Nexus between School Type and Academic Performance of Students in English Language in Nigeria: A Case Study of Some Selected Secondary Schools in Ibadan


  • Folake Olubunmi Lanre-Babalola Osun State University
  • Adeniyi Marcus Oresanwo Lagos State University of Education
  • Ndidi C. Onyeka Federal Polytechnic
  • Adetayo O. Adelu Obafemi Awolowo University
  • Timothy Ayomitunde Aderemi Bells University of Technology, Ota


School Type; Academic Performance; English Language; Secondary School


The aim of this study is to assess the influence of the usage of the type of school on the academic performance of secondary school students in English language in Ibadan. The study was aimed at determining the average performance of the secondary school students in English language, as well as finding out if the type of school the learners attend have any influence on their academic success in English language. To achieve the objectives of the research, the study used a survey approach which involved the distribution of questionnaires to Senior Secondary School students in six senior secondary schools in Ibadan. An English language achievement test was also administered to the students. Results from the research indicated the secondary school students, both from the government-owned and private-owned schools, performed just fairly in the English language achievement test. It was also discovered that the students in private schools performed slightly better than their public school counterparts in the English language test. Furthermore, the type of school the learners attended had no significant impact on the academic success of the learners in the English language achievement test. This study therefore recommended that the government, through the Ministry of Education can improve academic success in English language by recruiting qualified English language teachers in public secondary schools, and also improve the standard of education across the board through effective supervision.

Author Biographies

Folake Olubunmi Lanre-Babalola, Osun State University

Department of Sociology and Criminology

Adetayo O. Adelu, Obafemi Awolowo University

Department of Agricultural Economics


Abari, A. O., and Odunayo, O. M. (2005). An Input-Output Analysis of Public and Private Secondary Schools in Lagos, Nigeria. International Journal of Humanities and Social Science, 2(18), 85 – 96.

Adeyemi, S. B. (2014). Comparative study of pupils' academic performance between private and public primary schools. World Journal of Education, 4(2), 55-60.

Adeyemo, D. A. (2011). Teachers job satisfaction, job involvement, career and organizational commitments as correlates of student academic performance. Nigeria Journal of Applied Psychology, 6(2), 126 -135

Akinsolu, A. O. and Fadokun, J. B. (2009). Teaching large classes in Nigerian secondary schools: Implications for qualitative educational planning. Lagos, Nigeria: National Institute for Educational Planning and Administration.

Alimi, O. S., Ehinola, G. B., and Alabi, F. O. (2012). School Types, Facilities and Academic Performance of Students in Senior Secondary Schools in Ondo State, Nigeria. International Education Studies, 5(3), 44 – 48.

Agogbua, V. I, and Nnorum, S. U. (2021). Relationship Between School Type And Students’ Academic Performance In Secondary Schools In Education District Vi, Lagos State. Turkish Online Journal of Qualitative Inquiry, 12(6): 9288 – 9294

Bedi, A. & Craig, A. (2009). The effective versus public schools: The case of Indonesia. Journal of Development Economics, 61, 463 – 494.

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education. New York:Greenwood Press, pp. 241-258.

Cansiz, M., Ozbaylanlı, B., and Çolakoğlu, M. H. (2019) Impact of School Type On Student Academic Achievement. Education and Science, 44 (197), 275 - 314.

Chowdhury, A., and Pati, C. (2011). Effect of selected family variables on social preference, academic achievement and self-concept of elementary school children. Early Child Development and Care, 137(1), 33-14.

Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., and York, R. L. (1966). Equality of educational opportunity. Washington DC: Government Printing Office.

Coleman, J. S., and Hoffer, T. (1987). Public and Private High Schools: The Impact of Communities. New York: Basic Books.

Coleman, J. S., Hoffer, T., & Kilgore, S. (1981). Public and Private Schools: A Report to the National Center for Educational Statistics. Chicago: National Opinion Research Center.

Eze, E. & Obidile, O. (2016). Effects Of Problem-Based Teaching Methods On Students Academic Performance And Retention In Financial Accounting In Technical Colleges In Anambra State. Online Scholars Journal of Arts, Humanities And Social Sciences, 4(6a), 634 - 639.

Federal Republic of Nigeria (2004). National Policy on Education, 4th Edition, Lagos: National Education Research & Development Council.

Federal Republic of Nigeria (2013). National Policy on Education. Lagos NERDC Press

Fullarton, S. (2002). Students’ engagement with schools: Individual and school type influence. Australia: Council for Educational Research Report No. 27. Melbourne.

Galadyn, T. and Thomas, G. (2009). The attitude of elementary school children toward school type and school subjects matter. Journal of Experimental Education, 18 (1), 18 – 24.

Harry, L. (2016). The Effects Of School Type On Academic Performance- Evidence From The Secondary Entrance Assessment Exam In Trinidad. New York University, Abu Dhabi.

Hoxby, C. M. (2002). School Choice and School Productivity. Could School Choice Be a Tide that Lifts All Boats? University of Chicago Press.

Ifeyinwa, O. (2013). The challenges of teaching English language in Nigeria. Journal of Modern European Languages and Literature, 5(1), 53 - 60.

Kalagbor, L. D. (2016). An Analysis of Factors Influencing Students’ Academic Performance in Public and Private Secondary Schools in Rivers State- Nigeria. Journal of Education and Practice, 7(28), 96 – 101.

Ndaku, A. J. (2013). Impact of social media on students’ academic performance. A study of students of university of Abuja. Unpublished B. Sc. Dissertation: Department Of Mass Communication Management and Social Sciences. Caritas: Enugu.

Newhouse, D. and Beagle, K. (2005). The Effect of School Type on Academic Achievement: Evidence from Indonesia. World Bank Policy Research Working Paper 3604.

Nwajagu, H. O. and Asiegbu, E. C. (2022). Trends in Academic Achievement of Students in Public and Privately Owned Secondary Schools in Awka Education Zone, Anambra State, Nigeria. International Journal of Innovative Science and Research Technology, 7(4), 1315 – 1321.

Okon, C. E. and Archibong, U. I. (2014). Teachers’ attitudes to social studies and students’ performance in junior secondary three certificate examination. Asian Journal of Social Science and Humanities, 3 (3), 44 – 48.

Okon, C. E. and Archibong, U. I. (2015). School Type and Students’ Academic Performance in Social Studies in Junior Secondary Certificate Examination (JSCE). Academic Journal of Interdisciplinary Studies 4(2), 421 – 426.

Vundla, B. (2012). School Curriculum. Pretoria: North Publishers.




How to Cite

Lanre-Babalola, F. O., Oresanwo, A. M., Onyeka, N. C., Adelu, A. O., & Aderemi, T. A. (2023). Nexus between School Type and Academic Performance of Students in English Language in Nigeria: A Case Study of Some Selected Secondary Schools in Ibadan. Acta Universitatis Danubius. Relationes Internationales, 16(1), 26–39. Retrieved from




Most read articles by the same author(s)