TABLE OF
CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of Problem
1.3 Purpose of the study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Scope of the
Study
1.7 Significance of the Study
1.8 Operational Definition of Terms
CHAPTER
TWO
REVIEW OF RELATED LITERATURE
2.1 Concept of Supervision
2.2 Concept of Instructional Supervision
2.2 Influence of Target Setting on Students’
Academic Performance
2.3 Checking of Teachers Records on Students’
Academic Performance
2.4 Class Room Observation and Students’
Academic Performance
2.5 Post-Observation Conference and Students’
Academic Performance
2.6 Academic Target Setting and Students’
Academic Performance
2.7 Summary Review of Related Literature
2.8 Theoretical Framework
CHAPTER
THREE
RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population,
Sample Size and Sampling Technique
3.3 Instrumentation
3.4 Procedure
for Data Collection
3.5 Reliability
of the Instrument
3.6 Method
of Data Analysis Techniques
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
Summary
of Major Findings
CHAPTER
FIVE
DISCUSSION, CONCLUSION AND
RECOMMENDATION
5.1 Discussion of the findings
5.2 Conclusion
5.3 Recommendations
REFERENCES
CHAPTER
ONE
INTRODUCTION
1.1 Background to the Study
Instructional materials is
a term frequently heard and discussed among educational technologists today.
Unless clearly defined, the term can alternatively mean the development of
computer based hardware and software packages produced on a mass scale and yet
allow individualized use and learning. In essence, instructional materials
merge multiple levels of learning into an educational tool that allows for
diversity in curricula presentation.
One
of the critical challenges facing teacher education, especially in Nigeria, is
how to improve the quality of teaching and learning in schools. Concerns
regarding the improvement of the quality of teaching are central to the broader
question of improving the quality of education (National Board of Employment,
Education, and Training, 2004; UNESCO, 2006). A major factor associated with
education quality relates to teacher quality (Sergiovanni, 2001; UNESCO, 2006).
Beach
and Reinhartz (2000) viewed instructional supervision as a process that caters
for instruction and provides teachers with feedback on their teaching so as to
strengthen instructional skills to improve performance. According to Wanzare
and Da Costa (2000), the purpose of instructional supervision is to focus on
teachers’ instructional improvement which, in turn, improves student academic
achievement. In Nigeria, instructional supervision has often been seen as the
main vehicle through which improvement of teaching and learning in schools can
be achieved, with principals as instructional supervisors.
Mayer
(2001) viewed instructional materials as the exciting combination of computer
hardware and software that allows you to integrate video, animation, audio
graphics and test resources to develop effective presentation on an affordable
desktop computer. But Philips (1990) opined that “Instructional materials are
characterized by the presence of text, pictures, sound animation and video,
some or all of which are organized into some colorant programme. However,
today’s instructional material is a carefully woven combination of text,
graphic, sound, animation and video elements. If the end user is allowed that
is the viewer of an instructional material project, is allowed to control “what
““when” and ’’how’’ the elements are presented, it becomes interactive
instructional materials. As such, instructional materials can be defined as an
integration of multiple media elements (audio, video, graphic, text animation
e.t.c.) into one synergetic and symbiotic whole that results in more benefit
for the end user than any of the media element can provide individually.
In
view of the above constraints, alternative ways to improve the quality of
teaching and learning in Nigerian secondary schools are urgently being sought.
Various government statements have proposed internal or school-based
supervision to supplement the work done by external supervisors. For example,
Republic of Nigeria (1998) recommended the use of school-based supervisors—such
as principals, departmental heads and subject heads—in instructional
supervision. Therefore, the overall view of the Nigerian government and of
Nigerians in general is that internal instructional supervision in secondary
schools should be promoted, with principals taking the major role. This
improvement often occurs in a formal context of supportive teacher–supervisor
interactions. Moves toward school-based arrangements relative to supervision of
teaching are more cost effective than maintaining a team of external school inspectors
who do not function effectively (Lodiaga, 1995).
There
are numerous challenges that school-based instructional supervision will be
expected to address (Beach and Reinhartz, 2000; Oliva and Pawlas, 2001):
a)
Assisting the various categories of teachers
(for example, newly qualified teachers; marginal teachers; veteran teachers) to
better their teaching;
b)
Helping school administration in planning the
participation of individual teachers in staff development and, thus, preparing
teachers for different or increased responsibilities;
c)
Assisting schools in selecting relevant
instructional materials;
d)
Helping schools to implement government
curriculum;
e)
Improving the relationship between teachers and
principals.
In
order to improve instructional supervision, it is necessary to know how it is
conducted and perceived and what its current purposes are. Teachers’
perceptions of instructional supervision may be in sharp contrast to those of
principals and government education officers, and may determine whether or not
teachers will respond positively to supervision. Furthermore, teachers must be
recognized as the key players in the process of instructional supervision who
ultimately must adopt educational practices that will increase student
achievement.
Education remains the
biggest instrument for academic progress, social mobilization, political
survival and effective national development of any country, it constitutes the
largest enterprise/industry in Nigeria that is why, the government continues to
ensure that funds, school facilities, instructional materials, teaching
personnel and conduicive learning environment are made available for the sector
in Oyo State. The state Government has also continuously encouraged secondary
education by adopting a social demand approach towards planning the education
sector by subsidizing the Senior Secondary Certificate Examination fee in the
state since 2012 in line with Archibong’s (2013) position that quality
education does not just occur miraculously but can be achieved through
continuous improved efforts by the stakeholders in the education enterprise.
In recent times,
education stakeholders have expressed their concern over the poor performance
of students in the Senior Secondary Certificate Examination. Some blamed the
school administrators (principals) and the teachers while some blamed the
students themselves and the parents. Whoever is blamed, the fact remains that,
the school and its organizational management has correlation with the academic
achievement of the students (Olaleye, 2013).
Sule (2013) in a
response to critics on the quality of education and as a measure of improvement
on the glaring downward trend on educational achievement opined that school
supervision (internal or external) has become a veritable instrument for
checking teachers’ job performance. Instructional supervision occupies a unique
place in the entire education system and it becomes absolutely expedient to
give it prominent attention. In a contemporary Nigeria, instructional
supervision is regarded as the process of enhancing the professional growth of
the teachers, the curriculum and improving the techniques of teaching in the
classroom through democratic interactions between the Teacher and the Supervisor
(Okendu, 2012).
Nakpodia (2006)
asserts that, instructional supervision in the modern era centers on the
improvement of the teaching-learning situation to the benefits of both the
teachers and learners, helps in the identification of areas of strength and
weaknesses of teachers, follow-up activities that should be directed at the
improvement of identified areas of teachers’ weaknesses and give recognition to
the teachers and create a cordial working atmosphere based on good human
relations. (NOUN, 2006) observed that Supervision provides opportunities for
teachers to be groomed through critical study of instructional processes and
classroom interactions to carry out their teaching tasks in line with
professional codes of conduct. If schools are not supervised adequately, it
will have inimical effects on the students’ output and the educational
objectives may not be achieved, consequently various instructional supervisory
techniques should be employed to ensure qualitative and quantities service
delivery by the teachers.
Since
Instructional supervision constitutes the leverage point for instructional
improvement, teacher’s competence and efficiency of the educational system
while an unsupervised instruction may mar the standard of education, it is
therefore suggested that principals as catalysts should facilitate the
implementation of the various sets of instructional activities geared towards
an effective, viable, vibrant and qualitative educational system that will
improve the teaching-learning situation in the input - process - output
framework without which the educational endeavors may be an exercise in
futility (Archibong, 2010)
Instructional
process and supervision help a lot in improving academic performance of
students. This is because supervision of instruction aims at enhancing teaching
and learning through proper guidance and planning, and devising ways of
improving teachers professionally and thereby helping them release their
creative abilities so that through them the instructional process is improved
and well articulated.(Okendu,2012)
NOUN
(2004) Conceptualizes School administration as a social process concerned with
identifying, maintaining, stimulating, controlling and unifying formally or
informally organized human and material energies within an interpreted system.
School administration is specifically concerned with students, teachers, rules
& regulations and policies that govern the school system. School
administration is a difficult task involving sensitive and challenging functions
relating to the supervision of students, school personnel, instructional
programme, school plants and statutory records.
In
the school system, supervision is as antique as the teaching profession and has
undergone series of evolution since the colonial era. It is directed towards
sustaining and ameliorating the teaching-learning process in the educational
system because education plays an essential role in the growth and development
of any nation socially, politically, and economically (NOUN, 2006). Alimi and
Akinfolarin (2012) admitted that in Nigeria Secondary Schools, irrespective of
their location and ownership are expected to function in compliance with the
achievement of the national education objectives, and consequently aspire
brilliant performance in the final examination. As -such, students' performance
greatly depends on the quality of instruction and education they have gained in
school.
Every educational
system at every level depends heavily on teachers for the execution of its
programmes. In this regard, Obadara (2005) viewed teachers to be highly
essential for a successful operation of the educational system and as a key to
the educational development. Without teachers with relevant behavioral traits
and educational facilities they cannot be used to facilitate academic
performance of students. Undoubtedly the success and quality of any educational
system depend on the quality of teachers input into the system.
For many years,
educators, administrators or managers, researchers have debated over which
variables influence student's academic performance. A growing body of evidence
suggests that schools can make a great difference in terms of students'
academic performance and a substantial portion of that difference is
attributable to teachers, thus there should be a link between teacher
behavioral traits, teacher competence, and teacher productivity and students
academic performances. (Fehintola, 2014)
1.2 Statement of Problem
In spite
of the efforts by the Nigeria Education Service in improving general
supervision in schools, most especially in secondary, a large amount of work
needs to be done. Informal discussion among people in the community and related
research findings (Opare, 1999; Oduro, 2008) suggest that poor student
performance in public schools, in part, is the result of ineffective
supervision of teachers. Till date, there is no empirical evidence about the
effectiveness of supervision in Nigeria Secondary Schools. Generally, the claim
that there is poor supervision of teachers in public schools in Nigeria is
based on assumptions. This study sought to find out the instructional
supervision and academic performance of Public Secondary Schools in Egbeda
Local Government of Oyo State.
1.3 Purpose of the study
The main
purpose of this is to investigate the Instructional Supervision and Academic
Performance of public Secondary School in Egbeda Local Government.
Other purpose is to:
1. Find
out the number of external supervisors available at Quality Assurance Bureau
2. Find
out how often they go for supervision
3. Find
out the number of times principals supervise the teachers
4 Find
out the relationship between instructional supervision and Students’ academic
performance in Egbegda Local Government Area of Oyo State
5. Find
out the relationship between internal supervision and students’ academic
performance in Egbegda Local Government Area of Oyo State
6. Find
out the relationship between internal and external supervision of instruction
in Egbegda Local Government Area of Oyo State
1.4 Research Questions
1.
How many supervisors are available for
supervision/ what is the number of supervisors at Quality assurance bureau?
2.
How many times do they go for supervision in a
term?
3.
How many times do principals supervise the
teachers?
1.5 Research Hypotheses
The
following research hypotheses are to guide this research work.
HO0: There is no significant
relationship between supervision and students’ academic performance
HO1: There is no significant relationship between
supervision and students’ academic performance.
HO2: There is no significant relationship between
male and female supervisors.
HO3: There is no significant relationship between
the school heads and students’ academic performance
1.6 Scope of the
Study
The financial constraint and time limitation
faced by the researcher during the cause of this study limited the study to
five public secondary schools. The research was carried out in some selected
secondary schools in Egbeda Local government of Oyo state. This study focused on the instructional
supervision and academic performance of Public Secondary Schools in Egbeda
Local Government of Oyo State.
The population of the study were 17 (seventeen) randomly selected teachers, 1
principal, and 2 vice principals from ten (10) public secondary schools in Egbeda
L.G.A which was 200 respondents and
the instrument of the study will be questionnaire because it’s faster and much
easier for research purpose and descriptive
statistics was used in analyzing data.
1.7 Significance of the Study
The
findings may also assist the quality Assurance Officers to improve
instructional supervision in secondary schools thus boosting the students’
academic performance. It may also be used by educators in teacher training
institutions to give the trainees a bearing on the efficient and effective
leadership styles in various learning institutions. The findings of the study
may provide data for future researchers in the same discipline of the study.
Hopefully
the study will also assist the people to have better view of instructional
supervision on academic performance of secondary school students in Egbeda
local Government so that people will have necessary encouragement to know the
nature of the course require what is likely to be the outcome and to know that
their interest matter a lot for positive result.
1.8 Operational Definition of Terms
Instruction: detailed information
about how something should be done or operated.
Supervision: the action of supervising someone or something.
Instructional
Supervision: is an internal mechanism adopted by
principals for school self-evaluation, geared towards helping teachers to
improve on their teaching /learning activities.
Academic:
used to describe things that relate to the work
done in schools
Performance:
the action or process of
performing a task or function.
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