Description
ABSTRACT
ThisstudyinvestigatedtheeffectofTeachers’QualificationandInstructionalmaterials on christian religious studies students’ academic performance in Zariaand SabonGari Local Government Areas of Kaduna Stata. The aim of this study is toestablish, if teachers’ qualification in anyway determine the academic performance ofstudent in primary school and to ascertain if instructional materials are available andadequately put to use to enhance pupils understanding, it is to ascertain if the use ofinstructional materials in the teaching and learning of Christian religious studies affect the academicperformanceofmaleandfemalestudentdifferentlyinZariaandSabonGariLocalGovernmentAreas.Threeresearchquestionswereformulatedandthreeresearchhypotheses were formed, and tested at 0.05 alpha level of significance. The researchdesign used were survey and partially quasi experimental. The instrument used for datacollectionwerequestionnaireandperformancetest.Thepopulationforthestudyconsisted of all the pupils and teachers in Zaria and SabonGari Local GovernmentAreas.BasedonMarrisonK.(2000)ableofsampling,asampleoftwelve(12)teachers,(360) pupils were randomly drawn. While the performance test was administered to thepupils, the questionnaire were filled by the teachers. Findings show that majority of therespondents strongly agreed and also agreed that teachers qualification and effective ofinstructional materials in the teaching and learning of Christian religious studies help to improvepupils’ academic performance in primary school, and it was also gathered from thefindings that the validity of any educational system depends upon the quality of teachingmaterialsand theavailabilityof competent teachers whomakegood useof them.
TABLEOFCONTENTS
Page
TITLEPAGE- – – – – – – – – i
COVERPAGE – – – – – – – – ii
DECLARATION – – – – – – – – iii
CERTIFICATION – – – – – – – – iv
DEDICATION – – – – – – – – v
ACKNOWLEDGEMENTS – – – – – – – vi
ABSTRACT – – – – – – – – – viii
TABLEOFCONTENTS – – – – – – – ix
LISTOFTABLES – – – – – – – – xii
LISTOFABBREVIATIONSANDSYMBOLS – – – – xiv
CHAPTERONE:INTRODUCTION
| 1.1 BackgroundtotheStudy | – – – – – – | 1 |
| 1.2 StatementoftheProblem | – – – – – | 4 |
| 1.3 Objectives of the Study | – – – – – – | 5 |
| 1.4 ResearchQuestions – | – – – – – – | 6 |
| 1.5 ResearchHypotheses – | – – – – – – | 6 |
| 1.6 Significanceof the Study | – – – – – – | 7 |
| 1.7 TheScope oftheStudy | – – – – – – | 8 |
CHAPTERTWO:REVIEWOFRELATEDLITERATURE
- Introduction – – – – – – – – 9
- TheoreticalFramework – – – – – – 10
- ConceptofEducation – – – – – – – 15
- TeacherEducationandQualification – – – – – 17
- SignificanceofTeacherEducation – – – – – 19
- NigerianEducationandIts Objectives- – – – – 20
- OriginofChristian religious Education – – – – – 22
CHAPTERTHREE:RESEARCHMETHODOLOGY
- Introduction – – – – – – – – 50
- ResearchDesign – – – – – – – 50
3.3 Population – – – – – – – – 51
- SampleandSamplingTechniques – – – – – 52
- Instrumentation – – – – – – – 54
- ValidityoftheInstrument – – – – – – 55
- Reliabilityof theInstrument – – – – – – 56
- ProcedureforData Collection – – – – – 56
- StatisticalAnalysisProcedure – – – – – 57
CHAPTERFOUR:RESULTANDDISCUSSIONS
| 4.1 Introduction – – | – – – – – – | 57 |
| 4.2 PresentationandAnalysis | – – – – – – | 58 |
| 4.3 HypothesisTesting – | – – – – – – | 67 |
| 4.4 SummaryofMajor Findings | – – – – – – | 69 |
| 4.5 DiscussionofResults – | – – – – – – | 70 |
CHAPTERFIVE:SUMMARY,CONCLUSIONANDRECOMMENDATIONS
- Introduction – – – – – – – – 74
- Summaryof findings – – – – – – – 74
5.3 Conclusion – – – – – – – – 75
- Recommendations – – – – – – – 76
- Suggestionfor FurtherStudies – – – – – 76
- ContributiontoKnowledge – – – – – – 77
- LimitationoftheStudy – – – – – – 77
References – – – – – – – – 79
AppendixA – – – – – – – – 85
AppendixB – – – – – – – – 88
AppendixC – – – – – – – – 91
AppendixD – – – – – – – 106
| AppendixE | – – – – – – – | 109 |
| AppendixF | – – – – – – – | 111 |
| AppendixG | – – – – – – – | 112 |
| AppendixH | – – – – – – – – | 113 |
LIST OF TABLES
| Table3.1: | Population of Teachers and pupils in Zaria andS abon
GariLGAs – – – – – – – |
51 |
| Table3.2: | SampleofSchools andPupils – – – – | 53 |
| Table4.l: | DistributionofRespondent byGender – – – | 58 |
| Table4.2: | ResponseofTeachers’onInitialEducational
Qualificationofrespondents- – – – – |
59 |
| Table4.3: | CurrentEducationalQualificationofRespondents – | 59 |
| Table4.4: | Responseofteachers accordingtoSchoolsinvolved – | 60 |
| Table4.5: | TeachingExperience? – – – – | 60 |
| Table4.6: | Responseofteachersonhow longit tookthem to | |
| proceedonfurthertrainingafter gettingwork – – | 61 | |
| Table4.7: | Reasons for long time period before going for furthertraining – – – – – – – |
61 |
| Table4.8: | Attendanceatworkshop organized orattendedanyworkshopbefore – – – – – – |
62 |
| Table4.9: | Interestinsuchworkshopsattended- – – – | 62 |
| Table4.l0: | Organizer/promoterofworkshop/seminars – – – | 62 |
| Table4.11: | Usinginstructionalmaterial whenteachingChristian religious studies – | 63 |
| Table4.12: | Whendoyoufind in teachingand learningof Christian religious studies moreinteresting? – – – – – |
63 |
| Table4.13: | OpinionofTeachersontheImpactofTeachersQualificationPupilsAcademicPerformanceinChristian religious studies.- – |
64 |
| Table4.14: | OpinionofTeacherson ExtenttowhichTeachers
UsageofInstructionalMaterials – – – – |
65 |
| Table4.15: | Opinion of Teacher Respondent on the “Level of Male andFemalePupilsAcademic PerformanceinChristian religious studies. – |
66 |
| Table4.16: | Independentt-test forH01 | – – – – – | 67 |
| Table4.17: | Independentt-test forH02 | – – – – – | 68 |
Table4.18: PearsonProductMoment Correlation(P.PMC)
StatisticsforH03 – – – – – – 68
LIST OF ABBREVIATION
EFA – EducationforAll
MDGs – MillenniumDevelopmentGoals
NCE – NigeriaCertificationinEducation
BED – BachelorofEducation
PGDE – PostgraduateDiplomainEducation
LGA – LocalGovernmentArea
LGEAs – LocalGovernmentArea Authorities
ES – ExecutiveSecretary
UNESCO – United Nations Educational and Scientific OrganizationFRN – FederalRepublicof Nigeria
CMS – ChurchmissionarySociety
NMC – NationalMathematicsCentre
Ph.D – DoctorofPhilosophy
J.S.S – JuniorSecondarySchool
UPE – Universal PrimaryEducation
SOSAN – SocialStudiesAssociationofNigeria
NERDC – NigeriaEducationalResearchand DevelopmentCouncilAM – AudioMaterial
VM – VisualMaterial
AVM – Audio-VisualMaterial
RM – ReadingMaterial
NTI – NationalTeachers’ Institute
NHR – Non-Human Resources
UNDP – United Nation Development Programme
UNICEF – United Nation Child Education Fund
ERC – Education Recreation Centre
CHAPTER ONE
INTRODUCTION
- Background to the Study
Education is the threshold of transforming a society from one level of development-to another. Towards this drive government at all levels realizing the benefits accruable toeducation, had initiated one programme or the other to eliminate the high level of illiteracy,overdependenceandotherproblemsaffectingthenationalunity,consciousnessanddevelopment of the nation Salman, Olawoye and Yahaya, (2011). Universal Basic EducationScheme(UBE),EducationforAll(EFA)MillenniumDevelopmentGoals(MDGs)aretypical examples of educational policies initiated or being signatory toby the Nigeriangovernment in the 20th century (Lawal, 2007). This was to place the country favourablyamong the 20th largest economies in the world by 2020, consolidate her leadership roles inAfrica as well as to enlist the nation as significant player in the global economic and politicalarena.Obong, (2006).
To all concerned, the needs and challenges of any society are best accomplishedthrough education whose engine room are the teachers. According to the National Policy onEducation(2004),thereisno educationalsystemthatcanrise above the quality of itsteacher.
|
Teachers are highly essential for the successful operation of the educational systemandconstituteanimportanttoolforeducationaldevelopment,andwithoutteacherseducationalfacilitiescannotbeexpanded.Undoubtedlythesuccessandqualityofanyeducationalsystemdependsonthequalityandquantityofteachers’inputintothesystem.Theteacherthereforeinterprettheaimsandgoalsofeducationandeducatethelearnersin
accordance with that. No wonder, Hammond (2000) was of the opinion, that states interest inimproving pupils’ academic performance should look at the preparation and qualification oftheteachers theyrecruitand retain in theprofession.
More worrisomeisthepublic utterance ithasdrawnoneducationalstandard inrecent times. The unhappiness becomes more prominent following the dismay academicperformance of pupil’sseeking admission into the secondary schools. The query often poseis,whetherteachersinthesepublicschoolsbeingthemostimportantfactorintheeffectiveness of schools and in the quality of a child’s education are competent to teacheffectively or not. One major concern raised on teachers’ qualification has been relativelyhigh in aspect of teachers, teaching subjects outside their areas of subject matter trainingcertification.
The incidence of out of field teaching has been seen to vary by subject and by gradelevel. Out of field teaching also has been applicable to occur more often in the classrooms oflow- income learners, Ingersoll (1999). Many people assume that teaching is what anybodycan do if he/she knows his subjects. On the contrary, before one can teach effectively in anyclass such person must have schooled in the arts or sciences of school teaching. Owing tothis, one disputed that to employ adequate number of teachers cannot solve educationalproblems rather than having well qualified in the kit. For one to be qualified and competentteacheronemust haveundergoneaprofessional trainingasateacher.
Though, a good number of the supposed teachers lack this virtue. In support of theabove assertion it is highly regretted that not only support of the above assertion in teachingthatnotonlywillanunqualifiedteacherimpartimperfectknowledgeandpromote low quality of education but he is likely to be deficient in the use of instructional material inteaching. Instructionalmaterialsplayanindispensableroleinteaching Andlearningprocessastheystimulatethinking,understandingandconcretizespupils’learning. Presence of qualified teacher will ensure that sufficient materials are provided toguide the learning process. Instructional materials can be subdivided into three (3) categoriesviz-a-viz audio visual, reading and community resources. The use of these resources plays acomplementary role in both teachers and learners, especially where the subject matter ishighlyconcerned.
The subject social studies education in Nigeria is fast expanding due to its objectivesto man. It is a programme of study that helps with the interaction of knowledge, experienceand effective use of resources for the purpose of citizenship education. It enables one toacquire problem easily solving skills, which helps an individual to handle environmentalstruggles easily. In realizing the important reasons why the subject is taught in school equipsa quailed and competent teacher who will impact the correct knowledge to enable learnersuse its knowledge in solving man’s immediate problem in the society. The subject cannot beeffectively learnt without the help of a qualified teacher in the area who can effectively makegooduseofinstructionalmaterialsintheteachingandlearningprocess.Ateachersqualification means the highest educational certificate possessed by the teacher in a subject.Christian religious studies cannot stand in isolations of the duo forces of a teacher and instructionalmaterials. Morgan (2003) and Hayes (2000) lamented that the qualification of a teacher is acrucial factor in promoting effective learning including Christian religious studies, while instructionalmaterialperformsuchfunctionastheextensionofrangeofexperienceavailabletolearn
supplement and complement of the teacher’s vast explanations, thereby making learningexperience richer and thus providing the teacher with interest into a wide variety of learningactivities.
1.2 Statement of the Problem
It is widely acknowledged that social studies education should be concerned towardsthe learners to understand the complex nature of their society and this should be one of thereasons why it is made a core subject from primary schools to Junior Secondary SchoolClasses. But looking at the alarming rate of moral vice in our society especially in this 21stcentury, one would say that Christian religious studieseducation had not met up to its expectation due tothefollowingspecific problems.
Firstly, problem of unqualified Christian religious studiesteacher who are handling the subject inour primary schools especially had been perceived to be contributing toward pupils pooracademic performance in Christian religious studies. It is one thing for a person to be professionallytrained in a particular discipline, example Christian religious studies, it is another thing for the person tohave the opportunity to work in that field notother wise. Experience has shown that aqualifiedChristian religious studiesteacherwillteach thesubject betteratall levelof education.
Secondly, the fact that less attention is paid to the provision and use of instructionalmaterials was identified to be another problem. The impact of instructional material onteaching and learning process cannot be jeopardized in anyway. A lot of research have beenconducted in this regard. The results have proved that schools with adequate instructionalmaterials perform better than those without it instructional material. Oladejo, Olusunde,Ojobisi,andIsoia(2001).
Two major issues raised are: how adequate are the provided instructional materials?And if fully provided, then to what extent are the instructionals are being put to use?.Instructional materials if well used perform important functions as the extension of the rangeofexperienceavailable to learners’verbal explanation.
Lastlythefailureofteachertrainingcollegesintheproductionofqualitativemanpower has been recognized. These training programmes have been carried out through acrash programme in recent times resulting to mere awarding of certificates without the fullacquisition of knowledge by the recipients. This was supported by Adeniyi (2011) who,criticized the education sector for the quality of her products owing to the high level attachedto honour and respect given to paper certificates. This attribute has forced they employer oflabour to have lost confidence in paper certificates awarded and as such have organizedretraining programmes for those who secure appointments in their schools. The remedies tothe above problems identified will no doubt contribute greatly towards the better academicperformanceofthepupilsinChristian religious studies education.Bearinginmindthatthesuccessofany subject depends on the quality of teachers and instructional materials effectively put touse. Therefore, the problem of this study is an authoritative information on the Impact ofTeachers’QualificationandInstructionalMaterialsonPupilsPerformanceinPrimaryChristian religious studies,inZariaandSabonGari LocalGovernment Areaof KadunaState.
1.3 Objectives of the Study
This study is being carried out specifically to achieve the following objectives theseinclude:
- Toverifytheimpactofteachers’qualificationonpupils’performanceinChristian religious studies.
- Tofindouttheextentthatinstructionalmaterialsenhanceacademicperformanceofpupilsin Christian religious studies.
- Toidentifythelevelofmaleandfemalepupils’academicperformanceinChristian religious studiesamongthe selected primaryschools.
1.4 Research Questions
Thefollowingquestionshavebeencarefullyformulatedinthisstudyforwhichanswersweresought.
- Whatistheimpactofteachers’qualificationonpupils’academicperformanceinChristian religious studiesin Zariaand SabonGariLocal Government Area?
- Towhatextentisteachers’usageofinstructionalmaterialenhancingacademicperformanceofpupilsinChristian religious studiesinZariaandSabonGariLocalGovernment Area?
- Whatisthelevelofmaleandfemalepupils’academicperformanceinChristian religious studiesamongthe selected schools in the two local Government Areas?
1.5 Research Hypotheses
The following null-hypotheses were tested in this study at 0.05 level of significance.
Ho1:There is no significant difference between the academic performance of pupils whoweretaughtbyqualifiedChristian religious studiesteachersandthosewhoweretaughtbyunqualifiedChristian religious studiesteacher, inSabonandZaria LocalGovernmentArea.
Ho2:There is no significant difference between the academic performance of pupils whowere taught Christian religious studiesusinginstructional materials andthosewho were taughtthesubject without theuse of instructional materials.
Ho3:There is no significant difference between the academic performance of male andfemalepupilswho where taughtChristian religious studiesunderthe usage of instructionalmaterials,in Zaria andSabonGariLocalGovernment Areas.
1.6 Significance of the Study
The research work is determined to ascertain the impact of teachers’ qualification andinstructionalmaterialsonacademicperformance of pupils.Specifically the study underinvestigationcouldbesignificanttothefollowingstakeholders:teachers,learners,government,school policymakers as wellas curriculum planners.
First, the study will help in improving the standard of education not only to primaryschool but to all levels of educational system. This is because the study has recognized theimportance of teacher and her qualification, measured alongside the instructional material tothe success of any educational system. Owing to this, the concerned authorities will need tohandle manpower and instructionalmaterialswith adequate care, putto proper useandensureits prompt and regulatesupplyto school.
Secondly,therelevanceofthisstudycanbefoundinhowitwillfacilitatecollaborationbetweenthepolicymakersandthegovernmentexecutiononpolicy formulation and execution relating to the funding, provision, control and management ofresourcesineducation.Issuesamongtheseareteachersandtheinstructionalmaterials.
Thirdly, the study helps to identify the importance of education in the learners, in andout of school especially in moulding their character, attitude and ways of acting the societalexpectation. This is not realizable without the help of competent and qualified teachers whomake good use of their working tools (instructional materials). It is noted that teachers whoare most valuable to education are those who use instructional materials simplified the lessonmuch better to the learners. Lastly, it also become necessity to note that the outcome of thisstudywillhelptostrengthentheteacher’seducationprocessesnotonlyatawardingcertificate toperspective studentteachers buttoequipthemwith knowledge andskillsessentialforagood living.
1.7 The scope of the study
This research work covered all the public primary schools in Zaria and SabonGariLocal government Areas of Kaduna state. The subjects for the study comprise teachers andpupil from the two local government Zaria and Sabon – Gari L.G.A, from the 23 LocalGovernment Areas ofKaduna state. The authorities of Education L.G.A are headed byexecutive secretaries (ES). The choice of the study area was precipitated poor academicperformance, poor usage of instructional materialsamong others. However, the study willbedelimitedto someselected publicprimaryschools inthe two LocalGovernment Areas..
CHAPTER FIVE
SUMMARY,CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
Thischapterpresentedthesummaryoftheresearchwork,conclusion,recommendation and suggestion for further studies.It also provides a general appraisalofwhathasbeenundertakeninthepresentresearchworkfromtheotherpreviouschapters.
5.2 Summaryof Findings
Thisresearchworktitled”effect ofteachers’qualificationandinstructionalmaterial in primary schools Christian religious studies in Zaria and SabonGari Local GovernmentArea” was presented in five chapters. The central focus of this study was to appraise howacademic’ performance ofpupils was enhanced by teachers’ qualification and the use ofinstructionalmaterial.
One research instrument was tagged Questionnaire for Christian religious studies Educationwhile the other was Performance Test meant for primary five pupils. The data analysiswascarriedoutusingdescriptivestatisticssuchasfrequencycourtsandsimplepercentage for the bio-data section of social studies education questionnaire. Inferentialstatistics like independent T-test procedure were used for the three (3) null-hypotheseswhilemean wasforthe three(3) researchquestion.
The findings reported in this study show that there exist significant differencebetween the academic performance of pupil who were taught Christian religious studies by qualifiedChristian religious studies teachersandperformanceofpupilswhoweretaughtChristian religious studies subject byunqualifiedChristian religious studies teachers.Pupils’academicperformancewerealsoinfluenced by the quality of instructional materials used by competentChristian religious studies teachers.
A number of literature work were reviewed in this researchwork, which soughtto identify, understand and define the key items ranging from concept of education,teacher education and qualification, significance of social studies education, instructionalmaterialsamongothers.
5.3 Conclusions
Based on the findings of this study it was deducted that teachers qualification andeffective use of instructional materials in the teaching and learning of primary schoolChristian religious studies can help to improve academic performance of pupils. The contribution ofquality and competent teachers who employed instructional materials in their teaching tohelpeveryindividuallearnercannotfeeunderestimated.Inthiscase,ourtalkoffunctional education in our society is all about qualified teachers and proper utilization ofappropriateresources.Teachersshouldpaygoodattentiontobothmaleandfemalepupils in the classes and see that everyone is fully utilized in the learning process. It isworthy of note that good and competent teacher with good teaching facilities producegoodlearners.
5.4 Recommendations
The following are the recommendation put forward as a result of the outcome ofthisstudy.
- Teachers’qualificationandteachereffectivenessshouldbegivenpriorityinselectingteachers to teach in all levels of education.
- The governments,non-governmentalorganization,teachers,schoolspupilsaswell as parents should be involved in the production of instructional materials inourschools.
- Training and retraining of teachers on how to use modern facilities should be theconcernof educational bodies.
- Educationalbodiesshouldmakeemphasistoteachersontheneedtouseinstructionalmaterial in theteachinglearningofChristian religious studies.
5.5 Suggestion for Further Studies
Thefollowingsuggestionsareputforwardasaproposalforfurtherresearch work:
- The use of modern instructional materials or technology in the teachingandlearning of Christian religious studies should beenseenasan important issueby oureducationalbodies.
- Every one that wants to become a teacher should endeavor to be well qualified orspecialized in a particular area of study, where such person can handle carefully,inorder to avoid thecaseof jackofalltrademaster ofnone.
- It has been realized that government alone cannot make available large number ofteaching aids needed in all the schools, therefore improvised materials for thepurposeof teachinglearningof Christian religious studies shouldbe theconcern of all.
5.6 Contribution to Knowledge
Thestudyhascomeupwith the followingcontributions:
- Empirically based information is provided thatevenas 2014employment ofunqualifiedteachers is a dis-serviceto oureducationalsystem.
- It may seem less important, but it was discovered in the course of the study thatmost unqualified teachers had little or nothing to do with instructional materials,hence they care not much about the poor performance of the pupils in theirclasses.
5.7 Limitation of the Study
Thefollowinglimitationswererecordedin thecourseof undergoingthis study:
- Financialburdenhamperedtheproperconductofthisstudy,anditgrosslyaffectedthework.
- Some logistic problems also created difficulty for the researcher to have free flowof movement in search of literature material, distribution and collection of bothquestionnaireand information and so on.
- Anotherobstacletheresearcherencounteredinthecourseofundergoingthisstudywas time factor, which limited thescopeofoperation
