TABLE OF CONTENTS
Title page i
Copy right page ii
Approval iii
Dedication iv
Acknowledgement v
Table of contents vi
Abstract ix
CHAPTER
ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 5
Purpose of the Study 5
Research Questions 6
Scope of the Study 6
Clarification of Major Terms 6
Significant of the Study 7
CHAPTER
TWO: LITERATURE REVIEW
Information and Communication Technology in
Education 8
Basic Science in the Nigeria Educational System 11
ICT and Teacher Education 15
Conceptual Theory of ICT 20
ICT and Capacity Building in Teacher Education 23
CHAPTER
THREE: METHODOLOGY
Introduction 29
Research Type 29
Sample and Sampling Techniques 29
Research Instrument 31
Validation of Research Instrument 31
Procedure for Data Collection 32
Data Analysis Technique 32
CHAPTER
FOUR: DATA ANALYSIS AND RESULTS
Demographical Analysis 33
Analysis Based on Research Questions 33
Summary Findings 43
CHAPTER FIVE: DISCUSSION,
CONCLUSION AND
RECOMMENDATION
Discussion 44
Conclusion 45
Recommendations 45
References 47
Appendix 51
ABSTRACT
This
work focused on Influence of Teachers’ Professional Development on Students’
Academic Performance in Ijumu secondary schools, Kogi State.
The
study was a descriptive a survey of correlation type. Two set of instruments
were designed to collect data. The first instrument was titled: “Teacher’s
Profession Questionnaire (TPQ) and “Students’ Academic Performance” (SAP). The
target population for this study consist 15 secondary school in ijumu, Kogi State. The research hypotheses were
tested using Pearson Product Moment Correlation Statistics at 0,05 significance
level
The
findings revealed among others were: that there was a significance relationship
between teacher’s profession and students’ academic performance in ijumu
secondary schools Kogi State.,
Based
on the findings of this study, it was
recommended, among others, that
government should recruit the right
teachers to teach the right subject by having a one on one interview
with the would be teachers this will bring effectiveness into
the teachers’ job, the teaching profession and consequently enhance students’
academic performance in secondary schools.
INTRODUCTION
1.1 Background
to the study
The
fact remains that education is the major reliable and portent for attainable
growth and development in facets of human society. It is perhaps against this
background that past and current education reforms in Nigeria emphasized the
need to provide for every citizen. Nigeria as a developing nation seeking to
become an active participant as well as a key play in the global community. Certainly
must put in place, effective education system powered by a sound national
policy on education. This is imperative in view of the fact that education is
the bed rock of national survival, sustainable growth and development.
Teachers
are the driving force in any educational system hence Teacher Education is the
forum of education enterprise. Reform in education therefore, need to consider
the unique roles of teachers education in the nation’s education system. Ganiyu(2008),
stakeholder in Teacher Education Institutions such as College of Education and
faculty of Education in University proprietors. Teacher Educator as well as
trainee teacher have crucial role to play in education process.
It
is generally acknowledge that promoting teachers’ quality is a key element in
improving education in Nigeria. Indeed one of the primary goals of the Nigeria
Educational Policy is education for all and to attain this goal in Nigeria a
highly qualified teacher is needed in every school classroom.
Teachers’ Professional development according to
Yemmy (2010) is a process engaged in to enhance the knowledge, skills attitudes
of the teachers. This implies the responsibility to create, preserve, evaluate
and transmit knowledge through continuing education in Nigeria Learning
Development programme have the ingredient of fostering and preserving the
scholarly values, curiosity and integrity to nurture these values through
inculcation. Chukwu (2009) states that basic aims of professional development
are to improve quality of the teaching and learning as well as to improve the performances
of those with teaching and management responsibilities. So the ideas for
academic development can be said to conceive from the organizations
acknowledgement that efficiency and effectiveness to a large extent depend on
training and re-training of the work force.
The teachers’ professional development on students’
academic performances not only depends on the school environment, but also the
teachers as reflected in the performances of their duties. The teachers as well as the students are
essential in the teaching and learning process. The extent to which students
learning could be enhanced depends on the quality of the teachers’ handling
their various subjects especially core subjects like English and Mathematics.
It is believed that a qualified and competent teacher will gear up the outcomes
of education that will facilitate good social political and economic
emancipation, effective teaching and learning process and academic performances
of the students. It is crystal clear that secondary school education is an
incontrovertibly pivot of the education system of any developing nation like
Nigeria. With the general awareness that the standard of academic performances
achievement of secondary school students in West African Senior Secondary
School Examination is falling, one wonders whether the responsibility ascribed
to education as regards to nation building in not false after all. The society
is much apprehensive of this observed fall in students’ academic performances
in the School Certificate Examinations (SSCE) and National Examination Council
(NECO). Hence, the prevalent hues and cries about the falling standard has
evoked a lot of reaction and remarks form all stakeholders in education, even
the National Assembly once invited the head of National Examination Council
(NECO), Professor Dibu Ojerinde now the head in JAMB, to defend the poor result
of students in the June/July 2009NECOExaminations.
According
to the blue print, education is that process that helps to develop individual
physically, mentally, morally, socially, politically and technologically, to
enable him function effectively in any environment in which he/she may find
himself. The educational aim and objective to which the philosophy is linked
are well documented in the policy.
Scholars
continue to proffer different solution to curtail the problem of failure in
Secondary Schools Education; the government only concerns itself with
occasional fortification attempts. Among the various reasons advanced as the
cause of poor academic performances of students at this level of education
according to George (2003) education is globally accepted as the most viable
tool for sustainable human development, this is why the issue of poor academic
performance of students’ in Nigeria has been of much concern to the government,
parents, teachers and even students themselves.
Now
that various investigations of the problem have been carried out in the areas
listed above, most researchers did not consider the importance of teachers as
the most crucial factor next to students in any level of education.
Consequently, the suggestions and recommendations of researchers are yet to
achieve the desired impact. The situation persist unabated as Secondary School
continue to turn out mediocre unfit for employment. This situation begets the
question whether there are no other parameters influencing this phenomenon.
While
the factor listed above have been well studied and most of them are almost
over- flogged, the effect of teachers’ professional development on students’
academic performances as a factor of efficiency and effectiveness have received
little attention from researchers in the field of education. This has therefore
attracted the interest of the researcher to examine whether teachers’
professional development has any influence on students’ academic performances
or not.
The aims and objectives
of the National Policy on Education in Nigeria in 2016 are:
The
6th Edition of the National Policy on Education restates Nigeria’s
National goals and the philosophy of education, specifies the goals and
objectives education should defines. The structure and strategies for required
standards for its delivery management and for quality assurance. One of this
edition highlights emphasizes improving teacher quality through
professionalizing the teaching profession in Nigeria and the provision of more
in-service training opportunity and other incentive for teachers.
It is therefore,
understandable from the above listed National Policy on education that only a
competent teacher can make it achievable.
Though the appointment and posting of teachers to schools are not within
the control of the head teacher, head teachers
therefore, have to make do with the school requires, such as loading a
school with social studies teachers or
religious studies teachers when is critical in need of science teachers (Ijaiya,2012). In cases
where the head teacher now uses his or her own discretion to appoint such
teachers to take other subjects probably because the teacher has passed the subject in his or her O’ Level the
teacher may not render quality service expected of a competent teacher in the
subject to the student. The politicization of teaching appointment and posting
by government is doing a lot of harm to the educational system and can never
allow the National Policy on Education to be realizable.
1.2 Statement
of the problem
Many research works had been undertaking on teachers’
professional development. Reforms of various kinds have taken place, for
instance Adekeye [2011] focuses on influence of training and development of
teachers. On the other hand, the
researcher did not discuss on students’ academic performances. Avalos (2011), researches on teacher
professional development in teaching and teacher education over ten years,
emphasized that professional development of teachers is in practice and theory.
Hence, this research
work would look into influence of teachers’ professional development on
students’ academic performances in Ijumu Local Government Area of Kogi
State. This
research work is set out to establish the points and facts behind the
professional development of teachers on academic performances of their students
and also the influence of such training on the teachers themselves on skill acquisition.
To achieve efficient
and effective teaching and learning the roles of teachers cannot be
overestimated. This is because the teacher holds the key to modernization in
all its interpretation Obayan, (2002).Emphasizing the importance of teachers’
professional development on students’ academic performances, it is asserted
that teachers quality is an essential aspect of educational planning, unless
school are well equipped with competent and qualified teachers, much teaching
and learning activities may not take place. The teaching and learning
effectiveness is the paramount objective of the school system. There has been a
nationwide cry on problem facing education such as incompetence of teachers to
impact knowledge into the students, poor performances on students’ academic in
school. This research work is set out to establish the points and facts behind
the influence of teachers’ professional development on students’ academic
performances and also the influence of such training on the teachers themselves
on skill productivity and improvement
1.2 Research
Questions
i.
Does training of teachers have any
effect on students’ academic performances?
ii.
Does teachers’ profession development
influence students’ academic performances?
iii.
Does the teacher teaching method have
any influence on students’ academic performances?
iv.
Does the minimum teaching qualification
have any impact on students’ academic performances?
1.4 Research Hypotheses
The
following research hypotheses would be used to guide the study:
HO1 There is no significant relationship between teacher
professional development and students’ academic performances in Secondary
Schools in Kogi State.
HO2 There is no significant relationship between teacher
qualification and students’ academic performances in Senior Secondary Schools
in Kogi State.
HO3 There is no significant relationship between the teacher
method of teaching and students’ academic performances in Senior Secondary
Schools in Kogi State.
HO4 There is no significant relationship between teachers
experience and students’ academic performances in Ijumu Secondary Schools of
Kogi State.
HO5 There is no significant relationship between teacher
competency and students’ academic performances in Ijumu Secondary Schools in
Kogi State.
1.5 Purpose
of the study
The main purpose of this study was to
examine the relationship which exists between teachers’ professional
development and students’ academic performances in Ijumu Secondary Schools in
Kogi State, Specifically the purpose of the study includes:
i.
To determine the level of teachers’
qualification on students’ academic performances in Ijumu secondary schools in
Kogi State
ii.
To examine the relationship that exist
between teacher method teaching and student’s academic performances in Ijumu
secondary schools Kogi State
iii.
To examine the relationship that exists
between teacher experience and students’ academic performances in Ijumu Secondary
Schools Kogi State
iv.
To examine the relationship between
teachers competency and students’ academic performances in Ijumu Secondary
School, Kogi State.
1.6 Significance of the study
It is hopes that the finding of
this study would be of great benefits to different people. First and foremost,
it would empirically reveal the influence of teachers’ professional development
on students’ academic performances in Ijumu Secondary Schools, Kogi State. Secondly, it would be of immense benefit to
the Ministry of Education and the Teaching Service Commission to make necessary
policies that will regulate and control the employment of teachers into
Secondary Schools in Ijumu Local Government Area of Kogi State, thereby
ensuring that each teacher teaches a subject that he or she has actually
studied at either the NCE or at the University level so that such teacher can
be effective in his or her teaching subject.
Also it would be beneficiary to the
government at various levels and other stakeholders in education in Nigeria to
see the need to fully recognize teaching as a profession that requires
professionalism. The finding of this study would give insight to parents and
the society at large on the importance of teaching as a profession that accord
respect and dignity. Lastly, the research work will be an eye opener for
parents to know the importance of teacher competency and how it affects
students’ academic performances. Also it will guide the parents on how they
employ the services of teachers who take their children in extra mural lessons.
1.7 Scope and limitations of the Study
The study was carried out in order to find out the relationship
which exists between teachers’ professional development and students’ academic
performances in Ijumu Secondary Schools.
The scope of the research is limited to all Secondary Schools in Ijumu Local
Government Area of Kogi State. However, out of
thirty secondary schools in Ijumu local government Area, fifteen schools would
be randomly selected a sample schools.
1.8 Definition of Relevant Terms
There are some numbers of torts used in explanation of some statement in the work. The
terms are regarded as the language used by the researcher when explaining
certain things such terms includes the following
Professional
Development:-is
learning to earn or maintain professional credentials such as academic degrees
to formal coursework, conferences and informal learning opportunities situated
in practice.
Academic
performance:- is the outcome that indicates the
extent to which a person has accomplished specific goals that were the focus of
activities in instructional environments, specifically in school, college, and
university.
Academic
performance:-it is the outcomes of education the
extent to which a students’ teacher or institution has achieved their
educational goals.
Method of teaching:- refers to the principles and
methods used by the teacher for instruction while teaching.
Teacher
Competency:- refers
to the way teacher displayed good knowledge of subject matter, adequately
involve students to participate while teaching as well as using clear language
in teaching.
Teacher
Experience:- it is
the recount of numerous highs and lows the teachers have in his teaching
career. These are the days when great success is achieved and days when he had
little or no success in his teaching. Teacher experience refers to all the work
activities from which teacher gather knowledge, opinions and skills.
Teacher’s
qualification:-it
is a number of academic and professional degree or certificate that enables a
person to become a registered teacher. Examples of teaching qualification include the postgraduate certificate in education (PGCE)
the professional graduate Diploma in education (PGDE), the bachelor of
education and National certificate of education (NCE).
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