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PRINCIPALS’ LEADERSHIP APPROACHES AND THE WORK PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is universally acknowledged as a vital instrument for national development, social transformation, and human capital formation. At the secondary school level, education plays a crucial role in preparing learners for higher education, vocational competence, and responsible citizenship. The effectiveness of secondary education largely depends on the quality and commitment of teachers, whose work performance is influenced by several organizational and leadership factors (Akinyemi, 2016).
School leadership, particularly the leadership approaches adopted by principals, is a critical determinant of teachers’ effectiveness and overall school performance. Principals are the chief executives of secondary schools and are responsible for planning, organizing, directing, and supervising teaching and learning activities. Their leadership approaches shape the school climate, influence teachers’ motivation, and determine how well educational goals are achieved (Yukl, 2013).
Leadership approaches refer to the patterns of behavior, strategies, and styles employed by school principals in guiding, influencing, and managing teachers and other school personnel. Common leadership approaches in educational administration include autocratic, democratic, and laissez-faire leadership styles. Each of these approaches has varying implications for teachers’ morale, job satisfaction, commitment, and performance (Adeyemi, 2010).
Teachers’ work performance, on the other hand, encompasses their effectiveness in lesson preparation and delivery, classroom management, assessment of students, participation in school activities, and adherence to professional ethics. High teacher performance is essential for achieving quality education and improving students’ academic outcomes (Ogunu, 2018). However, evidence suggests that teachers’ performance in many Nigerian public secondary schools has been inconsistent, often due to poor leadership, lack of motivation, and unfavorable working conditions (Okorie & Ezeh, 2019).
In Enugu State, and particularly in Enugu NorthLocal Government Area, concerns have been raised by education stakeholders regarding teachers’ punctuality, commitment to instructional duties, and overall productivity. While factors such as inadequate facilities and remuneration have been highlighted, the leadership approaches of school principals remain a crucial but under-examined factor. Understanding how principals’ leadership approaches relate to teachers’ work performance is therefore essential for improving school effectiveness and educational quality in the area.
1.2 Statement of the Problem
Despite government efforts to improve secondary education through policy reforms, teacher recruitment, and infrastructural development, the work performance of many secondary school teachers in Enugu NorthLocal Government Area of Enugu State appears to be below expectations. Reports of absenteeism, poor lesson preparation, ineffective classroom management, and low commitment to school activities have persisted (Enugu State Ministry of Education, 2022).
Observations suggest that some principals adopt leadership approaches that are either excessively authoritarian, overly permissive, or lacking in participatory decision-making. Such leadership practices may negatively affect teachers’ morale, reduce job satisfaction, and ultimately impair their work performance. Conversely, democratic and supportive leadership approaches are believed to foster teamwork, commitment, and improved productivity among teachers (Bass & Riggio, 2014).
Although several studies have examined leadership styles and teacher performance in other parts of Nigeria, there is limited empirical evidence focusing specifically on Enugu NorthLocal Government Area. This gap makes it difficult for policymakers and school administrators to design context-specific leadership development programmes. The problem of this study, therefore, is to examine the extent to which principals’ leadership approaches influence the work performance of secondary school teachers in Enugu NorthLocal Government Area of Enugu State.
1.3 Purpose of the Study
The main purpose of this study is to examine principals’ leadership approaches and the work performance of secondary school teachers in Enugu NorthLocal Government Area of Enugu State.
Specifically, the study seeks to:
identify the leadership approaches commonly adopted by principals in secondary schools in Enugu NorthLGA;
examine the level of work performance of secondary school teachers in the area;
determine the influence of autocratic leadership approach on teachers’ work performance;
assess the influence of democratic leadership approach on teachers’ work performance;
examine the effect of laissez-faire leadership approach on teachers’ work performance.
1.4 Research Questions
The following research questions guided the study:
What leadership approaches are commonly adopted by principals in secondary schools in Enugu NorthLGA?
What is the level of work performance of secondary school teachers in the area?
How does autocratic leadership approach influence teachers’ work performance?
To what extent does democratic leadership approach influence teachers’ work performance?
What influence does laissez-faire leadership approach have on teachers’ work performance?
1.5 Research Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
Autocratic leadership approach has no significant influence on teachers’ work performance in secondary schools in Enugu NorthLGA.
Democratic leadership approach has no significant influence on teachers’ work performance in secondary schools in Enugu NorthLGA.
Laissez-faire leadership approach has no significant influence on teachers’ work performance in secondary schools in Enugu NorthLGA.
1.6 Significance of the Study
The findings of this study will be beneficial to several stakeholders. School principals will gain insights into how their leadership approaches affect teachers’ performance, enabling them to adopt more effective leadership practices. Teachers will benefit from improved leadership that enhances motivation, job satisfaction, and professional commitment.
Education policymakers and administrators in Enugu State Ministry of Education will find the study useful for designing leadership training programmes and policies aimed at improving school management. Researchers and students will also benefit, as the study will contribute to existing literature and serve as a reference for future studies on educational leadership and teacher performance.
1.7 Scope of the Study
The study is delimited to principals’ leadership approaches and the work performance of secondary school teachers in public secondary schools within Enugu NorthLocal Government Area of Enugu State. The leadership approaches considered include autocratic, democratic, and laissez-faire styles, while teachers’ work performance is assessed in terms of instructional delivery, classroom management, punctuality, and participation in school activities.
1.8 Operational Definition of Terms
Leadership Approaches: The methods and styles adopted by school principals in directing and influencing teachers toward achieving school goals.
Principal: The administrative head of a secondary school responsible for leadership and management functions.
Work Performance: The extent to which teachers effectively carry out their instructional and professional responsibilities.
Secondary School Teachers: Trained educators employed to teach students at the secondary school level.
Enugu NorthLocal Government Area: A local government area in Enugu State where the study is conducted.
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AN EVALUATION OF HUMAN AND MATERIAL RESOURCE PROVISION AND ITS IMPACT ON TEACHING EFFECTIVENESS IN SENIOR SECONDARY SCHOOLS IN ENUGU STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is a fundamental tool for national development, enabling individuals to acquire knowledge, skills, and values necessary for personal and societal growth (UNESCO, 2015). In Nigeria, senior secondary education serves as a critical stage bridging basic education and tertiary or vocational education, preparing students for both academic and life challenges (Federal Republic of Nigeria, 2013).
The effectiveness of teaching in senior secondary schools depends on a combination of factors, among which the availability of human and material resources is vital. Human resources refer to qualified teachers and administrative staff responsible for delivering curriculum content efficiently, while material resources encompass textbooks, libraries, laboratories, multimedia tools, and classroom facilities (Adeyemi & Adu, 2012; Okeke, 2018). The adequacy of these resources directly influences instructional quality, student engagement, and academic performance (UNICEF, 2019).
In Enugu State, disparities in school infrastructure and staffing levels exist between urban and rural areas. Some schools are well-equipped with experienced teachers and adequate learning materials, while others face shortages in both human and material resources (Nwafor & Anigbo, 2020). These discrepancies affect teaching effectiveness, classroom management, and students’ learning outcomes (Akande, 2015).
Research has demonstrated that schools with adequate teachers and learning materials tend to exhibit higher instructional effectiveness compared to poorly resourced schools (Darling-Hammond, 2017; Mohammed & Anwar, 2019). Despite government interventions such as state education reforms and capacity-building programs, many secondary schools in Enugu State still face challenges in resource provision, which may limit teaching effectiveness (Enugu State Ministry of Education, 2021).
This study, therefore, seeks to evaluate human and material resource provision and determine how these resources impact the effectiveness of teaching in senior secondary schools in Enugu State.
1.2 Statement of the Problem
Although the Nigerian government has implemented several educational policies to enhance resource allocation in secondary schools, many schools in Enugu State continue to face shortages of qualified teachers, instructional materials, and functional infrastructure (Nwafor & Anigbo, 2020).
These resource limitations may compromise teaching effectiveness, leading to poor student academic performance and limited mastery of curriculum objectives. Previous studies have examined the influence of educational resources on teaching in Nigeria generally (Adeyemi & Adu, 2012; Okeke, 2018), but few have focused specifically on Enugu State. Without context-specific data, it is difficult for policymakers and school administrators to identify targeted interventions for improving teaching effectiveness.
Thus, this study seeks to bridge this gap by evaluating the availability of human and material resources and their impact on teaching effectiveness in Enugu State senior secondary schools.
1.3 Objectives of the Study
General Objective:
To evaluate the provision of human and material resources and their impact on teaching effectiveness in senior secondary schools in Enugu State.
Specific Objectives:
To assess the availability of qualified teachers in senior secondary schools in Enugu State.
To determine the adequacy of material resources for teaching in these schools.
To evaluate the effectiveness of teaching practices in senior secondary schools.
To examine the relationship between human resource provision and teaching effectiveness.
To examine the relationship between material resource provision and teaching effectiveness.
1.4 Research Questions
To what extent are qualified teachers available in senior secondary schools in Enugu State?
How adequate are the material resources in these schools?
How effective are the teaching practices in senior secondary schools in Enugu State?
What is the relationship between human resource provision and teaching effectiveness?
What is the relationship between material resource provision and teaching effectiveness?
1.5 Significance of the Study
The findings of this study will be useful in several ways:
Policy Implications: Policymakers can identify resource gaps and prioritize teacher recruitment, infrastructural development, and instructional materials allocation.
School Administration: School administrators can enhance resource management strategies and improve teaching practices.
Teachers: Teachers can understand how resource availability affects instructional delivery and adopt strategies to maximize available resources.
Academic Contribution: The study will add to scholarly literature on educational resources and teaching effectiveness, particularly in the context of Enugu State.
1.6 Scope of the Study
The study covers senior secondary schools in Enugu State, including both urban and rural settings. It focuses on human resources (teachers and administrative staff) and material resources (textbooks, laboratories, libraries, multimedia tools) and examines their influence on teaching effectiveness. Other factors influencing teaching, such as student attitudes or parental involvement, are beyond the scope of this study.
1.7 Operational Definition of Terms
Human Resources: Teachers and staff directly involved in teaching and educational administration.
Material Resources: Physical and instructional teaching materials, including textbooks, laboratories, libraries, and ICT tools.
Teaching Effectiveness: The degree to which teaching practices achieve desired student learning outcomes and engagement.
Availability: The presence, accessibility, and adequacy of human and material resources required for effective teaching.
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THE AVAILABILITY OF HUMAN AND MATERIAL RESOURCES AND EFFECTIVENESS OF TEACHING IN SENIOR SECONDARY SCHOOLS IN LAGOS STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is universally recognized as a key instrument for national development, fostering economic growth, social cohesion, and individual empowerment (UNESCO, 2015). In Nigeria, secondary education serves as a crucial bridge between foundational learning and tertiary education or vocational training. Effective teaching at the senior secondary school level is essential for equipping students with the academic competencies, critical thinking skills, and societal values needed for future challenges (Federal Republic of Nigeria, 2013).
The quality of teaching in senior secondary schools is influenced by a combination of factors, among which the availability of human and material resources occupies a central position. Human resources encompass the teaching workforce, including teachers’ qualifications, competencies, and workload. Material resources include textbooks, laboratories, instructional aids, libraries, multimedia technology, and adequate classroom facilities (Adeyemi & Adu, 2012). Research shows that the availability and adequacy of these resources significantly affect the teaching–learning environment and educational outcomes (UNICEF, 2019; Okeke, 2018).
In Lagos State, Nigeria’s economic hub with a large and diverse student population, senior secondary schools vary in their resource endowment. Some urban schools are relatively well-resourced, while others—especially in peri-urban or high-density communities—suffer shortages of qualified teachers, laboratories, teaching aids, and other instructional materials. These disparities may undermine teaching effectiveness and widen educational inequality (Ayo et al., 2017).
Teaching effectiveness refers to the extent to which instructional processes result in desired learning outcomes, including students’ academic performance, engagement, and mastery of curriculum objectives. It also involves pedagogical practices, classroom management, and teachers’ ability to adapt instructional resources to meet students’ needs (Darling-Hammond, 2017). Studies indicate that schools with adequate human and material resources tend to exhibit higher teaching effectiveness compared to poorly resourced schools (Akande, 2015; Mohammed & Anwar, 2019).
Although various policy initiatives such as the Universal Basic Education (UBE) programme and state-level education reforms have aimed to improve resource provision in schools, challenges persist in Lagos State (Lagos State Ministry of Education, 2020). These challenges include teacher shortages, high student–teacher ratios, aging infrastructure, and insufficient instructional materials. Hence, it is important to assess the availability of human and material resources and how they influence the effectiveness of teaching in senior secondary schools in Lagos State.
1.2 Statement of the Problem
Despite considerable investments in education, many senior secondary schools in Lagos State continue to struggle with inadequate human and material resources. Insufficient qualified teachers, lack of teaching-learning materials, obsolete laboratory equipment, and overcrowded classrooms are frequently reported (Ayo et al., 2017). Such resource constraints may negatively affect teachers’ ability to deliver lessons effectively and students’ opportunities to learn meaningfully.
Previous studies have explored resource challenges in Nigerian schools generally (Adeyemi & Adu, 2012; Okeke, 2018). However, there is limited empirical evidence specifically examining how availability of human and material resources relates to teaching effectiveness in senior secondary schools within Lagos State. This gap hinders the identification of targeted strategies to strengthen resource allocation and instructional quality. Therefore, this study seeks to investigate the availability of human and material resources and their influence on the effectiveness of teaching in Lagos State senior secondary schools.
1.3 Objectives of the Study
The general objective of this study is to examine the availability of human and material resources and the effectiveness of teaching in senior secondary schools in Lagos State.
The specific objectives are to:
Assess the level of availability of qualified teaching staff in senior secondary schools in Lagos State.
Determine the adequacy of material resources for teaching in senior secondary schools.
Evaluate the effectiveness of teaching practices in senior secondary schools.
Examine the relationship between human resource availability and teaching effectiveness.
Examine the relationship between material resource availability and teaching effectiveness.
1.4 Research Questions
The study will be guided by the following research questions:
To what extent are qualified teachers available in senior secondary schools in Lagos State?
How adequate are material resources in senior secondary schools in Lagos State?
How effective are teaching practices in senior secondary schools in Lagos State?
What is the relationship between the availability of human resources and teaching effectiveness?
What is the relationship between the availability of material resources and teaching effectiveness?
1.5 Significance of the Study
The findings of this study will be useful to educational policymakers, school administrators, and stakeholders in Lagos State by providing insights into current resource challenges and their implications for teaching quality. Policymakers can use the findings to inform strategic allocation of resources, teacher recruitment, and capacity-building initiatives. School administrators may benefit by identifying priority areas for improvement, while teachers may gain a better understanding of how resources influence instructional practices.
Additionally, this study contributes to academic literature on education resource management and instructional effectiveness, particularly within the context of Nigerian secondary schools.
1.6 Scope of the Study
This study focuses on senior secondary schools in Lagos State. It examines the availability of human resources (teachers’ qualifications and staffing) and material resources (instructional materials, laboratory equipment, libraries) and evaluates their influence on teaching effectiveness. The study covers selected public and private senior secondary schools across different local government areas within Lagos State.
1.7 Operational Definition of Terms
Availability: Refers to the presence and accessibility of human and material resources necessary for teaching and learning.
Human Resources: Qualified teachers and instructional staff required for delivering curriculum content effectively.
Material Resources: Physical teaching-learning materials such as textbooks, laboratory equipment, instructional aids, and classroom facilities.
Effectiveness of Teaching: The degree to which instructional practices achieve desired student learning outcomes and engagement.
HOW TO RECEIVE PROJECT MATERIAL (S)
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OR
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Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
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THE ROLE OF THE PARENTS-TEACHERS ASSOCIATION (PTA) IN THE ADMINISTRATION OF PUBLIC PRIMARY SCHOOLS
ABSTRACT
This study was designed to examine the role of the parents-teachers association (pta) in the administration of public primary schools
. To achieve this, the researcher utilizes the questionnaires as the instrument for eliciting responses from the respondents, oral interview were conducted with the respondents. Findings revealed that parents teachers association (PTA) has played a crucial role in the development of schools teachers association has played a based on findings recommendations were made. This is with a view of enhancing the role of parents teachers association, most in Edo State of Nigeria.
TABLE OF CONTENT
Chapter one
Introduction
Statement of problem
Research questions
Purpose of study
Significance of the study
Scope of the study
Limitation of the study
Definition of terms
Chapter two
Review of related literature
Origin and growth of PTA
Moral and cultural development
Mental development
Financial education
Chapter three
Methodology
Research design
Population sample
Characteristics of sample
Sampling procedure
Research instrument
Collection of data
Data analysis
Chapter four
Analysis, interpretation and discussion of data
Chapter five
Summary, conclusion and recommendations
Summary
Findings
Conclusions
Recommendations
Bibliography
Questionnaire
CHAPTER ONE
INTRODUCTION
In Nigeria, education for a long time was almost a private enterprise. The missionaries individual and some voluntary organizations shoulder the respective responsibilities of providing education for teeming and over increasing population of the country. In 1973, the, Bendel State government education edict of the previous year (1972) resolved the ownership and control of educational institutions and of economy from these private organizations individual and religious groups. This was done largely with a view to ensuring that the interest served by education is entirely Nigerian. As would be expressed there was an increase in the number of schools under state control. This brought in the numerous administrative and financial problems. As this situation was not bad enough, the government of professor Ambrose Alli declared free education in 1979, at the same time, Allis government encouraged communities to establish more colleges on their own and also take active part in their day to day running. With the increase in the number of schools and students in 1972, it became clear that government efforts alone cannot sustain the schools system. A direct result of this was that schools financing and physical development also became a partnership between the state government and the people represented by a body known as parent teachers association.
The Bendel state education edict of 1972 earlier given legal backing and encouragement to the formulation of parents teachers association in schools. The parents teachers association with an executive body of twelve members known as the school committee among others empowered by law to perform the following functions.
1. Making representation to be board or local teaching service committee as the case may be on matters affecting the school.
2. Co-ordination of local voluntary efforts such as the provision of financial and assistance to the school
3. Subject to the provision of this law doing such things as may effectively enhance the tone and efficiency of the schools.
4. Provision of suitable liaison between teachers and parents on the hand between the parents teachers association and the commission, local teaching committee or the ministry of education, as the case may be on the other.
Inspite of the official recognition of the role of the parents teachers association in the school system, not many people are aware of its function well as its problem. It is for these reactions that the researcher has decided to investigate the evaluate the perceived actual roles and problems of parents teachers association in the primary school system in Esan South Local Government Area of Edo State.
STATEMENT OF THE PROBLEMS
In this study the researcher intend to investigate and evaluate some of the roles of parents teachers association in primary school in Esan South Local Government Area of Edo State.
PURPOSE OF STUDY
The objectives of this study are:
1. To determine the role-played by the parent teacher association in the primary school system in Esan South Local Government Area in Edo State.
2. To find out what are major problems the parents teachers association have been facing
3. To assist the impact of the parents teaches association in the primary school system in Esan South Local Government Area in Edo State.
4. To find out if the parent teacher association is lacking in its stated role.
RESEARCH QUESTION
The question the researcher intends to find solutions to ere listed below.
1. Does the parents teachers association assist in the physical development of primary schools in Esan South Local Government Area of Edo State?
2. How important do the teachers perceive the role of parents teachers association in their schools?
3. Has the parents teacher association of staff?
4. Has the parent teacher association bring any promotion to the educational standard of such school?
5. Does the parent teacher association enhance the relationship among parents, teachers and students?
6. Is the parents teachers association providing the necessary link between the school and the community?
7. Is the parent teacher association really helping the students to grow mentally and morally?
8. Has the parent teachers association participated in the provision and administration of boarding facilities in the school?
SIGNIFICANCE OF STUDY
Educational planners such as school administrators, scholars and ministry of education will find this study very useful as it concerns what the researcher regards as a key issue in the educational system of Edo State. The findings of this research will therefore enable them to know the appropriate steps to take when making decision. This study will also be of immense benefits to other researcher who might wish to investigate the role of the parents teachers association or the community in our school system. Finally it is hoped that the research will also be of immense value to parents, teachers and other inquisitive member of our community who might want to know about the role of parent’s teachers association in our school system.
SCOPE OF THE STUDY
This study is restricted to Esan South Local Government Area of Edo State. The researcher is limited to parents and teachers in some randomly selected schools in the above mentioned local government.
DEFINITION OF TERMS
Parents Teachers Association: This is an association of parents/guardian, of students attending a particular school and the teachers teaching in such school.
The school committee: This is the executive member; its tenure is usually four years after which it can be re-elected by the general assembly of the parents teachers association, if it is satisfied with its (school committee) performance. The committee made of seven parents, one representative of the ministry of education, the principals of the school and three senior of the school. The election of a new Parent Teacher’s Association executive is usually by chief inspectors of education in the area.
Community: The town, village or group of villages where parents and guardians who have children in a particular school live it refers to members of caternent area of the school.
Role: This is used synonymously with function.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
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BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>ATTENTION:
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INFORMATION:
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PROBLEMS FACING STUDENTS IN HIGHER INSTITUTIONS OF LEARNING AND THEIR SOLUTIONS
ABSTRACT
This study is designed to enumerate the problems confronting students in tighter institution picking institute of management and Technology (I.M.T) as case of study and suggested ways to solve them. Academic implication varies in various Institutions as problem varies amongst students. It could be social, psychological or natural. These problems need identification of cause and finding of suitable solutions to them accordingly. This in turn will obviously increase the student’s ability to give ready answers to similar problem.
Most student in highest Institution choose to be indifferent to academic demand while some Institution like I.M.T choose to deny most of their of what knowledge they posses. It is understood that students confronts a number of problems in higher Institution and some students if confronted with problem tends to grapple with in it a view of surviving from the stress it has caused them or the damage it will do to them. Some other students that has been bruised once or twice by problems (s) become stronger or wise, it faced with similar problem (s). they learn from each problem they have solved. It is also understood that some problems v is-a-visa with student in higher Institutions used to be innate, they emanate from the visions to the burden. In addition, it could be due to their disinter say while some other burden are introduced to student by the school, this lectures and fellow students. In this type of situation the statures is bold to gilt trusted
Iit is regressed in this work that students suffer a great deal of problems that could arise from dissolution, housing social and the environment the institution is situated. We are going to look into the possible cause and effects of these problems facing students of I.M.T and suggest medication to the problem.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Just like the saying that in the country of the blind one eyed man is a king, so was the time when formal education was not at much importance to an average African holder of standard six, as higher elementary where very higher respected. Holders of the General certificate) could even because managers in companies.
In a renewed country like Nigeria, it is understood that both the government and the school have a role to play in the sero-comic problems facing students in higher institutions. There are two some to carryout a repelling action. This type of problem is only feint by those students who knows what damage will do to them and not those of apathy. In a covert method to black mail, lectures has given students the advantage to side – step the problem of passing through a higher instruction. Whether metal image we hold to ourselves is the key to our personality and behaviors. There are student who believe in bringing the way in and out of an institution not rending the effect or the damage it will cause them in the future. There Willing to receive bribery.
There are groups of turbulent students in our institutions perpetuating immoralities in our campus. We use to read about Aids in newspapers, magazine and posters captioned “ bewared of the killer Disease.
In our campus it is because of the killer students.
It is true that we to be educated and get a degree, but our schools admit number of students they are not willing to care for which results to malfunctioning, students admitted start to experience some problem like accommodation, transportation living condition, social, inadequate facilities.
Higher institution are the major suggestion of the manpower required for the development to any nation. They are the place when knowledge and skills are acquired, needed for working efficiently and effectively in most firms and offices. It is rather unfortunate that some conditions tend to militate against them. In a situation where problem entangle student it is possible that all their academic work will be involved in it.
1.2 PROBLEM ASSOCIATED WITH THE SUBJECT MATTER
This study is solely concerned with problems facing students of institution of management and Technology. The study is not the student of I.M.T are facing but what damage it will do to their in future regarding the effect in inflicts in them.
When a student is been admitted into higher Institution like I.M.T his aim objective is to be attending classes as usual knowing what he/she is the for and later graduate with a defendable certificate. But when unexpected problem start to intrude into his/her academic affairs it gives him/her much concern to choose amongst other problem cause of the problem and most suitable remedies to them. As earlier stated, problem in a students life may arise from disillusions, lack of financial meet. Ups academic indifference and possibly mal management of the institution. This is project is therefore aimed art pointing out possible, problems enclosing students in institute of management and Technology and suggested solutions to them. It could be made handy or planned for submerged uses.
1.3 PROBLEM THAT THE STUDY WILL BE CONCERNED
The research work is general preview of the problems engulfing student in higher institutions we suggest solutions to them.
1.4 THE IMPORTANCE OF STUDENT THE AREA
the problem attached to education is only confined to higher institutions, it also extend to other levels of learning but in the work we are bringing institute of management and technology into focus and look into possible ways to solve these problem that celebrates in this particular institution.
Traditionally, eructation is learning and practices carried out between teacher and student in every institutional leering, but this is becoming less true compared to the system practiced the pioneers.
This days there has been obvious evolutions in the system of many institution done to the detriment of our student but in I.M.T it’s a bit outward.
At one time their are students that could afford to pay their tuition fees and attend the usual lectures only to prove at the end their academic term how hardworking they now the price of education has escalated so high to pose a big problem to the Academic success of student in this readily available to meet up all expenses, the students ability to study properly will be hindered. Most student are bereft of what figures they are supposed t0 gain because of these stipulated attitude. Back in the days when higher institutions were known for what purchase they serve to the general public there was neither the existence of bribery and corruption nor cultism in our campus. But today the most aggravating oppression firmly fixed in aim higher institution is cult activities. In our institution cult activities multiply ever day like nobody is aware of what is happing in the campus, and it has been an irresistible and persistent oppression in any of these organization collectively known as cult and those who at one time or the other fall victim to this ruthless gags of arrogance. In relation to I.M.T it is apparent that the institution has got nothing to do with anything concerning health, accommodation and the studying conditions the students admitted into the institution.
All these above mentioned activities are prevalent, but in the later chapters we are going t look into the full picture of the most occurring problems in I.M.T and suggest suitable solutions to them.
1.5 DEFINITION OF TERMS
There are many method that can be based in carryout a study. This includes research method- by way of formulating hypothesis, reviewing literature and collection of data/primary and secondary etc.
The use of any of the above mentioned methods depends upon the type of problem that if carried out to research for. However, the research method that will be use for election of his study is nothing but collection of primary data and analysis follows systematically. This method of research serve on survey method it could be personal, by telephone or by mail. The observation and experimental method are also practically involved with the collection of data that will help to complete this work.
On this type of research work, the researcher could not use any other research method than the consultation of primary data. This is because the problem in question is retracted to the use of this method as on article written by various psychologists, philosophers, sociologists and the like would be able to explain perfectly what the problem of our institution (I.M.T) introduced to student.
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EFFECT OF UTILISATION AND COMMUNICATION TECHNOLOGIES ON SERVICE DELIVERY BY POSTGRADUATES IN PUBLIC UNIVERSITIES IN BENUE STATE
Chapter One:
Introduction
1.1 Background to the Study
The rapid advancement in information and communication technologies (ICTs) has transformed various sectors, including education, by enhancing efficiency, accessibility, and service delivery. In Nigerian public universities, postgraduate education plays a crucial role in research, innovation, and human capital development. However, the effectiveness of service delivery to postgraduate students is often hindered by infrastructural challenges, administrative bottlenecks, and limited adoption of modern technologies.
Benue State, home to several public universities, faces unique challenges in leveraging ICT for postgraduate education. Despite the increasing reliance on digital tools for learning, research, and administrative processes, there is a need to assess how effectively these technologies are utilized and their impact on service delivery. This study seeks to examine the effect of utilization and communication technologies on service delivery for postgraduate students in public universities in Benue State.
1.2 Statement of the Problem
Postgraduate students in public universities in Benue State often encounter difficulties in accessing timely academic support, research materials, and administrative services. While ICT tools such as learning management systems (LMS), digital libraries, and online registration portals have been introduced, their full potential remains underutilized due to factors such as poor infrastructure, inadequate training, and resistance to change.
The inefficiencies in service delivery lead to delays in thesis supervision, result processing, and access to scholarly resources, ultimately affecting the quality of postgraduate education. This study aims to investigate how the utilization of communication technologies influences service delivery and identify the barriers to effective implementation.
1.3 Objectives of the Study
The study has the following specific objectives:
To examine the extent of ICT utilization in service delivery for postgraduate students in public universities in Benue State.
To assess the impact of communication technologies on the efficiency of academic and administrative services for postgraduate students.
To identify the challenges hindering the effective adoption of ICT in postgraduate service delivery.
To recommend strategies for improving ICT integration in postgraduate education services.
1.4 Research Questions
The study will address the following research questions:
What is the level of ICT utilization in service delivery for postgraduate students in public universities in Benue State?
How do communication technologies influence the efficiency of academic and administrative services for postgraduate students?
What are the major challenges affecting the adoption of ICT in postgraduate service delivery?
What strategies can be implemented to enhance ICT utilization for improved service delivery?
1.5 Research Hypotheses
The following hypotheses will be tested:
H₀₁: There is no significant relationship between ICT utilization and effective service delivery for postgraduate students.
H₀₂: Communication technologies do not significantly improve the efficiency of academic and administrative services for postgraduate students.
1.6 Significance of the Study
This study is significant for the following stakeholders:
University Administrators: The findings will help improve ICT policies and infrastructure to enhance service delivery.
Postgraduate Students: The study will highlight ways to leverage technology for better academic and research support.
Policy Makers: The recommendations will guide educational technology investments in Nigerian universities.
Researchers: The study contributes to existing literature on ICT in higher education management.
1.7 Scope of the Study
The study focuses on postgraduate students and administrative staff in public universities in Benue State. It examines ICT tools such as online learning platforms, digital libraries, student portals, and communication systems. The study covers the period from 2019 to 2024.
1.8 Operational Definition of Terms
ICT Utilization: The application of digital tools (e.g., LMS, email, e-libraries) in academic and administrative processes.
Service Delivery: The efficiency and effectiveness of academic support, research supervision, and administrative services for postgraduate students.
Communication Technologies: Digital platforms (e.g., emails, virtual meetings, SMS) used for information dissemination and interaction.
Postgraduate Students: Individuals pursuing Master’s or Ph.D. degrees in public universities.
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A STUDY OF EFFECT OF GENDER DIFFERENCE ON STUDENTS ACADEMIC PERFORMANCE IN POST-BASIC SCHOOLS
Abstract:
Gender differences have long been a topic of interest in educational research, particularly in understanding their impact on academic performance. This study investigates the influence of gender differences on students’ academic performance in post-basic schools, focusing on key factors such as learning styles, motivation, socio-cultural influences, and access to educational resources. Using a mixed-methods approach, the research collects quantitative data from academic records and standardized test scores, alongside qualitative insights from interviews and surveys with students, teachers, and parents. The findings reveal significant variations in academic performance between male and female students, with gender-specific trends in subject preferences, study habits, and classroom engagement. The study also highlights the role of societal expectations, teacher biases, and institutional policies in shaping these outcomes. By identifying the underlying causes of gender-based disparities, this research aims to provide actionable recommendations for educators and policymakers to create more inclusive and equitable learning environments. The results underscore the need for gender-sensitive teaching strategies and targeted interventions to support all students in achieving their full academic potential.
Table of Contents
Chapter 1: Introduction
1.1 Background and Context of Gender Differences in Education
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Limitations
1.7 Structure of the Report
Chapter 2: Literature Review
2.1 Theoretical Framework on Gender and Education
2.2 Historical Perspectives on Gender Differences in Academic Performance
2.3 Factors Influencing Gender-Based Academic Performance (Biological, Social, Cultural, and Psychological)
2.4 Gender Differences in Learning Styles and Subject Preferences
2.5 Role of Teachers and Institutional Policies in Shaping Gender Outcomes
2.6 Gaps in Existing Research
Chapter 3: Methodology
3.1 Research Design and Approach
3.2 Study Population and Sampling Techniques
3.3 Data Collection Methods (Surveys, Interviews, Academic Records)
3.4 Tools and Instruments for Data Collection
3.5 Data Analysis Techniques (Quantitative and Qualitative)
3.6 Ethical Considerations
Chapter 4: Results and Discussion
4.1 Analysis of Academic Performance by Gender
4.2 Gender Differences in Subject Preferences and Achievement
4.3 Impact of Socio-Cultural Factors on Academic Performance
4.4 Role of Teachers and Classroom Dynamics in Gender Outcomes
4.5 Challenges and Barriers Faced by Male and Female Students
4.6 Implications for Educational Policy and Practice
Chapter 5: Conclusion and Recommendations
5.1 Summary of Key Findings
5.2 Contributions to the Understanding of Gender Differences in Education
5.3 Recommendations for Educators and Policymakers
5.4 Strategies for Promoting Gender Equity in Post-Basic Schools
5.5 Suggestions for Future Research
5.6 Concluding Remarks
References
Chapter 1: Introduction
1.1 Background and Context of Gender Differences in Education
Gender differences in academic performance have been a subject of extensive research and debate in the field of education. Historically, societal norms and cultural expectations have shaped the educational experiences and outcomes of male and female students differently. While significant progress has been made in promoting gender equality in education, disparities persist, particularly in post-basic schools, where students are preparing for higher education or vocational careers. Understanding how gender influences academic performance is crucial for developing inclusive educational policies and practices that ensure equal opportunities for all students.
Gender differences in education have been a subject of global discourse, influencing policy-making and educational reforms. The disparities in educational access, performance, and career choices between males and females are shaped by socio-cultural, economic, and institutional factors (UNESCO, 2021). Understanding the background and context of these differences is crucial for promoting gender equity and ensuring equal learning opportunities for all students.
Historical Perspective
Historically, education systems in many societies favored males, with females having limited access to formal learning. In the 19th and early 20th centuries, girls’ education was largely restricted to domestic sciences and moral instruction, while boys received training in science, mathematics, and leadership (Goldin, 2018). The shift toward gender-inclusive education gained momentum in the late 20th century with advocacy for equal rights and increased governmental interventions (Sen & Mukherjee, 2020).
Socio-Cultural Influences
Cultural beliefs and societal norms significantly shape gender roles in education. In many regions, traditional expectations dictate that males pursue higher education and technical fields, while females are encouraged to focus on caregiving roles (Unterhalter, 2019). These stereotypes influence subject choices, leading to gender disparities in science, technology, engineering, and mathematics (STEM) fields (Eccles & Wang, 2016).
Economic Barriers
Economic constraints also contribute to gender differences in education. In low-income households, families often prioritize boys’ education over girls’, perceiving male education as a more valuable investment (Klasen & Lamanna, 2018). Additionally, financial limitations can force girls to drop out of school earlier due to early marriage, child labor, or household responsibilities (UNICEF, 2020).
Institutional and Policy Factors
Educational institutions and policies play a crucial role in shaping gender disparities. Gender biases in curriculum content, teacher expectations, and assessment methods can reinforce stereotypes and hinder equal learning experiences (Glick & Sahn, 2021). Moreover, lack of adequate school infrastructure, such as sanitation facilities for girls, can impact their attendance and participation (Sommer et al., 2015).
Academic Performance and Career Choices
Studies have shown that while girls often outperform boys in literacy and reading skills, boys tend to excel in mathematics and science-related subjects (OECD, 2019). These differences can influence career trajectories, with more men entering STEM professions and more women in humanities and social sciences (Charles & Bradley, 2021). Gendered expectations and self-efficacy beliefs contribute to these variations in academic interests and professional aspirations (Bandura, 2018).
Efforts Toward Gender Equity
Global initiatives such as UNESCO’s Education for All (EFA) and the Sustainable Development Goals (SDGs) aim to bridge the gender gap in education. Policies promoting scholarships for girls, mentorship programs, and gender-sensitive curricula have contributed to increased female participation in higher education (World Bank, 2022). However, persistent challenges require continued efforts to address deep-rooted inequalities.
Gender differences in education stem from historical, cultural, economic, and institutional factors. While significant progress has been made in promoting gender equity, disparities persist in subject choices, career opportunities, and educational attainment. Addressing these challenges requires a multi-faceted approach involving policy interventions, community engagement, and curriculum reforms to ensure that all students, regardless of gender, have equal access to quality education.
1.2 Statement of the Problem
Despite efforts to bridge the gender gap in education, disparities in academic performance between male and female students remain evident in post-basic schools. These differences are often influenced by a combination of biological, psychological, social, and cultural factors. However, there is limited research on how these factors specifically impact students in post-basic education, a critical stage that shapes their future academic and career trajectories. This study seeks to address this gap by examining the impact of gender differences on academic performance in post-basic schools and identifying strategies to mitigate these disparities.
1.3 Objectives of the Study
The primary objectives of this study are:
To investigate the extent to which gender differences affect academic performance in post-basic schools.
To identify the key factors contributing to gender-based disparities in academic achievement.
To explore the role of teachers, institutional policies, and socio-cultural influences in shaping gender outcomes.
To propose actionable recommendations for promoting gender equity in post-basic education.
1.4 Research Questions
This study is guided by the following research questions:
What are the observed differences in academic performance between male and female students in post-basic schools?
What factors contribute to these gender-based disparities in academic achievement?
How do teachers and institutional policies influence gender outcomes in post-basic schools?
What strategies can be implemented to address gender disparities and promote equitable academic performance?
1.5 Significance of the Study
This study is significant for several reasons. First, it contributes to the growing body of knowledge on gender and education by focusing on post-basic schools, a critical yet under-researched stage of education. Second, the findings will provide valuable insights for educators, policymakers, and stakeholders in developing gender-sensitive teaching strategies and policies. Finally, the study aims to promote inclusive education by identifying and addressing barriers that hinder the academic success of male and female students.
1.6 Scope and Limitations
This study focuses on post-basic schools, targeting students aged 15–18 years. It examines academic performance across core subjects, including mathematics, science, and humanities, while considering socio-cultural and institutional factors. However, the study is limited by its geographical scope, as it focuses on a specific region or set of schools. Additionally, the findings may not be generalizable to all educational contexts due to variations in cultural and institutional practices.
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A DISCUSSION OF METHODS OF TEACHING COMPUTER 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).
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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A STUDY OF IMPEDIMENTS TO THE ACQUISITION OF CHEMISTRY EDUCATION BY SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
Background of the Study:
A well developed scientific and technological base are conditional to any national human and material development. Nigeria has been classified as a developing nation and has continued to make a break through by emphasizing much on science and technology thereby making inclusive of computer education in the curriculum of the junior and senior secondary schools. During the ministerial council meeting of the national council on Education in 1987, the Federal Government of Nigeria decided to introduce computer education into the nation’s secondary school system. This was followed by the inauguration of the National committees on computer Education the same year. The functions of the committee among others included, planning for dynamic policy on computer education and literacy in Nigeria as well as devising clear strategies and terminologies to be used by the federal and state governments in the introducing computer Education. The general objective of the policy are: 1. To bring about a computer literate society in Nigeria. 2. To enable the present school children to appreciate and use the computer in various aspect of life and in future employment. The modalities for achieving stated objectives include; 1). Training teachers and associated personal 2). Provision of hardware facilities 3). Curriculum development. 4). Software developments and evaluation. 5). Maintenance of hardware. The above enumerated strategies can promote or impede the acquisition of computer knowledge. Functionalities of the strategies would promote acquisition while deficiency in implementation would constitute an impediment to the acquisition of computer knowledge. According to Francisca (2003) the polices are poorly implemented due to poor training and orientation of key implements (teachers). Through constant practice, workshop and seminars, the teachers will be equipped in relevant knowledge needed in computer which are appropriate for effective teaching and learning of computer education. Computer requires practices and only the teachers that knows the practices can teach it very well. Impediments with regard to the stated strategies the non availability of Hardware facilities in acquisition of computer education. Okon (1992) reported on the declining standard of teaching which is done without exposing the students to any form of practical experiences. The acquisition of computer education with the hardware facilities is just like going to school without pen and Books. In the 1990 National Conference on Curriculum development computer education was not inclusive in the issues discussed which now made the acquisition of computer education very difficult in the secondary school because it was not included early in the curriculum. Proper teaching and learning with regard to computer education in the state secondary schools have been known to have suffered some set backs. There set backs have been generated by certain conditions such as: 1. Inadequate Provision of Facilities 2. Lack of Trained Personnel 3. Financial Constraint 4. Organizational Constraint (time frame for teaching computer in school; periods allocated to computer). On Inadequate Provision of Facilities Ajavero (1998) noted that absence of facilities in acquisition of knowledge creates problems and confusion to the learner instead of making changes in the learners’ life. Ezike (1991) added that computer science laboratory is a room where hardwares and softwares are programmed, practicalzed, ordered, grouped, recorded, rearranged, constructed among many other activities but the question is how facilitated is the room that could be boast the acquisition of computer for without facilities, the acquisition of computer is not effective. On lack of Trained Personnel Abiodum (2007), reveled that hence computer is “Cabage in cabage out” There is need that computer teachers are well trained otherwise they will cabage wrong thing into the children, and the children will as well Cabage out the Wrong thing. Francisca (2003), said that many of the laudable curriculum we have in use are poorly implements due to poor training and orientation of key implementers (teachers) of these curricula. The teachers through constant workshop and seminars should be well equipped in the relevant methodologies and knowledge that are appropriate for effective teaching of computer. On financial constraint Ukeje (1991), stressed on the need for the government to finance educational section, computer education needs more financial support more than other subjects in the school; if computer science subject is not supported financially it totally impedes its acquisitions.
On organizational constraints computer knowledge are acquired in the computer training centers and not in school which attracts less attentions to the periods allocated for its lesson in the school. In schools computer science is not included in the school time table that is why Jude (2007), maintained that computer education is still limited in the federal colleges.
Statement of the Problem
Computer knowledge acquisition deals with the knowledge and ability to use computer and related technology efficiently with a range of skills covering levels from elementary use to programming and advanced problem solving. In Enugu North local Government Area, there are scarcity of computer science teaches, the people of the Area, sees computer knowledge acquisition as a game of learning computer in a Computer Centre and not in the school systems. There are problems associated with the acquisition of computer education in secondary schools, which are; inadequate provision of facilities, lack of trained personnel, financial constraints, and organizational constraints. It was on this ground that the researchers choose to write on the impediments to the acquisition of computer education by secondary school students in Enugu North Local Government Area, Enugu state.
Purpose of the Study
The main purpose underlying this study is to find out the impediments to the acquisition of computer knowledge, specifically the students aim to:
1. Find out the extent to which inadequate facilities impede the acquisition of computer education in secondary schools.
2. Find out the extent to which lack of trained personnel impede the acquisition of computer education in secondary schools.
3. Find out the extent to which financial constraints impede the acquisition of computer education in secondary schools.
4. Find out the extent to which organizational constraints impede the acquisition of computer education in secondary schools.
Significance of the Study
The study is very essential to the extent that it will be beneficial to the following;
1. The students: The study will enable the students to understand that computer education is not for play but for real imprecation of understanding, knowledge and social improvements.
2. The teachers: The study will enable the teachers to understand that there impediments in the acquisition of computer education in secondary schools.
3. Government: The study will disclose the impediments in the acquisition of computer education in secondary schools which now make the government to provide solutions to such impediments and improve the acquisition of computer education in secondary schools.
Scope of the Study
The study focuses on the impediments to the acquisition of computer education by secondary school students in Enugu North Local Government Area, Enugu State. The impediments were based on the lack of adequate facilities, lack of trained personnel, financial constraints and organizational constraints.
Research Question
1. To what extent does lack of adequate facilities impede the acquisition of computer Education in secondary schools?.
2. To what extent does a financial constraint impede the acquisition of computer Education in secondary schools?
3. Does lack of trained personnel impede the acquisition of computer Education in the secondary schools?
4. To what extent does an organizational constraint impede the acquisition of computer Education in secondary schools?
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST 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, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
EDUCATIONAL RESOURCES AND SCHOOL SUPERVISION AS PREDICTORS OF ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
Abstract
The study examines the relationship between educational resources, school supervision, and the academic performance of secondary school students. Educational resources, including textbooks, laboratory facilities, classrooms, and teaching aids, are critical for effective teaching and learning, while school supervision ensures adherence to educational standards and fosters a conducive learning environment. This research adopts a correlational design to explore how the availability and utilization of these resources, coupled with the frequency and quality of school supervision, predict students’ academic outcomes.
A sample of 300 secondary school students and 50 teachers was selected using stratified random sampling from five schools in the study area. Data were collected through structured questionnaires and performance records. The findings reveal that educational resources significantly contribute to academic performance (r = 0.75, p < 0.01), while effective school supervision also has a positive and statistically significant impact (r = 0.68, p < 0.01). Furthermore, the combined influence of educational resources and school supervision accounts for 56% of the variance in students’ academic performance.
The study highlights the importance of adequate provision of learning resources and regular, constructive supervision to enhance student performance. It recommends increased funding for educational resources, capacity building for school supervisors, and the integration of modern technologies to optimize supervision practices. The findings provide valuable insights for policymakers, school administrators, and stakeholders in the education sector to improve the quality of secondary education.
Keywords: Educational resources, school supervision, academic performance, secondary schools, predictors.
Table of Contents
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
1.8 Definition of Terms
Chapter Two: Literature Review
2.1 Conceptual Framework
2.1.1 Educational Resources: Definition and Types
2.1.2 School Supervision: Definition and Processes
2.1.3 Academic Performance: Indicators and Factors
2.2 Theoretical Framework
2.2.1 Systems Theory
2.2.2 Human Capital Theory
2.3 Empirical Review
2.3.1 Studies on the Impact of Educational Resources on Academic Performance
2.3.2 Studies on the Role of School Supervision in Academic Performance
2.3.3 Combined Effect of Resources and Supervision on Academic Performance
2.4 Gaps in the Literature
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Techniques
3.4 Instrumentation
3.5 Validity and Reliability of Instruments
3.6 Methods of Data Collection
3.7 Methods of Data Analysis
3.8 Ethical Considerations
Chapter Four: Data Presentation, Analysis, and Interpretation
4.1 Socio-Demographic Characteristics of Respondents
4.2 Analysis of Research Questions
4.3 Testing of Hypotheses
4.4 Discussion of Findings
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Implications for Policy and Practice
5.5 Suggestions for Further Research
References
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
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