TENSE ERRORS IN ENGLISH ESSAYS OF SECONDARY SCHOOL STUDENTS

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1.0     CHAPTER ONE: GENERAL INTRODUCTION

1.1     Background of the Study

This research work deals with tense errors in English essays of Secondary School. The research is to find out the type of tense errors committed by the students who have sat for their J.S.S.C.E examination.

1.2     Statement of Problem

It has been discovered that second language learners of English face some difficulties while learning the language. This is because most second language learners find it difficult to speak or write good English. With the above in mind, this research work focuses on Tense Errors in English Essays of Secondary Schools Students This is to find out the tense errors the students make, the causes and possible suggestion of how to reduce the problems.

The work addresses the following questions:

1.       What are the errors students made?

2.       What are the types of errors?

3.       What are the causes of the errors?

4.       What are the possible solutions to these errors?

FACTORS THAT GENERATE CONFLICT BETWEEN PRINCIPALS AND TEACHERS IN SECONDARY SCHOOLS

 WITHIN ENUGU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE.

 

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The study principally aimed at identifying the factors that generate conflicts between principal and teachers within Enugu East Local Government Area of Enugu State. Principals and teachers were the subjects. Questionnaires were the instrument used in obtaining data for the study. Related literature were reviewed. Six research questions were formulated to guide this study and were answered using mean. The finding revealed factors that generate conflict between principals and teachers within Enugu East Local Government Area of Enugu State which include the leadership styles of principals, the leadership style of teacher, lack of dedication on to by teachers, lack of motivation of teacher, irregular payment of salaries and other benefits and poor information flow between teachers and principals. Suggestions were highlighted. Recommendation were also made.

 

 

 

 

TABLE OF CONTENTS

CHAPTER ONE:      INTRODUCTION

–              Background of the Study                                         1

–              Statement of the Problem                                        3

–              Purpose of the Study                                                       4

–              Significance of the Study                                         5

–              Scope of the Study                                                   6

–              Research Questions                                                 7

 

CHAPTER TWO:      REVIEW OF RELATED LITERATURE

–              Duties of Secondary School Principals                    8

–              Leadership Styles of Secondary School Principals   12

–              Duties of Secondary School Teachers                      18

–              Factors that generate Conflict Between Principals

and Secondary School Teachers in Enugu East

Local Government Area                                            25

–              Summary of Review of Related Literature                 35

 

CHAPTER THREE:  RESEARCH METHODOLOGY

–              Research Design                                                      36

–              Area of the Study                                                     36

–              Population of the Study                                           36

–              Sample and Sampling Techniques                           37

–              Instrument for Data Collection                                37

–              Validation of the Instrument                                    38

–              Administration of the Instruments                           38

–              Method of Data Collection                                               39

–              Method of Data Analysis                                          39

 

 

CHAPTER FOUR:    DATA PRESENTATION AND ANALYSIS

–              Research Question 1                                                        41

–              Research Question 2                                                        43

–              Research Question 3                                                        45

–              Research Question 4                                                        46

–              Research Question 5                                                        47

–              Summary of the Findings                                        49

 

CHAPTER FIVE:     DISCUSSION OF THE FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

–              Discussion of the Findings                                      51

–              Conclusions                                                             53

–              Educational Implication of Findings                                53

–              Recommendations                                                   54

–              Limitations of the Study                                          55

–              Suggestions for Further Studies                              56

–              Summary of the Study                                             57

 

References                                                               58

Appendix                                                                 60

CHAPTER ONE

INTRODUCTION

Background of Study

The school as an organisation has its set goals and objectives which includes imparting knowledge (cognitive domain) character development (affective domain) and psycho-motor domain of future leaders. For those objectives to be achieved, a good working relationship between the school heads and their subordinate staff is important. This situation is expected to enhance or help build up an excellent academic environment and with subsequently influence positively the general academic results.

 

The above situation could be attained when the principles discharge their duties or obligations to teachers under their care and teachers in turn learn also to reciprocate by discharging their own duties to the students and the school in general.

 

According to Musaazi (1985) a good working relationship created the number of time conflict occur between them. This can be achieved when the principals show concern, for the welfare of the staff as well as that of the students. These includes recommending them for promotions through ideal performance evaluation, giving information that concern the teachers to them, helping to get their staffers salaries and benefits and giving considerable attention to each and collective problems of the teachers.

 

Now be it the reduction or elimination of conflicts in school depends not only on the principals but on teachers equally. Teachers should put in their best at all times. These include attending school functions and meeting, showing concern to the progress of the school.

 

Inspite of the above desirable conditions that are expected to exit in schools the issue of conflict between teachers and principals is still quite prevalent in our schools today. These conflicts take various forms and consequently affect the smooth running and achievements of the objectives of the school system. This issue of conflict attracted the concern of this researcher hence the need to identify the factors that generate conflict between secondary school principals and teachers within Enugu East Local Government Area of Enugu State.

 

Statement of the Problem

The school is a social organisation. For any organisation to be in cordial relationship with one another the staff of the organization, when people work in a conductive atmosphere, the goals and objectives of the organisation are easily realizable. In schools, the principal are the administrators while the teachers work under them. Their relationship is expected to be cordial so that peace, process and harmony will prevail in the institution.

However, the above condition is just the ideal. In real life situation one finds that the progress of the schools often marked by series of conflicts. These conflicts which emanate from various sources are never good for proper social and academic excellence. In view of this the problem of this study is as follows:

What are those factors that generate conflict between principals and teachers in secondary schools in Enugu East Local Government Area of Enugu state.

 

Purpose of the Study

The major purpose of this study was to identify the factors that generate conflict between principal and teachers in secondary schools, especially the study sought to:

1. Find out if the leadership style of principals create conflict between him/her and teachers
2. Find out if lack of dedication by teachers generate conflict between them and the principals
3. Find out if lack of motivation of teachers generate conflict between teachers and principals
4. Find out if regular payment of salaries and other benefits create conflict  between principals and teachers
5. If poor information flow create conflict between principals and teachers in secondary school.

 

 

Significance of the Study

This work is of great significance to many including teachers, principals, parents and students in the following ways.

Teachers good relationships with principals of their schools enhance production and indirectly provide basis for their promotion as and when due. Teachers are appraised by their principals annually. This annual assignment by the head teachers, the principal is an opportunity for him/her to use power. Any teacher that is not in good book of the principal will not pass and as such will not be promoted.

Students achieve much in atmosphere of peace and tranquility. The student are cheated in this regard where there are conflict among teachers and principals common conflict among teaching staff and principal include lateness to school, absence in class and non compliance to other rules in the school. All these directly affect teaching and learning. But when a child is properly taught, he/she will also learn very well.

This study is beneficial to the parents whose objective is to make their children learn. In an atmosphere of peace the parents will be rest assured of the safety of their children. The performance of students will also be enhanced in atmosphere of peace.

The principal of any school that achieve peace must have worked hard. Such principal must have applied conflict resolution strategies reveal in this work and or designed an administrative structure devoid of conflicts such as division of labour, dialogue and persuasion in their daily activities.

A CASE STUDY OF INTERNATIONAL EARLY LEARNING CENTER/DOROTHY INTERNATIONAL SECONDARY SCHOOL, ABA. 

 

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The age of digitalization and globalization has given unprecedented impetus to the development audio-visual technology. Audio-visual instructions in schools have therefore continued to accelerate students’ understanding and appreciation of learning. The value of audio- visual media is further underscored by their positive impact in school libraries, the libraries positive influence of the academic performance of students and the enhancement of teacher’s performance. Libraries are no doubt veritable instruments in a nation’s educational development.

The work therefore focuses on the use of audio-visual technology in school libraries, evaluated the effects of the use of audio-visual technology on the academic performance of students, and proffers solutions to problems hampering the effective application of audio-visual technology in our educational process.

TABLE OF CONTENTS

CHAPTER ONE

Introduction                                                                            1

1.1            Background of the Study                                                        4

1.2            Profile of IELC/DISS                                                     5

1.3            Purpose of the study                                                      6

1.4            Significance of Study                                                     7

1.5            Scope of the Study                                                        8

1.6            Research Questions                                                       8

1.7            Hypotheses                                                                             9

1.8            Definition of Terms                                                       10

CHAPTER TWO

Literature Review                                                                              14

2.1            Development and trends in Audio-Visual Technology 14

2.2            Relevance / Value of Audio-Visual technology              20

2.3            Impact of Audio-Visual Instructions on students                    24

2.4            Factors Affecting Audio-Visual Material and Equipment       30

CHAPTER THREE

Research Methodology                                                            36

3.1            Area of the Study                                                                    36

3.1.1                Population of the Study                                            37

3.2            Sample Plan                                                                   37

3.3            Data Collection Techniques                                           38

3.4            Data Analysis techniques                                              38

CHAPTER FOUR       

Presentation and Analysis of Data                                          39

4.2            Discussions and Findings                                              50

CHAPTER FIVE:    

Summary, Conclusion and Recommendations                        56

5.1            Summary of Findings                                                    56

5.2            Recommendations                                                                   58

References                                                                               60

Appendix                                                                                63

 

CHAPTER ONE

 

INTRODUCTION

          The global wave in the use of educational technology and its revolutionary effects is a major attraction to the choice of this topic for study. This project examined systematically the effects of the use of students in developing nation like Nigeria taking the case of a private primary cum secondary school library. The choice of private school is pertinent, as most government schools have no functional libraries. There is a growing consciousness among some private school owners on the relevance of functional school libraries.

This project identified that an ideal library exists in International  Early Learning Centre / Dority International  Secondary School Aba in Abia State. A wide range of audio-visual materials and their equipment for operation abound in the library.

However,  many a time materials and  equipment are not used in the library. Similarly, the students are unable to use the materials and equipment themselves. There is no convenient time for them to use the audio-visual materials and equipment.

Despite all these constraints, audiovisual technology is adequately used in the school in teaching and learning.

The results gathered indicated that students’ academic performances are significantly improved after being taught using audiovisual technology.

Nowadays, knowledge is recorded in many physical forms. Before printing was invented, the papyrus, vellum, codex etc were used in recording human knowledge. With the invention of printing came books and other printing forms.

Recently, another form of media has come into prominence and that is the audio-visual media. Audio-visual may include graphic materials such as pictures, maps charts, sides etc, and finally multimedia packages such as motion pictures, video recording etc. There are  also information-bearing items like microforms,  computer readable data files and three- dimensional objects e.g. botanical specimens.

Audio-visuals have a variety of definitions. It is derived from a latin work meaning, “I hear”. In library and information science, it is replay of sound which we hear. This covers microforms, disc recorders, amplifiers, loud-speakers and their enclosures and any other techniques which are used to record or replay sound waves (Sincher, 1977).

Audio-visuals mean something related to sound and visual or light. They include printed materials and their equipment.

Audio-visual materials can be categorized into audio materials  and visual materials – Audio include Radio, lecture/talk, Audio tapes/cassette compact Disc, Telephone, etc. Visual materials can be identified by grouping than into two ways-2 dimensional and 3 dimensional; projectiles and Non projectuals. Visual materials can also be classified under graphics/photographic.

Audiovisuals are a combination of audio and visuals. They include TV programmes, multi-media packages, VCR, and even computer programmes. Some cannot be treated without the equipment for using them as progectors, TV receiver, microreader, Record player, photocopying machine, VTR laminating, 35mm camera with accessories etc. they can also exist in some other forms as slides of  computer screens, down loading of computer screens to create a simulation of a computer search, interactive video disc which requires the image storage medium, a TV monitor or computer screen, appropriate software, and a means of receiving inputs.

They are usually not in book and so are not easily available. They are usually expensive because some of them require projectors, moreso, they are usually hard to process because they lack some of the normal bibliographic details. They, however, can be catalogued using the territorial areas. Finally, they are of easily accessible to users. They   are used mainly as reference materials, and user are encouraged to borrow them.

 

1.1     BACKGROUND OF THE STUDY

This research work titled.  “The use of Audio – visual Technology in school libraries and students Academic performance” is informed by the prevalent global wave in the use of educational Technology Vis the – a vis the situation of nursery, primary and secondary schools in Nigeria. Being an experimental research, the study investigated the use of audio-visual material and equipment in a typical school library (International Early Learning Center/Dority International Secondary School Aba) and evaluated the impacts of the use of such technology on the academic performance of students.

1.2            BRIEF PROFILE OF INTERNATIONAL EARLY LEARNING CENTER/DORITY INTERNATIONAL SECONDARY SCHOOL

IELC / DISS is a private nursery, primary and secondary school. IELC is for the secondary division. The school is owned by Mrs. Zovannah Onuma; an American woman married to Eng. E. Onumah from Abia State, Nigeria.

The nursery section was established in 1984 along faulks Road Aba while the primary section was opened in 1986. However, owing to rapid increase in population of school children, the school relocated to its permanent site in 1992 and it was in the same year that the DISS was opened.

The school is situated at no. 19-21 Umuodu Avenue Abayi Osisiona L. G. A,Abia State. It has a population of over 5,700 and more than 500 workforce including the non-teaching staff.

The school is aimed at graduationg students who are academically competent, constructively self-directed and who are oriented towards being positive, intelligent, sensitive and mature citizens of this country. The school vigorously pursues the attainment of these heart warming objectives.

The school has a library with a strong collection of both print and non-print materials. The library is headed by a professional librarian; a HND graduate in library science and assisted by a professional librarian also, there is also library security.

However, with the exponential increase in materials owing to the new policy of the school to purchase of daily basis a copy of daily newspaper and regular acquisition a of new materials, accommodation for the materials has become a problem. The library also needs more personnel to help in rendering effective service to users and to maintain orderliness and absolute quietude especially when students are using the library.

 

1.3            PURPOSE OF THE STUDY

This research work although is carried out primarily to fulfill the basic school requirement for the award of Technical  Teacher Certificate (TTC) is also essentially set to achieve the following objectives:

a.       Identifying the various kinds of audio-visual learning aid used in school libraries and in IELC/DISS in particular.

b.       Examining the use of audio-visual materials and their media in the school

c.       Evaluating the impacts of the use or otherwise of the A/V materials on the academic performance of the students in the school under study.

d.       Discovering the constraints inherent in the use of A/V material and their equipment in school library and suggesting ways of redeeming them.

THE PROBLEM OF CLASSROOM MANAGEMENT
(A Study of Rimi College, Kaduna)

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ABSTRACT
The study examines the role of the teacher in classroom management. The population of the study consist of the entire teachers of Rimi College Kaduna. Out of 52 staff, 27 were selected as the sample size. Questionnaire constituted the instrument of data collection. The mean (x) was used to analyze the five liker questionnaires based on the research questions. The analysis indicated that the function of the teacher in classroom management if basically planning of lesson, inculcating discipline, delegating responsibility and ensuring decorum that will make such class conducive for teaching and learning. Classroom management is effective on students achievement because help to create a conducive environment that is conducive for learning and also facilitate lesson planning and class administration enhances teaching and learning.

 

Classroom management influence the academic and moral development of student positively. But inspite of the positive effect and role of teachers in classroom management, it is constraint with challenges arising from lack of proper research in classroom management as well as lack of training of teachers on modern techniques of classroom management. As such, it is recommended that teachers should be trained and retrained through on-the-job training on classroom management techniques and approaches.

 

 

TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study – – – – – – 1
1.2 Statement of the Problem – – – – – – 2
1.3 Objective of the Study – – – – – – – 3
1.4 Significance of the Study – – – – – – 4
1.5 Research Questions – – – – – – – 5
1.6 Scope of the Study – – – – – – – 5
1.7 Definition of Terms – – – – – – – 6
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction – – – – – – – – 8
2.1 The Role of Teacher in Classroom Management – – 8
2.2 Effects of Classroom Management – – – – 9
2.3 The Characteristics of Classroom Manager – – – 11
2.4 The Role of the Teacher in Classroom Management – 12
2.5 The Impact of Teacher on Classroom Management – 15
2.6 Challenges of Classroom Management – – – – 19
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction – – – – – – – – 22
3.2 Research Design – – – – – – – 22
3.3 Area of the Study – – – – – – – 23
3.4 Population of the Study – – – – – – 23
3.4 Sample and Sampling Procedure – – – – – 23
3.5 Research Instrumentation – – – – – – 24
3.5.1 Validity – – – – – – – – – 25
3.5.2 Reliability – – – – – – – – – 25
3.6 Procedure for the Administration of the Instrument – 26
3.7 Method of Data Presentation and Analysis – – – 26
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction – – – – – – – – 28
4.2 Analysis of Respondents Demography – – – – 28
4.3 Data Analysis – – – – – – – – 30
4.4 Summary of Findings – – – – – – – 38
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary – – – – – – – – – 40
5.2 Conclusion – – – – – – – – – 41
5.3 Recommendations – – – – – – – 42
5.4 Suggestion for Further Studies – – – – – 43
References – – – – – – – – – – 44
Appendix – – – – – – – – – – 47

CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Classroom Management is about creation of positive learning environments. But the concept of positive learning environment is both broad and vague.
Despite educator’s concerns with the nature of classroom learning environments, few recent studies have investigated either teachers’ knowledge or practices of classroom management in positive learning environments. As such there is inadequate understanding of how teachers support both engaged learning and positive social interaction (Oakes, 2009).
In this regard, so many writers and researchers have urged educators to move toward broader and more comprehensive positions on issues of classroom management in (Jones, 2006). As Jones advocates, “at its best, classroom management is not only a means to effective instruction, it has also becomes a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management and self control.

Nevertheless, lack of recent empirical evidence has left educators without clear direction and understandings of what knowledge and practices teachers utilize in creating and managing socially complex learning environments. It is as if educators understand the blueprints for a house, but not the tools with which to construct it. As such educators are hampered in their efforts to provide prospective teachers with the appropriate tools to implement their visions for establishing positive learning environment. It is against this background the researchers sees the subject matter of this research as an empirical issue worthy of investigation.

1.2 Statement of the Problem
The difficulty of novices in dealing with the complexities of teaching and the social immediacy of the classroom is no small issue. This is so because most teachers are constraint by classroom management because of the dynamic nature of teaching. On the other hand, the complexity of classroom setting also impede teaching sequel to the perception by beginning teachers that classroom management is complex. This is an obstacle to effective planning for positive learning environment. As such the subject matter: The role of teachers in classroom management is seen as an empirical issue worthy of investigation.

1.3 Objective of the Study
The central objective of this research is to examine the role of the teacher in classroom management, the specific objectives are:
i. To examine the function of teacher in classroom management.
ii. To identify the effectiveness of classroom management on student achievement in Rimi College, Kaduna.
iii. To find out how classroom management influence development setting in Rimi College, Kaduna.
iv. To identify the problem militating against classroom management in Rimi College, Kaduna.

1.4 Significance of the Study
The significance of a study of this magnitude cannot be overemphasized, local government education department, state and federal ministries of Education involved in policy formulation and implementation, school management, incoming students and above all teachers as well as researchers will find this really significant especially as they utilize the findings.
To the local government departments as well as state and federal ministries of education engage in policy formulation and implementation, the finding of this study can be used as a basis for enacting policies that will effectively improve the quality of classroom management and standard of education.
School management can also use the result of this study as an insight in formulating strategies to effectively run their schools.
It should be noted that this study is of scholarly importance. As such teachers as well as students undertaking research work similar to the present study and other scholars alike who may wish to use this work as a reference material or a springboard for their own research, will find this study useful.
1.5 Research Questions

THE PROBLEM AND PROSPECT OF TEACHING AND LEARNING PHYSICS IN SECONDARY SCHOOL LEVEL (A Study Of Federal Government College Malali Kaduna, Kaduna State)

 IN SELECTED  NIGERIAN POLYTECHNICS.

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ABSTRACT
The study examines problems and prospect of teaching and learning physics in secondary school level with reference to federal government college Malali Kaduna. A survey method was used for the study, the population consisted of all the male and female teacher of federal government college Malali Kaduna out of 65 academic staff, 35 were involved in the study. A questionnaire developed by the researchers based on likert 5 –point scale was used for the study mean scores and frequencies were used to analyze the data based on the research questions. Research result show that the prospect of teaching and learning physics lies on the modification and improvement of the traditional lecture method used in teaching.

 

The study also identified negative attitude of students in secondary school level towards learning physics as a factor that affect their ability to learn the subject furthermore, the teaching techniques applicable in teaching physics is secondary school are the traditional lecture method used from time-immemorial, lecture-demonstration technique and cooperative group teaching technique, the problem militating against teaching and learning of physics in secondary school level include unavailability of qualified teachers, teachers lack of competencies, constraint of complex scientific language used in teaching physics in secondary school level, lack of modern laboratory apparatus as well as lack of effective teaching techniques and inconsistency in government policies.

1.1 BACKGROUND OF THE STUDY
The attitude towards physics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning physics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).
Students attitude towards physics to a large extent have an impact on their interest in leaning physics. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable
attitude towards its.

 

In this regard, Cheng (2004), in a study conducted regarding students learning in physics, found out that in the students evaluation, consistent with their notion that physics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.

 

Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of physics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning physics their perception about physics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.

 

However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.

As such, physics as a dynamic branch of science is difficult to describe, thus, in learning physics, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).

It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning physics in secondary school level” as an issue worthy of investigation.

1.2 STATEMENT OF THE PROBLEM
A lot of studies shows the poor performance of students in physics this is attributed to the notion that physics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, physics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.

1.3 PURPOSE OF THE STUDY
The present study is to determine the problem and prospect of teaching and learning physics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.