Influence of Teacher- Effectiveness and Instructional Materials on Students Performance in English Language
CHAPTER ONE
Purpose of the Study
The purpose of this study is to examine the influence of teacher-effectiveness and instructional materials on academic performance of students in senior secondary schools in Mainland Abuja Municipal Area Council of Federal Capital Territory, Nigeria.
The specific objectives include the followings:
- To determine whether teacher-effectiveness in English language affects students performance in secondary schools in Abuja Municipal Area Council of Federal Capital Territory.
- To examine the effect of the use of teaching materials on students performance in English language in secondary schools in Abuja Municipal Area Council of Federal Capital Territory.
- To investigate whether students academic achievements depend on the teaching methods used by teachers in English language in secondary schools in Abuja Municipal Area Council of Federal Capital Territory.
CHAPTER TWO
LITERATURE REVIEW
Conceptual frame work
Teaching is art of helping and science of helping others to grow in their knowledge and understanding, demonstrating the real difficulties presented in some situations and solving them which involve development of personal persistence, honest with students and be inquisitive to find more answers/solution to their problem. Therefore teaching at any level requires that students be exposed to some form of simulation. Ikerionwu, (2000), refers to instructional materials as objects or devises that help the teacher to make learning meaningful to the learners. Instructional materials, which are educational inputs, are of vital importance to the teaching of any subject in the school curriculum. Wales (2000), opined that the use of instructional materials would make discovered facts glued firmly to the memory of students. A teacher who makes use of appropriate instructional materials to supplement his teaching will help enhance students innovative and creative thinking as well as help them become enthusiastic, (Ekwueme and Igwe 2001).
Instructional materials are teaching aids or materials used to illustrate the teaching process and makes instruction more comprehensive to the learner. Instructional aids are devices or pieces of equipment, graphics or sound representation or illustration that helps pupils to learn. Instructional materials refer to objects or devices which help the teacher to make learning meaningful to the learners, (Ikenionwu, 2000). Ezegbe, (2000), classified them into two; visual materials made up of reading and non reading materials, and audio visual materials comprising electrically operated and none electrically operated materials. Yero (2000) mentioned 3types of instructional aids, these are:
- Visual Aids: – These include chalk board, posters, bulletin board, displayed models, motion pictures, slides, projected transparences, flip chart and flannel boards. In fact they represent all the materials the eyes can focus and is used by the teacher or instructor in delivering the lesson to the pupils, it makes visual impression.
- Auditory Aids: – These include record players, tape recorders and language laboratory and all that appeals to the sense of hearing.
- Audio-visual Aids: – These include aids that make use of both sight and hearing such as sound motion, pictures, slide on sound and television. Instructional materials have great value in education. In this era of science and technology, the government of Nigeria is advocating the use and easy access for computer instruction (Minister of Education 2014). The ITC training i.e. instructional technology communication between teachers and students is for better development in science and technology. The modern and latest instructional aid in this 21st century is the use of instructional technology media such as making use of computer, television etc, which give access to other work and easy development The use of computer in modern teaching makes it faster because facts and contents are stored and recalled; it generates lots of advantages such as self confidence in the part of students and also improves teaching and learning. According to Aduwa (2005), these materials and resources includes, audio tapes recorders, video tape recorders, slide projectors, still pictures, programmed instructional film strips, maps, chart, graphs and many more; offer a variety of learning experience individually or in combination to meet different teaching and learning experiences.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, we would describe how the study was carried out.
Research design
Research design is a detailed outline of how an investigation took place. It entails how data is collected, the data collection tools used and the mode of analyzing data collected (Cooper & Schindler (2006). This study used a descriptive research design. Gill and Johnson (2002) state that a descriptive design looks at particular characteristics of a specific population of subjects, at a particular point in time or at different times for comparative purposes. The choice of a survey design for this study was deemed appropriate as Mugenda and Mugenda (2003) attest that it enables the researcher to determine the nature of prevailing conditions without manipulating the subjects.
Further, the survey method was useful in describing the characteristics of a large population and no other method of observation can provide this general capability. On the other hand, since the time duration to complete the research project was limited, the survey method was a cost effective way to gather information from a large group of people within a short time. The survey design made feasible very large samples and thus making the results statistically significant even when analyzing multiple variables. It allowed for many questions to be asked about a given topic giving considerable flexibility to the analysis. Usually, high reliability is easy to obtain by presenting all subjects with a standardized stimulus; observer subjectivity is greatly eliminated. Cooper and Schindler (2006) assert that the results of a survey can be easily generalized to the entire population..
Research settings
This study was carried out in GSS Lugbe in AMAC of Abuja Nigeria.
Sources of Data
The data for this study were generated from two main sources; Primary sources and secondary sources. The primary sources include questionnaire, interviews and observation. The secondary sources include journals, bulletins, textbooks and the internet.
Population of the study
A study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description (Udoyen, 2019). The population of the study were all teachers in Government Secondary School Lugbe, AMAC education zone, Abuja.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of hundred and twenty (120) questionnaires were administered to respondents of which 100 were returned. The analysis of this study is based on the number returned.
From the responses obtained as expressed in the table above, 78 respondents constituting 78% said yes. While the remain 22 respondents constituting 22% were undecided.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
Conclusion
The purpose of the study is to examine the influence of teacher-effectiveness and instructional materials on academic performance of students in senior secondary schools in Mainland Local Government Area of Lagos State, Nigeria.
Findings from the analysis showed that the effect of teacher’s effectiveness on academic performance is significant.
Findings from the analysis showed that the effect of instructional materials in these schools is poor due to lack of instructional material, unqualified and teachers attitude towards the teaching , lack of laboratory and improper teaching method use due to lack of skills by teachers. Teacher’s attitude towards the student in effective teaching and learning of physics is very poor, nobody wants to improvise material or use teaching aids related to the topic therefore making the lecture very boring to the student
Lack of student interest towards teaching due to lack of availability of instructional material. Lack of student interest base on gender, this is due to female teachers felt that science courses like math’s, physics is meant for male students and parents/guidance believing that female education ends in the kitchen
Implication of the study
The study has implications to the effective teaching and learning on academic performance in secondary school
It has been observed that there is an increased rate of poor academic performance of physics students due to lack of qualified teachers and teacher’s attitude towards teaching, lack of student interest, gender and lack of instructional material in teaching like in adequate laboratory, ICT, and some other electronic gadget
Recommendations
Based on the findings, the following recommendations were made;
- Teachers, student and educational administrators and policy makers, should attach greater importance to the use of instructional materials in teaching and learning of physics in our senior secondary schools, knowing and appreciating fully well, the enormous benefits that come with it.
- Government, Ministries of education, educational agencies should provide instructional materials in secondary schools to enhance effective teaching and learning and make it compulsory in the curriculum. They should also ensure the number of physics student in the classroom
- Seminars, workshop on the use of instructional should be organized for physics teachers in order to help update their knowledge and improve on their teaching effectiveness.
- Teachers and students should be encouraged to form the habit of improvising instructional materials to make up the shortfall in supply.
References
- Strategies for improving supervisory skills for effective primary education in Nigeria. Edo Journal of Counselling, 2(2), 235-244. Eniayewu, J. (2005). Effect of instructional materials on teaching of economics in secondary schools in Akoko North-East Local Governemnt Area of Ondo State.Ikere Journal of Education, 7, 117-120.
- Abdu-RaheemBilqees (2016) Effects of Instructional Materials on Secondary Schools Students’ Academic Achievement in Social Studies in Ekiti State, Nigeria Olayinka1,1Department of Social Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria *Correspondence: Department of Social Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria. Tel: 234-806-089-4068. E-mail: [email protected]
- Abdu-Raheem, B. O. (2011). Availability, adequacy and utilisation of social studies instructional materials in Ekiti State secondary schools. Journal of Current Discourse and Research, 3, 242-255. Abdu-Raheem,
- Abdu-Raheem, B. O. (2011). Availability, adequacy and utilisation of social studies instructional materials in Ekiti State secondary schools. Journal of Current Discourse and Research, 3, 242-255.
- Abdu-Raheem, B. O. (2014). Improvisation of instructional materials for teaching and learning in secondary schools as predictor of high academic standard. Nigerian Journal of Social Studies, XVII(1), 131-143.
- Abdu-Raheem, B.O., &Oluwagbohunmi, M.F. (2015). Pre-service teachers’problems of improvisation of instructional materials in social studies in Ekiti State University. Journal of Education and Practice, 6(3), 160-163.
