A Study of Factors That Enhances Student Teacher Effectiveness in Secondary Schools in Oredo LGA Of Edo State
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain the teaching effectiveness of secondary school teachers in Oredo Local Government Area
- To ascertain the teaching effectiveness of male and female secondary school teachers in Oredo Local Government Area
- To ascertain the teaching effectiveness of secondary school teachers who had five or more years of teaching experience and those who had less than five years of teaching experience in Oredo Local Government Area
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
The term “effective teaching” and the instruments for its measurement have generated a lot of controversy the world over and hence there has been no consensus definition of teaching effectiveness because there is little or no agreement on what good teaching should be. It has been defined variously by researchers. Effective teaching is synonymous with teaching (teacher) effectiveness and has been defined in three basic ways (Evans, 2006). These include definitions in terms of (1) Teachers’ personalities (2) Teacher-pupil interactions and (3) Teachers’ impact on pupil’s behaviour. The presage, process and product aspects of teaching are well represented in these definitions. The presage and process aspects of teaching bear direct relationship to teachers’ personalities and teacher-pupil interactions (Evans, 2006). Similarly, the product aspect bears direct relationship to teacher impact on pupil’s behaviour (Evans, 2006). Along teachers’ personality line, Afe (2003) defined teaching effectiveness as the type of teaching characterized by the exhibition of intellectual, social and emotional stability, love for children and positive disposition towards the teaching profession and ability to inspire good qualities in students. It was also defined by Evans (2006) as a manifestation of knowledge of content, skills in lesson presentation and creating desirable atmosphere for learning. It has been suggested that teachers’ good teaching personalities should be able to translate to impartation of quality knowledge to students. However, critics of this line of definition based on teachers’ personal qualities have argued that teachers’ personalities may not be sufficient to predict actual increase in students’ knowledge (Evans, 2006). Along teacher-pupil interaction line, Evans (2006) also defined teaching effectiveness as a kind of classroom transactions that occur between teachers and students resulting to increase in students’ knowledge. This refers to communication skills, use of praises, rewards, motivation, etc during teaching process. This has also been criticized for blurred distinction between it and definitions based on teachers’ personalities. Along the line of teachers’ impact on pupils’ behaviour, Akpan (1996) representing a pragmatic point of view, defined teaching effectiveness as the achievement of all or most of the learning objectives and reduction of differences in cognitive levels among the students. Evans (2006) defined it as the degree to which specific instructional objectives are achieved by the students under the guidance of a given teacher or teachers. This definition is based on the understanding that the desired products of teaching effort include measured achievement gains, growth in intellectual skills, aptitude and improvement in attitude towards learning. Definition of teaching effectiveness based on the effect of teaching on students’ performance also has its own share of criticism. This “downstream” definition of teaching effectiveness has been criticized because some researchers believe that teachers’ inputs are not the only factors that impact on students’ performance (Simon and Boyer, 2010).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought for the study of factors that enhances student teacher effectiveness in secondary schools in Oredo local government area
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information the study of factors that enhances student teacher effectiveness in secondary schools in Oredo local government area was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain a study of factors that enhances student teacher effectiveness in secondary schools in Oredo local government. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of a study of factors that enhances student teacher effectiveness in secondary schools in Oredo local government
Summary
This study was on study of factors that enhances student teacher effectiveness in secondary schools in Oredo local government. Three objectives were raised which included: To ascertain the teaching effectiveness of secondary school teachers in Oredo Local Government Area, to ascertain the teaching effectiveness of male and female secondary school teachers in Oredo Local Government Area and to ascertain the teaching effectiveness of secondary school teachers who had five or more years of teaching experience and those who had less than five years of teaching experience in Oredo Local Government Area. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Oredo local government area. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made of principals, vice principals am, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Based on the findings in this work, the following conclusions were drawn. The teaching effectiveness of secondary school teachers from secondary schools in Oredo Local Government Area was low. While teaching experience and teachers’ qualifications had a significant influence on the teaching effectiveness of secondary school teachers, gender had no significant influence on the teaching effectiveness of secondary school teachers from secondary schools in Oredo Local Government Area.
Recommendation
The following recommendations were made based on the findings in this study. Only teachers who have relevant qualifications and relevant teaching experiences should be recruited to teach in secondary schools in Oredo Local Government Area. The practice of recruiting non-professional teachers who do not have relevant qualifications to teach in secondary schools should be discouraged. In- service training of teachers should be embarked upon periodically by government agencies and private school proprietors to improve the efficiency or effectiveness of teachers.
References
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