Project – Effect of energy crises on the academic performance of public secondary school students

CHAPTER ONE

INTRODUCTION

• Background to the Study

Energy crises are a significant concern in many developing countries, with far-reaching impacts on various sectors, including education. In Nigeria, persistent energy shortages and power outages have been linked to disruptions in both teaching and learning processes, particularly in public schools. The energy crisis in Nigeria is characterized by erratic power supply, which affects schools’ ability to run efficiently, impacting students’ academic performance (Akinmoladun & Oyebanji, 2020). Public secondary schools in Ado-Odo Ota Local Government Area (LGA) of Ogun State are not immune to these challenges. These schools face frequent power outages, which hinder the effective delivery of education, as schools rely heavily on electricity for lighting, teaching tools, and other infrastructure.

The effects of energy crises on students’ academic performance have been a subject of various studies in developing countries. A study by Adeyemo (2018) on Nigerian secondary schools found that energy deficiencies directly affect students’ ability to engage with digital learning tools, access electronic learning resources, and participate in evening study sessions. In a similar vein, Olojede and Akinsola (2019) highlighted that inadequate lighting and power disruptions significantly reduce the time allocated for after-school tutorials, adversely affecting students’ learning outcomes. This is particularly concerning in regions where the educational infrastructure is already under-resourced and dependent on external factors such as a stable power supply.

Another critical aspect of the energy crisis is its influence on the emotional and psychological well-being of both students and teachers. According to Olanrewaju (2017), the frustration caused by constant power outages not only hampers effective teaching but also contributes to stress and anxiety among students. For students in public secondary schools in Ado-Odo Ota LGA, inconsistent power supply can create an environment of uncertainty, leading to a lack of focus and motivation in their studies. Students may find it difficult to concentrate during class or complete assignments at home, especially in the absence of reliable electricity for studying in the evenings.

Beyond the direct impact on students, the energy crisis also affects the ability of teachers to deliver quality education. Teachers in public secondary schools are often dependent on electricity for the use of projectors, computers, and other modern teaching aids. Without a stable energy supply, the effectiveness of instructional methods is greatly diminished. A study by Aladejana (2021) found that many teachers in Nigerian schools resort to traditional, less interactive methods of teaching when power supply is unreliable, which can lead to disengagement among students. In Ado-Odo Ota LGA, where schools struggle with limited resources, energy constraints exacerbate these challenges, resulting in suboptimal teaching conditions.

Additionally, the role of alternative energy sources, such as generators and solar panels, has been considered in some studies as a potential solution to the energy crises in schools. However, the financial burden of maintaining these systems is often beyond the capacity of many public secondary schools in Ogun State. According to a report by Olorunfemi and Olatunji (2020), while some schools attempt to use backup generators during power outages, the cost of fuel and maintenance can be unsustainable. As a result, students may still face disruptions during critical periods, especially during examinations or preparation for national exams like the West African Senior School Certificate Examination (WASSCE).

In conclusion, the energy crisis in Nigeria, particularly in regions like Ado-Odo Ota LGA, presents a significant barrier to academic achievement in public secondary schools. The shortage of reliable power supply undermines teaching quality, restricts students’ access to learning resources, and contributes to an overall environment of instability that affects student performance. While some efforts to implement alternative energy solutions have been made, these are often inadequate due to financial constraints. Therefore, addressing the energy crisis is essential for improving the academic performance of students in Ado-Odo Ota LGA, with a need for both governmental and non-governmental interventions to ensure stable and sustainable energy access for educational institutions.

• Statement of the Problem

In recent years, the energy crisis in Nigeria has escalated, significantly affecting various sectors of the economy, including education. One of the most critical challenges faced by public secondary schools in Ado-Odo Ota Local Government Area (LGA) of Ogun State is the inconsistent and unreliable power supply. With frequent power outages and inadequate access to electricity, schools in this region struggle to provide the conducive environment necessary for effective teaching and learning. The energy crisis has become a key barrier to the academic progress of students, particularly in public secondary schools, where limited resources and infrastructure exacerbate the negative effects of power shortages.

The impact of this energy crisis on academic performance is particularly concerning, as power is vital for the functioning of modern educational tools and resources. Public secondary schools in Ado-Odo Ota LGA depend heavily on electricity for lighting, the use of digital devices, and the provision of audio-visual aids during lessons. Frequent power outages disrupt both regular class schedules and after-school study sessions, limiting students’ ability to engage in supplementary academic activities that are critical for their success, such as evening tutorials or research on the internet. Without adequate power, students’ access to essential learning materials is severely constrained, and their overall academic performance is likely to suffer.

Furthermore, the inconsistent power supply places a strain on teachers, who are increasingly unable to deliver high-quality lessons using modern educational technologies. Many teachers in public secondary schools rely on electricity-powered teaching tools, such as projectors, computers, and sound systems, to enhance student learning. However, due to frequent power cuts, these teaching aids are often rendered useless, leading to a reliance on outdated and less effective methods of instruction. This situation negatively affects the quality of education in the region, as students are deprived of the interactive and engaging learning experiences that are essential for academic excellence in today’s digital age.

In addition to the direct impact on teaching and learning, the energy crisis also has psychological and emotional consequences for both students and teachers. The uncertainty and frustration caused by power outages create a stressful environment that hinders focus, concentration, and motivation. Students in Ado-Odo Ota LGA are often forced to study in poorly lit rooms or to complete assignments without access to necessary resources. This increases their levels of anxiety and can lead to disengagement from their studies. Teachers, too, experience stress and frustration when unable to effectively conduct lessons, and this demotivates them from putting in their best effort to improve student outcomes.

The challenge is compounded by the financial limitations of most public secondary schools in the region, which are unable to afford alternative energy sources such as backup generators or solar panels. While some schools attempt to mitigate the effects of the energy crisis by using generators, the high cost of fuel, maintenance, and repair of these generators makes them unsustainable in the long run. As a result, energy shortages continue to disrupt the learning process, leading to a decline in students’ academic performance. Moreover, the financial burden of maintaining alternative energy sources places additional strain on already underfunded schools, further exacerbating the educational challenges faced by students and teachers alike.

Given the gravity of the situation, it is imperative to investigate the specific effects of the energy crisis on the academic performance of public secondary school students in Ado-Odo Ota LGA, Ogun State. This study seeks to explore the extent to which energy shortages disrupt the teaching and learning process, the coping mechanisms employed by schools and students, and the broader consequences for academic achievement. By identifying the challenges and exploring possible solutions, this research aims to provide insights that can inform policy interventions and help improve the academic outcomes of students in this region. Addressing the energy crisis in educational institutions is crucial for ensuring that students in Ado-Odo Ota LGA can achieve their full academic potential and contribute meaningfully to the socio-economic development of Ogun State and Nigeria as a whole.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the effect of energy crises on the academic performance of public secondary school students at Ado-Odo Ota LGA Ogun State. The specific objectives are:

1. To assess the impact of energy crises on the availability of resources for studying in public secondary schools.
2. To examine the relationship between energy shortages and student attendance and participation in academic activities.
3. To investigate the influence of energy disruptions on the use of technology and other educational tools in the learning process.
4. To analyze the correlation between energy instability and academic performance indicators such as grades and test scores.

1.4 Research Questions

The research questions are buttressed below:

1. How does energy crises affect the availability of resources for studying in public secondary schools?
2. What is the relationship between energy shortages and student attendance and participation in academic activities?
3. How do energy disruptions influence the use of technology and other educational tools in the learning process?
4. What is the correlation between energy instability and academic performance indicators such as grades and test scores?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Energy crises have no significant impact on the availability of resources for studying in public secondary schools

H1: Energy crises have significant impact on the availability of resources for studying in public secondary schools

1.6. Significance of the Study

The significance of this study lies in its potential to address a critical issue impacting the educational outcomes of students in public secondary schools in Ado-Odo Ota Local Government Area (LGA), Ogun State. Energy crises, characterized by frequent power outages and unreliable electricity supply, have far-reaching consequences for teaching and learning, particularly in regions where schools already struggle with limited resources. By examining the specific effects of energy shortages on academic performance, this study aims to contribute valuable data and insights that can guide both policy-making and educational reforms in Ogun State and beyond.

One of the primary contributions of this study is its potential to inform educational policy in Nigeria, particularly in the context of the energy challenges faced by schools in rural and semi-urban areas. The findings could offer evidence on how energy crises directly or indirectly affect students’ learning experiences, academic performance, and overall educational outcomes. Policymakers at the local and state levels will benefit from understanding the extent to which unreliable electricity impacts both teaching quality and student performance. This understanding may lead to targeted interventions, such as improving power supply, providing alternative energy solutions, or rethinking educational infrastructure investment to ensure more equitable access to quality education across regions.

In addition to policy implications, this study is significant in its ability to draw attention to the broader socio-economic consequences of energy deficits on education. As the energy crisis exacerbates inequalities in educational access and quality, it disproportionately affects students from disadvantaged backgrounds, who are more likely to attend public schools with inadequate resources. By highlighting these disparities, the study can raise awareness among stakeholders, including local communities, education administrators, and civil society organizations, about the need for a more sustainable and inclusive approach to energy provision in schools. This, in turn, can encourage greater community engagement and collective action to address the challenges posed by energy shortages in educational settings.

The findings of this study will also be beneficial for educators and school administrators in Ado-Odo Ota LGA. School leaders will gain insights into how energy disruptions affect the teaching and learning process, as well as how these disruptions contribute to students’ overall academic performance. With this knowledge, schools can develop more effective strategies and contingency plans to mitigate the adverse effects of power outages. For instance, schools may adopt flexible teaching schedules, encourage alternative study methods, or invest in backup energy systems, such as solar power, to provide more stable learning environments for students.

Moreover, the study will contribute to the body of literature on the relationship between energy crises and educational outcomes in developing countries. While there has been some research on this issue in Nigeria, there is limited focus on specific regions such as Ado-Odo Ota LGA in Ogun State. By focusing on this locality, the study will offer a more granular understanding of how regional differences in energy supply affect the academic performance of public secondary school students. This localized approach will help fill a gap in the literature and provide context-specific recommendations that can be useful to other regions experiencing similar energy-related challenges.

Finally, the study’s findings will have long-term implications for student success and educational development in Ado-Odo Ota LGA. By identifying the link between energy access and academic performance, this research can contribute to the creation of a more conducive learning environment for future generations of students. With a better understanding of how energy crises influence educational outcomes, there is potential for the design of targeted solutions that address both the immediate needs of students and the structural challenges facing schools. This could lead to improved educational standards in the region, empowering students to perform better academically and prepare for greater socio-economic opportunities in the future.

This study is significant because it addresses an underexplored but crucial aspect of educational development in Ogun State. Its findings will not only enhance our understanding of the relationship between energy access and academic performance but also provide actionable recommendations that can drive positive change in schools. Ultimately, the study aims to contribute to building a more resilient and equitable education system in Nigeria, where energy crises no longer hinder the academic success and personal development of students.

1.7. Scope of the Study

The study examines Effect of energy crises on the academic performance of public secondary school students at Ado-Odo Ota LGA Ogun State.

1.8. Operational Definition of Terms

Effect: In the context of this study, the term effect refers to the influence, impact, or outcome that one variable (in this case, the energy crisis) has on another (in this case, academic performance). Specifically, it denotes the changes or consequences in the academic performance of public secondary school students that are attributable to energy shortages or disruptions. These effects can be observed in various dimensions, including the quality of teaching, students’ learning experience, and their overall academic achievement.

Energy Crises: Energy crises refer to a situation where there is a severe shortage or disruption in the supply of energy, particularly electricity. In Nigeria, and specifically in Ado-Odo Ota LGA of Ogun State, this often manifests as frequent power outages, an unreliable electricity grid, and insufficient infrastructure to meet the energy demands of schools. These energy crises can result from factors such as infrastructural decay, poor management of resources, inadequate generation capacity, and dependency on limited energy sources such as fossil fuels. The energy crisis impacts various sectors, including education, by hindering the ability of schools to function optimally.

Academic Performance: Academic performance refers to the level of achievement or success that students attain in their educational endeavors, typically measured by grades, test scores, completion rates, and overall learning outcomes. In the context of this study, academic performance is a reflection of how well students in public secondary schools in Ado-Odo Ota LGA are able to perform in subjects, assignments, examinations, and other school activities. Academic performance is influenced by several factors, including teaching quality, learning resources, study environment, and personal motivation, all of which can be affected by external issues such as the energy crisis.

Public Secondary School: A public secondary school is a government-funded and operated educational institution that provides secondary-level education, typically for students between the ages of 12 and 18. These schools are generally free or have minimal fees compared to private schools and are open to all students regardless of their socio-economic status. Public secondary schools in Ado-Odo Ota LGA, like many others in Nigeria, are often characterized by limited resources, overcrowded classrooms, and, in this case, challenges related to inconsistent power supply, which can negatively affect the teaching and learning environment.

Students: A student is an individual who is actively engaged in the process of learning, typically within an educational institution such as a school, college, or university.

Project – Effect of energy crises on the academic performance of public secondary school students