This research examined the reasons for the differences in the academic performance of school learners, and makes reference to economic, social and cultural capital theory in explaining educational imbalances in society. Many researchers have conducted studies on the factors contributing to the academic performance of learners at various levels of schooling have been undertaken. These researchers have come to the conclusion that the academic performance of learners is affected by numerous factors, namely, gender, age, learners' schooling, family’s socio-economic status, residential area of learners, the medium of instruction in schools, tuition trends, hours spent on studying on a daily basis and accommodation in hostels (Petersen, 2010:15). There is a popular saying in south-western Nigeria, that “if the parents’ financial status is good, the reflection of it will show in the child”. This study is focused on the academic performance of learners at the secondary school level and investigates the influence of economic, social and cultural capital on their academic performance. This study aims to determine which factors contribute to the poor academic performance of rural secondary school learners in south-western Nigeria and then, based on the findings of the research undertaken to make recommendations regarding what could be done to improve the academic performance of these learners. The mixed-methods approach of combining both qualitative and quantitative approaches to accomplish the aims of the research were used. The population consisted of four secondary schools, four school principals, 16 teachers, 40 parents and 120 learners. According to the results of this research, we can see that the social, cultural and economic capital of parents is a powerful determinant with regard to motivating their children’s education. / Educational Studies / D. Ed. (Socio-Education)

Education plays prominent role in the development of nations considering that the progress of nations depends on the capability of its workforce which is informed by the quality of education offered its citizenry. Program for international students‟ assessment revealed the need to improve upon the quality of education across nations. This need was corroborated by the unimpressive performance of the secondary schools learners in Egbeda local Government of Oyo State. Ironically, secondary schools management in the local government have been found to have very little discretionary powers in the administration of their schools – a situation that could have contributed to the poor performance of the learners. The study thus focussed on the effect of school autonomy on learners‟ performance in Egbeda Local Government secondary schools of Oyo State, Nigeria. Cross-sectional survey research design was adopted for the study. The population comprised 72 Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by the study. Thirty schools were excluded from the study for not meeting selection criteria of ten years of establishment. Sample size of 355 was purposively selected for the study. Response rate was 97.7%. Data were analysed using descriptive and inferential statistics. Findings revealed that school autonomy dimensions have statistically significant effect on learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ affective performance (F5, 341 = 66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ personal development (F5, 341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05). The study concluded that school autonomy affected learners‟ performance. The study recommended that education authorities should make policy provisions that will enhance school autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo State to improve learners‟ performance. / Educational Management and Leadership / Ph. D. (Education Management)