Students’ Access to Quality Learning Resources for Enhanced Performance in Secondary Schools in Abia State, Nigeria

The performance of students in Nigeria education system depends to a great extent on their accessibility to quality learning resources. This study is anchored on the input-output production function in education. It examined the accessibility of students to qualified teachers and functional library facilities in both rural and urban located secondary schools in Abia State. The research design is descriptive survey. The population consisted of 190 public senior secondary schools with a total of 1,568 respondents made up of 190 principals, 190 vice-principals and 1,188 sectional head teachers. Using proportionate stratified random sampling technique the numerical strength of the sample was 784 made up of 95 principals, 95 vice-principals and 594 sectional head teachers. Data were collected using both personal observation and a researcher-structured questionnaire titled “Access to Quality Learning Resources Questionnaire” (AQLRQ). The questionnaire was validated and had a reliability index of 0.76 using ConbachAlpha method. Statistical analysis was done and findings revealed among other things that students have access to qualified teachers in the urban located schools than the rural-located schools. Students do not have access to functional library resources in 80% of the schools. Recommendations include the need for the government to send qualified teachers in specialized areas like Science and Mathematics to both urban and rural-located schools including the provision of functional libraries for increased students’ access and enhanced performance.