INFLUENCE OF TEACHER- EFFECTIVENESS ON INSTRUCTIONAL MATERIALS ON STUDENTS PERFORMANCE IN ENGLISH LANGUAGE
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INFLUENCE OF
TEACHER- EFFECTIVENESS ON INSTRUCTIONAL MATERIALS ON STUDENTS PERFORMANCE IN
ENGLISH LANGUAGE
ABSTRACT
The study
attempted to investigate the appraising instructional materials as being used
in secondary schools in Abuja Municipal Area Council of Federal Capital
Territory. The study equally reviewed some important and extensive literatures
under sub-headings. The descriptive research survey design was applied in the
assessment of respondents opinions towards the subject matter. In this study,
four null hypotheses were formulated and tested with the application of the
independent t-test and the Pearson Product Moment Correltional Coefficient
Statistical tools at 0.05 significance level. Also, the simple percentage
frequency counts was used to analyse the questionnaire response of the selected
respondents together with the research questions. A total of 120 (one hundred
and twenty) respondents, 60 (sixty) male and 60 (sixty) female teachers were
selected for this study. At the end of the data analyses, the following results
were obtained thus: that there is a significant effect of the use of
instructional materials on teachers performance, that effective use of
instructional materials will significantly affect students academic performance
in the school, there is a significant relationship between the use of
instructional materials and learning behaviour of students in the school, and
that there is no significant gender difference in the use of instructional
materials among teachers in secondary schools. Based on the conclusions, it was
recommended that: there should be allocation of more time to the practical
aspects of educational technology in secondary schools, Government should
subsidise the cost of students practical work on Education Technology, and
graduates from other disciplines coming into teaching profession as a last
resort due to high rate of unemployment; should be discouraged. This is because
they are not well equipped for the tasks which they are to perform.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
For thousand
years, man had been seeking ways in which he could increase the effectiveness
of his teaching. Twenty-three centuries ago, Aristotle identified those
important elements in the process of teaching. According to him, teaching
consists of a communicator, the message and the receiver of the message. He
further suggested that the oral teacher must not only try to make the
assignment of his speech (message) demonstrative and worthy of belief. Lesswell
(2008), talked about ingredients of teaching in the form of this simple
question; who says what?, for what purpose? To whom? In what situation? By what
means? With what effect? The age of books and chalkboard dragged on over the
centuries in electronics and communication, thus bringing longevity to this age
and its technology in the classroom.
Teacher
effectiveness according to 0nyeoma (2004), is the efficiency and skill a
classroom teacher possesses in the teaching and learning processes. It is in
any case, the expertise a teacher has in the delivery of the lesson in any
subject-matter. Without instructional materials, teachers in English language
may not effectively carry out an efficient presentation of the subject in the
classroom. Therefore, Akande (1998), asserts that teaching aids are very
essential in the delivery of any subject in the classroom. Akande defines
instructional materials as things that assist the teacher perform well in the
classroom, thereby helping students to learn effectively. Teachers creditable
performances in the classrooms through the use of instructional materials, make
students to record higher academic achievement in the schools. Therefore, it is
the opinion of Adesomoju (2002), that both teachers effectiveness and proper
use of instructional materials, add to the effective academic achievement of
students in English language as a compulsory subject in schools.
Teacher-effectiveness means the totality of the teachers knowledge of what to
teach, the skilful handling of classroom presentation through good and
effective methods of delivery, using relevant teaching and learning aids to
drive home the points of teaching (Adimorah, 1998). Teacher effectiveness by a
teacher comes through experience, years of training in educational institutions
and skill in classroom presentation.
The radio
cassette and tape recorder have been developed to enable millions of masses
learn anywhere and anytime. The visual first came into prominence in
educational scene during the first two decades of the 20th century and such
visuals include all materials generally used in classroom instructions. As from
1947, ideas developed in favour of combining the library with visual
development. It is on this ground that the term instructional resources or
materials evolved (Nwankwo, 2000). The introduction of technology into
education has thrown light into technological innovation e.g. (hardware)
machine and (Software) materials or transparencies, are used as instructional
materials in the English language classroom teaching.
Davies
(1990) maintained that all media to a varying degrees, help perception,
understanding, transfer of training, provide reinforcement, and extension. Some
media as instructional materials, are essential to the attainment of goals and
objectives in subjects offered in the classrooms, especially English language.
Such media must be obtained and used if the objectives are to be achieved.
Media like maps and pictures are described as criterion media and are also used
to learn and achieve skill of mastery in English language and any other kind of
subject in the classroom teaching / learning situation. According to Hoben
(1991), there is little from evidence in the research literature and that a
single medium of instruction will suffice ever, if only because it will become
unbearably monotonous, but variety among instructional media can make the
teaching of English language more effective in the classroom.
According to
Aina (2002), instructional materials are those materials or resources used in
any teaching exercise to promote greater understanding of the learning
experiences. They are used to provide the richest possible learning environment
which help learners and the teachers to achieve specific objectives. They also
assist the teacher to communicate more effectively and the learner to learn
more meaningfully and permanently. Instructional materials form a vital aspect
of teaching and learning in secondary schools, hence its importance in school
curriculum. Nwagbara (2002) notes that instructional materials enhance
retention and permanence in learning. According to her, enormous benefits
accrue from teaching and learning with the aid of culturally relevant and
adequate instructional materials, especially, for the primary and secondary
school levels of education in Nigeria.
One of the
goals of teacher education as enunciated in the National Policy on Education
(NPE, 2004), is the production of highly motivated, conscientious and effective
teachers for all levels of educational system in Nigeria. Such teachers are
expected to be professionally and academically qualified to perform their
duties effectively. In order to standardize the quality of education, Mujis and
Reynolds (2005), identify the teacher as a major factor in students learning
outcomes using appropriate instructional material, specically in English
language. Fracer (1992) and Olorojaye (1997), identify students availability,
school resources (instructional materials) and classroom environment as crucial
factors to effective learning. Resource availability, allocation and
utilization have been perceived as indicators of effectiveness in the school
situation, which in any case, have resulted in students high academic
achievement in schools. Resources in the school situation include human as well
as physical and material resources. The primary function of the teacher
according to Omoniyi (2000), is to facilitate learning in English language
among students. One of the ways of bringing about effective learning in English
language is to make the experience real. This involves using real life examples
that are related to the learners’ experiences. The other alternative involves
the use of representations. The use of representations involves the use of
instructional materials and devices which help the teacher to make realistic
approach to the teacher’s job in the classrooms.
Teaching
materials according to Omoniyi (2000), will include making available materials
to the students, making procedures for any investigation simple and clear and
clarifying procedures and giving encouragements to students in the classroom.
Bajah (1998), notes that the quality of any teaching is judged by the effect
which it has on learners and the society. Okebukola (2009), posits that what is
on ground in the education sector as at December 31, 2008 shows that not only
are numbers of school enrolment low, but the quality of learning outcomes in
all subjects across board, including English language is poor. The curriculum,
which is one of the resources for effective learning in English language, is
not appropriate for the needs of a modern society which seeks to create a
competitive and efficient economy.
Okebukola
(2005), posits that Nigeria was one of the nations which spent a high
proportion of her resources on the academic pursuit of her students at all
levels and that Nigeria was the second best at the secondary and tertiary
levels of education in terms of resources commitment. Yet, Adeyegbe (2007),
said that despite the enormity of funds pushed into education, the results are
not in tandem with the financial commitment. Ayo (2004) observes that students
performance in the Senior Secondary School Certificate Examinations (SSCE) in
five subjects English Language, Mathematics, Physics, Chemistry, and Biology in
1998 and 2002 is very poor. This was attributed to the non-effective
utilization of instructional materials in teaching and learning of those
subjects especially English language.
Modern
researchers such as (Ethel, et al 2007), have tried their ability of using
varied media to see successful attainment of their goals and objectives. For
instance, a study of programmed instruction journalism course at Marshall
University USA in 1990, showed that students prefer tape recording while others
preferred conventional materials. Audio-visual materials can provide a rich
variety of sensory experiences in language studies and are useful for
amplifying and reinforcing the concepts that have been presented in textbooks.
For certain types of learning especially in English language, some students may
grasp the flow and structure of ideas more easily through films or television
programmes than through textbooks, assignments and lectures (Anyanwu, 2000).
In a
collection of varied and integrated learning activities in English language,
each method of teaching makes particular contribution in cooperation with
several other media of instructions. Modern researchers such as Alozie et al
(2008), are no longer studying the effects of isolated educational materials,
they are considering integrated system that involve many variables of
instructional media on the teaching-learning situation in English language.
Schram (2006), proposed that each medium of instruction should be considered as
part of teaching/learning system in English language. Thus, certain ways of
combining these media such as television with tutorial media may be immensely
more effective than one alone. In evaluating the combination of instructional
or teaching resources effectiveness, they should be tried out in the
environment where they will be properly utilized. Views from the angle of the
contributions, ways of definitions, history and perception of the instructional
media on teaching in Junior Secondary Schools could broaden or widen the
horizons of the users on its impact in the teaching and learning processes in
the English language classrooms (Adeleke, 2001).
Teaching
resources which are educational inputs are of vital importance to the teaching
of any subject in the school curriculum which includes English language. Wales (2005) was of the opinion that the use
of instructional materials would make discovered facts glued firmly to the
memory of students. Savoury (2008) also
added that, a well planned and imaginative use of visual aids in lessons should
do much to banish aparthy, supplement inadequacy of books as well as arouse
student’s interest by giving them something practical to see and do, and at the
same time helping to train them to think things out themselves. Like other
teaching subjects in the school curriculum, the teaching and learning of any
subject in school cannot be effectively achieved without the aid of
instructional resources.
According to Savoury (2008), for long,
instructional resources had not really been used in schools. Most teachings
were done verbally without really making use of the few available materials. It
is proper for teachers to make use of instructional resources needed in every
situation for their teaching. Savoury (1998) suggested a catalogue of useful
visual aids that are good for teaching such as pictures, post cards, diagrams,
maps, filmstrips and models. It is interesting to note that a large percentage
of trained teachers and those undergoing professional training courses in
English language, can teach with some of the teaching resources. They do so
consciously because they know that the use of teaching resources have positive
effect on learning outcomes of students as their cognate experience during
teaching practice supervision reveals (Adeyanju, 2003). Adeyanju also revealed
that in an on-going action research by investigators in Winneba District Ghana,
a survey sample of teachers with several years of teaching experience of
between (3) and twenty five (25) years, claimed that learning aid improved
methodology. They also claimed that learning aids reduced their talk and chalk
method. In view of the observations above, this study attempted to identify the
influence of teaching effectiveness and instructional materials on academic
achievement of students in senior secondary schools in Mainland Local
Government Area of Lagos State, Nigeria.
1.2 Statement of the Problem
The
non-effective teaching by many teachers as a result of lack of training and
experiences, coupled with the seemingly non-availability, inadequate-allocation
and lack of utilization of teaching materials or instructional aids, have been
perceived as indicators of poor performance of students in English language in
secondary schools. Obilade (1998), observed that the two major obstacles that
hinder efforts at successful resource management in education, are those of
waste and underutilization or underemployment of teaching materials in
classroom presentation. It is found by (Onyejiuwa, 2000), that ineffective
teaching and non-application of teaching materials by teachers in English
language, are major problems or cause of low academic achievement of students
in English language studies. Many English language teachers carry out
ineffective teaching and do not use the necessary materials to teach in the
classrooms, and some of them who use the teaching aids, are perceived to be
inexperienced in the application of the materials. This has caused
ineffectiveness in the teaching and learning of the subject, and the resultant
effect is that, many of their students have performed dismally in their
examinations and tests in the subject.
1.3 Purpose
of the Study
The purpose
of this study is to examine the influence of teacher-effectiveness and
instructional materials on academic performance of students in senior secondary
schools in Mainland Local Government Area of Lagos State, Nigeria.
The specific
objectives include the followings:
1. To determine whether
teacher-effectiveness in English language affects students performance in
secondary schools in Lagos State.
2. To examine the effect of the use of
teaching materials on students performance in English language in secondary
schools in Lagos State.
3. To investigate whether students
academic achievements depend on the teaching methods used by teachers in
English language in secondary schools in Lagos State.
1.4 Research
Questions
The
following research questions were drawn for the study:
1. Do teacher-effectiveness in English
language affect student’s performance in Lagos State secondary schools?
2. Will there be any relationship between
the use of teaching materials and students performance in English language in
Lagos State secondary schools?
3. Will there be any relationship between
the teaching methods and students academic performance in English language in
Lagos State secondary schools?
1.5 Research
Hypotheses
The
following hypotheses were tested for this study:
1. There will be no significant effect of
teacher-effectiveness on students academic performance in English language in
Lagos State secondary schools.
2. There will be no significant
relationship between the use of teaching materials and students academic
performance in English language in Lagos State secondary schools.
3. There will be no significant
relationship between teaching methods and students academic performance in
English language in Lagos State secondary schools.
1.6
Significance of the Study
This study
examined teaching resources and teaching effectiveness in Mainland Local
Government area of Lagos State. Therefore, if this study was successfully
carried out, it was expected to benefit the following individuals and groups:
Researchers:
This study was expected to add to the bank of knowledge in the academic field
in that, other researchers are expected to benefit and can replicate the study
using other local government areas and states in Nigeria since environmental
factors in Lagos State differ from those of other states. Other environmental
factors that occur in the rural areas may influence the outcomes of such
studies. Generally, this study was expected to add or contribute to knowledge
in the area of educational administration.
Government:
Governments at the three tiers (Federal, State and Local) are expected to
benefit from this study in that it will show whether government was performing
well in the area of providing resources in the schools. Also, a well educated
citizen will not give the government problems and this will lead to
socio-economic and political development.
Students:
The students are the primary beneficiaries of this study because the study was
expected to expose what impeded learning and suggested solution(s). This would
make learning easier for the students.
Teachers:
Teachers find it difficult when resources to use are unavailable or inadequate.
If the suggestions from the outcomes of this study were carried out and
government is able to implement the suggestions by providing adequate and
quality resources in the public schools, the work of the teachers in imparting
knowledge to the students would be made easy.
1.7 Scope
and Limitations of the Study
This study
was limited to secondary schools in Mainland Local Government area of Lagos
State. This study attempted to identify the various types of resources and the
extent to which they could influence teaching effectiveness and academic
performance of students in schools.
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