications, and other influential factors such as instructional materials, parental involvement, and school management significantly impact student academic performance. Public school teachers perceived environmental factors as having a stronger effect, while private school teachers rated instructional resources and teacher qualifications more favorably. All three null hypotheses were rejected, indicating significant differences in teacher perceptions between public and private schools. The study concluded that disparities in resource availability, school infrastructure, and teacher support systems contribute to differences in academic outcomes between public and private schools. It recommended increased investment in public school infrastructure, regular teacher training, reduced class sizes, and improved parental engagement. The research contributes empirical insights into teacher perspectives on student performance and lays a foundation for further comparative educational studies in Nigeria.