The Impact of Effective Planning on the Teaching and Learning Process
Chapter One
OBJECTIVES OF THE STUDY
The main objective of the study is to examine the impact of effective planning on teaching and learning process in Chikun Local Government Area of Kaduna State. The specific objectives are:
- To examine the beneficial effect of planning on teaching.
- To evaluate how planning affects learning.
- To identify the problems militating against planning in schools in the area of the study.
- To proffer possible solutions to the identified problems affecting effective planning in schools in Chikun Local Government Area of Kaduna State.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
THE TEACHING AND LEARNING PROCESS
Individual students may be better suited to learning in a particular way, using distinctive modes for thinking, relating and creating. The notion of students having particular learning styles has implications for teaching strategies. Because preferred modes of input and output vary from one individual to another, it is critical that teachers use a range of teaching strategies to effectively meet the needs of individual learners. Sound health instruction should incorporate a variety of teaching methods intended to complement the learning styles of children. This should lead to young learners who are both intrinsically and extrinsically motivated to inquire, infer, and interpret; to think reflectively, critically and creatively; and in the final analysis to make use of the knowledge and skills they have gained by becoming effective decisionmakers. A number of students will require support to meet the objectives of the prescribed curriculum. This support may be in the form of changes in teaching strategies, approaches or materials and may require the support of resource and/or special education teachers. The Department’s Special Education Policy Manual provides direction in meeting the needs of students who require alternate or modified curriculum objectives. A student-centred approach which actively engages the young person in the learning process is critical if skills which result in healthy behaviours are to be fostered and developed. Some of the learning strategies that could be incorporated in a comprehensive approach include self-directed learning, co-operative learning, role playing, behavioural rehearsal, peer education and parent involvement. Consideration should be given to allowing students to plan some learning experiences. They could be provided with opportunities to identify topics or areas for further study, contribute information relevant to an issue for study and/or make suggestions for follow-up activities. Students should also be given the opportunity for self-assessment and be encouraged to evaluate their habits, attitudes, and behaviours with respect to personal health and well-being. This can be accomplished through real-life activities or simulations in which students can become involved in a meaningful way. Activities such as recording eating habits and designing a plan for healthy eating, taking a classmate’s pulse, and analyzing advertisements for obvious and hidden messages, help young people apply their understanding of concepts to everyday situations and occurrences. The school environment must be a supportive and non-threatening one in which both the students and the teacher are comfortable. This is critical for the child’s cognitive, physical, social and emotional growth. Within the classroom, teachers need to be sensitive to values which are promoted by family, peers, friends, religious and cultural backgrounds. The health classroom provides numerous opportunities for students to share personal anecdotes, ask explicit questions and make disclosures. The climate of the classroom must be such that students may speak openly while being assured of the confidentiality, trust and respect of their classmates and teacher. The nature of some incidents may warrant professional intervention in which case School Board policy must be followed.
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 to the impact of effective planning on teaching and learning process
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 on the impact of effective planning on teaching and learning process. 200 staff of selected primary schools in Chikun Local Government Area of Kaduna State were 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.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the impact of effective planning on teaching and learning process
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 the effective planning on teaching and learning process
Summary
This study aimed at having a critical analysis of the impact of effective planning on teaching and learning process. Four objectives were raised which included: To examine the beneficial effect of planning on teaching, to evaluate how planning affect learning, to identify the problems militating against planning in schools in the area of the study, to proffer possible solutions to the identified problems affecting effective planning in schools in Chikun Local Government Area of Kaduna State. 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 primary schools in Chikun Local Government Area of Kaduna State. 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 human resource headmasters, headmistresses, 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
From the results of the research carried out in the framework of this paper, useful conclusions and findings from the implementation of the Lesson Study in the particular unit are drawn. In particular, it appears that the participating teachers were positively influenced by the detailed planning and preparation of the research lesson, gaining useful experience and valuable knowledge during the implementation of the Lesson Study. In addition, their attitudes and perceptions and experiences about the meetings and workshops carried out within Lesson Study have been positively evaluated.
Recommendation
There should be an orientation for new teachers on planning and learning process. Ministry of education should also employ qualified teachers base on their profession.
REFERENCES
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- Alton-Lee, A. (2003) “Quality teaching for diverse students in schooling: Best evidence synthesis”, Wellington: Ministry of Education
- Bandura, A. (1997) “Self-efficacy: The exercise of control” New York: Freeman.
- Borich, G.D. (2000) “Observation skills for effective learning”, 4th edit. Prentice Hall, UK
- Burroughs-Lange, S.G. (1996) “University Lecturers’ Concept of their Role” Higher Education Research and Development, Vol. 15, No. 1.pp.29-49.
- Cameron, M. (2002) “Peer influences on learning”, Set, 3, 36-40. Colling, C. (1994), “Staff Development for Teaching and Learning”, UCoSDA Briefing paper 12.
- Craig, B. and Dickenson, P. (2003), “Helping Pupils to Manage Their Behaviour and Engagement”, Lecture to Trainee Mathematics Teachers, Manchester Metropolitan University, [Accessed on 3 rd Feb. 2010] http://www.partnership.mmu.ac.uk/cme/Student_Writings/ETL/CraigB/CraigBootz.html# References
- Cruickshank, D. R., & Haefele, D. (2001). “Good teachers, plural”, Educational Headership, 58, 26-30.
- Eisner, E.W. (2002), “The kind of schools we need”, Phi Delta Kappan, 83, 576-583.
