Description
ABSTRACT
This study investigated the effect of Teachers’ Qualification and Instructional materials on christian religious studies students’ academic performance in Zaria and Sabon Gari Local Government Areas of Kaduna Stata. The aim of this study is to establish, if teachers’ qualification in anyway determine the academic performance of student in primary school and to ascertain if instructional materials are available and adequately put to use to enhance pupils understanding, it is to ascertain if the use of instructional materials in the teaching and learning of Christian religious studies affect the academic performance of male and female student differently in Zaria and Sabon Gari Local Government Areas. Three research questions were formulated and three research hypotheses were formed, and tested at 0.05 alpha level of significance. The research design used were survey and partially quasi experimental. The instrument used for data collection were questionnaire and performance test. The population for the study consisted of all the pupils and teachers in Zaria and Sabon Gari Local Government Areas. Based on Marrison K. (2000) able of sampling, a sample of twelve (12) teachers,(360) pupils were randomly drawn. While the performance test was administered to the pupils, the questionnaire were filled by the teachers. Findings show that majority of the respondents strongly agreed and also agreed that teachers qualification and effective of instructional materials in the teaching and learning of Christian religious studies help to improve pupils’ academic performance in primary school, and it was also gathered from the findings that the validity of any educational system depends upon the quality of teaching materials and the availability of competent teachers who make good use of them.
TABLE OF CONTENTS
Page
TITLE PAGE – – – – – – – – – i
COVER PAGE – – – – – – – – ii
DECLARATION – – – – – – – – iii
CERTIFICATION – – – – – – – – iv
DEDICATION – – – – – – – – v
ACKNOWLEDGEMENTS – – – – – – – vi
ABSTRACT – – – – – – – – – viii
TABLE OF CONTENTS – – – – – – – ix
LIST OF TABLES – – – – – – – – xii
LIST OF ABBREVIATIONS AND SYMBOLS – – – – xiv
CHAPTER ONE: INTRODUCTION
| 1.1 Background to the Study | – – – – – – | 1 |
| 1.2 Statement of the Problem | – – – – – | 4 |
| 1.3 Objectives of the Study | – – – – – – | 5 |
| 1.4 Research Questions – | – – – – – – | 6 |
| 1.5 Research Hypotheses – | – – – – – – | 6 |
| 1.6 Significance of the Study | – – – – – – | 7 |
| 1.7 The Scope of the Study | – – – – – – | 8 |
CHAPTER TWO: REVIEW OF RELATED LITERATURE
- Introduction – – – – – – – – 9
- Theoretical Framework – – – – – – 10
- Concept of Education – – – – – – – 15
- Teacher Education and Qualification – – – – – 17
- Significance of Teacher Education – – – – – 19
- Nigerian Education and Its Objectives – – – – – 20
- Origin of Christian religious Education – – – – – 22
CHAPTER THREE: RESEARCH METHODOLOGY
- Introduction – – – – – – – – 50
- Research Design – – – – – – – 50
3.3 Population – – – – – – – – 51
- Sample and Sampling Techniques – – – – – 52
- Instrumentation – – – – – – – 54
- Validity of the Instrument – – – – – – 55
- Reliability of the Instrument – – – – – – 56
- Procedure for Data Collection – – – – – 56
- Statistical Analysis Procedure – – – – – 57
CHAPTER FOUR: RESULT AND DISCUSSIONS
| 4.1 Introduction – – | – – – – – – | 57 |
| 4.2 Presentation and Analysis | – – – – – – | 58 |
| 4.3 Hypothesis Testing – | – – – – – – | 67 |
| 4.4 Summary of Major Findings | – – – – – – | 69 |
| 4.5 Discussion of Results – | – – – – – – | 70 |
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
- Introduction – – – – – – – – 74
- Summary of findings – – – – – – – 74
5.3 Conclusion – – – – – – – – 75
- Recommendations – – – – – – – 76
- Suggestion for Further Studies – – – – – 76
- Contribution to Knowledge – – – – – – 77
- Limitation of the Study – – – – – – 77
References – – – – – – – – 79
Appendix A – – – – – – – – 85
Appendix B – – – – – – – – 88
Appendix C – – – – – – – – 91
Appendix D – – – – – – – 106
| Appendix E | – – – – – – – | 109 |
| Appendix F | – – – – – – – | 111 |
| Appendix G | – – – – – – – | 112 |
| Appendix H | – – – – – – – – | 113 |
LIST OF TABLES
| Table 3.1: | Population of Teachers and pupils in Zaria and Sabon
Gari LGAs – – – – – – – |
51 |
| Table 3.2: | Sample of Schools and Pupils – – – – | 53 |
| Table 4. l: | Distribution of Respondent by Gender – – – | 58 |
| Table 4. 2: | Response of Teachers’ on Initial Educational
Qualification of respondents – – – – – |
59 |
| Table 4. 3: | Current Educational Qualification of Respondents – | 59 |
| Table 4.4: | Response of teachers according to Schools involved – | 60 |
| Table 4.5: | Teaching Experience? – – – – | 60 |
| Table 4.6: | Response of teachers on how long it took them to | |
| proceed on further training after getting work – – | 61 | |
| Table 4.7: | Reasons for long time period before going for further training – – – – – – – |
61 |
| Table 4.8: | Attendance at workshop organized or attended any workshop before – – – – – – |
62 |
| Table 4.9: | Interest in such workshops attended – – – – | 62 |
| Table 4.l0: | Organizer/promoter of workshop/seminars – – – | 62 |
| Table 4.11: | Using instructional material when teaching Christian religious studies – | 63 |
| Table 4.12: | When do you find in teaching and learning of Christian religious studies more interesting? – – – – – |
63 |
| Table 4.13: | Opinion of Teachers on the Impact of Teachers Qualification Pupils Academic Performance in Christian religious studies. – – |
64 |
| Table 4.14: | Opinion of Teachers on Extent to which Teachers
Usage of Instructional Materials – – – – |
65 |
| Table 4.15: | Opinion of Teacher Respondent on the “Level of Male and Female Pupils Academic Performance in Christian religious studies. – |
66 |
| Table 4.16: | Independent t-test for H01 | – – – – – | 67 |
| Table 4.17: | Independent t-test for H02 | – – – – – | 68 |
Table 4.18: Pearson Product Moment Correlation (P.PMC)
Statistics for H03 – – – – – – 68
LIST OF ABBREVIATION
EFA – Education for All
MDGs – Millennium Development Goals
NCE – Nigeria Certification in Education
BED – Bachelor of Education
PGDE – Postgraduate Diploma in Education
LGA – Local Government Area
LGEAs – Local Government Area Authorities
ES – Executive Secretary
UNESCO – United Nations Educational and Scientific Organization FRN – Federal Republic of Nigeria
CMS – Church missionary Society
NMC – National Mathematics Centre
Ph.D – Doctor of Philosophy
J.S.S – Junior Secondary School
UPE – Universal Primary Education
SOSAN – Social Studies Association of Nigeria
NERDC – Nigeria Educational Research and Development Council AM – Audio Material
VM – Visual Material
AVM – Audio – Visual Material
RM – Reading Material
NTI – National Teachers’ 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 to education, had initiated one programme or the other to eliminate the high level of illiteracy, over dependence and other problems affecting the national unity, consciousness and development of the nation Salman, Olawoye and Yahaya, (2011). Universal Basic Education Scheme (UBE), Education for All (EFA) Millennium Development Goals (MDGs) are typical examples of educational policies initiated or being signatory to by the Nigerian government in the 20th century (Lawal, 2007). This was to place the country favourably among the 20th largest economies in the world by 2020, consolidate her leadership roles in Africa as well as to enlist the nation as significant player in the global economic and political arena. Obong, (2006).
To all concerned, the needs and challenges of any society are best accomplished through education whose engine room are the teachers. According to the National Policy on Education (2004), there is no educational system that can rise above the quality of its teacher.
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Teachers are highly essential for the successful operation of the educational system and constitute an important tool for educational development, and without teachers educational facilities cannot be expanded. Undoubtedly the success and quality of any educational system depends on the quality and quantity of teachers’ input into the system. The teacher therefore interpret the aims and goals of education and educate the learners in
accordance with that. No wonder, Hammond (2000) was of the opinion, that states interest in improving pupils’ academic performance should look at the preparation and qualification of the teachers they recruit and retain in the profession.
More worrisome is the public utterance it has drawn on educational standard in recent times. The unhappiness becomes more prominent following the dismay academic performance of pupil’s seeking admission into the secondary schools. The query often pose is, whether teachers in these public schools being the most important factor in the effectiveness of schools and in the quality of a child’s education are competent to teach effectively or not. One major concern raised on teachers’ qualification has been relatively high in aspect of teachers, teaching subjects outside their areas of subject matter training certification.
The incidence of out of field teaching has been seen to vary by subject and by grade level. Out of field teaching also has been applicable to occur more often in the classrooms of low- income learners, Ingersoll (1999). Many people assume that teaching is what anybody can do if he/she knows his subjects. On the contrary, before one can teach effectively in any class such person must have schooled in the arts or sciences of school teaching. Owing to this, one disputed that to employ adequate number of teachers cannot solve educational problems rather than having well qualified in the kit. For one to be qualified and competent teacher one must have undergone a professional training as a teacher.
Though, a good number of the supposed teachers lack this virtue. In support of the above assertion it is highly regretted that not only support of the above assertion in teaching that not only will an unqualified teacher impart imperfect knowledge and promote low quality of education but he is likely to be deficient in the use of instructional material in teaching.
Instructional materials play an indispensable role in teaching And learning process as they stimulate thinking, understanding and concretizes pupils’ learning. Presence of qualified teacher will ensure that sufficient materials are provided to guide the learning process. Instructional materials can be subdivided into three (3) categories viz-a-viz audio visual, reading and community resources. The use of these resources plays a complementary role in both teachers and learners, especially where the subject matter is highly concerned.
The subject social studies education in Nigeria is fast expanding due to its objectives to man. It is a programme of study that helps with the interaction of knowledge, experience and effective use of resources for the purpose of citizenship education. It enables one to acquire problem easily solving skills, which helps an individual to handle environmental struggles easily. In realizing the important reasons why the subject is taught in school equips a quailed and competent teacher who will impact the correct knowledge to enable learners use its knowledge in solving man’s immediate problem in the society. The subject cannot be effectively learnt without the help of a qualified teacher in the area who can effectively make good use of instructional materials in the teaching and learning process. A teachers qualification 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 instructional materials. Morgan (2003) and Hayes (2000) lamented that the qualification of a teacher is a crucial factor in promoting effective learning including Christian religious studies, while instructional material perform such function as the extension of range of experience available to learn supplement and complement of the teacher’s vast explanations, thereby making learning experience richer and thus providing the teacher with interest into a wide variety of learning activities.
1.2 Statement of the Problem
It is widely acknowledged that social studies education should be concerned towards the learners to understand the complex nature of their society and this should be one of the reasons why it is made a core subject from primary schools to Junior Secondary School Classes. But looking at the alarming rate of moral vice in our society especially in this 21st century, one would say that Christian religious studies education had not met up to its expectation due to the following specific problems.
Firstly, problem of unqualified Christian religious studies teacher who are handling the subject in our primary schools especially had been perceived to be contributing toward pupils poor academic performance in Christian religious studies. It is one thing for a person to be professionally trained in a particular discipline, example Christian religious studies, it is another thing for the person to have the opportunity to work in that field not other wise. Experience has shown that a qualified Christian religious studies teacher will teach the subject better at all level of education.
Secondly, the fact that less attention is paid to the provision and use of instructional materials was identified to be another problem. The impact of instructional material on teaching and learning process cannot be jeopardized in anyway. A lot of research have been conducted in this regard. The results have proved that schools with adequate instructional materials perform better than those without it instructional material. Oladejo, Olusunde, Ojobisi, and Isoia (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 range of experience available to learners’ verbal explanation.
Lastly the failure of teacher training colleges in the production of qualitative manpower has been recognized. These training programmes have been carried out through a crash programme in recent times resulting to mere awarding of certificates without the full acquisition 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 attached to honour and respect given to paper certificates. This attribute has forced they employer of labour to have lost confidence in paper certificates awarded and as such have organized retraining programmes for those who secure appointments in their schools. The remedies to the above problems identified will no doubt contribute greatly towards the better academic performance of the pupils in Christian religious studies education. Bearing in mind that the success of any subject depends on the quality of teachers and instructional materials effectively put to use. Therefore, the problem of this study is an authoritative information on the Impact of Teachers’ Qualification and Instructional Materials on Pupils Performance in Primary Christian religious studies, in Zaria and Sabon Gari Local Government Area of Kaduna State.
1.3 Objectives of the Study
This study is being carried out specifically to achieve the following objectives these include:
- To verify the impact of teachers’ qualification on pupils’ performance in Christian religious studies.
- To find out the extent that instructional materials enhance academic performance of pupils in Christian religious studies.
- To identify the level of male and female pupils’ academic performance in Christian religious studies among the selected primary
1.4 Research Questions
The following questions have been carefully formulated in this study for which answers were sought.
- What is the impact of teachers’ qualification on pupils’ academic performance in Christian religious studies in Zaria and Sabon Gari Local Government Area?
- To what extent is teachers’ usage of instructional material enhancing academic performance of pupils in Christian religious studies in Zaria and Sabon Gari Local Government Area?
- What is the level of male and female pupils’ academic performance in Christian religious studies among the 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 who were taught by qualified Christian religious studies teachers and those who were taught by unqualified Christian religious studies teacher, in Sabon and Zaria Local Government Area.
Ho2: There is no significant difference between the academic performance of pupils who were taught Christian religious studies using instructional materials and those who were taught the subject without the use of instructional materials.
Ho3: There is no significant difference between the academic performance of male and female pupils who where taught Christian religious studies under the usage of instructional materials, in Zaria and Sabon Gari Local Government Areas.
1.6 Significance of the Study
The research work is determined to ascertain the impact of teachers’ qualification and instructional materials on academic performance of pupils. Specifically the study under investigation could be significant to the following stakeholders: teachers, learners, government, school policy makers as well as curriculum planners.
First, the study will help in improving the standard of education not only to primary school but to all levels of educational system. This is because the study has recognized the importance of teacher and her qualification, measured alongside the instructional material to the success of any educational system. Owing to this, the concerned authorities will need to handle manpower and instructional materials with adequate care, put to proper use and ensure its prompt and regulate supply to school.
Secondly, the relevance of this study can be found in how it will facilitate collaboration between the policy makers and the government execution on policy formulation and execution relating to the funding, provision, control and management of resources in education. Issues among these are teachers and the instructional materials.
Thirdly, the study helps to identify the importance of education in the learners, in and out of school especially in moulding their character, attitude and ways of acting the societal expectation. This is not realizable without the help of competent and qualified teachers who make good use of their working tools (instructional materials). It is noted that teachers who are most valuable to education are those who use instructional materials simplified the lesson much better to the learners. Lastly, it also become necessity to note that the outcome of this study will help to strengthen the teacher’s education processes not only at awarding certificate to perspective student teachers but to equip them with knowledge and skills essential for a good living.
1.7 The scope of the study
This research work covered all the public primary schools in Zaria and Sabon Gari Local government Areas of Kaduna state. The subjects for the study comprise teachers and pupil from the two local government Zaria and Sabon – Gari L.G.A, from the 23 Local Government Areas of Kaduna state. The authorities of Education L.G.A are headed by executive secretaries (ES). The choice of the study area was precipitated poor academic performance, poor usage of instructional materials among others. However, the study will be delimited to some selected public primary schools in the two Local Government Areas.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presented the summary of the research work, conclusion, recommendation and suggestion for further studies. It also provides a general appraisal of what has been undertaken in the present research work from the other previous chapters.
5.2 Summary of Findings
This research work titled “effect of teachers’ qualification and instructional material in primary schools Christian religious studies in Zaria and Sabon Gari Local Government Area” was presented in five chapters. The central focus of this study was to appraise how academic’ performance of pupils was enhanced by teachers’ qualification and the use of instructional material.
One research instrument was tagged Questionnaire for Christian religious studies Education while the other was Performance Test meant for primary five pupils. The data analysis was carried out using descriptive statistics such as frequency courts and simple percentage for the bio-data section of social studies education questionnaire. Inferential statistics like independent T-test procedure were used for the three (3) null-hypotheses while mean was for the three (3) research question.
The findings reported in this study show that there exist significant difference between the academic performance of pupil who were taught Christian religious studies by qualified Christian religious studies teachers and performance of pupils who were taught Christian religious studies subjectby unqualified Christian religious studies teachers. Pupils’ academic performance were also influenced by the quality of instructional materials used by competent Christian religious studies teachers.
A number of literature work were reviewed in this research work, which sought to identify, understand and define the key items ranging from concept of education, teacher education and qualification, significance of social studies education, instructional materials among others.
5.3 Conclusions
Based on the findings of this study it was deducted that teachers qualification and effective use of instructional materials in the teaching and learning of primary school Christian religious studies can help to improve academic performance of pupils. The contribution of quality and competent teachers who employed instructional materials in their teaching to help every individual learner cannot fee under estimated. In this case, our talk of functional education in our society is all about qualified teachers and proper utilization of appropriate resources. Teachers should pay good attention to both male and female pupils in the classes and see that everyone is fully utilized in the learning process. It is worthy of note that good and competent teacher with good teaching facilities produce good learners.
5.4 Recommendations
The following are the recommendation put forward as a result of the outcome of this study.
- Teachers’ qualification and teacher effectiveness should be given priority in selecting teachers to teach in all levels of education.
- The governments, non-governmental organization, teachers, schools pupils as well as parents should be involved in the production of instructional materials in our
- Training and retraining of teachers on how to use modern facilities should be the concern of educational bodies.
- Educational bodies should make emphasis to teachers on the need to use instructional material in the teaching learning of Christian religious studies.
- Both female and male pupils should be carefully mentioned in the teaching learning
5.5 Suggestion for Further Studies
The following suggestions are put forward as a proposal for further research work:
- The use of modern instructional materials or technology in the teaching and learning of Christian religious studies should been seen as an important issue by our educational
- Every one that wants to become a teacher should endeavor to be well qualified or specialized in a particular area of study, where such person can handle carefully, in order to avoid the case of jack of all trade master of
- It has been realized that government alone cannot make available large number of teaching aids needed in all the schools, therefore improvised materials for the purpose of teaching learning of Christian religious studies should be the concern of all.
5.6 Contribution to Knowledge
The study has come up with the following contributions:
- Empirically based information is provided that even as 2014 employment of unqualified teachers is a dis-service to our educational
- It may seem less important, but it was discovered in the course of the study that most unqualified teachers had little or nothing to do with instructional materials, hence they care not much about the poor performance of the pupils in their
5.7 Limitation of the Study
The following limitations were recorded in the course of undergoing this study:
- Financial burden hampered the proper conduct of this study, and it grossly affected the
- Some logistic problems also created difficulty for the researcher to have free flow of movement in search of literature material, distribution and collection of both questionnaire and information and so on.
- Another obstacle the researcher encountered in the course of undergoing this study was time factor, which limited the scope of
