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LEARNING
ENVIRONMENT AND EFFICIENCY OF TEACHERS IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
of the Study
Learning
environment is an integral component of the learning process. An environment
where teaching and learning takes place is an important educational factor that
needs to be considered by the stakeholder (Aregbeyen, 2011). The environment
needs adequate attention in the area of infrastructural facilities and made
conducive for learning purposes in order to achieve the set goals. Teachers’ efficiency important if the
objectives of education is to be achieved, it is a measure that determine the
performance of students. It can be measured in increase performance of the
teachers. Teachers’ efficiency is linear function of the operating environment,
such as computerized environment, adequacy of instructional material,
teacher-students ratio in the class, learning policies and teachers’ welfare.
Computerized environment is required modern environment as it simplifies the
teaching processes. It involves the use of modern information and communication
facilities that substitute the traditional chalk-board methods.
Adequacy of
instructional material such as books is required in increasing teachers’
efficiency. Teacher-students ratio refers to the number of students per teacher
in the class. Teachers’ welfare serves as a motivational factor to teachers. It
includes adequate payment of teachers’ salary and other fringe benefits.
Government
at all levels has the functions of providing adequate learning environment that
will motivate teaching and learning. The learning environment has been
identified as potent factors to qualitative education and the realization of
education policies. Adequate learning environment facilitates the teaching
process, enhance teaching efficiency and simplify transfer of knowledge from
the teacher to the learners (Yara & Otiero 2010). Conceptually learning
environment comprises internal and external factors that affect the learning
and the teaching process in an educational setting. It refers to internal
facilities that are available to facilitate students learning outcome, this
include books, audio-visual or computer learning environment, size of
classroom, teachers student ratio, sitting position and arrangement and other
instructional materials (Franrant, 1991 and Farombi, 1998) and the external
environment such as teachers welfare, education policies, and other
motivational strategies for teachers.
Teachers
efficiency can be affected by three levels of stimulant within the teaching
environment, these are motivation considers to be teachers factor, the external
and the internal environment. Teachers stand-out as key to realizing the high
standard that are increasing emphasized in schools and school system across
countries (Rice, 2003). There is a general agreement about the importance of
teacher’s efficiency and the teaching process among scholars, practioners and
policy makers. Teachers’ efficiency matters a lot because teachers’ knowledge
and skills are the most vital in school factors influencing childrens learning
(Heigh and Mead, 2005). The importance of providing adequate learning
environment cannot be over emphasized. Availability and adequacy of learning
resources promotes the effectiveness of school as these are basic things that
can trigger good academic performance in the students (Orie, 1992). Oni (1992)
opined that learning environment constitute a strategic factor in teaching process.
This is because the environment determines to a very large extent the smooth
functioning of the education system and influence efficiency and high
productivity (Idialu, 2014).
Theoretically,
various models have been formulated to examine factor that motivate efficiency,
for instance, the Mashow Herachy of
needs theory, the Expectancy Theory, the Equity Theory, Goal Setting
Theory, Reinforcement Theory and the Hygienic Theory. While these theories are
appealing and interesting, it does not provide significant results once their
empirical prediction are applied in real life event especially in the
developing countries like Nigeria. For instance empirical evidence has shown
that monetary reward does not motivate for greater efficiency. Evidence has
also shown that learning environment in the developing countries like Nigeria
is characterised with demotivating factors that can affect negatively the
teachers efficiency, for instance most secondary schools lack adequate
instructional materials and the state of the art learning environment. This
implies that adequate learning environment may not lead to teachers’
efficiency.
Statement of
the Problem
An
examination of the learning environment in the developing counties like Nigeria
revealed that the environment is demotivating to teachers’ efficiency than
motivating. For instance significant proportion of the public secondary schools
has poor infrastructural facilities. There is inadequate supply of teaching
aids such as books and other instructional materials while the existing onces
are obsecelence. Teachers – Students’ ratio is very high. The application of
modern facilities such as computer is lacking and the teaching profession is
relegated to the lowest as teachers are poorly paid compared with other
professions. Less than 10% of the annual budget is allocated to the education
sector at all level of government. The consequences of inefficiencies of
teachers are the poor performance of students in external examinations such as
West African Examination Council (WAEC), National Examinations Council (NECO)
and others. The continuous existence of the above problems cast doubt on the
achievement of government education policies and education master plans in
Rivers State.
Despite the
numerous literatures on the factors the motivate teachers performance, the
relationship between the various components of the learning environment and
teachers efficiency is lacking. Similar studies such as Farombi, (1998), Owoeye
& Yata, (2011) examined teachers’ motivations and students’ performance.
This study does not capture other environmental factors that can influence
teachers’ performance. Therefore, this study will contribute to knowledge in
the following ways: first, it will reveal how motivation affect teachers
efficiency, second, it will reveal how internal environmental factors such as
books, instructional materials and other infrastructural facilities impact on teachers
efficiency, third the external environments such as education polices affect
teachers efficiency and fourth it will contribute to the existing body of
knowledge.
Purpose of
the Study
The general
purpose of this study is to examine learning environment and teachers’
efficiency in secondary schools in Obio/Akpor while the specific objectives
are:
1. To examine the relationship between
computerized learning environment and teachers’ efficiency in secondary schools
in Obio/Akpor Local Government of Rivers State.
2. To determine the extent to which
adequacy of instructional materials affect teachers’ efficiency in secondary
schools in Obio/Akpor Local Government of Rivers State.
3. To examine the effect of
Teacher-students’ ratio on Teachers’ efficiency in secondary schools in
Obio/Akpor Local Government of Rivers State.
5. To examine the impact of teachers’
welfare on the efficiency of teachers in secondary s1fchools in Obio/Akpor
Local Government of Rivers State.
Research Questions
From the
above objectives, the following research questions are formulated:
1. What is the relationship between
computerized learning environment and teachers’ efficiency in secondary schools
in Obio/Akpor Local Government of Rivers State?
2. To what extent does adequacy of
instructional materials affect teachers’ efficiency in secondary schools in
Obio/Akpor Local Government of Rivers State?
3. To what extent does Teacher-students’
ratio affect Teachers’ efficiency in secondary schools in Obio/Akpor Local
Government of Rivers State?
5. What is the impact of teachers’ welfare
on the efficiency of teachers in secondary schools in Obio/Akpor Local
Government of Rivers State?
Research
Hypotheses
From the
above research questions, the following null hypotheses are formulated:
H01: Computerized learning environment has no
significant affect on teachers’ efficiency in secondary schools in Obio/Akpor
Local Government of Rivers State.
H02: Adequacy of instructional materials has no
significant affect on teachers’ efficiency in secondary schools in Obio/Akpor
Local Government of Rivers State.
H03: Teacher-students’ ratio has no significant
affect on teachers’ efficiency in secondary schools in Obio/Akpor Local
Government of Rivers State.
H05: Teachers’ welfare has no significant affect
on efficiency of teachers in secondary schools in Obio/Akpor Local Government
of Rivers State.
Significance
of the Study
This study
will be significant to the following:
Policy
Makers: To the policy makers, this study will be significant in making and
implementing policies within the educational programmes in Nigeria.
Education
Facilitators: This study will enhance
the performance of education facilitators in Nigeria as the study will serve as
a reference point in policy making concerning the basic teachers role and
teaching process.
General
Public: The study will serve as a
measure to access the effectiveness and efficiency of Nigerian education system
and the policy framework by the general public and arrive at a definite
conclusion on the on-going debate concerning the educational policies in
Nigeria and the achievements.
Academicians: It will serve as a reference point for
further studies and contribute to the existing body of knowledge on the factors
that can affect teaches efficiency in the teaching process.
Scope of the
Study
The general
scope of covers the learning environments and teachers’ efficiency, the
geographical scope is Obi/Akpor Local Government Area of Rivers State, while
the unit of analysis comprises all the secondary schoools in the Local
Government Area.
Limitation
of the Study
In the
process of the study, the researcher faces the following limitations:
1. Time:
The time within which the research is to be completed is short compared
with the long term which study such as this require.
2. Competing other Academic Activities: The research goes with other academic
activities which sometimes conflict together.
3. Finance: Research such as this requires fund to
finance the process, the fund within the disposal of the researcher is short.
4. Availability of Data: The data required in this study is lacking as
accessing such information from the relevant respondents.
Definition
of Terms
Budget: This
is an important concept in microeconomics, which uses a budget line to
illustrate the trade-offs between two or more goods. In other terms, a budget
is an organizational plan stated in monetary terms.
Learning: It is the act of acquiring new, or
modifying and reinforcing, existing knowledge,behaviors, skills, values, or
preferences and may involve synthesizing different types ofinformation. The
ability to learn is possessed by humans, animals and some machines. Progress
over time tends to follow learning curves. Learning is not compulsory; it is
contextual. It does not happen all at once, but builds upon and is shaped by
previous knowledge. To that end, learning may be viewed as a process, rather
than a collection of factual and procedural knowledge. Learning produces
changes in the organism and the changes produced are relatively permanent.
Policy: It
is a deliberate system of principles to guide decisions and achieve rational
outcomes. A policy is a statement of intent, and is implemented as a procedure
or protocol. Policies are generally adopted by the Board of or senior
governance body within an organization whereas procedures or protocols would be
developed and adopted by seniorexecutive officers.
Teachers’
efficiency: Teacher Efficiency is the extent to which the teacher believes he
or she has the capacity to affect student performance.
Teacher:
Teacher is one who teaches (especially with young ones), builds up, instructs,
trains and guides them for healthy growth and stable adult life. The teacher is
also someone who instructs others or provides activities, materials and
guidance that facilitate learning in either formal or informal situations.
Teachers’
Motivation: Motivation is a complex
socially learned pattern of behaviour involving situations, needs, desires,
mechanisms and results. It embraces all factors in an employee’s development to
accomplish personal as well as organizational goals.
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