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SUPPORTIVE
RESOURCES ON TEACHING-LEARNING EFFICIENCY
CHAPTER ONE
INTRODUCTION
1.10BACKGROUND
OF STUDY
Just the way
a bird cannot fly without feathers, an academic establishment cannot thrive
satisfactorily if it is not imbued with the necessary facilities that are
required to fortify the human efforts of the teaches and the academic staff as
a whole.
The constant
desire of education stakeholders to achieve optimum efficiency in their
profession has been the backbone of several works of psychological,
philosophical, sociological, economic and even architectural research and
propositions.
Several
needs are required for the attainment of genuine proficiency in the
teaching-learning activities of a school, none of which can be neglected. Some
of these needs are qualified personnel, financial resources, adequate school
buildings, academic equipment, IT facilities and health facilities just to
mention a few. This research, however, focuses on the physical rather than the
human aspects of teaching-learning advancement regarded as school supportive
resources.
The
availability and placement of supportive resources in a school determines how
much productivity teachers could derive from their expertise and ,
consequently, how much learners can gain by interacting with their teachers and
from their own personal learning activities.
Kolb (1995)
stated that learning styles can be ranked along a continuum ranging from :
1. Concrete experience(being involved in a
new experience), through
2. Reflective observation (watching others or
developing observations through our own experience)
3. Abstract conceptualization (creating
theories to explain observations)
4. Active experimentation (using theories to
solve problems and make decisions).
Litzinger
and Osif (2004) called these different types of learners accommodators,
divergers, convergers, and assimilators according to Kolb’s classification
above.
Concerning
individual differences in the area of intelligence, Gardner (2005) theorized
that people do not have one general intelligence, but are characterized by a
range of intelligences instead. So rather
than being globally intelligent, one may be particularly strong in
certain areas, for example mathematics, while someone else may be particularly
strong in another area, for example, physical sports. He distinguishes seven
main types of intelligence, namely:
i. Visual/spatial intelligence
ii. Verbal/linguistic intelligence
iii. Logical/Mathematical intelligence
iv.
Bodily/Kinaesthetic intelligence
v. Musical/rhythmic intelligence
vi.
Interpersonal intelligence and
vii. Intrapersonal intelligence
We need to
take into account the different learning styles and the different intelligence
patterns of learners and the way teachers should approach and care for these
differences. Furthermore, we need to underline how the school management should
provide for these differences. These are important if teachers are to provide
education that is unbiased, diversified and personalized.
1.11Statement
of the problem
According to
Adeboyeje (2000) and Emeratom (2004), school facilities are the physical and
spatial enablers of teaching and learning which will increase the production of
results. School facilities serve as pillars of support for effective teaching
and learning. Oyesola (2000) sees school facilities to include permanent and
semi-permanent structures such as machinery, laboratory equipment, the
blackboard, teacher’s tools and other equipment as well as consumables.
Good quality
and standard of school depends largely on the provision,adequacy,utilization
and management of educational facilities. Akinsolu (2004) asserted that
educational curriculum cannot be sound and well operated with poor and badly
managed school facilities. From all indications, school facilities are physical
resources that facilitate effective teaching and learning. They include blocks
of classrooms, laboratories, workshops, libraries, equipment, consumables,
electricity, water, visual and audio-visual aids, tables, chairs, playground,
storage space and toilets.
According to
Dharmadasa (2007), the characteristics of teaching-learning efficiency include
the following:
i. Teacher creates learning
environments where students are active participants as individuals and as
members of collaborative groups.
ii. Teacher encourages students to
accept responsibility for their own learning and accommodates and diverse
learning needs of all students.
iii. Teacher motivates students and
nurtures their desire to learn in a safe, healthy and supportive environment
which develops compassion and mutual respect.
iv. Teacher cultivates cross-cultural
understanding and the value of diversity.
v. Teacher displays effective and
efficient classroom management which
includes classroom routines that promote comfort,order and appropriate student
behaviours.
vi. Teacher provides student equitable
access to technology, space, tools and time.
vii. Teacher effectively allocates time for
students to engage in hands-on experiences, discuss and process content and
make meaningful connections.
viii. Teacher designs lessons that allow
students to participate in empowering activities in which they understand that
learning is a process and mistakes are a natural part of learning.
Based on the
foregoing, the problem of this study is as follows:
It appears
that public secondary schools in Nigeria are not adequately equipped with the
necessary facilities that are required to maximize teaching and learning. Over
the years, this has led to the churning out of half-baked graduates from these
secondary schools; graduates who are not adequately prepared for the academic
demands of tertiary institutions.
School
supportive resources are needed to these students in such a way that they are
able to compete favourably with their counterparts in standard private schools
and by extension, the developed countries of the world.
1.12Objective
of the study:
This
research is aimed at achieving the following objectives:
i. To explore the importance of school
supportive resources to the efficiency of teaching and learning in public
secondary schools.
ii. To determine the extent to which
school supportive resources aid in achieving educational goals.
iii. To determine the availability of
school supportive resources in public secondary schools.
iv. To determine how much productivity is derived
from the available supportive resources in relation to teaching and learning in
public secondary schools.
1.13Research
questions
i.Will
school supportive resources significantly influenceacademic achievement in
public secondary schools?
ii.Are
supportive resources effectively used to aid teaching and learning in public
secondary schools?
iii.Will
school supportive resources significantly influence students’ school
attendance?
iv.Will
school supportive resources significantly affect teacher retention in schools?
1.14Formulation
of hypothesis
To achieve
the objective of the study, the following hypotheses are formulated:
Hypothesis
one
H0 – School
facilities will not significantly influence the level of academic achievement
in public secondary schools.
H1 – School
facilities will significantly influence the level of academic achievement in
public secondary schools.
Hypothesis
two
H0 –
Supportive resources are not effectively used to aid learning in public
secondary schools.
H1 –
Supportive resources are effectively used to aid teaching and learning in
public secondary schools.
Hypothesis
three
H0 - School
supportive resources will not significantly influence students’ school
attendance.
H1– School
supportive resources will significantly influence students’ school attendance.
Hypothesis
four
H0 - School supportive resources will not
significantly influence teacher retention in schools
H1 – School
supportive resources will significantly influence teacher retention in schools
1.15Scope
andg delimitation of the study
Since no
single research can validly cover all areas of the topic, the researcher aims
that the thrust of this project will be limited to the scope of the
relationship between school supportive
resources and teaching-learning efficiency. The study will focus primarily on
Public Secondary Schools in District (IV) Area of Lagos State from where the
Public secondary schools of this study will be drawn to enable the researcher
carry out an extensive investigation on this subject.
1.16Limitation
of the study
The
researcher is limited by time constraints. Since the researcher’s time needs to
be divided between this study and a bulk of academic exercise.
The
researcher is also constrained by unavailability of funds required for an
extensive research.
1.17Significance
of the study
i.This
research will serve to further open the eyes of the administrators of Public
Schools in Lagos State to the importance of school supportive resources and why
they should strive for their provision. It will reveal to them what they are
missing in form of full achievement of educational goals, complete teaching
fulfilment for their learners in cases of insufficiency or under-utilization of
these supportive resources.
ii.This
research will also motivate teachers to try to identify the individual and
peculiar educational needs of each of their students and to try to make efforts
to fulfil them using the necessary facilities.
iii.Lastly,
this research will help the Lagos State Government and Ministry of Education to
know the viability and real level of development of their Secondary schools
from the perspective of School Supportive resources.
1.18Operational
Definition of Terms
1.School
Supportive resources: Permanent and semi-permanent structures such as
machinery, laboratory equipment, the blackboard or marker board, teacher’s
tools and other equipment as well as consumables.
2.Teaching:
A constant stream of professional decisions made before, during and after
interaction with the student; decisions which, when implemented, increase the
probability of learning.
3.Learning:
Changes in a pupil’s behaviour which takes place as a result of being engaged
in an educational experience.
4.Learning
Styles: Different approaches to, or ways of learning
5.Efficiency:
Ability to teach or learn well, without wasting time or resources.
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