Secondary School Academic Program Planning: A Synthesis of Three Factorial Interplay of Family Academic Preference (FAP), Student Personal Interest (SPI), And Teacher Professional Standard (TPS)

Abstract

This research study is designed to determine whether Family Academic Preference  (FAP), Teacher Quality Standard (TQS), and Student Personal Interest (SPI) have any measurable bearing on secondary school academic program planning in Ahoada East and Ahoada West local government areas, Rivers  State, Nigeria. Five research questions and four null hypotheses were posed to guide the study to a logical conclusion. A structured research questionnaire was administered on a sample size of two hundred and fifty-four (254) secondary school teachers in Ahoada East and Ahoada West local government areas. Data generated from the research questions and null hypotheses were treated with statistical independent t-test of pooled and nonpooled variance, Pearson Product Moment Correlational Statistics (Pearson r), and One-Way Analysis of Variance (ANOVA) which was followed up with a scheffé test. The results of the data analysis indicated that Family Academic Preference , teacher quality standard, and student personal interest have measurable influences on secondary school academic program planning in Ahoada East and Ahoada West local government area Rivers State, Nigeria. Recommendations were proffered based on the findings to enhance Family Academic Preference , Teacher Quality Standard and Student Personal Interest and to enhance the academic program planning of secondary schools in Ahoada East and Ahoada West local government areas, Rivers State, Nigeria.