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EFFECT OF THE USE OF AUDIO AND VISUAL AID IN TEACHING CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN LAGOS STATE
CHAPTER ONE
1.1 Background of the study
Education, according to Coombs (1970) consists of two components. He classified these two components into inputs and outputs. According to him, inputs consist of human and material resources and outputs are the goals and outcomes of the educational process.Both the inputs and outputs form a dynamic organic whole and if one wants to investigate and assess the educational system in order to improve its performance, effects of one component on the other must be examined.
Instructional resources which are educational inputs are of vital importance to the teaching of any subject in the school curriculum. Wales (1975) was of the opinion that the use of instructional resources would make discovered facts glued firmly to the memory of students. Savoury (1958) also added that, a well planned and imaginative use of visual aids in lessons should do much to banish aparthy, supplement inadequacy of books as well as arouse students interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. Savoury (1958) suggested a catalogue of useful visual aids that are good for teaching history i.e pictures, post cards, diagrams, maps, filmstrips and models.
He said that selection of materials which are related to the basic contents of a course or a lesson, helps indepth understanding of such a lesson by the students in that they make the lesson attractive to them, thereby arresting their attention and thus, motivating them to learn. He suggested a catalogue of aids which could be used to teach history. He advocated the use of pictures which will help children in grounding their thoughts and feelings. He said that pictures are used as alternatives to real objects where it is impossible to show students the real objects, and they do serve effectively in tan imagined activities.
It is also very vital to have sufficient and adequate human resources in terms of teacher quality for the teaching of all subjects in the school curriculum. Without the teachers as implementing factors, the goals of education can never be achieved. In order to achieve a just and egalitarian society as spelt out in the Nigerian National Policy of Education (1981), schools should be properly and uniformly equipped to promote sound and effective teaching. Suitable textbooks, qualified teachers, libraries which are adequate should also be provided for schools. Scarcity of these, according to Coombs (1970), will constraint educational system from responding more fully to new demands. In order to raise the quality of education, its efficiency and productivity, better learning materials are needed. Knezewich (1975) also stressed the importance of having appropriate personnel plan and adequate physical facilities to support educational effort.
1.2 Statement of problem
Most students find studying chemistry boring. To many, chemistry is an abstract subject that involves more effort to learn. It is assumed that the use of audio visuals will improve on the learning experience of students.
1.3 Objective of the study
1. To introduce audio visuals in learning and teaching resources for chemistry.
2. To introduce strategies for effective audio visual resources teaching and learning development especially in field of chemistry.
3. To provide guidance on how audio visual resources can be effectively used with examples of good practice.
4. Also, the purpose of learning and teaching using audio visual resources is to provide a source of learning experiences for students.
5. To find out if there can be differences in the scores, on the test of chemistry, of students in schools with adequate supply of qualified chemistry teachers who use audio visual aids and the scores of students in schools with inadequate supply of qualified teachers and who do not use audio visual aids.
6. To find out if there can be differences in the scores, on the test of chemistry, of students in schools with adequate audio visual material resources in chemistry and scores of student in schools with inadequate audio visual material resources in chemistry.
1.4 Research questions
1. Is possible to introduce functions and types of learning and teaching resources for chemistry?
2. What are the strategies introduced for effective resources development especially in field of chemistry?
3. How can this study provide guidance on how resources like textbook can be effectively used with examples of good practice?
4. Is the purpose of learning and teaching resources is to provide a source of learning experiences for students?
5. How can one find out if there can be differences in the scores, on the test of chemistry, of students in schools with adequate supply of qualified chemistry teachers and the scores of students in schools with inadequate supply of qualified teachers?
1.5 Research hypotheses
In order to identify the variables and to accomplish the purpose of this study, the following hypotheses were tested.
H0: There is no significant difference in the scores, on the test of chemistry, of students in schools with adequate supply of qualified chemistry teachers and the scores of students in schools with inadequate supply of qualified teachers.
H1: There is a significant difference in the scores, on the test of chemistry of students in schools with adequate resources and the scores of students in schools with inadequate material resources.
1.6 Significance of the study
The major concern of the study is teaching resources and effective teaching
and learning of chemistry in the Junior secondary school usingselected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as a case study. This study should lend to awareness of studying problems of student of the school and prefer corrective measures. It is hoped that the students would be made to realize that learning involves skills perhaps better understanding of what learning is, may shape a learning attitude towards his fellow friends, schools, parents also provide knowledge and general interest for further studies in this area to the need to examine the learning comprehension skills of students with a view to identify the factors responsible for their academic performance. The study is also aimed at making the government realize that their efforts to improve the standard of education will continue to be a mirage if the teaching of learning among other learning skill is neglected in the school course outline. The study is delimited to the cause of poor study habits of high school student and its implication to teaching effectiveness. The investigation include the specific problem such as the profile of respondents the poor study habits of high school student: The effect of their poor study in teaching and learning process. What is the teaching could do to change or improve the student
poor study habits and any suggestion of teacher to improve the students poor study habits There are reason to consider that makes this study important to some groups of people like the teacher, school administrator the parents and education. Student this is because this investigation may give them in sight concerning the cause and effect of the poor study habits of the student to the teaching and learning process to the result of this study may be very important to teaching
not only in the public school but even those in private sector the result may give these teacher some significant ideas on what they must in case they find some student having poor study habits What teachers should do is to find out the cause of such poor study habits of the pupils and then find for the mass necessary solution to the problems. The teacher after knowing they must talked to the parents about it so their parents could suppressive their weakness on their lessons at home
similarly the result of the study may have be significant to parents because through this they may known what to do to help improve or correct the poor study habits of their student to study their lesson in the night after supper instead of watching television or playing video games. The researchers believes that students, particularly Community primary school Nkwerre will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviours related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.
Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.
Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students.
This study is centered on teaching resources and effective teaching and learning of business
studies in the Junior secondary school usingselected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as a case study.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. selected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as acase study. finds it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Main idea: The is the key or point that dominates the passage.
Word to word: Reading of every word of the passage one by one without any transition skill from one phrase to another.
Diagnosis: This is the investigation of the nature of the course and extent of the nature of the students’ strength and weakness.
Literal meaning: This involves ordinary meaning of words basic or usual meaning of a word or phrase.
Evaluation: This is the ability to read beyond the line. It involves critical assessment of the reader what he is reading.
Cognitive: Ability of knowing how to, knowing what and the ability of the reader to use experience.
Affective reading: Good reading and caring for materials.
Languages: A systematic means of conventionalized signs, sounds, gestures, or marks having understood meaning.
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• Factors- one that actively contributes to an accomplishments,results, or process
• Develop- to bring out the capabilities or possibilities of
• Study Habits- manner which you consistently use to study for school or college or even for the next day lesson.
• Students- describe as one who directs zeal at a subject. Student isused for anyone who is learning.
Operational Definition:
• Factors- these refers to anything that affects study habits
• Develop- refers to fast or gradual changes in a range of time
• Study Habits- refers to the ways of studying on a particular subject
• XU Students- referring to all officially enrolled students of Community primary school Nkwerre.
TABLE OF CONTENT:
INTRODUCTION
LITERATURE REVIEW
CHAPTER THREE
RESEARCH METHODOLOGY
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
Bibliography
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BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
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ASSESSMENT OF METHODS OF TEACHING COMPUTER SCIENCE/CIVIC EDUCATION-CIVIC EDUCATION COURSES IN SELECTED NIGERIA INSTITUTIONS
ABSTRACT
This study gives an assessment of methods of teaching courses in selected Nigeria institutions. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 computer science/civic education students, 20 teachers and 6 principals were used in the study. A survey design was adopted for the study. Three researcher – made instruments namely School Principal Questionnaire (SPQ), Teachers Professionalism Questionnaire (TCQ) and Computer science/civic education Achievement Test (CAT) were used to gather data for the study. Data were analyzed using the Pearson Product Moment Correlation (PPMC) and t-test. Results revealed that there is significant relationship between teachers’ professionalism and computer science/civic education students’ academic performance in Computer science/civic education. Computer science/civic education students taught by qualified teachers performed significantly better than those taught by unqualified teachers. Also computer science/civic education students taught by experienced teachers performed significantly better than those taught by inexperienced teachers. In this study, efforts were made to find out whether or not teachers’ academic qualification had effect on students’ performance in Computer science/civic education. The sample consisted of fifteen Computer science/civic education teachers from Edu, Kaiama and Moro L.G.As of Kwara State. Grades of students in SSC Computer science/civic education were collected in the three local government areas of Kwara State. These were compared with the qualifications of the Computer science/civic education teachers in the three LGAs. The qualifications of Computer science/civic education teachers were converted to grades using Uwakwe’s (1987) rating. It was found that teachers’ academic qualification was a necessity for students’ performance in Computer science/civic education. It was therefore recommended that scholarship should be given to students willing to study Computer science/civic education at the senior secondary level of education and that workshops, seminars and in-service training should be organised for the available Computer science/civic education teachers.
Recommendations were made on how to promote further development of computer science/civic education teachers in Nigeria.
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Teacher competence and teacher quality are concepts that are often referred to and frequently applied in different educational contexts. Whitty (1996) identifies professional competence, which includes knowledge and understanding of children and their learning, subject knowledge, curriculum, the education system and the teacher’s role. Professional competence also necessitates skills such as subject application, classroom methodology, classroom management, assessment and recording and undertaking a wider role.
In America, the teaching competencies of under- certified school teachers were compared to the teaching competencies of regularly certified school teachers. Results indicate that the student’s academic performance of under-certified teachers did not perform significantly well compared with the student’s academic performance of the certified teachers. According to the professional standards of teaching profession in Quezon City, the teacher competence was set for the professional guideline, consists of nine areas of competence: language and technology for teachers, curriculum development, and psychology for teachers, educational measurement and evaluation, classroom management, educational research, educational innovation and information technology and leadership. The researchers believe that the nine competencies could generate the competent teachers individually and student learning and achievement. It is meaningful to conduct a research study to promote the teacher competence for professional development, student learning and the achievement of the school goals and objectives. This needs to be done in Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST). Teacher with high competence is one of the most significant factors manipulate the student learning as well as serving the schools to meet its objectives and missions. The importance of teachers cannot be over stressed. This is because teachers play a number of roles. Specifically, teachers has been referred to by Oyedeji (1998) as an agent of innovation. For meaningful innovations, teachers’ academic qualification is very important. This is because teacher education is a very complex enterprise. The complexity arises as a result of several factors which include determination of what effective teachers are, teachers are expected to fulfil a variety of roles, some common to all teachers, others uniquely related to certain kinds of environments of students or subject matter. Added to this, is the fact that teacher education involves the training of professionals who will educate students in future. Despite the complexity in the field of teacher education, one cannot over-emphasize the importance of academic training of teachers of all categories. This is because the efficiency of any institution depends on the academic competence of the teaching staff since no educational system can rise above the quality of its teachers (FGN, 1981, p. 38).
A number of studies carried out had indicated the need for teachers academic qualification in their various teaching subjects. Such studies include those of Swan and Jones (1971), Rubba (1981), Ivowi (1983, 1984), Akintola (1985), Soyibo (1985), Abimbola (1986)) and Otuka (1987). Swan and Jones (1971) finding was that teachers should receive appropriate training in the subject matter area so that their classroom instruction could be above board. Rubba’s (1981) study indicated that teachers have needs according to the computer science/civic education discipline taught. Ivowi, Akintola, Soyibo, Abimbola and Otuka found out misconceptions in students which they traced to misconceptions held by their teachers. All the above studies prove that training of prospective teachers in the subject matter areas should not be taken lightly by computer science/civic education educators.
Furthermore, Fajemidagba (1986) identified four important variables in teacher education. The variables are teaching behaviour, subject matters, learning behaviour and the setting. According to him, the subject matter constitute pedagogical concepts, generalizations, prescriptions, theories from relevant field of psychology, philosophy and so on. This prompted Fajemidagba to study the need for the inclusion of geometry in the education of Mathematics teachers in Nigerian universities in 1987. His results revealed that the majority of secondary school Mathematics teachers had little exposure to geometry at the secondary schools level. Nearly all the study sample agreed that geometry should be included in the programme for the pre-service Mathematics teachers.
Kinyomi (1982) from his study found out that study sample indicated that they needed improvement in the areas of English composition, African Literature, Literary Research Methods and Creative Writing to enable them function better in their teaching. Etim (1985) carried a similar study on students from the B. A Education (English) programme of the Secondary schools of Jos. When the teachers were asked to indicate the most important skill they gained from their preparatory programme, responses of seventy-five percent of them showed that they gained enough information to be able to teach English at any level of secondary school. Participation in in-serive training programme can also improve teachers’ classroom interaction pattern. This revelation was made by Igwebui (1985) when he determined the effectiveness of the Associate Certification in Education (ACE Sandwich) training programmes of the Institute of Education, Secondary schools of Benin. Too little knowledge about subject matter can be a danger since the teacher may be propagating error. In addition, too much specialized theoretical knowledge could lead teachers to make course content unnecessarily theoretical and impractical. A major concern in teacher knowledge should therefore be directed to practical, everyday examples of phenomena being taught as this is the objective of the 6-3-3-4 system of education in Nigeria. These were the implications from Butzow and Qureshi’s (1978) study “Computer science/civic education Teachers’ Competences.
1.2 PROBLEM OF THE STUDY
Too little knowledge about subject matter can be a danger since the teacher may be propagating error. In addition, too much specialized theoretical knowledge could lead teachers to make course content unnecessarily theoretical and impractical. A major concern in teacher knowledge should therefore be directed to practical, everyday examples of phenomena being taught as this is the objective of the 6-3-3-4 system of education in Nigeria. These were the implications from Butzow and Qureshi’s (1978) study “Computer science/civic education Teachers’ Competences. Efforts to revitalize classrooms, the learning process, and the instructional practices of educators are critical factors impacting the educational experiences of secondary computer science/civic education students (Amatea & Clark, 2005; Intrator & Kunzman, 2006; Neel, 2007; Sparks, 2002).
1.3 OBJECTIVE OF THE STUDY
1. To explore the impact of highly qualified teachers (HQT), as measured by the changes in percentages of teachers with advanced degrees beyond the bachelor degree level over a three-year period, on academic achievement among secondary computer science/civic education students, as measured by student passing rates on state standardized tests, which include the GHSGT in Math, English, Computer science/civic education, and computer science/civic education.
2. To evaluate the level of competency and professionalism among teachers at all levels.
3. To know the impact of teachers professionalism on computer science/civic education students academic performance.
4.To measure the degree of students knowledge and understanding of computer science/civic education of subjects as a result of teachers professional competence.
5. To determine the significant level of impact made by teacher advanced degrees on student academic achievement among secondary computer science/civic education students in Cross Rivers state.
1.4 RESEACH QUESTION
1. Can one explore the impact of highly qualified teachers (HQT), as measured by the changes in percentages of teachers with advanced degrees beyond the bachelor degree level over a three-year period, on academic achievement among secondary computer science/civic education students, as measured by student passing rates on state standardized tests, which include the GHSGT in Math, English, Computer science/civic education, and computer science/civic education?
2. What are the level of competency and professionalism among teachers at all levels?
3. What are the impact of teachers professionalism on computer science/civic education students academic performance.
4. Is it possible to measure the degree of students knowledge and understanding of computer science/civic education of subjects as a result of teachers professional competence?
5. Are there significant level of impact made by teacher advanced degrees on student academic achievement among secondary computer science/civic education students in Cross Rivers state?
1.5 RESAECH HYPOTHESIS
H0: One cannot explore the impact of highly qualified teachers (HQT), as measured by the changes in percentages of teachers with advanced degrees beyond the bachelor degree level over a three-year period, on academic achievement among secondary computer science/civic education students, as measured by student passing rates on state standardized tests, which include the GHSGT in Math, English, Computer science/civic education, and computer science/civic education.
H1: One can explore the impact of highly qualified teachers (HQT), as measured by the changes in percentages of teachers with advanced degrees beyond the bachelor degree level over a three-year period, on academic achievement among secondary computer science/civic education students, as measured by student passing rates on state standardized tests, which include the GHSGT in Math, English, Computer science/civic education, and computer science/civic education.
H0: There are no significant level of competency and professionalism among teachers at all levels.
H1: There are significant level of competency and professionalism among teachers at all levels.
H0: Teachers professionalism has no impact on computer science/civic education students academic performance.
H1: Teachers professionalism has great impact on computer science/civic education students academic performance.
H0: It is impossible to measure the degree of students knowledge and understanding of computer science/civic education of subjects as a result of teachers professional competence.
H1: It is possible to measure the degree of students knowledge and understanding of computer science/civic education of subjects as a result of teachers professional competence.
H0: There is no significant level of impact made by teacher advanced degrees on student academic achievement among secondary computer science/civic education students in Cross Rivers state.
H1: There is a significant level of impact made by teacher advanced degrees on student academic achievement among secondary computer science/civic education students in Cross Rivers state.
1.6 SIGNIFICANCE OF THE STUDY
This research work which is on the impact of professionalism of teachers on computer science/civic education students performance using secondary schools in Yala Local Government Area of Cross River State as a case study. This is an important and interesting topic which will contribute immensely to the body of knowledge to education students, secondary schools students, management students teachers, lecturers, and as well as entire public.
1.7 SCOPE OF THE STUDY
This research work is on the impact of professionalism of teachers on computer science/civic education students performance using secondary schools in Yala Local Government Area of Cross River State as a case study.
1.8 LIMITATION OF THE STUDY
The researchers in this study used a variety of complex statistical manipulations and weak proxy measures that could limit the accuracy of their findings (for example, because the NAEP does not provide longitudinal data, researchers used course level as a proxy for prior student achievement, rather than actual performance measures) and the extent to which these findings can be generalized. Researchers also had to adjust for the fact that students are only tested on subsets of the NAEP mathematics tests, so that their reported scores are, in fact, statistical estimates of what their actual scores would have been had they completed the full test. This research also focuses narrowly on 8th grade mathematics, and thus the findings may not generalize to other subjects or grade levels. Although this research found a relationship between various teacher characteristics and student achievement, it does not identify why that relationship exists. There may be other variables not included in this research that influence this relationship.
1.9 DEFINITION TERMS
Socio-Economic Status: Socio-economic status is determined to be a predictor of mathematics achievement. Studies repeatedly discovered that the parents’ annual level of income is correlated with students’ math achievement scores (Eamon, 2005; Jeynes, 2002; Hochschild, 2003; McNeal, 2001). Socio-economic status was found significant in primary math and computer science/civic education achievement scores (Ma & Klinger, 2000). Another study found poor academic achievement of Canadian students to be attributable to their low socio-economic status (Hull, 1990). Socio-economic status was examined and found to be one of the four most important predictors of discrepancy in academic achievement of Canadian students (aged 15) in reading, mathematics, and computer science/civic education by the Program for International Student Assessment (Human Resources Development Nigeria, Statistics Nigeria, & Council of Ministers of Education Nigeria, 2001).
HOW TO RECEIVE PROJECT MATERIAL(S)
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420