FACTORS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN UZO-UWANI LOCAL     GOVERNMENT AREA OF ENUGU STATE

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

                                   ORDER NOW

 

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

                                                                ABSTRACT

This study was carried out to find out the factors militating against effective teaching and learning of mathematics in secondary schools in Uzo-Uwani local government area of Enugu state. There are five (5) research questions formulated to guide this study. There are eighteen (18) secondary schools in Uzo-Uwani local government area of Enugu state. Out of these secondary schools, ten (10) schools were randomly selected through ballot method. In each of the ten (10) schools selected for the study, two (2) classes of SSII were randomly selected using ballot method; this implies that 440 students were selected for the study. Also six (6) mathematics teachers were randomly selected in each schools used for the study through ballot method, this implies that sixty (60) mathematics teachers were used for the study. The questionnaire was used to collect and analyze the data.

The instrument were validated by three (3) experienced mathematics lecturers and two (2) experts in measurement and evaluation all from the department of science and computer education of Enugu State of Science and technology (ESUT), and the test-retest method was used to determine the reliability of the instrument. The data collected from the students were analyzed using the mean respondents’ scores. The result showed that the factors militating against effective teaching and learning of mathematics in secondary schools are as follows; students have negative attitude towards the learning of mathematics, students in mathematics have very poor background, parents have negative attitude towards the learning of mathematics, the learning environment are not well conducive for learning, most of the mathematics teachers are not qualified. It also discussed the implication of the findings and finally recommendations were made to enhance students’ achievement in mathematics.

TABLE OF CONTENTS

CHAPTER ONE

Introduction                                                                                                           1

Background of the Study                                                                                     1

Statement of the Problem                                                                                   6

Purpose of the Study                                                                                            7

Significance of the Study                                                                                     8

Scope of the Study                                                                                                            9

Research Question                                                                                                 10

 

CHAPTER TWO

Literature Review                                                                                                            11

2.1      Mathematics Education                                                                           11

2.2      Academic Performance                                                                            14

2.3      Factors that Contributes to Poor Academic Performance             15

2.4      Quality of Mathematics Teachers                                                          15

2.5      Negative Attitude of Students of Mathematics                                 20

2.6      Effective Use of Instructional Materials                                               22

2.7      Provision of Mathematics Laboratory                                                 23

2.8      Recruitment of Qualified Mathematics Teachers                              24

2.9      Lack of Adequate Funding from Government                                   25

2.10   Poor Students’ Background in Mathematics                                      27

2.11   Parental Related Factors                                                                          29

2.12   Unconducive School Environment                                                        30

2.13   Mathemaphobia                                                                                        32

CHAPTER THREE               

3.0      Research Method                                                                                       34

3.1      Research Design                                                                                         34

3.2      Area of the Study                                                                                       35

3.3      Population of the Study                                                                           35

3.4      Sample and Sampling Techniques                                                         36

3.5      Instrument for Data Collection                                                              36

3.6      Validation of the Instrument                                                                  37

3.7      Reliability of the Instrument                                                                   37

3.8      Method of Data Collection                                                                      38

3.9      Method of Data Analysis                                                                          38

3.10   Decision Rule                                                                                               39

CHAPTER FOUR

4.0      Presentation and Analysis of Data                                                        40

4.1      Research Question 1                                                                                 40

4.2      Research Question 2                                                                                 42

4.3      Research Question 3                                                                                 44

4.4      Research Question 4                                                                                 46

4.5      Research Question 5                                                                                 48

 

 

CHAPTER FIVE

5.0      Discussion of Findings, Conclusion, Implications

and Recommendations                                                                                        50

5.1      Discussion of Findings                                                                               50

5.2      Conclusion                                                                                                   52

5.3      Recommendations                                                                                     54

5.4      Limitation of the Study                                                                             55

5.5      Summary of the Study                                                                             55

5.6      Suggestion for Further Study                                                                 57

REFERENCES                                                                                                            58

APPENDIX I                                                                                                  63

APPENDIX II                                                                                                 64

QUESTIONNAIRE                                                                                        65

APPENDIX III                                                                                                            70

 

CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND OF THE STUDY

The focus of this study is secondary school education. Secondary education is the stage following primary education. It is generally the final stage of compulsory education. In some country, it is a period of compulsory and a period of non-compulsory education. Secondary education is characterized by transition from the typically compulsory education to selective education for adult.

The content and philosophy of Nigeria education must reflect the past, present and drive into the future of Nigeria society in term of the role the individual is expected to play in the present national building process (Vision 20:2020)

Education is the best legacy given to a child; it is the producer of human capital. It is the truth of existence and centre of life. Every human-being depends on education for truthful, peaceful and wise co-existence. It has witnessed active participation by non-governmental agencies, communities and individual as well as government parastatals in order to bring education to the country. Education is an instrument for national development, it fosters on the worth and development of individual to be self-reliant, just and building egalitarian society (Federal Republic of Nigeria [FRN] 2004).

Mathematics is all embracing and all encompassing. In virtually all spheres of human endeavor, mathematics was used as an aid in commerce farming and control of environment. Mathematics also proved it usefulness in areas of medicine, engineering, administration and aviation just mention but a few. This was when people felt incomplete without the basic knowledge of arithmetic.

Mathematics calls for adequate concentration and adequate practices. As learners are involved in these activities they develop interest and get motivated, which are well oriented, they enjoy and concentrate there on, no matter how complicated and involving activities maybe.

According to statistics, academic performance in mathematics among secondary school students has bees on the decline since the end of civil war in 1970. The decline is mostly affecting secondary schools in Uzo-Uwani Local Government Area.

The efforts of the Nigerian government in highlighting the importance of mathematics study in schools by making it compulsory for all students and in addition to the efforts of Mathematics Association of Nigeria (MAN) towards the development of mathematics, student still perform poorly in this subject in both internal and external examination.

Obodo (2004:18) highlighted on this by saying that “A teacher achieves this concentration by beginning the lesson in an officious manner with respect to awaking the interest of students and sustaining if through skillful instructional management. In most cases, teachers fall to observe this skillful instructional management and the obvious result is that the more the teacher teaches, the more confused the student will be and the deeper the aversion and fear for the subject”.

Children need to understand spoken and written expression which involves mathematical concepts and number relationship. They must be able to solve problems involving addition, subtraction, multiplication and division.

Consequently and currently in Nigeria, students are allowed to study some course on gaining admission into universities because of their poor performance in West African School Certificate Examination (WASCE) or National Examination Council (NECO). In consonance, this study will look into the lapses to the government, curriculum develops, textbooks, publisher, teachers and students, families and their members at large and others involved in the education sectors. The constraints in poor achievement in mathematics, as an adage has it “A problem identified is halfway solved” it implies that knowing the constraints will be of immense help in solving it.

According to Leeichi (2007:41), “Learning is the human activity which least needs manipulation by others” this means that everybody is endowed with the ability to learn but an expert (a qualified teacher has to manipulate the endowment, otherwise it becomes disused). Teaching and learning of mathematics is not exceptional.

Without effective teaching and learning of mathematics there will be poor performance in mathematics work. Considering the recovery and terrible failure of secondary school students in SSCE, the researcher was forced to ask; what are the factors militating against effective teaching and learning? Some of the pertinent questions often ask are: How widespread is the incident of poor external result among Nigerian students? What is the role of the notation special center in the whole problem? And to what extent have the parent and teacher contributed to the factors militating against effective teaching and learning to student in public examination especially the one being conducted by WAEC and NECO?

Obodo (2004:14) opined that “A shortage of qualified mathematics teachers will result to poor teaching and learning of mathematics and consequently poor achievement and performance of students, which invariably will lead to the production of another generation of poor student achievers who will eventually turn-out to teach mathematics poorly tomorrow”.

This illustrates that any student who develops phobia for mathematics cannot learn well. Mathematics is a language of size and order. This explains why some students develop sudden fever whenever it is time for mathematics lesson in a school.

According to National Policy on Education, stated by Obodo (2004), the aims and objectives of secondary education should be as follows:-

• To provide necessary mathematical background for further education
• To stimulate and encourage creativity
• To develop the ability to recognize problems and to solve them with related mathematical knowledge
• To develop precise, logical and abstract thinking
• To develop computational skill
• To generates interest in mathematics and to provide a solid foundation for everyday living
• To foster the desire and ability to be accurate to degree relevant to the problem at hand

From the above objectives of mathematics, it became quite obvious that even the entire world

race depends on the knowledge of mathematics to achieve it aim and objective. But with recurring and terrible failure among secondary school students in SSCE, how can this aim be achieved.

The focus of this study, the researcher wants to know the factors militating against effective teaching and learning of mathematics in secondary schools.

1.2      STATEMENT OF THE PROBLEM

Okpara (2010) stated that over the years students have shown high rate of mass failure in mathematics. He further stated that the problem of mass failure could be attributed on the quality of teaching in schools, saying that unless there was improvement in the teaching and learning in schools, there is little the examination body could do to salvage the already bad situation.

The government, parent, policy makers, mathematics educators, mathematics and different professional organization are bothered about what could be responsible for this factor militating against effective teaching and learning of mathematics.

The researcher is worried about this unfortunate development and he asked, “What are the factors militating against effective teaching and learning of mathematics in secondary schools”?

1.3      PURPOSE OF THE STUDY

The general purpose of this study is to determine the factors militating against effective teaching and learning of mathematics in secondary schools in Uzo-Uwani local government area of Enugu State.

Specifically, the study intends to find out the factors militating against effective teaching and learning of mathematics in secondary schools from:-

• The attitude of students towards mathematics
• Poor foundation from primary mathematics as inherited, affects students’ proficiency in secondary school mathematics
• Parent attitude
• Learning environment
• Quality of mathematics teachers

1.4      SIGNIFICANT OF THE STUDY

The result of this study will be beneficial to students, curriculum planners and developers, parents, textbook publishers, government, teachers.

The result will help students to re-direct their psychological feelings towards mathematics. Also, education planners and policy makers will use the result of this study to proffer possible way for improving the academic factors militating against effective teaching and learning of mathematics in secondary schools.

The result of this study will help the parent in providing the necessary materials needed for effective teaching and learning of mathematics for their children so that they can develop interest in it.

The result of this study will help the government to provide instructional materials to secondary school students’ better performance.

The result of this study will aid mathematics teachers to evaluate themselves and in turn improve upon their teaching method.

1.5      SCOPE OF THE STUDY

This study is limited to identifying the factors militating against effective teaching and learning of mathematics in secondary schools in Uzo-Uwani Local Government Area of Enugu State.

This study is limited to the attitude of students, poor foundation in primary mathematics as inherited affects students’ proficiency in secondary school mathematics, parent attitude, environment factors and qualities of mathematics teachers.

1.6      RESEARCH QUESTION

The following research questions were formulated to guide the study:

• What are the factors militating against effective teaching and learning of mathematics in secondary schools “from the attitude of students towards mathematics”
• What are the factors militating against effective teaching and learning of mathematics in secondary schools “from the foundation of mathematics”
• What are the factors militating against effective teaching and learning of mathematics in secondary schools “from the attitude of parents”
• What are the factors militating against effective teaching and learning of mathematics in secondary schools “from the learning environment”
• What are the factors militating against effective teaching and learning of mathematics in secondary schools “from the mathematics teachers”

CHAPTER TWO

 

2.0      LITERATURE REVIEW

The review of literature is presented under the following sub-headings:

THE EFFECT OF INDUSTRIAL ACTION ON ACADEMIC PERFORMANCE OF STUDENTS IN EKITI STATE UNIVERSITY

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

 

                                   ORDER NOW

WE HAVE SECURITY IN OUR BUSINESS.   

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The formation of the Academic staff Union of Universities (INDUSTRIAL) in 1978 has brought about some changes in the academic systems of universities in Nigeria-both positive and negative. While a faction might see the activities of the union as a blessing, some see it as a curse to Nigerians and a channel to frustrate Nigerian students.

Through numerous Industrial actions such as  strike actions undertaken by the union to compel the government to meet the needs of public universities, lecturers and students, schools have been forced to shut down, academic calendars affected, and students have been frustrated as well as their parents. The union was active in struggles against the military regime during the 1980s. In 1988 the union organized a National Strike to obtain fair wages and university autonomy. As a result, the INDUSTRIAL was proscribed on 7 August 1988 and all its property seized. It was allowed to resume in 1990, but after another strike was again banned on 23 August 1992. However, an agreement was reached on 3 September 1992 that met several of the union’s demands including the right of workers to collective bargaining. The INDUSTRIAL organized further strikes in 1994 and 1996, protesting against the dismissal of staff by the Sani Abacha military regime.

Disruptions  in  academic  programs  serve  as  non-motivational  factor  to  the  students.  It discourages them  from  learning.  It  is  not  surprising  therefore  that  during  strike  actions,  most students  are  seen  involved  in  diverse  activities  such  as  sexual  immorality,  cyber  scam,  pool betting,  unnecessary  gossips,  watching  of  films  and  reading  comic  materials  for  entertainment purposes  rather  than  reading  their  books.  In the long run, they soon forget about academics and are no longer prepared for class activities which negatively affect their learning capability.

Odubela  (2012)  concluded  that  an  effective  learning  or  an  enhanced  academic  performance  is achieved by successful covering of the course outline timely and before the examination. This is rarely achieved with strike action in place. From the above review therefore, the researcher is of  the  view  that  disruption  in  academic  program  as  caused  by  strike  action  breeds disappointment, frustration, emotional  and psychological trauma, unpreparedness on the part of the students and  lack of motivation, which sum up to non conducive environment for effective learning in Nigerian universities; a situation that dampens human development.

However, little attention is given to the effects of INDUSTRIAL constant strikes on the academic performance of students in Nigerian universities. This study therefore intends to examine the series of INDUSTRIAL strikes and the direct effects it has on the students’ grade point average (GPA).

1.2 STATEMENT OF THE PROBLEM

University worldwide is regarded as the citadel of knowledge, the fountain of intellectualism, the most appropriate ground for the incubation of leaders of tomorrow. However, over the last thirty years in Nigeria, the University system has witnessed an unprecedented Industrial unrest and so many official assaults than other social institution.

Statistics from the National Universities Commission (2002) reveal that since 1992, INDUSTRIAL has  embarked  on  strikes  over  23  times  to  drive  home  its  demands.  As with all Industrial conflicts, strikes have significant wider social consequences.

Many have argued that those in authorities see universities as a burden and as institutions to be exploited and left desolate. To arrest the situation, INDUSTRIAL have went on Industrial actions several times with the recent one in 2013 lingering for more than 6 months. There  is  hardly  a  full  academic session that student and staff crises will not result in loss of studies, delayed graduation for students and economic waste for students, parents and the country as a whole.

However, little attention is given to the effects of INDUSTRIAL constant strikes on the academic performance of students in Nigerian universities. This study therefore intends to examine the series of INDUSTRIAL strikes and the direct effects it has on the students’ grade point average (GPA).

1.3 OBJECTIVES OF THE STUDY

The main of the study is to examine the effect of INDUSTRIAL Strike on academic performance of undergraduates in Nigeria. Specific objectives of the study are:

1. To determine the relationship between INDUSTRIAL strike action and the level of academic performance of undergraduates.

2. To examine the effect of INDUSTRIAL strike actions on undergraduates’ academic performance.

3. To examine the role of the federal government in ensuring non-insistent of strike actions.

4. To examine the role of the society in ensuring smooth running of academic session.

5. To examine the effect of INDUSTRIAL strike on moral status of students.

1.4  RESEARCH QUESTION

Based on the above stated objectives the study shall answer this question;

1. Is there a relationship between INDUSTRIAL strike action and level of academic performance?

2. What are some of the effect of strike action on students’ academic performance?

3. What role does the federal government play in ensuring non-insistent strike action?

4. How can the society at large contribute to the smooth flow of academic session?

5. What effect does strike has on the moral status of students?

1.5 HYPOTHESIS OF THE STUDY

Ho: There is no significant relationship between INDUSTRIAL strike and academic performance of Undergraduates in Nigeria.

Hi: There is a significant relationship between INDUSTRIAL strike and academic performance of Undergraduates in Nigeria.

1.6 SIGNIFICANCE OF STUDY

The importance of this study is to bring to the knowledge of the public; the effects of INDUSTRIAL strike actions on our educational system. The impact of strike on our secondary schools and the academic performance of the students by the academic staffs and the secondary schools in enhancing socio-economic and political development of the nation.

1.7 SCOPE OF THE STUDY

The study is limited to undergraduates of the Ekiti State University.

1.8 DEFINITION OF TERMS

INDUSTRIAL: Academic Staff Union of Universities.

Teaching: A process which bring about a relative change in behaviour over time in academic situation

Method: this is the procedure in which a goal can be achieved in teaching

Student: A person who is studying at a school or college

Teachers: A person who teaches (profession)

Strike: A time or period when work is not done because of disagreement over pay or working conditions

Academics: Teaching and studying in a college or schools subjects taught to provide skills for the mind rather than for the hand.

Click here to download our android mobile app to your phone  for more materials and others

COMPLETE PROJECT  MATERIAL COST 3000 NAIRA

 

                                   ORDER NOW

We also accept :   ATM transfer , online money  transfer 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

form>

Call Help Desk Line :  08074466939,08063386834.

After Payment Send Your Payment Details To

08074466939 Or 08063386834,   The Project Title  You  Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once Will Confirm Your Payment.

WE HAVE SECURITY IN OUR BUSINESS.   

MONEY BACK GUARANTEE

You may also need:  web design company in nigeria   

Bulk sms company in Nigeria

For more topics click

Continue reading THE EFFECT OF INDUSTRIAL ACTION ON ACADEMIC PERFORMANCE OF STUDENTS IN EKITI STATE UNIVERSITY →

THE USE OF AUDIO- VISUAL TECHNOLOGY IN SCHOOL LIBRARIES AND STUDENTS’ ACADEMIC PERFORMANCE

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

 

                                   ORDER NOW

WE HAVE SECURITY IN OUR BUSINESS.   

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

ABSTRACT

The age of digitization and globalization has given unprecedented impetus to the development audio-visual technology. Audio-visual instructions in schools have therefore continued to accelerate students’ understanding and appreciation of learning.

The value of audio- visual media is further underscored by their positive impact in school libraries, the libraries positive influence of the academic performance of students and the enhancement of teacher’s performance. Libraries are no doubt veritable instruments in a nation’s educational development.

The work therefore focuses on the use of audio-visual technology in school libraries, evaluated the effects of the use of audio-visual technology on the academic performance of students, and proffers solutions to problems hampering the effective application of audio-visual technology in our educational process.

TABLE OF CONTENTS

CHAPTER ONE

Introduction

1.1              Background of the Study

1.2              Profile of IELC/DISS

1.3              Purpose of the study

1.4              Significance of Study

1.5              Scope of the Study

1.6              Research Questions

1.7              Hypotheses

1.8              Definition of Terms

CHAPTER TWO

Literature Review

2.1              Development and trends in Audio-Visual Technology

2.2              Relevance / Value of Audio-Visual technology

2.3              Impact of Audio-Visual Instructions on students

2.4              Factors Affecting Audio-Visual Material and Equipment

CHAPTER THREE

Research Methodology

3.1              Area of the Study

3.1.1                    Population of the Study

3.2              Sample Plan

3.3              Data Collection Techniques

3.4              Data Analysis techniques

CHAPTER FOUR   

Presentation and Analysis of Data

4.2              Discussions and Findings

CHAPTER FIVE:    

Summary, Conclusion and Recommendations

5.1              Summary of Findings

5.2              Recommendations

References

Appendix

CHAPTER ONE

INTRODUCTION

The global wave in the use of educational technology and its revolutionary effects is a major attraction to the choice of this topic for study. This project examined systematically the effects of the use of students in developing nation like Nigeria taking the case of a private primary cum secondary school library. The choice of private school is pertinent, as most government schools have no functional libraries. There is a growing consciousness among some private school owners on the relevance of functional school libraries.

This project identified that an ideal library exists in International  Early Learning Centre / Dority International  Secondary School Aba in Abia State. A wide range of audio-visual materials and their equipment for operation abound in the library.

However,  many a time materials and  equipment are not used in the library. Similarly, the students are unable to use the materials and equipment themselves. There is no convenient time for them to use the audio-visual materials and equipment.

Despite all these constraints, audiovisual technology is adequately used in the school in teaching and learning.

The results gathered indicated that students’ academic performances are significantly improved after being taught using audiovisual technology.

Nowadays, knowledge is recorded in many physical forms. Before printing was invented, the papyrus, vellum, codex etc were used in recording human knowledge. With the invention of printing came books and other printing forms.

Recently, another form of media has come into prominence and that is the audio-visual media. Audio-visual may include graphic materials such as pictures, maps charts, sides etc, and finally multimedia packages such as motion pictures, video recording etc. There are  also information-bearing items like microforms,  computer readable data files and three- dimensional objects e.g. botanical specimens.

Audio-visuals have a variety of definitions. It is derived from a latin work meaning, “I hear”. In library and information science, it is replay of sound which we hear. This covers microforms, disc recorders, amplifiers, loud-speakers and their enclosures and any other techniques which are used to record or replay sound waves (Sincher, 1977).

Audio-visuals mean something related to sound and visual or light. They include printed materials and their equipment.

Audio-visual materials can be categorized into audio materials  and visual materials – Audio include Radio, lecture/talk, Audio tapes/cassette compact Disc, Telephone, etc. Visual materials can be identified by grouping than into two ways-2 dimensional and 3 dimensional; projectiles and Non projectuals. Visual materials can also be classified under graphics/photographic.

Audiovisuals are a combination of audio and visuals. They include TV programmes, multi-media packages, VCR, and even computer programmes. Some cannot be treated without the equipment for using them as progectors, TV receiver, microreader, Record player, photocopying machine, VTR laminating, 35mm camera with accessories etc. they can also exist in some other forms as slides of  computer screens, down loading of computer screens to create a simulation of a computer search, interactive video disc which requires the image storage medium, a TV monitor or computer screen, appropriate software, and a means of receiving inputs.

They are usually not in book and so are not easily available. They are usually expensive because some of them require projectors, more so, they are usually hard to process because they lack some of the normal bibliographic details. They, however, can be catalogued using the territorial areas. Finally, they are of easily accessible to users. They   are used mainly as reference materials, and user are encouraged to borrow them.

1.1       BACKGROUND OF THE STUDY

This research work titled.  “The use of Audio – visual Technology in school libraries and students Academic performance” is informed by the prevalent global wave in the use of educational Technology Vis the – a vis the situation of nursery, primary and secondary schools in Nigeria. Being an experimental research, the study investigated the use of audio-visual material and equipment in a typical school library (International Early Learning Center/Dority International Secondary School Aba) and evaluated the impacts of the use of such technology on the academic performance of students.

1.2              BRIEF PROFILE OF INTERNATIONAL EARLY LEARNING CENTER/DORITY INTERNATIONAL SECONDARY SCHOOL

IELC / DISS is a private nursery, primary and secondary school. IELC is for the secondary division. The school is owned by Mrs. Zovannah Onuma; an American woman married to Eng. E. Onumah from Abia State, Nigeria.

The nursery section was established in 1984 along faulks Road Aba while the primary section was opened in 1986. However, owing to rapid increase in population of school children, the school relocated to its permanent site in 1992 and it was in the same year that the DISS was opened.

The school is situated at no. 19-21 Umuodu Avenue Abayi Osisiona L. G. A,Abia State. It has a population of over 5,700 and more than 500 workforce including the non-teaching staff.

The school is aimed at graduationg students who are academically competent, constructively self-directed and who are oriented towards being positive, intelligent, sensitive and mature citizens of this country. The school vigorously pursues the attainment of these heart warming objectives.

The school has a library with a strong collection of both print and non-print materials. The library is headed by a professional librarian; a HND graduate in library science and assisted by a professional librarian also, there is also library security.

However, with the exponential increase in materials owing to the new policy of the school to purchase of daily basis a copy of daily newspaper and regular acquisition a of new materials, accommodation for the materials has become a problem. The library also needs more personnel to help in rendering effective service to users and to maintain orderliness and absolute quietude especially when students are using the library.

1.3              PURPOSE OF THE STUDY

This research work although is carried out primarily to fulfill the basic school requirement for the award of Technical  Teacher Certificate (TTC) is also essentially set to achieve the following objectives:

a.         Identifying the various kinds of audio-visual learning aid used in school libraries and in IELC/DISS in particular.

b.         Examining the use of audio-visual materials and their media in the school

c.         Evaluating the impacts of the use or otherwise of the A/V materials on the academic performance of the students in the school under study.

d.         Discovering the constraints inherent in the use of A/V material and their equipment in school library and suggesting ways of redeeming them.

1.4              SIGNIFICANCE OF THE STUDY

This research topic is chosen to investigate the impact of the use of A/V material sand equipment would have on pupils in nursery, primary and is IELC/DISS Abayi, Aba, Abia State.

The desire to carry out this work is consequent upon the new wave of educational technology sweeping across the globe. The study investigated how school libraries in Nigeria could brace up the challenges posed by education technology.

This study is particularly important to school managers and government as it would enable them to know the various A/V materials and media that can be used in school libraries and possibly come to realize the positive impacts the use of A/V technology has on students academic performance and hence take positive steps to develop our school libraries and position them to encompass these media in their holding so as to meet the challenges of this information age.

1.5       SCOPE OF THE STUDY

This study is limited to how A/V materials and equipment are used and assessed in IELC/DISS library for effective use on the academic performance of students. There is no comparative  analysis as it is purely an experimental research. It rather tested the impacts of the use of the A/V media on students of the school studies. The study covered all sections of the school-nursery section, only the upper nursery was studied. The reason for this being that pupils in the lower nursery might not be sensitive enough to answer the research questions.

1.6       RESEARCH QUESTIONS

1.         What is the population of students surveyed?

2.        Does a library exist in the school under study?

3.         Does the school use audio-visual materials and equipment in teaching the students and what is the range of the audio-visual materials in use?

4.         Which places are designated for the use of the A/V materials and equipment?

5.         Can the students use the A/V resources on their own and what range of materials are they able to use unaided?

6.         What reasons account most for the non-use of the A/V materials and equipment?

7.         Does teaching with audio-visuals facilitate understanding and in what areas is the  impact most felt?

8.         How adequate is the use of the materials and what factors account for the inadequacy of use?

1.7              HYPOTHESES

After a careful study of this research topic, the following assumptions were made and of which the research findings were expected to authenticate of disprove that:

(a)        There are varieties of audio-visual materials and equipment that can be used; in school libraries.

(b)        The use of A/V materials and equipment increases chances of students comprehension oft he subjects taught.

(c)        Audio-visual materials and equipment are not effectively used in school libraries in Nigeria.

(d)       Many pupils in nursery and primary school and students in secondary school cannot effectively use the A/V materials and equipment themselves.

(e)        Certain factors such as finance, accommodation and skilled manpower affect the effective use of A/V materials and equipment in school libraries.

1.7              DEFINITION OF TERMS

To properly grasp the content to his work, some concepts used need operational definition. Some of the concepts are Audio-visual  technology, school libraries, students and academic performance.

1.7.1                    Audio-visual Technology

Audio-Visual Technology in this context simply means audiovisual materials and their equipment of use. This term is usually inter changeably used with such terms or concept as educational technology, Audiovisual resources, educational material etc Educational technology according to Madu (2000) is a machinery or hardware of education of education or a highly structured approach to teach like programmed learning. The same Madu (2000) defined audiovisual as a combination of audio and visual materials which are used in the instructional or learning process to facilitate teaching and  the  Macmillan dictionary of information technology as a general term for non-book materials that can be viewed or listened  to such as films filmstrips, tapes, and overhead transparences. There are a wide categories of there materials and equipment as have been briefly high lightened in the preamble.

1.7.2                                SCHOOL LIBRARIES

School libraries are libraries found in primary and secondary schools whose collection are simply for the young people. However the scope of school libraries have expanded and so is the opinion of experts in the field on what a modern school library should be. A school library is presently referred to as a multimedia Center, Media Resource Centre, School Media Centre, Instructional  Resource Centre etc. The variation in terminology not with standing. A school library is an information center located in a school environment for ht purpose of providing information services to support teaching and learning process of the school. To Iroha (1985) a school library is a collection of wide variety of library materials and resources housed in each school, centrally agonized by a staff professionally to offer services to students and teachers that will enrich and support the education programmes of the school.

From the definitions given, certain features of a school library are discernible. It is an information center which contains both, books and non-book materials and is organized and  managed by a professionally trained librarian or qualified teacher librarian who uses available information resources to provide information  to support teaching and  learning activities of the teachers and students.

The school library in this era of information revolution and has taken sweeping wave of globalization, has taken a new dimension in a media content, function and services.

It is am media Resource Centre and hence, emphasizes the provision and utilization of both print and non-print and non-print media.

Essentially, a school library is aimed at achieving the following objectives.

a.                   Support teaching and learning within the school system

b.                  Promote the development of reading skills and encourage long term learning through reading.

c.                   Stimulate research and independent study

d.                  Provide opportunities for further reading and use classroom textbooks

e.                   Provide material for recreation and encourage students to read for pleasure.

f.                   Provide pupils / students with vocational information leading to choice of a suitable career.

1.7.3                Students:

  In this project, students is a generic term used to designate school children in nursery, primary and secondary schools. They are those who are taught by the teachers and they constitute a greater number of users

THE RELATIONSHIP BETWEEN TEACHING RESOURCES FOR LEARNING AND STUDENTS ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN EGOR LGA OF EDO STATE

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

ABSTRACT

This study intends to find out the relationship between teaching resources for learning and students academic performance in English Language in Nigerian secondary schools, a case study of Egor Local Government Area of Edo State. The research instruments were direct observations, mini interviews, questionnaires and documentary sources. The result of the study showed that there are significant relationship between teaching resources and student’s academic performance. It was recommended that educational planners and all other stakeholders (parents, principals, governments and philanthropic organization) in education should ensure that the public schools are well equipped, properly maintained, adequately staffed and efficiently utilized in order to enhance students academic performance.

TABLE OF CONTENT

CHAPTER ONE                                                                     

1.1    Background to the study

1.2    Statement of the problem

1.3    Research Questions

1.4    Formulation of Hypothesis

1.5    Purpose of the Study

1.6    Significance of the Study

1.7    Scope of Study

1.8    Limitations of the Study

1.9    Definition of terms

CHAPTER TWO                                                           

2.0    Literature Review

2.1    Introduction

2.2    English Language Education in Nigeria

2.3    Education and teaching Aids

2.4    Mode of Teaching/Teaching Methodology of English Language

2.5    Evaluation of Student’s Performance

2.6    Summary

CHAPTER THREE                                                                

3.0    Research Methodology

3.1    Research Design

3.2    Population of the study

3.3    Sample and Sampling Techniques

3.4    Instrumentation

Validity of instrument

Reliability of instrument

3.5    Method of Data Collection

3.6    Method of Data Analysis

CHAPTER FOUR                                                         

Presentation of Data, Data Analysis and Discussion of Results

4.1    Results and Data Presentations

4.2    Observation and Inference on Result

CHAPTER FIVE                                                 

Summary, Conclusion and Recommendation

5.1    Summary of Findings

5.2    Conclusion

5.3    Recommendations

QUESTIONNAIRE                                                      

REFERENCES                          

                                    

CHAPTER ONE

1. BACKGROUND TO THE STUDY

It is true that education is generally accepted as a great and very important tool for civilization of a nation, which is regarded as the excellent catalyst for national development. For critical and genuine actualization of the objectives of education in Nigeria as stated on the national policy on education NPE (2004), serious efforts must be made to ensure that proper teaching and learning takes place. The mode of instruction, personnel and materials for teaching have been noted by various educationists to have great effects on learning.

Generally, language is the main medium of instruction in Nigerian schools. Infact, the relevance of the language in Nigeria cannot be overemphasized. Basically, people who speak English language fall into three categories, those who acquired it as a second language due to the bi-lingual nature of their society and those who have to learn English for administrative purpose, for communication as well as education.

Despite the dependence and usage of English language in Nigeria a national language of unity, it has been observed that secondary school students especially the Junior Secondary School Level (JSS) speak and write poor/sub-standard English language. The most important thing in a language is to be skillful in it, which needs competence and performance as it is being used to refer to an individual ability of a particular language. How he/she can make use of the language skillfully without making mistake while speaking. Skillfulness refers to the acquisition of four basic skills of listening speaking, reading and writing.

One of the major problems facing education today is the poor  development of English language in our students as well as the problem of teaching resources in our educational institution. In a nutshell, this study takes a look at the relationshiop between teaching resources for learning and students academic performance in English language in secondary schools. A case study in Egor Local Government Area of Edo State.

1. STATEMENT OF THE PROBLEM

A lot of problems affects the educational system. This includes the use of teaching resources and students academic performance. This study on the relationship between teaching resources for learning and students academic performance in English language in secondary schools. A case study of Egor Local Government Area of Edo State, Nigeria is set out to understand the relationship and influence of instructional resources on students performance in the language study and development too.

In addition, is set to use it findings to make useful and appropriate recommendations to the school administrators, teachers and the government.

1. RESEARCH QUESTIONS

In order to carry out this investigation some questions were raised.

1. Does the availability and efficient utilization of teaching resources contribute to the student’s academic performance?
2. What is the contribution of English language teachers to the student’s academic performance?
3. In what ways do infrastructural facilities contribute to the student’s academic performance?
4. How can we achieve effective utilization of the teaching resources to promote utilization of the teaching resources to promote very good or excellent academic performance?

1. FORMULATION OF HYPOTHESIS

For the investigation to be carried out effectively, the following formulated hypothesis will be tested to ascertain the validity.

1. The quality and availability of English language teachers affects student’s performance.
2. Instructional resources affect student’s performance in the language study and development.
3. Availability and utilization of instructional resources affects the student’s performance.
6. PURPOSE OF THE STUDY

The following are the purpose of study;

1. To identify and discuss the various performance.
2. To note the relationship between teaching resources for learning and students academic performance in English language in the secondary schools.
3. To suggest some useful and reliable  solutions on how to enhance high academic performance viz-aviz, effective provision and utilization of resources.

1. SIGNIFICANCE OF THE STUDY

The significance of this study is as follows;

1. This study investigates and note the type of relationship between teaching resources and students academic performance in English language in secondary schools in Nigeria with a case study of an urban settlement with some form of rural setting from one end of the local government to the others in Edo State of Nigeria.
2. It would expose the causes of mass failure in English language examinations and offer useful suggestions and solution models to solving them.
3. It contributes to educational research and knowledge which will aid educationist in making recommendation during policy making and decisions.

1. SCOPE OF STUDY

This work shall be confined to the study of relationship between resources for learning and students academic performance in English language in secondary schools a case study of Egor Local Government Area of Edo State, Nigeria.

This work shall include clear presentation of issues relating to the students performance in relation to the response from administered standardized questions, documented and edited materials as well as the mini interviews conducted and from some personal observations also.

1. DEFINITION OF TERMS

Continuous Assessment (C.A): This is a periodic evaluation and recording on cumulative bases. Evaluation of students academic performance.

Data: They are group of information

English Language: It is an inherited language from the British which is used as Nigeria’s lingual franca.

Education (1): Product of learning

Education (2): Process of learning

J.S.S.E: Junior Secondary School Examination

NABTEB: National Business and Technical Examination Board.

NECON: National Examination Council of Nigeria

NPE: National Policy on Education

SSSE: Senior Secondary School Examination

Mass Failure: This is a situation whereby students perform very poorly, below expectation and below average.

 

STUDY OF ADEQUACY OF INSTRUCTIONAL MATERIALS FOR TEACHING HOME ECONOMICS IN SOME SELECTED PRIMARY SCHOOL IN OWAN WEST LOCAL GOVERNMENT ARE OF EDO STATE

COMPLETE PROJECT  MATERIAL COST 5000 NAIRA

   ORDER NOW

WE HAVE SECURITY IN OUR BUSINESS.

MONEY BACK GUARANTEE

You may also need:  web design company in Nigeria   

Bulk sms company in Nigeria

ABSTRACT

This study was designed to ascertain the challenges of improvising instructional materials by home economics teachers at the upper basic education level in Nigeria and as a result of identifying the strategies for enhancing improvisation. The study uyse survey research design based on two research questions. The sample was four hundred and thirty one home economics teachers in upper basic schools in Edo State of Nigeria. A structured questionnaire, designed on a 5-point scale was used to collect data findings indicated that some of the challenges faced by the teachers include how to improvise materials to arouse and sustain learners optimism and enthusiasm, access expert assistance and technical support stay informed of innovative developments have confidence to share ideas with other teachers, interpret research and statistical data. Diplomatically handle students resistance align improvised materials to carter for individual learners needs in overcrowded classrooms. Some strategies bothering on teachers self and group professional development, training and internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities. 

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background of the study

Statement of problem

Purpose of the study

Significance of the study

Research questions

Definition of terms

CHAPTER TWO 

Literature review

CHAPTER THREE        

Methodology

Research design

Administration of questionnaire

Sample

Method of data collection

Reliability and validity of instrument

Method of data analysis

CHAPTER FOUR         

Presentation and analysis of data

Responses made by school heads

Responses made by teachers

CHAPTER FIVE 

Summary of finding

Conclusion

Recommendations

REFERENCES    

APPENDIX        

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

The universal basic education (UBE) programme of Nigeria is designed among other things to facilitate the standard of literacy, and improve societal development, the UBE is a nine year programame that cover six years of primary education and three years of junior secondary schools. The three years of junior secondary school is known as upper basic (Basic 7-9).

This upper basic level is aimed at preparing the youths for gainful employment or progression into the senior secondary level and subsequent admission into higher education (Federal Republic of Nigeria, 2004). Undoubtedly, these functions are very essential to the survival, enhancement and development of the Nigeria society. However, the extent to which the upper basic education level achieves the set aims is largely dependent on the various subjects in the curriculum and how they are taught in schools.

Home economics is one of the vocational subject taught at the upper basic level of the Nigerian education system as a compulsory part of the curriculum. It is taught as an integral core subject, which comprises food and nutrition, clothing and textile and home management. Home economics is an interdisciplinary field of study which helps families and individuals to understand and adopt to the effects of social economics, cultural, and technological changes. Archurst and Anyakoha (2004) described it as an applied science subject which is dependent on the integration of different academic disciplines such as the natural sciences i.e. biology, chemistry, physics, mathematics, and health science. The social sciences i.e. sociology, political science, economics, philosophy, psychology and art in solving problems of families and individuals. Home economics is a skill oriented field of study that is expected to equip learners with survival skills for self reliance/self employment and paid employment.

The importance of exposing learners to home economics curriculum for individual and societal development has been widely acknowledge for instance, Her Majesty Inspectorate of Education (HMIE, 2009) stated that the knowledge and skills gained with home economics make a considerable contribution to young peoples personal and social development as  well as prepare them for the world of work in a wide range of areas retarded to aspects the subject. It provides learners with opportunities to develop knowledge and in both theoretical and practical aspects of livelihood (ministry of Education and Skills Development, 2012). The acquisition of such knowledge and skill has the capacity to argument, inspire productivity and further income generating life endeavors among people. A strong background in home economics curriculums is crucial for many careers and job opportunities in today’s increasingly technologically society.

To accommodate the various multidisciplinary area and skills in home economics, and position it to prepare Nigerian students for global participation, the Nigerian Educational Research and Development Council (NERDC, 2008) reviewed and reoriented is curriculum to have a broad scope that covers virtually all aspects of human daily living. According to the NERDEC (2008), the reviewed upper basic home economics curriculum is built on the 9-year basic education philosophy that seeks to provide quality learning experiences and pay attention to the all around development of the individuals.

Among the aims of the curriculum is to provide students with changes in a technological, socio-economic and multi-cultural society, contemporary societal issues have been integrated in the curriculum more practical lesson are introduced, and lessons are organized in modules with specifications on a variety of instructional material including instructional technologies for teaching. It is expected that if properly implemented the curriculum would cater for a diverse range of students abilities help the students to learn practical skills which would be useful to them in higher education or enable them get jobs in industries or other formal sectors of the economy.

Effective implementation of the curriculum would require the use of instructional materials. Opera (2002) sees instructional materials as information carriers designed specifically to fulfill objectives in teaching learning situation. Okeke (2005) is of the view that instructional materials are all the physical (man-made and material that are real and improvised) resources meant to be used by the facilitator in the process of teaching and learning. These materials may be used singly or in combination in some cases, they could be used in an information and formal way.

This shows that teachers vary the methods of utilizing instructional materials during instruction to effect changes in the behaviour of the learners. Certainly the appropriate use of instructional materials goes a long way in improving teaching and learning, arousing interest and enhancing student’s affective responses. Furthermore, Okoro (2005) adds that home economics as an integral part of the school curriculum. Unlike any other subject, it is primarily concerned with helping the individual live a useful and satisfying life as well as improvement of family living which will in turn lead to the improvement of towns and villages as well as the nation. As a profession, home economics education trains an individual to be self-reliant it is a job creator in the family society and nation.

Okoro and Ossais views tends to recognize the relevance of home economics not only to the individual but also to the family, community and the nation at large. Federal Republic of Nigeria (2004) advocates for the availability and use of various kinds of instructional materials for effective instruction as well as the production of self reliant individual. One of the subjects that requires enough instructional materials for its impartation as well enable a person to be self reliant, self-employed as well as join vocational centres is home economics.

Individual and the society have sees education as the key to success in life. In all human societies, past and present, education has been instrumental to impacting positively to the survival of individuals and the society.

The capacity of development in any country can be measured through a properly planned and well directed education. Thus, education is a behaviour characteristics, it impact skills, attitudes, belief to reason, knowledge and any other form which enable one to adjust and interact effectively with other individuals. Through the acquisition of skills it enable an individual and the group to proceed into the actualization of the individuals destiny.

Indeed, instructional materials provides concepts and attitudes to the students which improved his skills, ability to reason and makes him/her informed about what is going on in the global village. Education has helped to being the entire world into an entry through the information and knowledge education has helps us to achieve. Education has helped to reduce the problem of language barrier through instructions and teaching by our teacher’s individual has acquired different languages outside the traditional language. This led to individual to associate properly with people from different countries. It has also help one to adjust from traditional behaviour to a more modest behaviour that makes the individual to be accommodated any part of the world he or she visits. Education has been means to an end, that a country is developed is as a result of instructional aid created by education. It serves as catalyst to governmental principles, policies and laws. With the acquisition of knowledge and society structured their means of livelihood.

Instructional materials is an aid to teaching and learning. It helps to raise learning from verbalization to practical aspect of teaching and learning. Instructional materials makes teaching and learning interesting easy and using it makes learning more effective. In another development, the use of instructional materials makes different continents to shape their rules and regulation to accommodate the other this they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. As instructional materials makes students understand more easily when the teacher makes use of working model. It makes the teacher task easier and more effective.

Olardi (1990) has highlighted the impact of instructional materials that teachers use to improve the students form understanding and perception of the subject as an enhanced acids. It brings clarity and creates recognition that allows them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to students. Teaching and learning through the use of instructional materials facilitates stimulates and aids students to take active interest in any topic introduced  by the teacher. Instructional materials has emotional impact on the students of Owan West Local Government Area and affects their attitude towards what is presented as topic to study by the teacher. it provides both the teacher and students with relevance and meaningful source of information.

Kay (2008) instructional materials stimulate t he students desire to learn. It assist learning process by making assimilation and memorization to materials easy. Also it helps to include greater acquisition and as well as objectives which may be inaccessible to many students. Finally, an instructional materials makes learning available to a wider audience, control the pace of learning promote better understanding and help to overcome physical difficulties in presenting the students content.

STATEMENT OF THE PROBLEM

The use of instructional materials has lots of general benefits that guides a greater impact in teaching and learning process. The teachers level of resourcefulness, creativity and imagination is credited to the achievement of quality education, these are expressed in how well the teacher is able to perceive create and use the relevant information that can enhance and promote effective teaching and learning activities.

In Owan West Local Government Area there is a fair use of instructional materials which makes teaching and learning activities more theoretical abstract and ineffective the issue of whether instructional materials provides the necessary knowledge is widely recognized in the central role of assimilation and retention of information it makes available to a wider audience.

Instructional materials is a major determining variables that control the pace of learning. It has to do with the creation of an environment in which students can develop their full potential and lead productive lives. In accordance with the demands of their interest and needs either as individual or as group within the society.

The Nigerian government, at all levels has over the years placed enormous emphasis on instructional materials is shaping efforts and strategies aimed at improving students standard of learning in the country but both theoretical and empirical literature failed to capture the real factors as to why the standard of education in country still remain very low. Okereke (2009) observes that many schools in that state cannot boast of instructional materials. He contends that every government should contend with the issue of making  education her priority  to help improve our standard of learning by providing the required instructional materials to schools.

Obasai (2010) holds the view that government should provide funds to principals who monitors the teaching staff to help principal provide the instructional materials needed by their students at all time. To get to the core of this inquiry, there are central questions which must serve as guides in determining the direction and focus of our research with this view the study is aimed at addressing the following questions;

1. How does the use of instructional materials in teaching and learning influence cognitive performance of secondary school  students?
2. How does the use of instructional materials in teaching and learning influence effective performance of secondary school students?
3. How does the use of instructional materials in teaching and learning influence psychomotor performance of secondary school students?
4. How does the use of instructional materials in teaching and learning influence teachers classroom performance?

PURPOSE OF THE STUDY

Generally, the purpose of this study is to examine the impact of instructional materials in teaching secondary school students in Owan West Local Government Area of Edo State specifically this study tries to find out the following:

1. Impact of instructional materials on students cognitive performance in schools.
2. Impact of instructional materials on students affective performance in schools.
3. Impact of instructional materials on students psychomotor performance in schools.
4. Impact of instructional materials on the teachers classroom performance.

SIGNIFICANCE OF THE STUDY

This study will have much significance on the following people;

First and foremost, the findings of the study will be of much significance to students, researchers and teachers in secondary schools. This is so because the report of the study will serve as a good reference document to this group of learners where conducting a research on the impact of instructional materials on teaching.

Again the study has much significance on the government in Nigeria. This is so because, it will serve as a source of information to the government that the non-provision of instructional materials to teaching provides has is for the falling standard of learning in the country.

Furthermore, the study will be significant to parents, this is so because when conducting parents teachers meeting, such an issue might be raised and this will serve as a good reference document in providing solution.

SCOPE OF THE STUDY

The study focused on the impact of instructional materials in teaching and learning in secondary schools in Owan Local Government Area of Edo State.