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TEACHING
RESOURCES AND TEACHING EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS
ABSTRACT
This study
investigated the influence of teaching materials on teaching effectiveness in
secondary schools in Mainland Local Government Area of Lagos State. The study
equally reviewed some important and extensive literature relevant to the study.
The descriptive research design was applied in the assessment of respondents’
opinions towards the subject matter. In this study, three null hypotheses were
formulated and tested with the application of the Pearson Product Moment
Correlation Coefficient Statistical tool at 0.05 significant level. Also, percentage
and frequency counts were used to interprete the questionnaire responses which
were used to answer the research questions. A total of 200 respondents, 100
male and 100 female teachers were selected for this study. At the end of the
data analyses, the following results were obtained: that there is a significant
relationship between teaching resources and teaching effectiveness, that there
is a significant relationship between utilization of instructional resources
and students’ academic performance in public secondary schools, and that there
is a significant relationship between teachers’ quality and teaching
effectiveness. Based on the conclusions reached at the end of this study, the
following recommendations are made by the researcher: there should be
allocation of more time to the practical aspects of instructional materials in
secondary schools and government should subsidise the cost of students’
practical work on instructional materials.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Muijs and
Reynolds (2005) posit that the importance of teaching, and how teachers teach
in their classrooms, are being recognized as of key importance in many ways.
Teaching students is the most important thing that teachers do.
Bilesanmi-Awoderu (2000) opines that the success of teaching work depends upon
good planning by the teachers in terms of adequate preparation, supply and
availability of equipment and learning material. One of the goals of teacher
education as enunciated in the National Policy on Education (NPE, 2004) is the
production of highly motivated, conscientious and effective teachers for all
levels of educational system. Such teachers are expected to be professionally
and academically qualified to perform their duties effectively. In order to
standardize the quality of education, Muijs and Reynolds (2005) identify the
teacher as a major factor in students’ learning.
Fracer
(1992) and Olorojaye (1997) identify students’ availability, school resources
and classroom environment as crucial factors to learning. Resource
availability, allocation and utilization have been perceived as indicators of
effectiveness in the school situation. Resources in the school situation
include personnel as well as physical and material resources. The primary
function of the teacher according to Omoniyi (2000) is to facilitate learning.
One of the ways of bringing about effective learning is to make the experience
real. This involves using real life examples that are related to the learner’s
experiences. The other alternative involves the use of representation. The use
of representation involves the use of materials and devices which help the
teacher to make realistic approach to the teachers’ job.
Teaching
resources according to Omoniyi (2000), will include making available materials
to the students, making procedures for any investigation simple and clear and
clarifying procedures and giving encouragements to students in the classroom.
Bajah (1998), notes that the quality of any teaching is judged by the effect
which it has on learners and the society. Okebukola (2009), posits that what is
on ground in the education sector as at December 31, 2008 shows that not only
are numbers of school enrolment low, but the quality of learning outcomes is
poor, the curriculum, one of the resources for effective learning, is not
appropriate for the needs of a modern society which seeks to create a
competitive and efficient economy.
Okebukola
(1995), posits that Nigeria was one of the nations which spent a high
proportion of her resources on the academic pursuit of her students at all
levels and that Nigeria was the second best at the secondary and tertiary
levels of education in terms of resources commitment. Yet, Adeyegbe (1994)
observes that students’ performance in the Senior Secondary School Certificate
Examination (SSCE) in five subjects – English Language, Mathematics, Physics,
Chemistry, and Biology in 1988 and 1994 – were poor.
In view of
the observations above, this study attempts to identify the relationships
between teaching resources and teaching effectiveness in secondary schools in
Lagos Mainland Local Government area of Lagos State.
1.2 Statement of the Problem
Resource
availability, allocation, and utilization have been perceived as indicators of
effectiveness in the school situation. Obilade (1998), observes that the two
major obstacles that hinder efforts at successful resource management are those
of waste and underutilization or underemployment of resource. A major
prerequisite to efficient resource management is the total elimination (or
reduction) in the incidence of waste terms is more than made up for the wealth
of experience and expertise that can be harnessed from the people provided that
the skilled administrator can use them to his/her advantage.
In the
public schools in Nigeria, there is no doubt that there is inadequate resources
measured in terms of human and material resources. For example,
Okorosaye-Orubite (2008), observed that it is sad to note that for an education
programme (Universal Basic Education, UBE) that was launched in 1999, which was
expected to commence in 2005, it was only in December 2005 that directive was
given for the development of school curriculum for the implementation of the
programme. Hence Okorosaye-Orubite (2008), raises the question that how can one
expect books that will be used in school to be put in place when curriculum was
not available. This equally applies to instructional materials. In today’s
educational environment, the use of information technology to aid learning is
very crucial. However, Okebukola (2009), posits that the level of information,
communication and technology (ICT) usage, though gradually improving, remains
low. The problem of resources in Nigeria educational sector was captured by
Okebukola (2009), as he concludes that throughout the educational sector, there
is infrastructural decay, a lack of teaching/learning materials and inadequate
facilities which has contributed to gross low learning achievements. We should
have befitting learner-friendly schools, rather than the present poorly
resource institutions with poor instructional materials and large size class.
in view of the above, the problem of this study is that of inadequate teaching
resources as they influence teaching effectiveness.
1.3 Purpose of the Study
This study
examines various teaching resources and their influences on school
effectiveness. The study operational objectives include the following:
1. To highlight the teaching resources
that can bring about school effectiveness as well as high students’ academic
performance.
2. To examine the adequacy or
otherwise of teaching resources in Mainland Local Government area of Lagos
State.
3. To know the level of teaching
effectiveness on students’ performance in Mainland Local Government area.
4. To identify the influence of human
element on teaching effectiveness and students’ academic performance.
5. To investigate whether students
prefer instructional materials to verbal lecture.
1.4 Research Questions
The
following are the research questions drawn for the study:
1. Is there any significant difference
between the availability and utilization of teaching resources in public
secondary schools in Mainland Local Government area?
2. What are the teaching resources
that can bring about effectiveness as well as students’ high academic
performance?
3. What is the influence of human
element on teaching effectiveness and students’ performance?
4. Do students prefer instructional
materials to verbal lecture?
1.5 Research Hypotheses
The
following hypotheses are formulated for this study:
1. Availability of teaching resources
does not influence significantly on effectiveness of teaching.
2. There is no relationship between
the availability and utilization of instructional resources and academic
performance of students in public secondary schools in Mainland Local
Government area of Lagos State.
3. Teachers’ quality does not
significantly influence teaching effectiveness.
1.6 Significance of the Study
This study
examines teaching resources and teaching effectiveness in Mainland Local
Government area of Lagos State. Therefore, if this study is successfully
carried out, it is expected to benefit the following individuals and groups:
Researchers:
This study is expected to add to the bank of knowledge in the academic field in
that, other researchers are expected to benefit and can replicate the study
using other local government areas and states in Nigeria since environmental
factors in Lagos State differ from other states. Other environmental factors
may influence the outcomes of such study (ies) in rural areas since Lagos is a
metropolitan state in Mainland Local Government is located. Generally this
study is expected to add or contribute to knowledge in the area of educational
administration.
Government:
Governments at the three tiers (Federal, State and Local) are expected to
benefit from this study in that it will show whether government is performing
well in the area of providing resources in the schools. Also, a well educated
citizen will not give the government problems and this will lead to
socio-economic and political development.
Students:
The students are the primary beneficiaries of this study because the study will
expose what impede learning and suggests solution(s). This will make learning
easier for the students.
Teachers:
Teachers finds it difficult when resources to use are unavailable or
inadequate. If the suggestions of this study are carried out and government is
able to implement the suggestions by providing adequate and quality resources
in the public schools, the work of the teachers in impacting knowledge in the
students will be made easy.
1.7 Scope and Limitations of the Study
This study
is limited to secondary schools in Mainland Local Government area of Lagos
State. This study attempts to identify the various types of resources and the
extent to which they can influence school effectiveness.
1.8 Delimitation of the Study
Due to the
nature of this study which is self financed and time constrained, all the
secondary schools in Lagos State were not covered to investigate the influence
of teaching resources on teaching effectiveness, rather Mainland Local
Government area was covered. Also, only five public secondary schools were
sampled for the purpose of this study.
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