Tropical Journal of Education, 2(1/2), 45-54, 2020 ISSN: 2550-7907 (Print) 2550-7915 (Online) Available online at credencepressltd.com, http://doi.org/10.47524/tje.v2i1.6

Impact of boarding secondary on students’ achievement in mathematics in Bayelsa State, Nigeria.

John Aduwa, PhD Department of , Government Secondary Ogbia Town, Bayelsa State, Nigeria Email: [email protected] Cell: +2348068353230

Abstract The study examined the impact of boarding Secondary Schools on students’ achievement in mathematics. The study was conducted in Ogbia Education Zone of Bayelsa State, Nigeria. Two research questions and their corresponding null hypotheses guided the study. A post-test only of quasi- experimental research design was adopted. Furthermore, a purposive sampling technique was used to select a sample size of 219 senior class 1 (SSS 1) mathematics students from a mixed model boarding secondary school. This school consisted of both boarding and day students. A Mathematics Achievement Test (MAT) was used to collect data from the students after a period of instruction that lasted for one full . All data collected were analysed by the methods of mean, standard deviation and t-test statistics. The finding indicated that the establishment of the model boarding secondary schools by the Bayelsa State Government had a very significant impact on students’ achievement in mathematics. The study recommended that more model boarding secondary schools should be established by the Bayelsa State Government.

Key words: Boarding students, Day students, Impact, Mathematics, Model, Secondary schools, Students’ achievement.

Introduction relatively very expensive compared to the Mathematics is one of the core subjects in boarding schools managed by the the secondary school level of education in governments (Keystone, 2016). Nigeria. It is a subject that required the On the definition of boarding critical reasoning of the learners to learn it school, British Council (2020) defined better. For the development of the critical boarding school as a residential school reasoning of the students, government at where pupils live and study during the all levels, private individuals and school year. Based on this definition, the mathematics researchers have developed students in the boarding schools were different methods or ways that will enable accommodated in the school compound by the learners to learn the subject the management of such schools. This appropriately. In addition to the teaching implies that the school management takes methods or strategies adopted by full care of the students under their mathematics teachers, government or control, both academic and feeding during private individual has resulted to another the academic session. Also, Linden way of educating the students. One of such Boarding School Tours (2020) saw ways was the introduction of boarding boarding school as a preparatory school’s system. institutions where students and teachers Boarding schools are schools live and study together in a safe and secure where the owners of schools take the full school environment. Linden Boarding custodian of both upbringing and academic School Tours (2020) definition of boarding well- beings of the learners under their school indicated that staff of such schools care during the academic session. The should be equally accommodated owners of schools may be governments or alongside with the students in a more private individuals. Although, boarding secure and conducive school environment. schools owned by private individuals are Boarding school is a school equipped with

45 John Aduwa: Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria rooms where the students live instead of attracted parents to enroll their children in living in their homes (Cambridge the boarding schools despite the expensive Dictionary, 1996). Also, Merriam-Webster nature of the schools. Furthermore, parents (n.d) viewed boarding school as a school believed that the academic achievement of that provides meals and lodging for the students in the boarding schools will be students. In addition, Hornby (2010) saw better than those students in the non- boarding school as a school where students boarding schools. can live within the school academic year. A study carried out by Sparks On the meaning of , it is (2015) and discovered that boarding a school where the students come directly schools had potential ability of benefiting from their homes to school and left back strong students in mathematics. According home when school has closed for the day to Sparks (2015), strong students gained during the academic year. Ode (2019) more knowledge in mathematics than the quoted Ajayi (2002) and stated that, the weak students. In some cases, weak day school system was embraced by students were left out because their parents parents because it enables them the were not residing in the school premises. opportunity of helping children in their In addition, boarding school is a disruptive school homework which eventually form of schooling for students (Sparks, resulted in the improvement of the 2015). students’ academic achievement. Meanwhile, in the boarding A study conducted by schools, motivation, engagement, Chaisemartin and Gurgand (2017) on the achievement, personality and effects of boarding school for psychological well-being of the students disadvantaged students in France. were put under control by the school According to the authors, the result reveals management (Martin, Papworth, Ginns & that the disadvantaged students from Liem, 2014). According to the authors, boarding schools performed better than the boarding schools had all it takes to day students in mathematics. improve both the academic and well-being Boarding schools offered the of the learners when compared to the day students the opportunity to learn on their schools. own without distraction from their parents, Although, there were some especially in the evening. Since the school problems associated with the boarding management takes care of their both schools. One of such problems was academic and feeding, the students were bullying behaviour among the learners. strictly monitored by the school. Even in This behaviour was common to both some cases, extra classes were organized boarding and day students but was more for students in the boarding schools during among the students in the boarding schools the academic session and even when the (Pfeiffer & Pinquart, 2014). According to academic is not in session (holidays) by the researchers, one of the reasons why the owners. this bullying behaviour was common There were some schools that mostly among the students in the boarding operated both boarding and day schools. In schools was as a result of selecting effects. a similar way, there were some schools Pfeiffer and Pinquert (2014) further stated that operated boarding schools only. With that if this ugly behaviour was not properly respect to school facilities, studies have checked, it may have had negative effect shown that boarding schools possessed on the life of the learners during and after more facilities than the non-boarding the . schools (Maphoso & Mahlo, 2017). The Okoye and Nnamani (2018) did a availability of these basic facilities study on the extent of academic

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46 John Aduwa: Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria achievement of day and boarding type. Holding a mobile phone is against secondary school’s students in Anambra the constitution of boarding schools in the State, Nigeria. The two researchers State. employed a descriptive research design for A comparative study of student’s their study. At the end of the data analyses, performance in mathematics in boarding Okoye and Nnamani (2018) discovered and day secondary schools in Pankshin that boarding students did academically Local Government Area of Plateau State better than the day students. One of the (Fwinpak & Dirgak, 2017). Fwinpak and reasons given by Okoye and Nnamani Dirgak (2017) employed a comparative (2018) for the finding was that, day research design in their study. According students were distracted at home by their to Fwinpak and Dirgat (2017), the finding parents and others but boarding students indicated that there was a significant were properly controlled by the difference in the performance of students management of the schools to face their in boarding and day secondary school’s studies seriously. Okoye and Nnamani external examination in mathematics. In (2018) concluded that lack of finance, addition, there was a significant difference educational facilities and inadequate between the performance of female infrastructures were the challenges that boarding and day students in mathematics affected the academic achievement of both external examination. Fwinpak and Dirgak the day and boarding students in Anambra (2017) recommended that government State. In addition, the two researchers should be fair in distributing educational recommended that students should be materials to both the boarding and day allowed to attend boarding schools and secondary schools. Also, according to the also the Anambra State Government researchers, qualified mathematics should intervene by providing schools with teachers should be recruited and posted to academic and boarding facilities. On the both boarding and day secondary schools contrary, Tayo (2003) discovered that with fairly. proper control of parents there was A study conducted by Ode (2019) possibility that the day students may on the effects of school type on secondary perform better than the boarding students. school students’ academic achievement in According to Tayo (2003), the social students. The school type according achievement of the day students will to Ode (2019) was day and boarding depend largely on their parents if they schools. Ode (2019) adopted a post-test were properly controlled. This is an only experimental design for the study. extreme view because most of the parents According to the author, the study made at present do no longer pay more attention use of two groups-experimental and to their children education apart from control groups. Ode (2019) further stated paying their school fees and buying of that experimental group consisted of day school materials. But checking their school students while the control groups children books after closing at home is not had boarding school students. Social common. Day students prefer to play with Studies Achievement Test (SOSAT) was mobile phones rather than reading their the instrument used to collect data from books at home. But in the boarding ninety (90) social studies students from schools, students are not allowed to hold junior secondary schools. The students in mobile phones by the boarding school’s the two groups were taught social studies management. For instance, boarding for 9 weeks by only one social studies students under the Bayelsa State teacher (Ode, 2019). At the end of the 9th Government educational scheme are not week of the study, the post-test was allowed to hold mobile phones of any administered to the students in the two

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47 John Aduwa: Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria groups. On the data analyses, Ode (2019) boarding secondary schools was as a result stated that t-test was used. The finding of of discouraging students from taking to the study according to Ode (2019) showed militancy. This was because, according to that boarding school students did Dickson (2017), studies have shown that significantly better than the day school there was correlation between illiteracy students in social studies. Finally, Ode and militancy in the South-South region of (2019) recommended that day secondary Nigeria. In these model boarding schools owned by government and private secondary schools, the students under the individual should periodically organized scheme were well taking care of by the workshops and seminars for their students Bayelsa State Government in terms of in other to improve their achievement in feeding and general well-beings of the social studies and other subjects. learners. Since the creation of Bayelsa On the achievement of male and State, Nigeria in 1996, the State has no female students in boarding and day single public model boarding secondary schools, Scharff and Brady (2006) school. When Hon. Seriake Dickson, the reported that female students in the former Executive Governor of Bayelsa boarding schools did better than the female State came into power, he established students in the day schools. According to these model boarding secondary schools. Scharff and Brady (2006), the reason was For the effective management of the model that female students in the day schools boarding secondary schools in the State, he were over laboured with house-hold chores established the Bayelsa State Education before going to schools which in most Development Trust Fund Board. This cases made them late to classes. In board was established by law. The board addition, this had affected the performance was charged with the responsibility of of day students. This finding of Scharff managing and controlling all the financial and Brady (2006) was conducted in resources allocated to the smooth running Malawi. Also, Tayo (2003) agrees that of all the model boarding secondary male students did significantly better than schools. The boarding secondary schools' the female students in mathematics. system is being financed by the Bayelsa Based on the enormous benefits State Government through the efforts of all derived from boarding schools with the public and civil servants under the respect to the cognitive and effective Government payroll. All the model domains of the learners, some State boarding Secondary schools are well Governments in Nigeria had established equipped with model facilities. schools with boarding facilities. One of Furthermore, the boarding students in each such states was Bayelsa State. of the boarding schools are well fed, three Bayelsa State is a State with eight (3) square meals a day in each of the (8) Local Government Areas. Recently, academic term. The food given to the Bayelsa State Government introduced students in the boarding schools is very fifteen (15) model secondary schools with rich and contained all the classes of food. boarding facilities. These model boarding Therefore, this study found out to schools with at least one school in each what impact these model boarding Local Government Area, were free to all secondary schools have on the academic qualified students. Some of these schools achievement of mathematics students as operated for both boarding and day compared to day students in Bayelsa State, students, while other schools were purely Nigeria. boarding. According to Dickson (2017), the former Executive Governor of Bayelsa Sate, the establishment of these model

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Research questions students while ninety-five (95) of them 1. Is there any difference between were day students. These sampled model the mean achievement scores of Senior Secondary School class 1 (SSS1) boarding and day students in mathematics students (boarding and day mathematics? students) received mathematics instruction 2. Is there any difference between together in the same classes. In this the mean achievement scores of particular public owned model secondary male and female boarding school, it has three arms of classes and all students in mathematics? the arms were used for the study. The essence of this one public owned model Hypotheses secondary school selected for the study The following hypotheses were tested at was to ensure that both boarding and day 0.05 level of significance: students were exposed to the same 1. There is no significant mathematics scheme of work by the difference between the mean teacher. achievement scores of boarding and day students in Instrument development/validation: The mathematics. instrument for the study was a 2. There is no significant Mathematics Achievement Test (MAT) difference between the mean constructed by the researcher. It consisted achievement scores of male and of 20 objective questions drawn from female boarding students in Senior Secondary School class 1 (SSS1) mathematics. mathematics curriculum in the 2018/2019 third term academic session. On the Methods validation of the Mathematics Design: The study employed a post-test Achievement Test (MAT), content and only of quasi-experimental research construct validity in conjunction with the design. The essence of this design is to experts in the field of mathematics and avoid the school been distracted as a result education were used. For the content of the study. All the students remained the validity, a table of specification was used way they are in the classrooms. The study to ensure that all the items in the made use of two groups- experimental and Mathematics Achievement Test (MAT) control groups. Experimental group are spread in the analysis, synthesis and consisted of boarding mathematics evaluation of the Bloom taxonomy of students in the model secondary school. objective in the table of specification. To Meanwhile, control group contained day ensure that all the items in the mathematics students in the same model Mathematics Achievement Test (MAT) secondary school. are not too difficult or too simple, item analysis was carried out on the instrument Sample: A purposive sampling technique (construct validity). Firstly, the researcher was used to select two hundred and drafted 35 items of the Mathematics nineteen (219) Senior Secondary School Achievement Test (MAT). Under the item class 1 (SSS1) mathematics students from analysis, two (2) indices called item a public owned mixed model secondary difficulty level index and the school that operated both boarding and day discrimination index, were computed. students in Ogbia Education zone. From Before the item analysis, the 35 items the two hundred and nineteen (219) Mathematics Achievement Test (MAT) mathematics students, one hundred and was administered to a pilot secondary twenty – four (124) were boarding school different from the sampled school.

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At the end of the test during the pilot the current mathematics curriculum for stage, the Senior Secondary School class 1 Senior Secondary School class 1 (SSS1). (SSS1), 15 of them were scored During the mathematics instruction, both accordingly. The scores from the pilot boarding and day mathematics students stage were used to compute the two were mixed together in the same classes of indices. The item difficulty level index three (3) arms. In other words, the students was determined by the percentage of received instruction together. The students that got the right answer out of experiment of the study actually lasted for the total students in the pilot group. For the eight (8) weeks in the 2018/2019 third discrimination index of the item, the term academic session. During the scripts of the fifteen (15) students were administration of the Mathematics arranged in order of magnitudes of the Achievement Test for the students towards scores, the highest scores being on top and the end of the experiment, the boarding the lowest scores below. Then, six (6) and day mathematics students were scripts were counted from the top and separated into experimental and control these formed the upper 6 students. Also, groups, respectively. This implies that the six (6) scripts were counted from the boarding students were in another two bottom which represented the lower six (6) classes for the test, and the day students scripts. The remaining three (3) scripts were in another two classes for the same represented students in between were not test. The essence of this is to avoid used. At the end of the item analysis, cheating among the students. During the fifteen (15) items were rejected left twenty conduct of the post-test for the students, (20) items and was used for the study. For the researcher actually solicited the helps the determination of the consistency of the of some of his colleagues for the Mathematics Achievement Test (MAT), it supervision of the test. At the end of the was administered to twenty-five (25) test, all the scripts were retrieved from the Senior Secondary School class 1 (SSS1) in students, and hence, ends the experiment. another different public secondary school in Bayelsa State, Nigeria. A 0.73 reliability Data analysis: The scoring of students’ coefficient of the instrument was obtained responses on the Mathematics using Kuder – Richardson formula 21. Achievement Test (MAT) was on a This number is more than 0.5 which means minimum of zero (0) and maximum of 20 that, the instrument is reliable. marks. Mean, standard deviation and t-test were used to analysed the data collected. Treatment procedure: The boarding and day mathematics students in the model Results sampled secondary school owned by the Research question 1: Is there any Bayelsa State Government were taught by difference between the mean achievement one qualified mathematics teacher. The scores of boarding and day students in teacher made use of third term mathematics? The research question was mathematics scheme of work drawn from answered with the data in Table 1.

Table 1: Mean and standard deviation of boarding and day students in mathematics Groups N Mean( ) SD Experimental 124 11.52 3.40 Control 95 7.77 2.87

From the Table shown above, the (boarding students) and control group (day mean scores of experimental group students) were 11.52 and 7.77, Tropical Journal of Education, Volume 2, Numbers 1/2, 2020

50 John Aduwa: Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria respectively. A score of 3.75 was the Research question 2: Is there any difference between the mean achievement difference between the mean achievement scores of boarding and day students. The scores of male and female boarding standard deviation of experimental group students in mathematics? Data in Table 2 (boarding students) was 3.40 and that of were used to answer this question. the control group (day students) was 2.87.

Table 2: Mean and standard deviation of male and female boarding students Variables N Mean( ) S.D Male 68 12.19 3.63 Female 56 10.70 2.92

The mean scores of male and Hypothesis (Ho1): There is no significant female boarding students in mathematics difference between the mean achievement were 12.19 and 10.70, respectively as scores of boarding and day students in indicated in Table 2. The mean difference mathematics. This hypothesis was tested between the scores of male and female with the data in Table 3. students was 1.49. The standard deviations of male and female boarding students were 3.63 and 2.92, respectively.

Table 3: t-test summary table showing the achievement of boarding and day students Groups N ( ) SD Df t-cal t-critical Decision Experimental 124 11.52 3.40 217 8.64 1.96 Ho not accepted Control 95 7.77 2.87 1

From Table 3, the t-calculated Hypothesis (Ho2): There is no significant value of 8.64 was greater than the t-critical difference between the mean achievement value of 1.96. Based on this development, scores of male and female boarding Ho1 was not accepted. This implies that students in mathematics. Data in Table 4 boarding students did significantly better were used to test this hypothesis. than the day students in mathematics.

Table 4: t-test summary table showing the achievement of male and female boarding students in mathematics Variables N ( ) SD Df T-cal t-critical Decision Male 68 12.19 3.63 122 0.72 1.96 Ho accepted Female 56 10.70 2.92 2

The t-calculated value of 0.72 was less than the t-critical value of 1.96 as Discussion reported in Table 4. Based on this result, In discussing the first result of this study, null hypothesis (Ho2) was accepted. This the paper discovered that boarding implies that the difference between the students with the mean score of 11.52 mean achievement scores of male and achieved significantly better than the day female boarding students in mathematics students with the mean score of 7.77 in which stood at 1.49 was not significant. mathematics. The implication of this result Tropical Journal of Education, Volume 2, Numbers 1/2, 2020

51 John Aduwa: Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria was that the establishment of these model boarding students with the mean score of boarding secondary schools by the Bayelsa 12.19 tends to achieved better than the State Government had positive impact on female boarding students in mathematics, boarding students’ academic achievement but the difference in their mean scores was in mathematics. The excellent achievement not significant. This result was supported of Senior Secondary School class 1 (SSS1) by the findings of Mkandawire (2013) and boarding students in mathematics may be Tayo (2003). traced to measures such as evening prep, standard boarding facilities and admission Conclusion procedures put in place by the Bayelsa The study concluded that the establishment State Government. The researcher of this of the model boarding secondary schools study has strong confidence on the by the Bayelsa State Government had outcome of the study. The study was improved the achievement of Senior conducted where nearly all the variables, Secondary School class 1 (SSS 1) apart from the variable under consideration boarding students in mathematics. Both (boarding), that might affect the academic male and female boarding students achievement of boarding and day students performed better in mathematics but in in mathematics where to some extend favour of the male students. controlled by the researcher. Variables Based on the research findings and such as teacher’ factors, subject’ factors, conclusion which emanated from the school location factor and among others outcome of the study, the researcher made remained the same in both the the following recommendations: experimental and control groups. Also, the 1. More model boarding secondary sampled boarding and day students during schools should be established by the study were not aware that they were the Bayelsa State Government. been investigated. This is because the 2. The summer holiday lesson students were in their normal arrangement presently organized during the in the three classes of Senior Secondary third term long holiday for School class 1 (SSS 1) during the boarding students should be for all experiment, except on the last day of the classes in the Senior Secondary experiment where the boarding and day School level instead of one class mathematics students were separated into (SSS2) that was currently practiced the experimental and control groups during by the Bayelsa State Government. the post-test, respectively. In all, this 3. Evening classes should be finding was corroborated with the findings organized for both boarding and of these previous researchers such as day students in mathematics at the Chaisemartin and Gurgard (2017), Sparks Senior Secondary School level for (2015), Martin, et al (2014), Ode (2019), at least two times in a week. This Okoye and Nnamani (2018), and Fwinpak will further enhance their and Dirgak (2017). These researchers achievement in the subject. discovered that boarding schools had 4. Both male and female mathematics potential ability of improving boarding students should be encouraged to students’ academic achievement in learn mathematics by their mathematics based on humans and mathematics Teachers. materials facilities provided by the owners 5. Workshops and seminars should be of such boarding schools. organized for mathematics teachers The study also discovered that both periodically by the Bayelsa State male and female boarding students did Government through the Ministry very well in mathematics. Although, male

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of Education and Post Primary may God Almighty continue to bless you Schools Board. and your family in Jesus name, amen. 6. More classrooms (School buildings) in the already exist References boarding schools should be put in Ajayi, F. A. O. (2002). School place by the Bayelsa State environment and learning. Lagos, Government for the Genuine printers. accommodation of more boarding British Council (2020). Boarding School. and day students. Retrieved from https://study- 7. Also, more qualified mathematics uk.bristishcouncil.org teachers should be recruited and Cambridge Dictionary (1996). Cambridge posted to model boarding academic content dictionary. secondary schools by the Bayelsa Cambridge press State Government. .Retrieved from https://dictionary 8. More educational mathematics .cambridge.org instructional materials such as Chaisemartin, B.L.C and Gurgand, M. Charts, board rulers, board pair of (2017). Effects of a boarding compasses, graph boards and other school for disadvantaged students. necessary materials should be American Economic Journal provided by the State Government. Applied Economics, 9(1), 140-164, On the provision of mathematics doi: 10.1257/app.20150090 textbooks to all the model boarding Dickson, H.S. (2017). Why I introduced schools, Bayelsa State Government boarding school system in Bayelsa should be commended. state. Leadership Nigerian 9. Mathematics laboratory should be Newspaper. provided to all the model boarding Fwinpak, S. E. and Dirgak, S. L. (2017). A secondary schools by the Bayelsa comparative study of students, State Government. The essence of performance in mathematics in this is that, if eventually the State boarding and day secondary Government provided the schools in Pankshin Local recommended mathematics Government Area of Plateau State. instructional materials, all will be Unpublished N.C.E Project work, kept in the laboratory for future Department of Mathematics, use. Federal College of Education, Pankshin, Nigeria. Acknowledgements Hornby A. S. (2010). Oxford advanced I acknowledge the mathematics teacher, learner’s dictionary (8th edition). my colleagues and students of the sampled Oxford, Oxford University press. model boarding secondary school for their Keystone, T. (2016). Top five reasons to efforts toward the completion of the study. choose day school over boarding I also thank all the authors whose works school. Retrieved from https://key were consulted during the course of the stonetutors.com study. Linden Boarding School Tours (2020). Finally, with respect and honour, I Boarding school. Retrieved equally thank my former lecturer, Prof. fromhttps://www.boardingschoolto Chukunoye Enunuwe Ochonogor, for his urs.com excellent roles demonstrated in my Maphoso, L.S.T and Mahlo, D. (2017). academic life over the years. Furthermore, Basic facilities and academic achievement: A comparative study

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between boarding and non- Education (IJE), 7(1),1-22, doi: boarding schools. International 10.5121/ije.2019.7102 Journal of Educational Okoye, F. O. and Nnamani, P.C (2018). ,6(2),309-315, Extend of academic achievement doi:10.1080/09751122.2014.11890 of day and boarding secondary 142 school students in Anambra State, Martin, A.J, Papworth, B, Ginns, P and Nigeria. International Journal of Liem, G.A.D. (2014). Boarding Scientific Research and school academic motivation and Management, 6(1), 21-26, engagement, and psychological doi:10.18535/Ijsrm/v6I1.El 03 well-being. A large-scale investigat Pfeiffer, J.P and Pinquart, M. (2014). ion. American Educational Rese Bullying in German boarding arch Journal, 51 (5), 1007- schools. A pilot study. School 1049,doi:10.3102/000283121453 Psychology International, 35(6), 2164 580-591, doi:10.1177/01430343 14 Merriam-Webster (n.d). Boarding school. 525513 In Merriam –Webster.com diction Scharff, X. and Brady, A. (2006). Baseline ary. Retrieved from https://Merr study. attitudes on girl’s education iam-webster.com/dictionary in Malawi. The Advancement of /boarding %20 school. Girls Education Scholarship Fund. Mkandawire, C.(2013). Teachers’ questio Washington D.C, World Bank. ning techniques in mathematics, at Sparks, S. (2015). Study: Boarding schools grade ll level: The case of four don’t benefit all students. selected secondary schools in Education week. Retrieved from Petanke district. An unpublished www.edwee M.Ed Dissertation, University of k.org>2015/02/18>st... Zambia, Lusaka. Tayo, O. (2003). The impact of de- Ode, D. (2019). Effects of school type boarding on secondary school (day school and boarding school) student’s performance in on secondary school students’ economics in Irepodun Local academic achievement in social Government Area of Kwara State. studies. International journal of Unpublished B. Sc(Ed) Project Submitted to Arts and Social Science Education Department, University of Ilorin, Kwara State.

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