Victoria A. Abanyam & Dr Julius U. Ukah
Abstract
This study, guided by two hypotheses, examined extended school time policy and students’ academic performance in Cross River State, Nigeria. The academic performance was the result of students in West African School Certificate Examination between 2006 and 2009 before extended school time policy and 2010 to 2013 after extended school time policy. The design of the study was ex-post facto design. The population consisted of 5,288 teachers and 14,692 senior secondary school three (SSS 3) students in 246 public secondary schools in Cross River State. The sample size consisted of 300 teachers and 300 students. Students’ Motivation Toward Extended School Time Policy Questionnaire (SMTESTPQ) and Teachers’ Role and Motivation Towards Extended School Time Policy Questionnaire (TRMTESTPQ) were the other instruments for data gathering. Hypotheses were tested using independent t-test and UNIANOVA. It was discovered that there is no significant difference between academic performance before and after extended school time policy. There is no significant difference, based on gender, on the students’ academic performance before and after extended school time policy. Based on the findings, it was recommended, among others, that principals should give students ample opportunity to do personal studies beyond the allocated time of classroom work.