LEARNING OUTCOMES IN SENIOR SECONDARY SCHOOLS IN ANAMBRA SOUTH SENATORIAL ZONE: AN ASSESSMENT OF CHALLENGES AND STRATEGIC INTERVENTIONS

Abstract

The centrality of secondary education in the overall development agenda of any nation cannot be overemphasized. In Nigeria, and specifically in Anambra State, senior secondary education remains a critical stage for the formation of future leaders, professionals, and informed citizens. However, the persistently uneven performance of students in external examinations such as the West African Senior School Certificate Examination (WASSCE) and the National Examinations Council (NECO) suggests that there are significant gaps in the realization of intended learning outcomes. This study adopts a theoretical research design to interrogate the state of learning outcomes in Anambra South Senatorial Zone, focusing on institutional, curricular, infrastructural, and pedagogical dynamics. Relying on documentary evidence, including WAEC performance data (2018–2023), policy documents, and extant literature, the paper critically assesses the contextual variables influencing student achievement across the six Local Government Areas in the zone. Anchored on Bronfenbrenner’s Ecological Systems Theory and the Human Capital framework, the study uncovers disparities in teacher deployment, instructional quality, school governance, and infrastructural provision as key determinants of poor outcomes, particularly in Orumba South and Ihiala LGAs. The paper concludes that sustainable reform must be anchored on community-responsive planning, strategic investment in school infrastructure, and enhanced teacher development.

Keywords: Learning Outcomes, Senior Secondary Education, Educational Disparities, Human 
Capital Theory, Curriculum Implementation