TABLE OF
CONTENTS
CHAPTER
ONE: INTRODUCTION
Background of the Study
1.1.1 Teaching Practices
1.1.2
History of Basic Science
1.2 Statement of the Problem
1.3 Purpose of Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Scope of the Study
1.8 Definitions of Terms
CHAPTER TWO LITERATURE
REVIEW
2.1 Concepts of Teaching Practice
2.2 The Perceptions of Student Teachers to
Teaching Basic Science
2.3 Cooperating Teacher
2.4 The Effect of Teaching
Practice on the Basic Science Students
Teacher
2.5 The Effect of Teaching
Practice on the Students
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research
Design
3.2 Population
of Study
3.3 Sample
and Sampling Technique
3.4 Research
Instrument
3.5 Validation
of Research Instrument
3.6 Method
of Data Collection
3.7 Method
of Data Analysis
CHAPTER FOUR:
RESULT AND DISCUSSION OF FINDINGS
4.1 Presentation of
Results and Data Analysis
CHAPTER FIVE: DISCUSSION, SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Discussion of the Findings
5.2 Summary of the
Findings
5.3
Conclusion
5.4 Recommendations
REFERENCES
APPENDIX: Basic Science Student
Teacher Questionnaire
CHAPTER ONE
INTRODUCTION
Background of the Study
The
quest for improvement in undergraduate teacher education in the Nigeria
Universities has remained a major concern. This is because of the poor quality
of the graduates being produced by these universities. The complaints about the
quality of undergraduate instruction are both current and chronic as observed
by Aduwa-Oglebaen (2005). In addition, he stated that there was the need for
improvement in undergraduate practice in Nigerian universities. He recommended
better preparation of graduates for improving the quality of instruction.
Therefore, there is a great desire for effective undergraduate teacher
education in our universities.
Nigeria has 150 registered universities owned by government (both federal and
state), and private individuals and organizations (Joint Admission and
Matriculation Board (JAMB), 2010). The universities are established to produce
high level manpower among other objectives. To achieve these objectives,
various courses are offered. It is expected that the Nigerian university students,
at the end of their course, should have acquired knowledge and skills required
to meet the challenges of world of work. A graduate is expected to acquire knowledge
while in the school to give him opportunity to contribute o the
development of his society. At the end of his programme, it is assumed that he
has passed through a standard process of training ft)r the award of degree
certificate.
In addition, according to Agbonna, Yusuf, Ajidagba and Olumorin (2010),
undergraduates are exposed to job- training programme. For example, students in
the sciences undertake months of Student Industrial Work Experience (SIWES),
education students are exposed to Teaching Practice, Medical Students do
Houseman-ship while the Law Students attend mandatory Law School. The objective
of the job- training is to give them necessary training and skills needed to
face the demand of their world of work.
However, the validity of the undergraduate certificates is being questioned,
doubted and debated by education stake holders. This is due to their low
productivity and non performance at job. Many people have expressed their
concern on the low productivity of the• Nigerian university graduates. The
National Association of Pro- Chancellors of Nigerian Universities (NAPCNU), in 2007,
declared that many Nigeria graduates were not employable because they were of
low quality (The Punch, 7th December, 2007). In addition, the then Nigerian
Minister for Education, Sam Egwu at a political forum, stated that 80% of the
Nigeria graduates were unemployable (Nigerian Compass, 5th March, 2009).
A number of factors have been attributed to the low and poor quality of the
Nigeria graduates. Kilpatrick (1997) observed the situation of teaching and
learning in the university classrooms and he concluded that aimlessness is the
most important single cause of ineffective teaching. Okebukola (2007)
maintained that Nigerian education graduates were inadequately prepared in both
content and pedagogy, and therefore could not teach well or at worst impact
wrong knowledge all of which combined to have negative effect on the
performance of the students they teach.
It has been observed that the proper implementation of any curriculum at any
level is a function of the quality of the teachers. Okebukola (2007) called for
increased job commitment and the need to update the knowledge of the university
teachers who are responsible for the implementation of the university
curriculum. This means that the teacher is the pivot on which the success of
any educational programme hangs as noted be National policy on Education (2004)
which proffers that no nation can rise over and above the quality of its
teachers. This is why Onwuka (1996) contended that it is the effort of the
teachers that a curriculum which is designed by the planners depends to a large
extent for its success in terms of leading to the appropriate ends of education
in the society.
Many universities in Nigeria have devised various means of improving the
performance of their students with a view to improving their productivity and
performance in the world of work after graduation. Among this is the students’
evaluation called educational teaching practice to examine teaching effectiveness
and efficiency.
1.1.1 Teaching Practices
Students teaching practice refers to a periodic evaluation of
student- teachers. It involves a systematic gathering and analysis of
information, on the basis of which decisions are taken regarding the
effectiveness and efficiency of the teacher. Jackson (1998) identified nine approaches to teacher evaluation, namely:
classroom observation, students’ ratings, students’ achievement, peer-rating,
self-rating, teacher interview, parents’ rating, competency tests, and indirect
measures. However, recognition and evaluation of it have different applications
for different institutions. While some supervisors or facilitators shy away
from formalizing the means by which a student- teacher teaching competence is
judged, others are reluctant to give students a voice in the decisions that affect
a faculty member’s career (Eble, 1974). Accordingly, the value of this
evaluation is a massive one which has received considerable hostility and
suspicion of some university lecturers towards some student-teachers. It was
literally observed that while early studies tended to support the reliability
of teaching practice, there is doubt on the validity of the students- teacher’s
teaching technique. Marsh (1987) also observed that several recent reviews of
studies in this area are supportive of their values. This inconsistency may be
due to the fact that teaching effectiveness is multifaceted and that any
students’ rating that focuses on a single overall score of lecturers may be
inadequate. David and Adebowale (1997) cited that a lecturer who was well organized
may not be a best of communicators. To them, failure to separate these
different components of effective teaching has led to conflicting results of
research findings.
However, institutions are beginning to appreciate the fact that there are many
sources of information about teaching effectiveness and many ways of bringing
that information to bear upon the evaluation of teaching practice. According to
Richmond (2003) and Clifford (1999), student opinion is of particular
importance because it represents an important addition to the data customarily
used to judge competence of student teachers. It teaches the one source of
direct and extensive observations of the way student-teachers carry out their
daily and long-range tasks.
David and Adebowale (1997) noted some benefits of the students’ evaluation to
include among others, that it increases the chances of recognizing and
rewarding excellence in teaching; provides means of interaction between the
teacher and the taught; provides the only direct and extensive information
about the teacher; and provide tangible evidence of students’ recognition and
involvement in rebranding teaching profession. In other words, students’
teaching practice can be used to improve classroom instruction, student
learning, and to foster professional growth of the prospective student teacher,
and also the results of such evaluation can make the student employable in the
labour market. From the available literature, the question of whether or not
students should be subjected to teaching practice is not the issue, rather, the
question is largely who should do it?, for what purpose?, and by what means?.
It is on this premise that this study is based to find the effect of teaching
practices on the cooperative teachers, the basic science students and the
student.
1.1.2 History of Basic Science
Science was first coined by William Whewell in the 19th century.
The history of science is the study of the historical development of science
and scientific knowledge including both natural sciences and social sciences
(the history of the art and humanities). From the 18th century through
late 20th century, the history of science, especially of the physical
and biological sciences, was often seen as a narrative true theory replacing
false ones. More recent historical interpretations portray basic science as a
body of empirical, theoretical and practical knowledge about the natural world
through observation, explanation and prediction of the real world phenomenon.
The dawn of modem science is traced back to early science during which is known
as scientific revolution which occurred in 16th and 17thi century.
Scientific methods are considered to be the most fundamentals to modem science
that consider earlier inquiries into nature to be pre-scientific. Traditionally,
historians have defined science sufficiently broadly to include those
inquiries.
1.2 Statement of the Problem
Several studies (Ngidi & Sibaya, 2003; Marais & Meir, 2004, and
Kiggundu & Nayimuli, 2009) have been conducted on student- teachers
experiences during teaching practice, but a review of the literature indicate
that there are limited studies that have been conducted on education assessment
of the quality of students teaching practices which has been comprehensively
viewed by lecturers in the Faculties of Education as they are crucial
stakeholders in the sector. Science is the fundamental key to national
development. As a result, society is faced with the challenge of unqualified
basic science teachers. This study is out to investigate the impact of teaching
practice on the basic science student teachers, the cooperating teachers and
the students they teach.
1.3 Purpose of Study
•
To investigate the effect of teaching practice on basic science student
teachers’ in terms of classroom teaching preparation and attitude to teaching.
• The impact of teaching practice on the cooperating teacher in terms of social
relationship and knowledge formation.
• The impact of teaching practice on the students in respect to the student
attitude, interest and content knowledge in basic science.
1.4 Significance of the Study
This study would develop the attitude and classroom preparation of basic
science student teacher in preparation for efficacy, efficiency and
professionalism in teaching in science with reference to; Content knowledge;
that is, ability to provide solutions to provide solutions, to reason
scientifically thereby providing answers to question from the students.
Pedagogical knowledge; that is, collecting data systematically, analyzing the
data, interpreting data and synthesizing analyzed data through practical means
and theoretical understanding.
Working habits; that is, as a science teacher, there should be clarity,
structured experimentation of facts and nature-like instructional material that
would help the students understand the basis of science. Fostering best
practices; that is, development of good communicative skills, positive
attitudes during teaching, the methods adopted in teaching and ability to
render a good learning content in the classroom.
The study will
determine positive attitude and thoughts in basic science students thereby
choosing a career in teaching and to reveal the essentiality of teaching
practices as a means of acquiring the basic techniques on which future
knowledge can be built upon. The study will alert and put in check the social
relationship that exit between the cooperating teacher and the student teacher
during teaching practice. Also, to investigate cooperating teacher point of
view about teaching practice.
1.5
Research Questions
The following research questions were raised to
guide the study and to screen if teaching practice has an effect on the
cooperating teacher, basic science students and the student:
1. What is the effect of teaching practice on the
student teacher in terms of classroom preparation and attitude to teaching?
2. What will be the impact of teaching practice on the cooperating teacher in
terms of social relationship and knowledge formation?
3. What is the impact of teaching practice on the students in respect to
interest, attitude and content knowledge of basic science?
1.6 Research Hypothesis
The
following Null hypotheses were tested on a level of 0.05% to define the study;
H01: There will be no significant effect of teaching practice on the
basic science student teacher in terms of classroom preparation and attitude to
teaching.
H02: There will be no significant effect of teaching practice on the
cooperating in terms of social relationship and knowledge
formation.
H03: There will be no significant effect of teaching practice on the
students in respect to interest, attitude and content knowledge of basic
science.
1.7
Scope of the Study
This study is restheted to the Junior Secondary
School students at Ijero Junior High School located at Educational District 3
Ebute-metta Local Government Area and Morocco Comprehensive School located at
Educational District 2 Shomolu Local Government Area of Lagos State. Also the
study will be limited to the basic science student teacher at the University of
Lagos, Faculty of Education focusing on the concept of congestion and principal
conservation of the study.
1.8 Definitions of Terms
Teaching Practice: This refers to a periodic evaluation of student
teacher. It involves a systematic gathering and analysis of information on the
basis of which decisions are taken regarding the effectiveness and efficiency
teacher.
Pedagogy: This is an art and science of organizing, preparing and teaching in a
classroom. It is an approach to teaching and learning to impacting of knowledge
or content of the subject areas.
Basic Science: This is a fundamental science or a science that describes the
most basic objects, forces, relations between forces and matter.
Cooperating Teacher: A cooperating
teacher is a facilitator and a guide to a student teacher during a principal
apprenticeship practice called teaching practice.
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