ABSTRACT
This research study was aimed at
determining the extent of influence of classroom teacher’s pedagogical and
behavioral competence on the teaching- learning process in Lagos State
Education District V. Descriptive research design was adopted for the study.
The participants in this study were made up of 150 students (70 males and 80
females) and 100 teachers (45 males and 55 females) randomly selected from ten
primary schools in Lagos State Education
District V Two self-constructed
instruments were used to elicit the relevant data. The statistical tools used
to test the hypotheses were T-test, Pearson’s Product Moment Correlation
Coefficient and One- way Analysis of Variance (ANOVA). The participants in this
study were made up of 150 students (70 males and 80 females) and 100 teachers
(45 males and 55 females) randomly selected from ten primary schools in Lagos
State Education District V. The results showed that there is a significant
correlation between pedagogical competence and teaching effectiveness; there is
a significant difference between teachers’ behavioral competence and pupils’ academic performance; there is
a significant difference among the academic performance of pupils taught by
teachers displaying incompetent, moderately competent and highly competent
teaching pedagogy; and that there is a significant gender difference in
teaching activities. These results were discussed generally and recommendations
were made based on the findings.
TABLE OF CONTENTS
Title……………………………………………………………. i
Certification……………………………………………………ii
Dedication …………………………………………………….iii
Acknowledgements………………………………………… …iv
Abstract…………………………………………………….......v
Table of contents……………………………………………….vii
CHAPTER
ONE : INTRODUCTION
1.0. Introduction…………………………………………
…1
1.1. Theoretical
framework………………………………...4
1.2. Statement
of Problem…………………………….........10
1.3. Purpose
of Study…………………………………… …12
1.4. Research
Questions…………………………………….12
1.5. Research
Hypotheses……………………………….. ...13
1.6. Significance
of the Study………………………………13
1.7. Scope
of Study……………….………………………...14
1.8 Limitations
of the study………………………………..14
1.8. Definition
of Terms…………………………………...15
CHAPTER TWO: LITERATURE REVIEW
2.1. The
Concept of Competence.…………….……………..17
2.2. Pedagogical
Competence and Teaching Effectiveness…21
2.3. Behavioral
competence and academic performance…….28
2.4. Teaching
competence and pupil academic performance..36
2.5. The
gender difference in teaching activities….................39
2.6 Summary
of Literature Review…………………………41
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.1. Introduction………………………………………….....43
3.2. Research
Design………………………………………..43
3.3. Population of the Study………………………………...44
3.4. Sample and Sampling
Technique…...............................44
3.5. Instrument……..……………………………………….44
3.6. Validity of the Instrument……………………………...45
3.7. Reliability of the Instrument……………………………46
3.8. Administration of the Study…………………………….46
3.9 Data Analysis……………………………………………47
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION
4.1 Description of Data……………………………………..49
4.2. Testing of Hypothesis………………………………......51
4.3. Discussion of Findings………………………………..56
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1. Summary……………………………………………….63
5.2. Conclusion…………………………………………......66
5.3. Recommendations……………………………...............67
5.4. Suggestions for Further Research……………………..78
References……………………………………………………..69
CHAPTER
ONE
INTRODUCTION
1.1 Background to the study
Education experts, in general agree that there
are three factors that influence the success of the teaching and learning
process. These interrelated factors are the society, school and family
environments. A study conducted by
Miguel and Barsaga (1997), considered factors affecting pupils’ performance,
investigating the variables of teacher, students, parents and community, and
concluded that the teachers were the key factor affecting students’
achievement. Teachers are charged with the main aim of making students learn
effectively and efficiently and in order to achieve this aim, the teacher has
to do several activities such as planning, provide effective instruction and
evaluate the learning activities using appropriate methods and techniques.
Thus, the quality of the teaching-learning process depends on the efficiency
and quality of the teacher and this is of great importance in the initial stage
of education when the pupils are at an early age.
Therefore, for the teaching-learning process
to be effective it is necessary that the teacher be endowed with teaching
competency. Teaching competence refers to “The right way of conveying duties of
knowledge application and skills to students”. The right way here includes
knowledge of content, processes, methods and means of conveying content.
According to Donald (1982) teacher competency are “those of knowledge,
abilities and beliefs a teacher possess and brings to the teaching-learning
situation”. A competent teacher would create classroom condition and climate
which are conducive for students learning, being competent affects his
performance and makes the learning process effective. The quality of education
is normally measured by pupil’s performance in their tests and pupil’s
performance is related to teacher’s competence and teacher performance in
classroom. Thus, three conceptual dimension of teacher quality that are
commonly used in making Judgments about teacher’s work are teacher competence,
teacher performance and teacher effectiveness. Teacher competence is directly
linked with teacher’s performance in complex situation as is thought to serve
as a causal factor for success because “competent performance presumes
competence” (Westera, 2007). Teacher competency differs from teacher
performance and teacher effectiveness in the sense that it is a stable
characteristic of the teacher that does not change appreciably when the teacher
moves from one situation into another.
The studies conducted so far indicate that
there does not exists a single set of competences which all effective teachers
possess or all the ineffective ones lack. This is because the concept of
teacher competence in a highly situational one and involves value judgment when
one absolute set of competencies is effective in relation to all kinds of
learner groups. There are different ways of classifying teacher competence and
it can be in term of teacher function. Essentially, teachers have two major
roles in the classroom. (i) to create the condition under which learning can
take place i.e. the social side of
teaching and (ii) to impart, by a variety of means “knowledge” to their
learners i.e. the task oriented side of teaching. The social side of teaching
could be referred to as the “enabling” or management functions” while the task
oriented side of teaching referred to as the ‘instructional functions’’. These
functions complement each other and are very difficult to separate the two in
actual practice. Based on this premise various organization have attempted to
classify teaching competence. For example the British general has identified
promoting learner’s autonomy, subject knowledge, course and session preparation
and planning, teamwork, flexibility, assessment and evaluation of learning as
necessary teaching competence to be possessed by a teacher in order to make the
teaching- learning process efficient and effective. While the general teaching
council for Scotland views teaching competence as comprising of professional
knowledge and understanding, professional skills and abilities and professional
value and personal commitment.
For the purpose of this research work teaching
competence for prospective teachers required by the department of education at
Montana state university will be adopted. These include communication
competence, intellectual competencies (conceptual, integrative and
quantitative) abilities for problem solving and effective teaching, professional
competencies, pedagogical competencies, behavioral competencies and social
competence. Emphasis will be on pedagogical and behavioural competence and how
it influences the effectiveness of the teacher in the classroom.
1.2
Theoretical Framework
This study is anchored on the
effectiveness of classroom teacher’s pedagogical and behavioural competence on
the teaching-learning process. The
essential elements of some of the theories that throw light on this problem are
appraised below:
1.2.1
Social
Constructivist Theory.
This theory is generally attributed to
Jean Piaget, who articulated mechanisms by which knowledge is internalized by
learners. He suggested that through processes of accommodation and
assimilation, individuals construct new knowledge from their experiences. When
individuals assimilate, they incorporate the new experience into an already
existing framework without changing that framework. This may occur when
individuals' experiences are aligned with their internal representations of the
world, but may also occur as a failure to change a faulty understanding; for
example, they may not notice events, may misunderstand input from others, or
may decide that an event is a fluke and is therefore unimportant as information
about the world.
In contrast, when
individuals' experiences contradict their internal representations, they may
change their perceptions of the experiences to fit their internal
representations. According to the theory, accommodation is the process of
reframing one's mental representation of the external world to fit new
experiences. Accommodation can be understood as the mechanism by which failure
leads to learning: when we act on the expectation that the world operates in
one way and it violates our expectations, we often fail, but by accommodating
this new experience and reframing our model of the way the world works, we
learn from the experience of failure, or others' failure.
It is important to note
that social constructivism is not a particular pedagogy. In fact, social
constructivism is a theory describing how learning happens, regardless of
whether learners are using their experiences to understand a lecture or following
the instructions given to them. In both
cases, the theory of social constructivism suggests that learners construct
knowledge out of their experiences through interaction with the components of
the home, school and classroom environments via their five senses.
However, social
constructivism is often associated with pedagogic approaches and factors that
promote active learning in school or classroom. Accordingly, the learner is
seen in the theory as a unique individual with unique needs and backgrounds and
as such he/she is considered as an integral part of the learning process
(Wertsch 1997). According to the theory, the teacher's role is a facilitative
one as they only need to help the learners to understand the content or subject
matter of the lessons themselves. Hence, the class is most times more of a
discursive one as learning activities are learner-oriented. The learners are
meant to participate fully and actively in activities directed at harnessing
knowledge (Bauersfeld, 1995). Therefore, the learners must be appropriately
motivated to learn via proper interaction with their environment - the home,
school and classroom.
In summary, learning is viewed by social
constructivists as an active process, where learners should learn to discover
principles, concepts and facts for themselves, hence the importance of
encouraging guesswork and intuitive thinking in learners (Ackerman 1996).
Consequently, individuals make meanings through the interactions with each
other and with the environment they live in. Knowledge is thus a product of
humans and is socially and culturally constructed (Ernest 1991; Prawat and
Floden 1994). Therefore, in line with the submission of the theory, learning is
a social process, which neither takes place only inside our minds, nor a
passive development of our behaviour but shapes us by meaningful external
forces, such as engagement in social activities and interaction with our
environment (home, school, and classroom), which is constituted of both
available human and material resources.
1.2.2 Learning Styles
Knowledge
of learning styles, or ways students prefer to grasp and process information
was used to plan and scaffold students’ work in the constructivist setting.
Kolb’s cognitive learning style model (Kolb, 1984, Kolb & Kolb, 2005) was
selected for use in this study because of its roots in experiential learning,
which is closely tied to constructivism.
Based
on the work of John Dewey, Kurt Lewin, Jean Piaget, and Paulo Freire,
interaction between the learner and the environment is central to experiential learning,
as learners examine and test ideas and then integrate these ideas as part of
the learning process.
Viewing
learning as a process and not a product, developing inquiry skills, acquiring
knowledge as opposed to memorizing, and applying knowledge and skills in the
context of relevant settings reflects experiential learning. Experiential
learning also holds that transformation takes place as ideas are formed and
reformed as a result of experiences, feedback, and reflection.
These
constructs are central to transformed practice and part of situated learning in
sociocultural settings, in which students also critically examine, extend, and
apply information in old and new settings as well as use information to
innovate in new contexts (Cope & Kalantzis, 2000). A learning style model
associated with Kolb’s theory points out that learners’ cycle through four
stages in the learning process: concrete experience, reflective observation,
abstract conceptualization, and active experimentation. Creating conditions in
which students interact with experience leads to experiential learning and
construction of knowledge.
1.2.3 Medley’s Model of Teacher Effectiveness
Another relevant theory that strengthens the importance of this study is
Medley’s Model of Teacher Effectiveness. It was proposed by Medley, (1982). The
model identified nine factors that form the structure of teacher effectiveness.
The factors are outlined thus:
Pre-existing teacher
characteristics: is the
knowledge, abilities and beliefs that the teacher is expected to possess on
entering into professional training.
These characteristics are stable personality traits (like general
intelligence or interest in children) that are believed to be relevant to
successful teacher performance but that a teacher education programme cannot
and should not try to develop in students who do not already possess them
(Medley, 1982).
Teacher Competence: refers to the knowledge, abilities, and beliefs a
teacher possesses and brings to the teaching situation. These attributes
constitute a stable characteristic of the teacher that does not change
appreciably when the teacher moves from one situation to another (Medley,
1982).
Teacher Performance: refers to the behaviour of a teacher while
teaching a class (both inside and outside the classroom). It is defined in
terms of what the teacher does (Medley, 1982).
Pupils’ learning
experiences: this refers
to the behaviour of pupils while teaching is going on. This factor is not a
teacher characteristic, but it has a great deal do with how effective the
teacher is, since the amount a pupil learns depends on what the pupil does
(what experiences he or she has). Any effect the teacher has on pupil learning
must result from some effect the teacher has on the pupil‟s learning
experiences (Medley, 1982).
Pupil learning outcome: is a direct
result of pupils’ learning experiences. Learning is, after all, something that
pupils do, which a teacher facilitates by providing opportunities. When a
teacher “teaches,” what he or she really does is to try to provide certain
learning experiences or opportunities for the pupils who are expected to
develop the desired learning outcomes (Medley, 1982).
Teacher training: reflects the efforts of teacher educators or others
to help a teacher to grow in competence - that is, to add additional
competencies to his or her repertoire. The set of competencies a teacher has at
the end of pre-service preparation is a mixture of pre-existing teacher
characteristics and knowledge, abilities, and beliefs acquired during training
(Medley, 1982).
The External teaching
context: is the set of
characteristics of the school in which the teachers works. The external context
interacts with the competencies the teacher possesses to determine how well
that teacher performs in that particular situation. The physical and support
facilities in the school, the media and materials available to the teacher, and
the relationship between the school and community are variables that belong in
this cell (Medley, 1982).
The Internal teaching
context: is the set of characteristics of the class
taught by the teacher as a group. The internal context interacts with teacher
performance in determining the learning experience pupils have in that
classroom. Such variable as the class size, the average ability, heterogeneity,
the ethnic composition and socio-metric properties (profiles) belong in this
cell influenced by the teacher’s performance and the internal teaching context.
Finally, pupil learning outcomes are a result of pupil learning experiences and
individual pupil characteristics. Therefore, when discussing pupil outcomes it
is necessary to take into consideration all of the components that affect pupil
performance (Medley, 1982).
Individual pupil
characteristics: are the
characteristics of individual pupils that determine what learning outcomes
result from any particular learning experience that a pupil might have. Two
pupils will be affected differently by identical learning experiences because
they differ in ability, interests, values, background and so on (Medley, 1982).
In summary, the model indicates that the quality of the teacher depends
not only on the quality of training but also on the teacher’s background or the
teacher’s pre-existing characteristics. The pupil’s learning experience is
influenced by the teacher’s performance and the internal teaching context.
Finally, pupil learning outcomes are a result of pupil learning experiences and
individual pupil characteristics. Therefore, when discussing pupil outcomes it
is necessary to take into consideration all of the components that affect pupil
performance.
1.3 Statement of the problem
Getting children education right has
been a priority for most countries. But these children are being denied
education right. Ololube, (2006) revealed that the present development of
events within the education sector in Nigeria shows that Nigeria is at the
wrong side of getting our children’s education right. In the past two decades,
Nigeria has experienced a number of structural reforms in her educational
system. However, it is frequently ignored that most of the reforms do not
consider getting the education of our children right and policies designed to
create school effectiveness and quality improvement vis-à-vis ensuring that policies are
implemented as stipulated is been undermined by authorities. However, Nigeria
cannot afford to be on the wrong side if we are to be recognized in the
international committee of nations (Ololube, 2006).
Moreover, there are several methods of
teaching that can inculcate and give pupils insight during instructional
processes (Harris & Muijs, 2005; Ololube, 2005b). But do our teaching
methods engage the part of pupils’ minds from which insight spring? Similarly,
there are different levels of classroom competencies that teachers should
possess in order to create quality in instruction (Creemers, 1994c,). But many
of our primary schools teachers are in dearth of most of these characteristics.
The most unfortunate thing is that the traditional stereotype of our teachers
who stand in front of the classroom and teach children has been at odds for
many years now. Since most of the
instruments of change which can enhance academic excellence are not easily
obtainable, the consequence effect is that friction and frustration have set in
and successful learning is not taking place (Stones 1966). Pupils are
experiencing negative effects on their learning, and It has been a source of
concern to all the stakeholders in education i.e. government, teachers,
parents, religious bodies, law environment agents and society at large. The
society cannot exist without making mention of the school which is the major
agent of change.
The above situations do not guarantee
any hope for higher academic performance. In the absence of appropriate
measures which can improve education per excellence, it is unreasonable to
expect tremendous gains in areas of pupils’ conduct, motivation and
achievement. It is envisaged that knowledge derived from understanding the
effectiveness of classroom teacher’s pedagogical and behavioural competence on
the teaching-learning process will help reduce the myth with which academic
excellence is viewed by most primary school pupils, educators and the general
public.
1.4 Purpose of the study
The purpose of this study was to
investigate the effectiveness of classroom teacher’s pedagogical and behavioral
competence on the teaching-learning process in primary schools in Lagos State
Education District V. Specifically, this study aims at examining:
1. The
relationship between teacher’s pedagogical competence and teaching
effectiveness
2. The
relationship between teachers’ behavioural competence and pupils’ academic
performance.
3. The
difference among the academic performance of pupils taught by teachers
displaying ineffective, moderately effective and highly effective pedagogical
competence.
4. The
gender difference in teaching activities.
1.5 Research questions
To direct this investigation, the
following research questions were raised:
1. Is
there any relationship between teachers’ pedagogical competences and teaching
effectiveness?
2. Is
there any relationship between teachers’ behavioural competence and pupils’ academic
performance?
3. Is
there any difference among the academic performance of pupils taught by
teachers displaying ineffective, moderately effective and highly effective
pedagogical competence significant?
4. Is
there any significant gender difference in teaching activities?
1.6 Research hypotheses
The
following hypotheses were tested in the course of this study.
1. There
is no significant relationship between pedagogical competence and teaching
effectiveness.
2. There
is no significant relationship between teachers’ behavioural competence and
pupils’ academic performance.
3. There
is no significant difference among the academic performance of pupils taught by
teachers displaying ineffective, moderately effective and highly effective
pedagogical competence.
4. There
is no significant gender difference in teaching activities.
1.7 Significance of the study
The contribution that this study would make is
in the provision of useful practical information on primary education for the
Ministry of Education, while contributing to the intellectual debate and the
literature on the relationship between classroom teacher’s pedagogical and
behavioral competence and teaching effectiveness. A further contribution of
this study is the attempt to assist curriculum development specialist and
national policy makers who design teacher-training policy for primary schools. The study investigates teacher competence
i.e. pedagogical and behavioral competence of the classroom teacher and its
effects on performance in a very specific setting taking into consideration the
reality in Amuwo odofin, including the contextual constraints and the stage of
development. The study provides a model of competency which could be used as a
basis for the development of teacher-training policy and the design and
implementation of a teacher-training curriculum. The study also provides an
integrated approach model for developing teacher competence in teacher training
institutions. It is hoped that the development of this model will also be a
contribution to the literature on how to develop teacher competency in teacher
training institutions.
1.8 Scope of the study
The study was conducted in Lagos State
Education District V. It was restricted to investigating the effectiveness of classroom
teacher’s pedagogical and behavioral competence on the teaching-learning
process in the private and public primary schools in the Education District.
From the 44 public and 84 private primary schools, ten (10) were used.
1.9 Limitation of the study
The study was restricted to primary
schools because this is the stage where the influence of the teacher is
strongly felt. Also the best way of determining classroom teacher’s competence
and effectiveness is through classroom observation and knowledge testing, but
it was not possible to observe actual classroom situation because the research
work is a secondary study. Another limitation encountered in the course of
study was reluctance on the part of teachers and pupils to answer the
administered questionnaire correctly and individually.
1.10 Definition of terms
1. Competence: It
refers to skills or knowledge that leads to superior performance. These are
formed through an individual/organizations knowledge, skills and abilities and
provide a frame work for distinguishing between poor performances through to
exceptional performance. Competence can apply at organizational, individual,
team, occupational and functional levels. Competences are individual abilities
or characteristics that are crucial to effectiveness in work.
2. Teaching Competence: This
refer to the right way of conveying units of knowledge, application and skills
to situations. The right way here includes knowledge of content, processes,
methods and increase of conveying content, if in the knowledge, abilities and
belief a teacher possessions and brings to the teaching situation. These
attribute constitute a stable characteristic of the teacher that does not
change appreciably whom the teacher moves from one situation to another.
3. Teacher performance: This
refers to the behavior of a teacher while teaching a class (both inside and
outside the classroom). It is defined in terms of what the teacher does.
4. Teacher effectiveness:
This refers to the result a teacher gets or to the amount of progress the
pupils make towards some specified goal of education. It is defined in terms of
what the pupils do.
5. Pedagogical competence:
This could be defined as the procedures of doing something and having enough
skill and knowledge to carry out a function. As regards teaching, pedagogical
competence is characterized by the ability of the teacher to adapt to effective
work methods, to analyze the task to be performed, to begin the process, to
perform the task and to analyze ones procedure.
6. Behavioural competence:
These refer to competencies that are required by teachers in term of behaviour.
It can be understood as manifestation of how a teacher views him or herself
(self-image) and how he or she typically behaves (traits) and what motives him
or her.
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