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TEACHERS’
ATTITUDE ON ACADEMIC PERFORMANCE OF PUPILS IN EARLY CHILDHOOD EDUCATION
ABSTRACT
Attitude is
important in all walks of life; of which the profession of teaching is no less
important. This project assessed how the attitude of teachers influences the
academic performance of pupils in Early Childhood Education. It is delimited to
pre-primary schools in Mushin Local Government Area of Lagos state. The sample
population were 200 teachers selected from 10 pre-primary schools in the
above-mentioned local government area. The Chi-square statistical tool was
employed in data analysis. The following recommendations, among others, were
made: The National Policy on Education should be reviewed to include among
others the education of the Nigerian child from 0 – 2 years; The government
should of necessity establish free pre-primary schools to cater for all
Nigerian children of the required age; More Teacher Education Schools for the
pre-primary should be established to produce the required number of teachers
and steps should be taken to ensure adequate teacher preparation; A uniform
curriculum geared towards the needs of Nigerian children from different
backgrounds should be produced and its use should be enforced both in the
government established schools and in the private schools; The school
environment should be made conducive for teaching and learning by providing a
well-motivated workforce with necessary equipment and facilities put in place;
There should be adequate supervision to ensure the achievement of objectives.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teaching is
both an art and a science. According to him, it is an instrumental, practical
art rather than a fine-art. That is teaching "requires an improvisation,
spontaneity, the handling of a vast array of considerations of form, style,
pace, rhythm and appropriateness in ways, so complex that even computers must
lose the way" (Anyanwu, 2000).
Tumble
(2003) states that teaching process is too complex, with a nearly infinite
variety of circumstances, subjects, student groups, and age groups to be
reduced to simple, how-to-do-it recipes.
Gage (2004)
opines that teaching can and should have a scientific basis. Science deals with
relationships between both input (independent) variables and output (dependent)
variables. According to Ernest (1990), a sizeable amount of good research has
been carried out that relates teaching and administrative practices to
students' achievement as well as motivation, attitudes and self-esteem.
Ideally,
with emphasis on ideal, an effective, successful teacher would create a good
academic atmosphere and good school attitudes, maintain high academic
engagement and successfully manage the classroom to prevent inattentive,
off-task and distruptive behaviour.
Realistically,
however, misbehaviour will occur and the teacher must plan in advance for
handling it (Berliner 2001). Children must be oriented to learn new material
such as orientation by the teacher, often includes a review of home work, a
review of previous materials and skills, an explanation of the purposes and
objectives of the new material, and a statement of the relationship of the
current lesson to previous material. Asubel (2005) says that such orientation
or comments serve as advance organizers that help the children, easier to
relate to what children already know and therefore more learnable.
There are
many teacher characteristics and teaching patterns that correlate with higher
children achievement and or improved school attitudes, that is, with effective
teaching. Most relate to improvement of classroom climate, management and
feedback and reinforcement practices, involvement in self improvement and
improvement of other teaching practices that increase pupils engagement and
content courage and improve organisation, structuring and clarity, expectations
or children interest and motivation (Ayo, 2000).
The
personality of the teacher matters a lot in the classroom. According to Musson
(2004), personality of the teacher includes his emotion, motivation, values,
goals and general ways of perceiving his environment, have become moulded up
and processed through training that he can be relied upon as a teacher. This
also includes method of conducting oneself that is, what one should do and what
one should not do as a member of teaching professions.
According to
Akande (1999) other qualities of the teacher that can affect his performance at
work and pupils' academic achievement includes: Scholarship, cheerfulness,
firmness, tolerance, democratic attitude, impartiability, loyalty, having the
knowledge of the child's psychology, honest, self discipline, sociability,
creativity, resourcefulness, neatness, good sense of homour, simplicity,
adaptability etc. Beside all these, the teachers should have a command of
theoretical knowledge about learning and human behaviour. He should possess the
technical skills of teaching that facilitate students' learning achievement
(Adeleke, 2002).
Furthermore,
a teacher ought to display such attitudes that promote learning and good human
relationship, and should have perfect mastery of facts of his subject matter as
this will enhance his/her teaching and pupils’ academic achievement.
In the work
of Gourneau(2005), he identified five attitudes of effective teachers which may
affect pupils’ academic performance, they are:
1. Demonstrating Caring and Kindness
2. Sharing Responsibility
3. Sensitively Accepting Diversity
4. Fostering Individualized Instruction
5. Encouraging Creativity
Gourneau
reiterated that the component of pupils’ academic performance that are
influenced by teachers’ attitude should be tested, based on teachers’
possession on non-possession of the above-mentioned factors; and that is the theoretical framework that
this study will adopt.
1.2 Statement of the Problem
Attitude is
an integral part of human character. According to Bartlett(2000), Good attitude is made up of attributes such
as zeal, love for the job, and the desire to improve. In the teaching
profession, these attributes cannot be overemphasized. The reverse of the
above-mentioned attributes, which would be indifference, dislike for the job
and lack of desire to improve, might, needless to say, have negative
implications for the job. The problem of this study, therefore, is to
investigate the implications of teachers’ attitude on the academic performance
of pupils in early childhood education.
1.3 Purpose of the Study
The purpose
of this study is to find out teacher’s attitude on academic performance of
pupils in early childhood education in Ikeja Local Government Area of Lagos
State.
Other
specific objectives of the study are:
1. To identify the effects of
teachers’ personality on academic performance
2. To identify basic teachers’
attitudes that enhance academic performance.
3. To identify the areas of
teachers’ personality that needs to be improved upon.
4. To identify the aspects of
teachers’ attitude that are detrimental to pupils’ academic performance.
1.4 Research Questions
The
following research questions will be posed in this study.
1. What are the effects of
teachers’ personality on academic performance?
2. What are the basic teachers’
attitudes that enhance academic achievement of pupils?
3. What are the areas of
teachers’ personality that need to be improved upon?
4. What are the areas of
teachers’ attitude that are detrimental to pupils’ academic performance?
1.5 Research Hypotheses
These
hypotheses were formulated and tested in this study:
1. The lifestyle of teachers will not
significantly influence the academic performance of pupils.
2. The negative character traits of
teachers will not significantly influence the academic performance of
pupils.
3. Teachers’ attitude to work will not
significantly influence the academic performance of pupils.
1.6 Significance of the Study
1. Teachers would benefit from
this study, because its findings and recommendations will direct them on how
well to become an effective teachers with good characters. The findings of this
study will equally help teachers to have better insight on the essence of good
behaviour in the teaching profession.
2. This study will assist the
upcoming researchers to carry out more work on the issues being treated in this
study. Also researchers and readers would find this work very important
because, it will serve as a reference material to their work.
3. Pupils would benefit from the
findings and recommendations of this work because it would assist them to work
hard, identify teachers perceived to be either good or bad in the school the
recommendations of this study would help pupils/children to change their
attitudes towards their studies.
4. The society will also benefit
from this study immensely, including parents, the school administrators etc.
1.7 Scope of the Study
This study
covers teacher’s attitude on academic performance of pupils in early childhood
education in Mushin Local Government Area of Lagos State.
1.8Definition
of Terms
Teaching
styles: It is an embracing concept referring to the teacher’s ways of getting
pupils to learn through structured methodology.
Early
childhood education: This means formal education that is received from 0 – 8
years.
Teaching
effectiveness: The ability of the teacher to achieve the stated objectives at
the end of the teaching.
Teaching
techniques: Teacher’s ways or method of teaching.
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