Extended School Time Policy and Students Academic Performance in Cross River State, Nigeria

Abstract

The study examined extended school time policy and students’ academic performance in Cross River State, Nigeria. Specifically, it investigated the extent to which students’ gender significantly differs in students’ academic performance before and after extended school time policy. The academic performance was the results of the students’ in West African Senior  Secondary Certificate Examination for eight years. The results between 2006 and 2009 were considered as students’ academic performance before extended school time policy while that of 2010 to 2013 were considered as the students’ academic performance after extended school time policy. The design used for this study was the ex-post facto design. Stratified random technique was utilized. The sample size consisted of 300 students drawn using a wellstructured questionnaire. Instrument used was the correlation of past WASSCE results for eight (8) years. i.e., four (4) years - (from 2006 to 2009) before and four (4) years - (from 2010 to 2013) after the extended school time policy. The one hypothesis was analyzed using a Univariate Analysis of Variance (UNIANOVA), and tested at 0.05 level of significance. The result showed no significant difference between gender and students’ academic performance before and after extended time policy.

Keywords: Policy, before extended time, after extended time, gender, academic performance