ABSTRACT
This study investigated the influence of teaching materials
on teaching effectiveness in secondary schools in Mainland Local Government
Area of Lagos State. The study equally reviewed some important and extensive
literature relevant to the study. The descriptive research design was applied
in the assessment of respondents’ opinions towards the subject matter. In this
study, three null hypotheses were formulated and tested with the application of
the Pearson Product Moment Correlation Coefficient Statistical tool at 0.05
significant level. Also, percentage and frequency counts were used to
interprete the questionnaire responses which were used to answer the research
questions. A total of 200 respondents, 100 male and 100 female teachers were
selected for this study. At the end of the data analyses, the following results
were obtained: that there is a significant relationship between teaching
resources and teaching effectiveness, that there is a significant relationship
between utilization of instructional resources and students’ academic
performance in public secondary schools, and that there is a significant
relationship between teachers’ quality and teaching effectiveness. Based on the
conclusions reached at the end of this study, the following recommendations are
made by the researcher: there should be allocation of more time to the
practical aspects of instructional materials in secondary schools and
government should subsidise the cost of students’ practical work on instructional
materials.
TABLE
OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
List of Tables ix
CHAPTER
ONE: Introduction 1
1.1 Background
to the Study 1
1.2 Statement
of the Problem 3
1.3 Purpose
of the Study 5
1.4 Research
Questions 6
1.5 Research
Hypotheses 6
1.6 Significance
of the Study 7
1.7 Scope
and Limitations of the Study 8
1.8 Delimitation
of the Study 8
CHAPTER
TWO: LITERATURE REVIEW 9
2.1 Teaching
Resources 9
2.2 Instructional Materials, Teacher’s and Resourcefulness 18
2.3 Use
of Technology as Teaching Resource 19
2.4 Theories
and Practices of Educational Technology Tools 29
2.5 Instructional
Technique and Technologies 33
2.6 Teaching
and Learning in Schools 36
CHAPTER
THREE: RESEARCH METHODOLOGY 42
3.1 Research
Design 42
3.2 Population
42
3.3 Sample
and Sampling Techniques 42
3.4 Research
Instruments 43
3.5 Reliability
of the Instrument 44
3.6 Validity
of the Instrument 44
3.7 Administration
of the Instrument 44
3.8 Method
of Data Analysis 45
CHAPTER
FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS 46
4.1 Introduction
46
4.2 Demographic
Data of the Respondents 46
4.3 Analysis
of the Research Questions 49
4.4 Hypotheses
Testing 55
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS 58
5.1 Introduction
58
5.2 Summary
of the Study 58
5.3 Conclusions
59
5.4 Recommendations
60
5.5 Implication for Administration, Policy and
Practice and
Suggestions for Further Studies 61
References 63
Appendix 65
LIST
OF TABLES
Table 1: Number
of teachers sampled in senior and junior secondary schools
in Lagos Mainland Local Government Area 46
Table
2: Distribution of teachers by
gender 47
Table
3: Age distribution of teachers 47
Table
4: Teachers’ years of teaching
experience 48
Table 5: Differences
between availability and utilization of teaching resources 49
Table 6: Teaching
resources and students’ academic performance
51
Table
7: Human element and teaching
effectiveness 52
Table 8: Students’
preference for instructional materials to verbal
teaching 54
Table 9: Relationship
between teaching resources and teaching effectiveness 55
Table 10: Relationship
between utilization of instructional materials
and students’ academic
performance 56
Table 11: Relationship
between teachers’ quality and teaching
effectiveness 57
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Muijs and Reynolds
(2005) posit that the importance of teaching, and how teachers teach in their
classrooms, are being recognized as of key importance in many ways. Teaching
students is the most important thing that teachers do. Bilesanmi-Awoderu (2000)
opines that the success of teaching work depends upon good planning by the
teachers in terms of adequate preparation, supply and availability of equipment
and learning material. 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. Such teachers are expected to be professionally and academically
qualified to perform their duties effectively. In order to standardize the
quality of education, Muijs and Reynolds (2005) identify the teacher as a major
factor in students’ learning.
Fracer (1992) and
Olorojaye (1997) identify students’ availability, school resources and
classroom environment as crucial factors to learning. Resource availability,
allocation and utilization have been perceived as indicators of effectiveness
in the school situation. Resources in the school situation include personnel as
well as physical and material resources. The primary function of the teacher
according to Omoniyi (2000) is to facilitate learning. One of the ways of
bringing about effective learning is to make the experience real. This involves
using real life examples that are related to the learner’s experiences. The
other alternative involves the use of representation. The use of representation
involves the use of materials and devices which help the teacher to make
realistic approach to the teachers’ job.
Teaching resources
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 is
poor, the curriculum, one of the resources for effective learning, is not
appropriate for the needs of a modern society which seeks to create a competitive
and efficient economy.
Okebukola (1995),
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 (1994) observes that students’ performance
in the Senior Secondary School Certificate Examination (SSCE) in five subjects
– English Language, Mathematics, Physics, Chemistry, and Biology in 1988 and
1994 – were poor.
In view of the
observations above, this study attempts to identify the relationships between
teaching resources and teaching effectiveness in secondary schools in Lagos
Mainland Local Government area of Lagos
State.
1.2 Statement of the Problem
Resource availability,
allocation, and utilization have been perceived as indicators of effectiveness
in the school situation. Obilade (1998), observes that the two major obstacles
that hinder efforts at successful resource management are those of waste and
underutilization or underemployment of resource. A major prerequisite to
efficient resource management is the total elimination (or reduction) in the
incidence of waste terms is more than made up for the wealth of experience and
expertise that can be harnessed from the people provided that the skilled
administrator can use them to his/her advantage.
In the public schools
in Nigeria,
there is no doubt that there is inadequate resources measured in terms of human
and material resources. For example, Okorosaye-Orubite (2008), observed that it
is sad to note that for an education programme (Universal Basic Education, UBE)
that was launched in 1999, which was expected to commence in 2005, it was only
in December 2005 that directive was given for the development of school
curriculum for the implementation of the programme. Hence Okorosaye-Orubite
(2008), raises the question that how can one expect books that will be used in
school to be put in place when curriculum was not available. This equally
applies to instructional materials. In today’s educational environment, the use
of information technology to aid learning is very crucial. However, Okebukola
(2009), posits that the level of information, communication and technology
(ICT) usage, though gradually improving, remains low. The problem of resources
in Nigeria
educational sector was captured by Okebukola (2009), as he concludes that
throughout the educational sector, there is infrastructural decay, a lack of
teaching/learning materials and inadequate facilities which has contributed to
gross low learning achievements. We should have befitting learner-friendly
schools, rather than the present poorly resource institutions with poor
instructional materials and large size class. in view of the above, the problem
of this study is that of inadequate teaching resources as they influence
teaching effectiveness.
1.3 Purpose of the Study
This study examines
various teaching resources and their influences on school effectiveness. The
study operational objectives include the following:
1.
To highlight the teaching resources that can
bring about school effectiveness as well as high students’ academic
performance.
2.
To examine the adequacy or otherwise of
teaching resources in Mainland Local Government area of Lagos State.
3.
To know the level of teaching effectiveness on
students’ performance in Mainland Local Government area.
4.
To identify the influence of human element on
teaching effectiveness and students’ academic performance.
5.
To investigate whether students prefer
instructional materials to verbal lecture.
1.4 Research Questions
The following are the
research questions drawn for the study:
1.
Is there any significant difference between
the availability and utilization of teaching resources in public secondary
schools in Mainland Local Government area?
2.
What are the teaching resources that can bring
about effectiveness as well as students’ high academic performance?
3.
What is the influence of human element on
teaching effectiveness and students’ performance?
4.
Do students prefer instructional materials to
verbal lecture?
1.5 Research Hypotheses
The following
hypotheses are formulated for this study:
1.
Availability of teaching resources does not
influence significantly on effectiveness of teaching.
2.
There is no relationship between the
availability and utilization of instructional resources and academic
performance of students in public secondary schools in Mainland Local
Government area of Lagos
State.
3.
Teachers’ quality does not significantly
influence teaching effectiveness.
1.6 Significance of the Study
This study examines
teaching resources and teaching effectiveness in Mainland Local Government area
of Lagos State. Therefore, if this study is
successfully carried out, it is expected to benefit the following individuals
and groups:
Researchers:
This
study is 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 other states. Other environmental
factors may influence the outcomes of such study (ies) in rural areas since Lagos is a metropolitan state
in Mainland Local Government is located. Generally this study is 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 is 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 will
expose what impede learning and suggests solution(s). This will make learning
easier for the students.
Teachers:
Teachers
finds it difficult when resources to use are unavailable or inadequate. If the
suggestions of this study are 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 impacting knowledge in the students will
be made easy.
1.7 Scope and Limitations of the Study
This study is limited
to secondary schools in Mainland Local Government area of Lagos State.
This study attempts to identify the various types of resources and the extent
to which they can influence school effectiveness.
1.8 Delimitation of the Study
Due to the nature of
this study which is self financed and time constrained, all the secondary
schools in Lagos State were not covered to investigate
the influence of teaching resources on teaching effectiveness, rather Mainland
Local Government area was covered. Also, only five public secondary schools
were sampled for the purpose of this study.
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