THE ASSESSMENT ON THE IMPLEMENTATION OF SECONDARY SCHOOL PHYSICS SYLLABUS A CASE STUDY OF ABEOKUTA SOUTH LOCAL GOVERNMENT AREA ABEOKUTA OGUN STATE

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CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND OF THE STUDY

In Nigeria, physics is taught as one of the science subject at the senior secondary school level, in order to familiarize them with the trend of modern developments which can be achieved if the physics syllabus is implemented effectively according to Ben Yunasa (2000) Therefore, objective of any level of education cannot be achieved if the planned programme for such level of education is not well implemented. Observing this, Onyeachu (2008) asserted that” no matter how well a curriculum of any subject is planned, designed and documented, implementation is important”. This is because the problem of most progamme arises at the implementation stage. Recognizing this, Babalola (2004) and Mkpa (2005) remarked that it is at the implemention stage that many excellent curriculum plans and other educational policies are marred without any trace.

According to Ohuhe (2001), if curriculum is not well implemented, all effort expended in the planning is waste.Also Shaaaba (2002) submitted that the success of any curriculum depends on how it is implemented. He also added that no matter how well a syllabus is designed if there is no proper implementation the question success will be a mirage.  Having known that curriculum is the vehicles through which education is attained (Offorma 2005). Several authors has noted that national policy on education was well structure and the content were adequately defined but the implementation calls for question (Babafemi 2007;Dike 2009). Therefore, the judicious implementation of

Physics syllabus contribute immensely to attaining technology advancement NPE (2004).

Concept of curriculum implementation

The term Curriculum implementation has been defined in different ways by different Scholars. Mkpa (1987) defines curriculum implementation as “the task of translating the curriculum document into the operating curriculum by the combine efforts of the students, teacher and others concerned. Garba (2004) viewed curriculum implementation as “putting the curriculum into work for the achievement of the goals for which the curriculum is designed.

Okebukola (2004) described curriculum implementation as:” the translation of the objectives of the curriculum from paper to practice.” Ivowi (2004) defined curriculum implementation in a nut shell as “the translation of theory into practice or proposal into action. Onyeachu(2008) view curriculum implementation as the process of putting all that has been planned as curriculum document into practice in the class room through the combine effort  of the teacher, leaner, school administrators, parent as well as interaction with physical facilities, instructional materials psychological and social environment.

Implementation issues in secondary education curriculum

There are so many implementation issues affecting educational curriculum. All these include:

1.        Provision of Facilities

Facilities in the school system include; equipment, buildings furniture such as tables, chairs which enable the teacher to perform their work effectively. Etimatalor (2001) and Olokor (2006) noted that the issues of instructional facilities enhances learning experience and leads to interaction between the learning environments. The issues at stake are to what extent are these facilities provided for effective implementation of secondary education curriculum? Facilities are not provided adequately because what is found in most secondary schools in Nigeria are dilapidated buildings, leaking roofs, lack of chairs and tables for students and teacher use.

Nwachuku (2005) remarked that the public sectors of education (secondary and primary levels has witnessed stagnation and decay.

2         Overloading of the Curriculum

Curriculum overloading is one of the hallmark of ineffective policy implementation. Oduolowu (2007). Grundskola (2000), affirms that the Nigeria curriculum covers too much information, and suggest redesigning its content to remove unnecessary and irrelevant facts.

Maduewsi (UNESCO,FME,2001)  in her contribution to a report  about introducing a new curricula to African nations, also voices concern for an ever-expanding curriculum due to “additional and or integration of new materials [p.27]. What exacerbates the situation is that teachers are unprepared to cope with growing curricula, which means that instruction becomes ineffective, inappropriate and often inaccurate. Some authors consider the effect if text book reliance on education. In Nigeria the National education research and development council (NERDC) is responsible for curriculum development Oduolowo(2007).The council also sees to the selection and publication of textbooks, instructional guides and lesson plans for teachers.

3.        Teachers’ participation in decision-making and curriculum planning

Observing the importance of involving teachers in decision-making and planning of curriculum, Obinna (2007) observe that no government policy on education can be realized if it does not first of all perceive the problem and opportunities  before initiating decision-making  process. Ugwu (2005) observed that the relevance of a curriculum is determined only when it is implemented .Kanno (2004) recognized the fact that the success of any curriculum, significantly, depends on the extent to which the classroom teacher is able not only to interprets the curriculum but to implement  it. No wonder Ereh (2005) concluded that teacher characteristics can make or mar curriculum implementation since the responsibility of interpreting and putting the curriculum into use solely rests with the teacher. Unfortunately, these teachers are not involved in decision-making and curriculum planning. This is a very big impingement to implementation of curriculum and learning experiences.

The syllabus

The syllabus is an outline and summary of topics to be covered in an education or training course. A syllabus is often either set out by a professor or the person that controls the course quality. It may be provided in a paper form or online.

Both syllabus and curriculum are fused together and are given to students and instructor for guide through the training course or for the period of education session (Wikipedia)

Use of the syllabus in relation to physics education

1         The syllabus serve many purposes for student and teachers such as ensuring a fair and impartial understanding between the instructors and students such that there is minimal confusion on policies related to the course Slatter and Carlson(2005:5)

2         To give student an understanding of the fundamental principle of physics and their application to everyday life and technology.

3         To develop an appreciation of physics as a creative activity, using informed intuition and imagination to create an understanding of the beauty, simplicity and symmetry in nature. Adeyemo (2010)

Why do we need to assess the senior secondary school physics syllabus?

The main objectives of assessing the senior secondary school physics syllabus are itemise as follows;

1         Knowledge: Student should be able to know basic principles and how it contributes to the social historical technology advancement.

2         Understanding: The student should understand that the knowledge they have learnt and from they should be able to apply it solving day to day problems

3         Skills: The student should be able to use scientific equipment appropriately, also to be able to measure physical quantities in the appropriate S.I unit, the use of experimental data appropriately and working safely in the laboratory.

4         Competence: student should be competence and self-reliance both in relation of scientific concepts to issues in everyday life.

5         Attitudes:  students should appreciate physics as a course/ subject in every of their applications.(Leaving certificate physics ordinary level syllabus(2000) NCCA’

However, physics been a crucial subject, for which the curricular have been structured. The curriculum that is now in use states it objectives as follows:

1         To provide basic literacy in physics for functional living in the society

2         To acquire basic concept and principles of physics as a preparation for further studies

3         To acquire essential scientific skills and attitude as a preparation for the technological application of physics and

4         To stimulate and enhance creativity. (Omosewo 2000).

Importantly, the classroom teacher occupy the most crucial position in the syllabus implementation Nwosu(2003). In another submission, Ohuche (1996) and Shaaba (2002) added that the classroom teacher is an important corner-stone in syllabus implementation because he/she is the main force and the last person that ensures that any curriculum is implemented according to specifications.

The following are the Operational curriculum structured for the Senior Secondary School Physics Students of classes one and two

Senior Secondary School 1: (SS1)

Introduction to physics subject analyzing the different aspect of physics

Fundamental and derived quantities and units

Position  distance and time.

Motion

Speed, velocity, displacement, acceleration and equation of motion

Distance and velocity time graph

Scalar and vector quantities

work, energy and power

Density and up thrust

Elasticity

Practical exercise on the laboratory

Heat energy

Thermometers, effect of heat transfer

Evaporation, boiling and expansion

Expansivity and application of expansion

Heat transfer

Electricity charge (Gold leaf electroscope)

Current electricity.

Electric field

Electrical energy, electrical power and buying of electric current

practical exercise in the laboratory; determine of relative density

safety devices,  detecting fault in electric circuit

Practical nature of matter. surface tension, effect and practical demonstration

Viscosity, friction and its application

Unit of measurement

Solar collector

Resolution of vector

Moment and equilibrium of forces and couple.

projectile

laboratory practical on moment of forces

Senior Secondary School 2: (SS2)

Newton’s law of motion

Simple harmonic motion

Machine

Gas law

Measurement of heat  and energy

Production of wave -definition

Properties and characteristics of wave

Practical exercise

Light waves

Application of light waves and optical instrument

Human eye

Sound waves

Musical instrument

Musical Sound and there characteristics

practical exercise on determine of focal length

Gravitational field

Electrons

Electric cells

E.M.F and internal resistance of a cell

Molecular theory of matter

Electrolysis

Magnetism

Electromagnetism wave

Practical on the Verification of ohms law (electricity)

This new curriculum has been implemented from September 2011, and it is loaded with student and teacher activities. Hence, it severs a challenge to the teachers in the field as well as prospective teachers whose training in Physics does not match the job they are doing .Daramola (2012).

Salami (2002) found that teachers that taught Physics at the Senior Secondary School could not teach some topics very well and Omosewo added that there is not enough teachers teaching physics in our senior secondary schools today.

However this situation calls for serious solutions on the mode of implementation of Nigeria secondary school curriculum. In other to identify the root cause of the problem as well as gaps needs for formation.

To gauge the level of success of this current implementation and be better able to plan towards and implementation that will instill basic skill in Nigeria youth and to ensure socio-economic empowerment we need to proffer solution to current implementation of physics syllabus

1.2      STATEMENT OF THE PROBLEM

There is a problem of mass failure in physics education and the problem that is associated with career choosing therefore, this research is aim at examine the possible causes in relation to the assessment of the senior secondary school syllabus

1.3      PURPOSE OF THE STUDY

The overall aim of the investigation was to assess how the curriculum was implemented in Nigeria secondary schools with a view to identify the root cause of the problem as well as the underlying factors that might account for disparity, if any, on curriculum implementation. Specifically, the objectives were to;

1         Asses the availability of specialist teacher in selected secondary schools

2         Determine the numbers of periods used for physics in a week and in a session

3         to determine if the attitude of the student affect the implementation of the Senior Secondary school physics.

1.4      SIGINIFICANT OF THE STUDY

This study will sensitize the policy makers, educational administrators and curriculum planers on the need to plan towards an effective curriculum implementation in the Nigeria secondary schools. This will go a long way in reducing half-baked students and their by leading ton teachers and instructors. Also the inspectors from federal and state  because of its findings and recommendations will provide point of reference. Therefore this study will help to awake physics student thereby having interest in learning physics Bolaji folashade (2001). This will allow the student orientation to be changed and this will foster better understanding of the course/subject (physics)

1.5      RESEARCH QUESTIONS

The researcher attempt is to look and examine the assessment of the implementation of the senior secondary school physics syllabus critically. To achieve these objectives of this research work, the following research question would be used as guide.

Dose the number of periods used for physics in a week have any effect on the implementation of the physics syllabus.

Dose the attendance of student in the class for all the periods have any effect on the implementation of secondary school syllabus

Does the attendance of the teacher for all periods used for physics as any effect on the implementation of the implementation of secondary school syllabus.

1.6      RESEARCH HYPOTHESIS

The students have adequate knowledge of the topics taught in senior secondary school physics for classes 1 and 2 (SS1&SS2)

The students did not have adequate knowledge of the topics taught in senior secondary school physics for classes 1 and 2 (SS1&SS2)

1.7      THE SCOPE OF THE STUDY

This research is restricted to Abeokuta south local government of some selected schools at Abeokuta local government area, the selected school are as follows;

Egba comprehensive  high school

Lantoro high school

Lisabi gramma school

Rev.kuti high school

Na-warudeen high school

St.John high school

Asero high school

Baptist Girls College

Abeokuta gramma school

Igboore-high school

1.8      DEFINiTIONS OF TERMS;

Implementation: Oxford advanced leaner’s dictionary refers to it as putting into effect a plan already mapped out. Obanya (2004) Define curriculum implementation as day to day activities which school management and class room teacher undertake in the pursuit of the objectives of any given curriculum. In this study it means process involved in translating educational plan intonation to bring about change in the learner function effectively in the society. In this regard, implementation is seen as both the means to an ends.

Curriculum: According to Clement (2004a), curriculum is the total package of what is to be taught or learnt. He describe it as process  of translating national education objectives into within school do-able .Offorma (2005) see curriculum as the planned learning experiences of offered to the learners in the school. In this study it is refers to as technological subject outlined in the national curriculum for secondary school manual as part of subject for secondary school education.

specialist teacher:  These are teachers trained in vocational and technical field.

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THE EFFECT OF THE USE OF TECHNOLOGY ON THE INSTRUCTION OF MATHEMATICS AND ENGLISH SECONDARY SCHOOLS

 

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ABSTRACTS

The purpose of this study was to examine the effect of the use of technology on the instruction of Mathematics and English I secondary schools within the Nigeria public schools system who participated in a pilot program on the use of geometer sketchpad (GSP). Three of these schools were randomly programmed on how to use GSP to teach geometry. Each school sent a teacher to a summer in-service training program on how to use GSP class and a traditional geometry class taught by the same teacher were the study participants. Student’s mathematics FCAT results were examined to determine if the GSP produced any effects. Student’s scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for tree lunch. The findings of the study revealed a significant difference in the FCAT mathematics scored of students who were taught geometry using GSP compared to those who used the traditional method. In conclusion, the use of technology (particularly GSP) is likely to boost students FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Nigeria Public Schools.  

 

 

 

TABLE OF CONTENT

CHAPTER ONE  

Introduction

Background of the study

Statement of Problem

Objective of the study

Research Question

Significance of the study

Scope and limitation

Definition of Terms

CHAPTER TWO 

Review of Related Literature

CHAPTER THREE        

Research methodology and procedure

Research Design

Population of the Study

Sample and Sample Technique

Research Instrumentation

Administration of Instrument

Data Analysis

CHAPTER FOUR

Presentation and Analysis of Data

CHAPTER FIVE

Summary, conclusion and Recommendation

REFERENCE

QUESTIONNAIRE

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

The world is experiencing a third wave of social and technology transformation as the society is becoming more oriented to the information and communication technology (ICT). ICT is one of the various factors that are drastically influencing educational success in the educational section. Ademu (2004) sees ICT as a set of technological tools and resources used to communicate and create disseminate to  store and manage information. The information dissemination is easily possible through computer technologies in teaching and learning of mathematics and English in secondary schools. Markauskaite (2006) opines that the introduction of computer technology into teaching and learning is a giant stride towards the quality of education.

The use of ICT is extremely compactable with the industrial form of learning (IFL) that is propounded by distance learning institute (DLI) the emphasis by such institution make it highly imperative that each stage of learning process is associated with skills that different learning pandered by using a different learning devices.  This have prompted the cognitive theories like skinners to propound the usage at teaching machine which greatly reinforce the stimuli provided by the learning processes.

The relevance of information communication cannot be over emphasized in our day to day activities of learning for the purpose of this research work emphasis will be on the uses and influence of ICT in the learning of mathematics and English in secondary schools, mathematics and English occupies a unique position in the school curriculum. Mathematics and English is central to many science related courses such as medicine pharmacy, biomathematics and English and so on. It is obvious that no students intending to study these disciplines can do without mathematics and English. These factor and others have drawn attention of researchers and curriculum planners towards mathematics and English as a subject in school curriculum (Kareen 2003), in spite of the importance and popularity of mathematics and English among Nigerian students performance at senior secondary school level have been the focus of researcher for some time now. It has been observed that poor performance in science courses are caused by poor quality of science teacher, overcrowded classrooms and lack of suitable and adequate science equipment among others (Abduilahi 1982: Bajah 1979, Kareen 2003: Oguniyi 1979) student perform poorly in mathematics and English, because the heterogenous in terms of ability level. In addition the laboratory are ill-equipped and the mathematics and English syllabus is overcrowded and loaded (Ahemed, 2008: Ajayi 1998).

The potential benefit of information communication technology (ICT) cannot be over emphasized or underestimated in the contemporary worlds as there is plethora of establish finding on the instructional values of computer particularly in advance countries.

There are now several ICT package on different subject. It is obvious that the current trend in research all over the world is the use of computer facilities and resources to enhance student learning. This may be the reason why Handel man and ethal (2004) opined that many exercise that depart from traditional method are now readily accessible on the web (Ps 21) even though teacher do not use these facilities they further showed that the interactive approaches to lecturing significantly enhance learning.

In a review of empirical studies on ICT cotton (1997) concluded among owner that the use of ICT as a supplement to conversational instruction produces higher achievement that the use of conventional instructional computer based on education (ICT and other computer appreciation) produces higher achievement than conventional institutions alone, they retain what they have learned better with ICT than with effective owner instructional methods, such as teacher directed instructions and tutoring. Furthermore information communication technology have been found to enhance students performance than the conventional instructional methods in counselor education (Kaper, Robinson and Asadokehoe 2005).

However mill; (2001) findings recall that ICT was found to be as effective as classroom for fact based on learning but not as effective for topic requiring critical thinking or mathematical problem solving. In addition the time required for learner to use ICT was higher overall than conventional classroom instruction. Student taught using traditional instruction combined with the use of computer perform significantly better than student taught using traditional instruction in a large college setting (Akour, 2006). Similarly college students taught using lecture methods only (Basturk, 2005) bored on the review of several studies and short coming on studies company ICT with conventional instruction ICT can be considered as effective as tradition instruction. In order to encourage the participation of mathematics and English in secondary school, it is ideal that an approach which have a high level of stimulations particularly auditory and visual perception system with a high level of involvement, attention and concentration emotional arousal making the activity fun and stany recognition effect, using mental references models in particular use by the students is the basis for information communication technology (ICT) this is the reason why this work ismcarried out the level of usage and the influence of ICT in the teaching of mathematics and English using Oredo Local Government Area of Edo State as a case study.

 

 

1.2 STATEMENT OF THE PROBLEM

The problem associated with the growth of ICT that have being focused upon in this work are political factors, economic factors, cultural factors and technological factors. Among the major problem associated with the application of ICTs the focus will be laid on socio-political factors, human and administrative factors, economic factors and technological factors. Further the work based on several case studies derive important conclusion and also provide permanent suggestions to ensure of information communication technology (ICT) in the third world.

1.3 PURPOSE OF THE STUDY

The purpose of this study is to find out the influence of ICT and the extent to which teacher uses ICT in the teaching of mathematics and English in some several secondary schools in Oredo Local Government Area of Edo State. The study examines the following.

1. The differences in performance of mathematics and English if any secondary school student to individualized information, communication, technology or cooperative computer assisted instruction and those exposed in conventional instruction.
2. The influence of student gender on their performance in mathematics and English when they are exposed to individual information, communication technology or cooperative computer assisted instructions.

 

 

1.4 SIGNIFICANCE OF THE STUDY

The project work will be important to school selected and used as case study the result of this work will thus spur the various school into lingering on their policies or reversing them if need be. It will encourage head teacher in providing the necessary requirement and also by being able to provide the necessary requirement for the usage of ICT in school. This restores high performance on student in mathematics and English.

The research will also provide useful information to principals of schools when recruiting mathematics and English teachers who can be able to provide guidance to students in the usage of ICT in the learning of mathematics and English in schools, identification of the causes of poor performance and participation in senior secondary schools, examination and the implementation of the recommendation/suggested in the work by the school authorities and the government will lead to better student performance. It is the hope of the researcher that this work will go a long way in findings solution to the problem of student mathematics and English in some selected secondary schools in Oredo Local Government Area of Edo State

 

 

1.5 RESEARCH QUESTIONS

1. Do you think technology is important to teaching and learning mathematics and English?
2. Do you prefer school library to internet library?
3. Do you prefer the conventional school or class teaching to the teaching  you acquire by exploring the internet in the process of teaching mathematics and English?
4. How often do you make use of technology facilities teaching mathematics and English?

 

1.6 SCOPE OF THE STUDY

This study will be limited to a few selected secondary schools in Oredo Local Government Area of Edo State. This study covers the following secondary schools

1. Edo College Murtala Mohammed Way Benin
2. Imaguero College Sapele Road Benin
3. Eghosa Anglican Grammar School, Lagos Road Benin
4. Immaculate Conception College Murtala Mohammed Way Benin
5. Itohan Girls College, Sapele Road, Benin

 

1.8 DEFINITION OF TERMS

Information:  This refers t o the fact or detailed reports about somebody or something.

Technology: This is the scientific knowledge used in practical ways in industry for example in designing new machine.

Information technology: This is the study or the use of the electronic equipment especially computers for storing and analyzing information.

Communication: This is the activity or a process expressing ideals or feeling or giving people information.

Information Communication Technology (ICT): This is the entire process involved in processing sending and receiving, storing and retrieving of information using electronic device. It also seen as a set of technological tools and resources used to communicate and create disseminate to store and manage information

 

 

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THE EFFECT OF FAMILY BACKGROUND TOWARDS THE GENERAL EDUCATIONAL DEVELOPMENT AND THE ACHIEVEMENT OF A CHILD IN SOME SELECTED SECONDARY SCHOOLS IN ISOKO NORTH LOCAL GOVERNMENT OF DELTA STATE

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ABSTRACT

The purpose of this project work is to investigate the effect of family background towards the general educational development and achievement of a child in selected secondary schools, in Isoko North Local Government Area of Delta State. The research has been carried out in order to proffer the possible means of remanding of the effects or problems most of the information used in this project work was from the questionnaire administered to students in five selected secondary schools with different social class and different family background in Isoko North Local Government Area of Delta State.

TABLE OF CONTENT

Chapter one – introduction        

Background of the study

Statement of problem

Purpose of study

Significance of the study

Scope of study

Limitation

Definition of terms

Chapter two

Review of related literature

Chapter three   

Population

Sample

Sampling procedure

Research instrument

Administration of data collection

Method of data analysis

Analysis of data

Chapter four     

Presentation, analysis and discussion of result

Chapter five     

Summary

Recommendation

Conclusion

References       

Questionnaire  

CHAPTER ONE

INTRODUCTION

1. BACKGROUND TO THE STUDY

This cause of poor or good educational development of students in secondary school in addition to other factors may largely start from home, conditions such as poverty, poor feeding, insufficient sleep and general neglect could cause the backwardness of the child’s educational development. Herein comes the effects of the family social background towards the educational development and achievement of a child in local government area of Delta State, whose simply and understanding meaning is the effect of the social class of the family on the general educational development of a child. Through the school may be trying hard to help the child to improve on the educational development, its effort may yield poor results if the parental attitude to school is lukewarm. This could reflect from either the stability or instability of the family in question. The students are blamed most of the time for performing poor in their academic work. The fact is not only that they do not read their books or do their home works but these of them who do not normally pay their school fees promptly might be sent out of the school to get their schools fees from their parents. Due to the effect of the family background towards the educational development of a child, the parents have to work harder to belong to a better social class. (Have a better social background). They should at least belong to the lower middle social class, since the educational development and the success failure of their children finally depend on the family income.

1. STATEMENT OF THE PROBLEMS

Nowadays the teachers are often blamed for the poor educational development of children without actually finding out other related factors that can contribute to children’s problems as far as their educational development is concerned. Most parents are quick in pointing accusing fingers at both the child and his teachers, whereas they ought to have the greater blame. Should the whole problems be entirely heaped on the teachers who always want the best for his/her students? Hence it is necessary to find out the justification the parents have for blaming the teachers as regards the poor educational development of children. In actual sense, the foundation of socialization of the child is laid at home. Moreso, the children spend more time at home than school. many factors associated with the family could have actively contributed to the positive or negative educational development of the students. The problem therefore is how do we reconcile the conflicting views on the effects of the family background towards the educational development of a child in school.

Hence the data collected for this study are therefore intended to answer the following questions;

1. What effect does the degree of parents educational level affect the educational achievement of a child?
2. Are children from illiterate homes more prone to poor performance in educational attainment?
3. How does the condition of living in the home of parents affect the educational development of a child?
4. Does the socio-economic class of a given family influence the general educational development of a child?
5. Does the family structure in terms of monogamy or polygamy affect the educational development of a child?
6. Does parental negligence determine the rate of the education achievement of their children?
7. Does sex of a child determines the educational achievement of a child?
8. What are the influences of the gifted children as regards their educational achievement?

1. PURPOSE OF THE STUDY

The purpose of this study is to find out the general effects of the social belonging of the family towards the educational achievement of a child in Local Government Area of Delta State. In recent years, there has been a ranging contradiction between the homes and the school as to which of the two is infact, responsible for the poor or good educational development of children. For this reason, the research decide to carry out a case study as to what effect, family social background has on the educational development of children’s. This will lead us again, to find out the suitable class a family belong to in order to ensure that the targeted goal of giving their children a sound education are achieved. This is a result of the investigative research made by researcher. The purpose of this essay is among other things to find out why the social family background and the general educational development of children remain problematic. This will enable the researcher to make appropriate recommendations on ways of improving the educational development of student from different family background.

1. SIGNIFICANCE OF THE STUDY

It is no gain saying that the primary purpose of this essay is to examine the courses of the problems of the differences in family background towards the educational development of children in the Isoko North Local Government Area of Delta State. infact, this study will only help teachers, parents and students both all those who are involved with the development of children from childhood to parenthood, to know if the family background actually had and significant effect on the educational development of the children in school. It will enable the teacher to take a close look at the role being played by the family, so as to encourage the students to perform better in their academics development.

Furthermore, teachers, parents and students do not know as much of the positive and negative effects posed by the social belonging of ones parents towards the general educational development of a child, or they were less thoughtful and mindful of such problems, therefore a careful study and reading through this essay work may help in no small way in highlighting such problems and focusing parents attention on them. Infact, the outcome of such a study is to benefit in the first place, the general public, parents, students in particular, then teachers and youth in the society.

1. BASIC ASSUMPTION OF THE STUDY
2. The educational attainment of parents can affect the educational development of children in school.
3. The family structure affects the children’s academic development.
4. The sex of a child affects the educational development and achievement of child in school.
5. Gifted children have positive influence over the non-gifted ones as regards their educational achievement.
6. Parent’s negligence affects the educational development of children in school.
7. The family social economical class can influence the general educational development and achievement of a child.
8. Condition of living space in the home of the children can affect their educational development and achievement.

1. HYPOTHESIS OF THE STUDY

Based on the above assumption the followings hypotheses are made. These hypotheses could serve as a guide to this study; hence the questions will be tested;

1. Do students whose parents are educated do better in terms of educational achievements than those whose parents are not educated or are less educated?
2. Does the socio-economic class of a given family influence the general educational development of a child?
3. How does the condition of living in the home of parents affect the educational development of a child?
4. Does a family structure in terms of monogamy or polygamy affect the educational development of a child?
5. Does parental negligence determine the rate of the educational achievement of their children?
6. Does the sex of a child determine the educational development and achievement of such child?
7. What is the influence of the gifted children as regards their educational development?
8. How the place of residence of studnets, parents or guardian does affect the education development and achievement of a child?
9. How can children from high and middle class homes do better than children from lower class homes in terms of educational achievement?

1. SCOPE OF THE STUDY

This research work is restricted to an investigation of the effect of the family background towards the educational development of a child. This research work is again restricted to some schools in Isoko North Local Government Area of Delta State. Due to the largeness of the area, five selected schools in Isoko North were used for the purpose.

The findings therefore, may only be used in places outside Isoko North Local Government Area of Delta State for reference purpose.

Continue reading THE EFFECT OF FAMILY BACKGROUND TOWARDS THE GENERAL EDUCATIONAL DEVELOPMENT AND THE ACHIEVEMENT OF A CHILD IN SOME SELECTED SECONDARY SCHOOLS →

THE EFFECT OF CLASS SIZE ON EFFECTIVE TEACHING AND LEARNING OF JUNIOR SECONDARY SCHOOLS”

A CASE STUDY OF IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE

 

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ABSTRACT

The purpose of this research work is to investigate the effect of class size in effective teaching and learning of junior secondary students in Ikpoba Okha Local Government Area of Edo State. In this project,. The researchers tried to look at the effect of class size in effective teaching and learning of Junior secondary schools students in Ikpoba Okha Local Government Area of Edo State. The methodology used was the questionnaire which was administered on the respondents, the questionnaire were completed and transferred into frequencies with the use of mean statistics. Some findings were out by the researcher and conclusion made. In the end some recommendations was drawn out which, include that there is need for government to expand the existing infrastructure in the school so as to accommodate the numbers of students admitted in the junior secondary school. Teachers should be employed as soon as more students are admitted so that teaching learning process will be effective. There is need for government to realize the essence of bringing up the policy of teacher students ratio such policies should be strictly adhered to the idea of admitting students without recourse to the facilities available in inimical to teaching and learning irrespective of the universal basic education (UBE) goals.

 

 

TABLE OF CONTENT

Chapter One     

Introduction ‘

1.0    Background of the study

1.1    Statement of problem

1.2    Research questions

1.3    Purpose of the study

1.4    Significance of the study

1.5    Scope of the study

1.6    limitation of the study

1.7    Definition of terms

Chapter Two     

Review of related literature

Chapter Three

Methodology

3.0    Research Design

3.1    Population

3.2    Sample and Sampling Procedure of the study

3.3    Research instrument

3.4    Administration of instrument

3.5    Method of data analysis

Chapter Four    

Data analysis, result and discussion

Chapter Five     

5.1    Summary

5.2    Findings

5.3    Conclusion

5.4    Recommendations

References                 

Questionnaires          

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

For many years, educators, politicians and people in general have debated on the number of students a teacher can work effectively to ensure students adequate learning. Although most people would agree that having a few student to teacher ratio would benefit the student academically, mainly will also argue that it does not guarantee success and would cost school a great deal or more money. Prior to reviewing the research, a clarification, of terms associated with the research, a clarification of terms associated with the research context is necessary. Students achievement applies to making sure all students have the necessary skills and knowledge to function in school so that they may also succeed as adult (National Education Association, 2002). But others see a much broader, richer, picture and the state standards as something to be met on the way to the broader picture. Three areas that fit into the broader picture are academics, essential life skills and responsibility to the community. Definitions vary across the research spectrum, but for the purpose of this paper, small class size will be defined as classes with approximately 15 students, while large or regular class will be defined as classrooms with approximately 24 or more students (Harris and Plank, 2000)., the term average class size is a calculation of the total number of students in a grade level divided by the number of classroom sections in that school or school district.

The relationship between class size and academic performance has been a perplexing one for educators. Studies have found that the physical environment, class overcrowding and teaching methods are all variables that affect students achievement (Molnal, et al 2000). Other factors that affect students achievement are school population and class size (Gentry, 2000, and Swift, 2000). The issue of poor academic performance of students in Nigeria has been of much concern to all and sundry. The problems is so much that it has led to the decline in standard of education. Since the academic success of students depends largely on the school environment, it is imperative to examine the impact variables of class size and school population on the academic performance of students in secondary school. Large class size quality of teaching and instruction delivery. Overcrowded classrooms have increased the possibilities for mass failure and make students to lose interest in school. This is because large class size do not allow individual students to get attention from teachers which invariable lead to low reading scores, frustration and poor academic performance. In order to better understand the skill levels of students, it might be necessary to evaluate factors affecting their performance. These factors can include; school structure and organization, teachers quality, curriculum and teaching philosophies (Driscoill, Halcoussis and Sony, 2003). The idea that school population and class size might affect students performance is consistent with the growing literature on the relationship between public sector institutional arrangement and outcomes (Moe, 2003). The purpose of this study is to further examine the relationship of class size, school population and students academic achievement.

The student achievement guarantee in education defines class size reduction as “reduce to class 15” class size reduction can be defined as reducing the number of students in a classroom. Classroom averages, as defined above, can be reduced by introducing more teachers. If a school has 120 students in first grade with five class room teachers, the average class size will be 24 students per class. That number will be reduced if another teacher is utilized in that grade level. 120 students divided by six classroom teachers will result in average class size of 20 students per class. Minorities are defined as students who are indicated as an ethnics status of Afro-American, Asian American, Native American or Hispanic American and is citizen of the United States has permanent immigrant or refugee status (University of Wisdom, Modison, 2009). The term minority is a relative term at this point in time. Minorities were often considered so because a majority of the population in the United State was Caucasians. However, there are many cities even states, where Caucasians are not the majority.

The premise that reducing class size can lead to improved teaching and learning is one that most teachers and parents would readily endorse (Kennedy, 2003). Given a choice between a classroom with 20 students one with 30 studnets, who would want to argue that the larger class would be a better learning environment for each students in that class. The major problems schools are running into is that then funding for these small class sizes is not available, that the funding for these small class sizes is not available., or is decreasing. Many states and school districts dealing increasingly with shortfalls in revenue are smaller classes.

Advocates of small classes believes that small class size allow teacher to give more individualized attention to students, manage their classrooms more effectively and provide more effective instruction that leads to better students performance. In a smaller classroom, a teacher has more time to get to know each student personality and academic strengths and weaknesses, students receive more attention and are less likely to become discipline problems with less time spent on classroom management; teachers can focus more on classroom instruction and students learning. Patricia A Wesley of the college of education at the University of Washington writes “my teaching and research experiences have convince me that both small classes and small schools are crucial to a teacher’s ability to succeed with students” (Wasley, 2002).  Some people are not convenience, however, that reducing class size ensures an academic advantage. Kirk A Johnson is a senior policy analyst in the center for data analysis, heritage foundation and asks the question, “are class size reduction programs uniformly positive or does a downside exists to hiring and placing more teachers in its public schools?” (Johnson, 2002). Because of state mandates in classroom reductions, schools are required to hire more inexperienced teachers and are suffering from a lack of qualified teachers to fill the classroom (Johnson, 2002). Others argue that there is no substantive proof that class size makes a difference in students performance and there may be other influences affecting students performance. Evidence linking smaller classes to improved performance is inconclusive for instance, difference studies have varied in their definition of small class size.

According to Erik Haunshek (2003) of the Hoover institution, only 15 percent of the studies found that reducing class size has a statistically significant positive effect on performance. Moreover, almost as many studies (13 percent) found that reducing class size has a statistically negative effect on student performance. The remaining 72 percent and indicate that reducing class size has no statistically significant effect nonperformance. The results were similar in the 136 studies of elementary school class size. Only 13 percent of them found that reducing class size increase students performance, and 20 percent indicate that a reduction harms performance. Thus, in the words of Hanuyshek “there is little reason to believe that smaller class sizes systematically yield higher student achievement” (Barcia, and Fredua-Kwarteng, 2008). Evidence linking smaller classes to improved performance is therefore inconclusive. This study therefore looks at how class size affects secondary schools students and their academic performance in junior secondary schools in Ikpoba Okha Local Government Area of Edo State.

 

 

STATEMENT OF THE PROBLEM

The performance of junior secondary school students in Junior West African Examination Council in 2012 according to report made by (office of the statistics in PPSMB, 2012), calls for proper investigation of causes of poor academic performance of junior secondary schools students in Ikpoba Okha Local Government Area of Edo State. Although, several scholars have proposed various factors responsible for the poor performance of students, few resear4ches has been dedicated to the correlation between class size, school population and academic achievement of students.

 

 

PURPOSE OF STUDY

The purpose of this study is to find out the effect of classroom size in effective teaching and learning of junior secondary schools in Ikpoba Okha Local Government Area of Edo State. Specially, the study sought to:

1. Determine the class size of junior secondary school students in Ikpoba Okha Local Government Area?
2. Determine the effect of class size in teaching and learning of junior secondary school students in the Ikpoba Okha Local Government Area.
3. Ascertain the effectiveness of teaching and learning of junior secondary school in Ikpoba Okha Local Government Area.
4. Identify the policy guiding teacher-student ratio in junior secondary school in Ikpoba Okha Local Government Area.

RESEARCH QUESTIONS

The researcher is trying to substantiate the result of this study has deducted the following researcher questions which are:

1. Is there any relationship between class size and effective teaching and learning of junior secondary schools?
2. Does class size really affect the teaching and learning in junior secondary school?
3. Is there any relationship between class size and the teaching of computer in junior secondary school?
4. Is there any policy guiding teacher students ratio in junior secondary school?

 

SIGNIFICANCE OF THE STUDY

This study has the potential to guide the policy maker about the present scenario of education system. They make the vision and may improve the situation through adopting a better policy about teachers. The study is also likely to guide for developing the education, standard for students teacher, ratio. This study is also important such that the findings made will help teachers to identify the reasons for the academic performances of students in large classes with high population and how they can address the problems. It will provide comprehensive information for educational planners, educators, and parents on how they can assist students to cope in large classes.

This  research work will lead to further in-depth study on the impact of class size and school population on the academic performance of students in computer and other subjects. It will serve as a contribution to knowledge in the subject area. In this regards, it will be useful for other researchers who might want to carryout research in related areas.

 

 

SCOPE OF THE STUDY

The scope of this study will be very wide if it has to be carried out in all the secondary school in Ikpoba Okha Local Government Area. Based on this, the study is focused on five junior secondary schools in Ikpoba Okha Local Government Area of Edo State.

 

 

DEFINITION OF TERMS

Education: The process or art of imparting knowledge, skill and judgment.

Learning: An act in which something is learned.

Academic: Pertaining to or characteristics of a school.

Performance: The act of performing, carrying into execution or action, achievement and accomplishment.

Standard: Something used as a measure for comparative evaluation.

 

 

Continue reading THE EFFECT OF CLASS SIZE ON EFFECTIVE TEACHING AND LEARNING OF JUNIOR SECONDARY SCHOOLS →

THE IMPACT OF GUIDANCE SERVICE ON THE SECONDARY SCHOOL STUDENTS

A CASE STUDY OF OKITIPUPA LOCAL GOVERNMENT AREA OF ONDO STATE 

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ABSTRACT

The purpose of this study was to find the impact of guidance services on secondary school students; a case study of Okitipupa Local Government Area of Ondo State. The research study was also aimed at ascertaining whether the career guidance services are not adequate in the selected secondary schools. In carrying out the study, a questionnaire designed by the researcher was used to collect information from one hundred (100) respondents comprising of students on the selected schools. The data collected from the students were analyzed and interpreted. 

TABLE OF CONTENT

Chapter One

Background to the study

Statement of the study

Purpose of the study

Significance of the study

Research questions

Scope of the study

Definition of terms

Chapter Two

Review of related literature

Chapter Three

Population of the study

Sample of the study

Research instruments

Procedure for data collection

Method of data analysis

Chapter Four

Data analysis, interpretation and discussion of results

Chapter Five     

Summary, Conclusion and Recommendation

Summary

Conclusion

Recommendation

Suggestion for further studies

References       Questionnaire

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF THE STUDY

The innovative aspect of the new secondary educational programme is the importance attained to guidance services. Every day, every one of us encounters life situations, which call for thought, opinion making, decision making and action. Some of our experiences are familiar, some novel, some are casual, some of extreme importance. Everything we do, every decision we make and course of action we take is based on our held belief, attitude and values. Students do ponder over what and how to thin, believe and behave so often what goes on in the classroom is irrelevant and remove from the red things that are going on students lives, there daily encounter with friends with strangers, with peers, with authority figures, the social and academic tasks that display their egos.

The main objectives of guidance, and counselling at this level of educations is to make available psychological process of helping an individuals to achieve self-realization, self-decision, understanding and mental balance necessary to make the maximum adjustment in the school. No doubt a judicious application of guidance and counselling will foster education decisions, which might lead to a better future career. The problem of the students are regards curriculum or choice is akin to the analogy where a client or (students) is regarded as a traveler heating for a predetermined destination. On getting to a cross road he becomes confused, but luckily he find a good Samaritan (helper) who shows him the way. According to him, the Samaritan has performed the task of guidance, if the helper goes further on the requests of the traveler, the helper enumerate the likely problems, hurdles or obstacles to be encountered in the road and possible solutions, he has done the job of a counsellor.

The student should be seen as a traveler at a cross road who needs the help of a guide. If he is fortunate, he finds solution to his problem, otherwise he gets confused and because frustrated the more. Although school guidance and counselling is an integral part of education obtained in the western world. It is still very new in Nigeria. It has not yet gained prominence because of many factors in Nigeria until recently. As there were changes in education and social systems brought about by urbanization and industrializations.

Then many of our educational started to stress the need for guidance services as an integral part of our educational system. In Nigeria, students select their subject of choice in their senior secondary school years. In preparation for the senior secondary certificate examination. The choice of their subjects is solely handled by the students without adequate information about the world of Flanayan. If secondary education is to be relevant to the needs of the students it is essentially that the students be assisted in selecting curricular at an earlier time.

1.2    STATEMENT OF THE PROBLEM

Some students choose subject hazardously and indiscriminately, simply because they feel they are good in themselves, without taking their desired professions into considerations, thus, at the end of their examination they have chosen the wrong choice of subject combinations. There are some also who do not know the requirement or the type of subject one could pass before being admitted for specific course such as medicine, pharmacy, law and others.

1.3    PURPOSE OF THE STUDY

The purpose of this study is to find out the impact of guidance services in secondary school students. It is also to examine the position of guidance and counselling services in Nigeria education system especially the 6-3-3-4 system of education in order to suggest solutions to the problem based on the findings of the research.

1.4    SIGNIFICANCE OF THE STUDY

Since students in secondary school are mainly adolescent, they are conscious of the fact that they are approaching adult status, yet they are unsure of themselves as a result of this, they need guidance services in order to facilitate the adolescents academic success, to help them in the better understanding of their strengths and limitations to identify reality goals.

1.5    RESEARCH QUESTIONS

The following research questions were raised in other to assist investigation.

1.   Do you have guidance counsellor in your schools?

2.   Did most of your school teachers have a  guide habit to the students?

3.   Do guidance counselling help to influence the students morally?

4.   Do students disregard the guidance counsellor in your school?

1.6    SCOPE OF THE STUDY

In the research of this study, the researcher intends to cover five selected senior secondary school students in a case study of Okitipupa Local Government Area of Ondo State with respondents made up of teenagers of senior secondary school age.

1.8    DEFINITION OF TERMS

Impact: Here, impact is strong impression or effect, of guidance and counseling on students career choice.

Career: In this contest, career simply means the sequence of occupations, vocation, job and aspiration that one goes through, throughout ones working life.

Guidance: Guidance is derived from the word guide. It is the assistance rendered to an individual in making him or her understand himself and what is capable of doing.

Counselling: This is concerned with creating opportunity and suitable environment for the persona, social, education and vocational development. It deals with the effective side of the individual based attitudes about the value and worth of human being.

Value: value deals with the quality of being useful or important. It also belief about what is right or wrong and what is important for human in life.

Techniques: Techniques has to do with the act of improving a lot over a particular skill, especially one in which you have to learn special skills. Techniques help the students by developing morally and intellectually.

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