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AVAILABILITY AND UTILIZATION OF ICT FACILITIES IN THE MANAGEMENT OF SCHOOLS IN HADEJIA ZONAL EDUCATION
Abstract
This study investigates the availability and utilization of Information and Communication Technology (ICT) facilities in the management of schools within the Hadejia Zonal Education area. With the increasing reliance on ICT to improve the efficiency of administrative and academic functions in schools, this research aims to assess the extent to which ICT tools are available and effectively used in school management. The study adopted a descriptive survey design, utilizing questionnaires and interviews to gather data from school administrators, teachers, and support staff. A total of 150 respondents from 10 secondary schools were selected through a stratified random sampling technique.
Findings revealed that while ICT facilities such as computers, internet access, and management software were available in most schools, their utilization for administrative tasks like student records, financial management, and communication remained limited. Key challenges identified include inadequate ICT infrastructure, lack of technical expertise, and insufficient training for staff. The study concludes that enhancing the availability and effective utilization of ICT in school management requires investment in infrastructure, professional development for staff, and policy support. Recommendations for improving ICT integration in the education management process include providing regular ICT training, increasing funding for ICT resources, and encouraging the use of technology in day-to-day school administration.
Keywords: ICT facilities, school management, availability, utilization, Hadejia Zonal Education, secondary schools.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In today’s rapidly evolving technological landscape, Information and Communication Technology (ICT) has become an integral component of educational management and administration. The utilization of ICT tools in schools enhances communication, facilitates data management, improves decision-making, and promotes efficient resource utilization. In particular, the role of ICT in school management extends from handling student records and financial data to improving instructional delivery and facilitating communication among stakeholders. However, the availability and utilization of ICT facilities in many schools, particularly in developing regions like Hadejia Zonal Education, remain a significant concern.
In Nigeria, the government has initiated several policies aimed at integrating ICT into the educational sector, recognizing the critical role it plays in modernizing education and improving learning outcomes. Despite these efforts, schools in many regions, including Hadejia, may face challenges in the availability and effective use of ICT tools. These challenges may be attributed to factors such as inadequate funding, lack of training for school personnel, and infrastructural limitations. Understanding the extent to which ICT facilities are available and utilized in the management of schools within Hadejia Zonal Education is essential for identifying gaps and developing strategies for improvement.
This study, therefore, seeks to examine the availability and utilization of ICT facilities in the management of schools in Hadejia Zonal Education, exploring the factors influencing ICT adoption, the level of utilization, and the impact on school management practices.
In the contemporary educational landscape, the integration of Information and Communication Technology (ICT) has emerged as a pivotal factor in enhancing the management and operational efficiency of schools. The rapid evolution of digital technologies has transformed traditional educational methodologies, offering innovative solutions to age-old challenges faced by educational institutions. In Hadejia Zonal Education, the effective availability and utilization of ICT facilities play a crucial role in fostering an environment conducive to learning, improving administrative processes, and enhancing overall educational outcomes.
This study seeks to explore the current state of ICT facilities within schools in the Hadejia zone, assessing both their availability and the extent to which they are utilized in the management of educational institutions. Despite the recognized importance of ICT in education, many schools in Nigeria, particularly in rural and semi-urban areas, face significant challenges in accessing and effectively employing these technologies. This disparity can hinder educational progress and limit opportunities for both students and educators.
Furthermore, the effective management of schools is increasingly dependent on the integration of ICT, which facilitates better communication, resource management, and data analysis. Understanding the extent of ICT availability and its impact on school management practices in Hadejia is essential for identifying gaps and proposing strategies to enhance the use of technology in education. This research aims to provide valuable insights into how ICT can be leveraged to improve educational management and ultimately contribute to better learning outcomes in the region.
By examining the existing ICT infrastructure, its utilization rates, and the challenges faced by educators and administrators in adopting these technologies, this study will offer a comprehensive understanding of the role of ICT in shaping the future of education in Hadejia. The findings will be instrumental in guiding policy decisions, resource allocation, and the implementation of targeted training programs that promote effective ICT usage in schools.
1.2 Statement of the Problem
Despite the recognized importance of ICT in school management, many schools in Hadejia Zonal Education may not have adequate access to ICT facilities. Even in cases where these facilities are available, their utilization might be limited due to insufficient training, lack of technical support, or inadequate infrastructure. The disparity between the potential benefits of ICT in enhancing administrative efficiency and the current state of ICT use in school management raises concerns about how schools can be effectively managed in the digital age.
There is a need to assess the current state of ICT availability and the extent to which school administrators and teachers utilize these tools for tasks such as record keeping, communication, and decision-making. This study seeks to address the gap by investigating the availability and utilization of ICT facilities in schools under Hadejia Zonal Education, aiming to provide insights into the challenges and opportunities for enhancing ICT-driven school management.
1.3 Objectives of the Study
The primary objective of this study is to examine the availability and utilization of ICT facilities in the management of schools in Hadejia Zonal Education. The specific objectives are to:
Investigate the availability of ICT facilities in schools under Hadejia Zonal Education.
Assess the level of utilization of ICT facilities in the management of school activities.
Identify the factors influencing the availability and utilization of ICT facilities in school management.
Explore the challenges faced by schools in Hadejia Zonal Education regarding ICT adoption and utilization.
Recommend strategies for improving the availability and effective use of ICT in school management.
1.4 Research Questions
To guide this study, the following research questions are posed:
What is the extent of ICT facilities available in schools under Hadejia Zonal Education?
To what extent are ICT facilities utilized in the management of school activities?
What factors influence the availability and utilization of ICT facilities in school management?
What challenges do schools face in adopting and utilizing ICT for administrative purposes?
What strategies can be implemented to enhance the availability and utilization of ICT in school management?
1.5 Research Hypotheses
The following hypotheses will be tested in the course of the study:
H0: There is no significant relationship between the availability of ICT facilities and their utilization in school management.
H0: The level of ICT utilization does not significantly affect the efficiency of school management in Hadejia Zonal Education.
1.6 Significance of the Study
This study will provide valuable insights into the current state of ICT availability and utilization in school management within Hadejia Zonal Education. The findings will be of great significance to various stakeholders:
School Administrators: The study will help school administrators understand the role of ICT in improving management practices and identify areas where investment in technology is needed.
Policy Makers: The results will provide policy makers with data-driven insights to inform decisions on ICT infrastructure development and resource allocation in schools.
Teachers and Staff: The study will highlight the importance of ICT training and support for teachers and administrative staff, encouraging professional development in digital skills.
Researchers: The study will serve as a reference point for future research on ICT utilization in school management, particularly in developing regions like Hadejia.
1.7 Scope of the Study
The study focuses on secondary schools within Hadejia Zonal Education, Jigawa State, Nigeria. It assesses the availability and utilization of ICT facilities in these schools, focusing on how these tools are used for administrative tasks such as record keeping, communication, and decision-making. The study will also explore the challenges that schools face in adopting and utilizing ICT and propose strategies to enhance ICT-driven school management.
1.8 Limitations of the Study
While this study aims to provide a comprehensive analysis of ICT availability and utilization in Hadejia Zonal Education, it may face certain limitations, including:
Limited Access to Data: Some schools may not have detailed records of ICT facilities, which may limit the accuracy of data collection.
Time Constraints: The time available for data collection may restrict the depth of the analysis.
Generalizability: The findings may be specific to schools in Hadejia Zonal Education and may not fully apply to other regions with different educational environments.
1.9 Definition of Terms
Information and Communication Technology (ICT): The use of technology tools such as computers, software, the internet, and other digital devices to manage, process, and communicate information.
School Management: The process of planning, organizing, directing, and controlling school resources and activities to achieve educational goals.
Availability of ICT Facilities: The presence and accessibility of ICT tools and infrastructure in schools, such as computers, projectors, internet access, and educational software.
Utilization of ICT: The extent to which ICT facilities are used in school management for tasks such as data management, communication, and instructional support.
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AN ASSESSMENT OF TEACHERS MOTIVATION AND INCENTIVES IN NIGERIA
Abstract:
This study investigates the complex landscape of teacher motivation and incentives in Nigeria, aiming to provide a comprehensive understanding of the factors influencing educators’ professional commitment and job satisfaction. The research employs a mixed-methods approach, combining surveys, interviews, and document analysis to gather data from a diverse sample of teachers across different educational levels and regions in Nigeria.
The study explores the impact of various motivational factors, including financial rewards, professional development opportunities, working conditions, and recognition, on teachers’ job performance and overall job satisfaction. Additionally, it examines the effectiveness of existing incentive programs implemented by educational authorities at national, state, and local levels.
Findings from this research aim to inform policy recommendations for enhancing teacher motivation and incentives in Nigeria. By identifying the strengths and weaknesses of current strategies, the study contributes to the ongoing discourse on education reform and teacher empowerment, with the ultimate goal of improving the quality of education and fostering a more positive and conducive teaching environment in Nigeria.
Table of Contents:
Introduction
1.1 Background
1.2 Rationale
1.3 Objectives of the Study
1.4 Research Questions
1.5 Scope and Limitations
1.6 Significance of the Study
Literature Review
2.1 Theoretical Frameworks on Teacher Motivation
2.2 Global Perspectives on Teacher Incentives
2.3 Historical Overview of Teacher Motivation in Nigeria
2.4 Current State of Teacher Motivation in Nigeria
2.5 Challenges and Opportunities
Methodology
3.1 Research Design
3.2 Participants and Sampling
3.3 Data Collection Methods
3.3.1 Surveys
3.3.2 Interviews
3.3.3 Document Analysis
3.4 Data Analysis Techniques
3.5 Ethical Considerations
Theoretical Framework
4.1 Expectancy Theory
4.2 Maslow’s Hierarchy of Needs
4.3 Herzberg’s Two-Factor Theory
4.4 Social Cognitive Theory
Conclusion
5.1 Summary of Findings
5.2 Contributions to Existing Knowledge
5.3 Implications for Future Research
Appendices
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THE UTILISATION OF LANGAUGE ACTIVITIES IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPTER TWO
2.0 LITERATURE REVIEW
CHAPTER THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
Abstract
This study was on the utilization of language activities in the teaching and learning of English language in senior secondary school in Obio Akpor LGA. The total population for the study is 200 staff of selected secondary schools in obio Akpor. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made of principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Chapter one
Introduction
1.1Background of the study
The English language has been accorded with high status in the nation’s educational system where it is a school subject as well as the medium of instruction from the last three (3) years of primary to the tertiary level. The overall aim is for every Nigerian citizen to possess a reasonable degree of competence and proficiency in English to be able to effectively shoulder national responsibilities in the task of nation building. Education, in Nigeria, is considered synonymous with a good command of the language. According to Banjo, if educated man is defined in Nigeria as one who has had at least secondary education then no Nigerian who speaks no English can be regarded as educated. English bestows some status on those who speak it fluently. It is no longer viewed as a temporarily borrowed language but has been accepted as part of our linguistic property by the majority of Nigerians. We often use it with creativity and ebullience, which spring from a confident sense of ownership, the fact that it is not our mother tongue notwithstanding. There is no better linguistic candidate for national integration, unity and identity than the English language. No Nigerian language can be considered as a useful tool for this herculean task. Nigeria, a great country with its over 520 languages, no doubt, comprises several nations. For national cohesion, unity and social stability, however, the imperative of evolving a common (national) language is urgent. Unfortunately, none of the indigenous languages has been able to successfully harmonize or stabilize the country and our linguistic diversity rather than being a blessing has been regarded by many as a curse
It is worthy to note that in spite of these numerous languages, only 65 have alphabets for writing and only 120 have texts written in them. This means that most of the Nigerian languages do not have the capacity to take up the challenges posed by proper language planning and engineering. It is easy to deduce why the English language carried the burden of the Nigeria language policy because it serves the needs of a multi-lingual country that is bereft of an indigenous official language. As laudable as the goal of the English language teaching is, it has its challenges and problems. Based on this the researcher wants to investigate the utilization of language activities in the teaching and learning of English language in secondary school
Statement of the problem
Many writers have expressed dismay at the students’ linguistic and communicative incompetence. No wonder, the seemingly fallen standard in our educational system is attributed primarily to our linguistic failure, since all education is education in language. The two important factors that affect the development of English in Nigeria and in any second language situation is the linguistic environments in Nigeria and the quality of teaching. The first factor is derived from the interference from the native languages and other languages in contact. Problems emanating from this factor are referred as interlingual problems. The second problem points to the teacher who is the pivot on which teaching and learning process depends for success. Whether the problem is inter-language or intra-language problem, an enormous responsibility revolves around the teachers of
To ascertain the challenges of teaching and learning of English language in secondary school in Obio Akpor LGA
To ascertain the factor that affect the development of English language in secondary of Obio Akpor LGA
To ascertain whether utilization of language activities affect teaching and learning of English language in secondary school in Obio Akpor LGA
In discussion about language teaching and learning, Brown (2007a) points out that, there is a depending and subordinating relationship between teaching and learning. Teaching plays roles as guiding, facilitating learning, and encouraging the learner and setting the conditions for learning. Having a good understanding of how the learner learns will help teachers determine their philosophy of education, their teaching style, approach, methods, and classroom techniques. According to Cook (2001), “the proof of teaching is in the learning”, and “all successful teaching depends upon learning” (p. 9). Cook also states that there is no point in providing interesting, well prepared language lessons if students do not learn from them.
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AN ASSESSMENT OF TEACHERS MOTIVATION AND INCENTIVES IN NIGERIA
Abstract:
This study investigates the complex landscape of teacher motivation and incentives in Nigeria, aiming to provide a comprehensive understanding of the factors influencing educators’ professional commitment and job satisfaction. The research employs a mixed-methods approach, combining surveys, interviews, and document analysis to gather data from a diverse sample of teachers across different educational levels and regions in Nigeria.
The study explores the impact of various motivational factors, including financial rewards, professional development opportunities, working conditions, and recognition, on teachers’ job performance and overall job satisfaction. Additionally, it examines the effectiveness of existing incentive programs implemented by educational authorities at national, state, and local levels.
Findings from this research aim to inform policy recommendations for enhancing teacher motivation and incentives in Nigeria. By identifying the strengths and weaknesses of current strategies, the study contributes to the ongoing discourse on education reform and teacher empowerment, with the ultimate goal of improving the quality of education and fostering a more positive and conducive teaching environment in Nigeria.
Table of Contents:
Introduction
1.1 Background
1.2 Rationale
1.3 Objectives of the Study
1.4 Research Questions
1.5 Scope and Limitations
1.6 Significance of the Study
Literature Review
2.1 Theoretical Frameworks on Teacher Motivation
2.2 Global Perspectives on Teacher Incentives
2.3 Historical Overview of Teacher Motivation in Nigeria
2.4 Current State of Teacher Motivation in Nigeria
2.5 Challenges and Opportunities
Methodology
3.1 Research Design
3.2 Participants and Sampling
3.3 Data Collection Methods
3.3.1 Surveys
3.3.2 Interviews
3.3.3 Document Analysis
3.4 Data Analysis Techniques
3.5 Ethical Considerations
Theoretical Framework
4.1 Expectancy Theory
4.2 Maslow’s Hierarchy of Needs
4.3 Herzberg’s Two-Factor Theory
4.4 Social Cognitive Theory
Conclusion
5.1 Summary of Findings
5.2 Contributions to Existing Knowledge
5.3 Implications for Future Research
Appendices
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IMPACT OF PUBLIC LIBRARY SERVICES TO THE PEOPLE OF KADUNA STATE
[A CASE STUDY OF KADUNA STATE LIBRARY BOARD, KADUNA]
ABSTRACT
This research work covers the impact of the public library services to the people of Kaduna State. It examines the views of the users toward the services rendered by the library, the type of services offered and also how satisfactory the users are with the services. The survey design was adopted in this study and methods used collecting data included questionnaire, observation and interview.
From the analysis, it was revealed that students are the majority users of the library and they mostly users of the library and they mostly visit the library to read their lecture notes. The findings also showed that the library lack current information materials and operates a closed access service which does not allow users to borrow books. Other findings were the problems facing the library such as inadequate funding. Outdated materials and poor infrastructures.
Recommendations were made based on their findings in order to improve the services of the library. These include sourcing for finds from public and private organizatio0ns, procurement of current and relevant information materials and introduction of Information and Communication Technologies in the library administration.
TABLE OF CONTENTS
Contents Page
Title page – – – – – – – – – i
Declaration – – – – – – – – –
Certification – – – – – – – – –
Dedication – – – – – – – – –
Acknowledgement – – – – – – – –
Abstract – – – – – – – – –
Table of Contents – – – – – – – –
CHAPTER ONE
Introduction
1.1 Background to the Study – – – – – –
1.2 Statement of the Problem – – – – – –
1.3 Research Questions – – – – – –
1.4 Objective of the Study – – – – – –
1.5 Significance of the Study – – – – – –
1.6 Scope and Limitation – – – – – –
1.7 Definition of Terms – – – – – –
Reference – – – – – – – –
CHAPTER TWO
Literature Review
2.1 Introduction – – – – – – – –
2.2 Concept of Public Libraries – – – – –
2.3 History of Kaduna State Library Board – – –
2.4 Types of Public Library Services – – – –
2.5 Role of Public Libraries – – – – – –
2.6 Problems of Public Libraries – – – – –
Reference – – – – – – – –
CHAPTER THREE
Research Methodology
3.1 Introduction – – – – – – – –
3.2 Research Techniques – – – – – –
3.3 Population of the Study – – – – – –
3.4 Sampling Techniques – – – – – –
3.5 Research Instrument – – – – – –
3.6 Data Analysis – – – – – – –
Reference – – – – – – – –
CHAPTER FOUR
Data Analysis and Presentation of Findings
4.1 Introduction – – – – – – – –
4.2 Response Rate – – – – – – –
4.3 Analysis of Data – – – – – – –
Reference – – – – – – – –
CHAPTER FIVE
Summary of Findings
Bibliography – – – – – – –
CHAPTER ONE
INTRODUCTION
The Chambers Universal Learners Dictionary define a library as a building or room containing a collection of books or some other collection, for example, gramophone records.
Shair (1963) also defines a library as an organization of one or more trained people who use carefully selected or organized books, periodicals and other similar materials as a means of giving to those who may appropriately use it to the fullest extent of their need or desires the information, enrichment or delight which is to be heard from the written word.
The library can be defined as an institution that is mostly concerned with the methods, skills, and system for acquisition, storage, preservation and dissemination of recorded and non-recorded materials. The library is generally grouped into six (6) which are national, academic, school, private, special and public libraries.
The public library is a library which carters for the informational needs of everybody in the society. It is not restricted to anybody or a particular group of people. The implication of the word ‘PUBLIC’ is that the library is expected to serve everybody in the community in which it is situated; hence it is also called “The People’s University”.
According to Gates (1976), the public library can be defined as a library authorized by state law, supported from general public funds or special taxes voted for the purpose and administered for the benefits of the citizens of the country, town, city or region which maintains it on the basis of equal access to all. Ikokoh (2003) defines public library as a library provided wholly or partly from public funds and the use of which is not restricted to any class or person in the community, but is freely available to all.
The public library primarily exists to serve the entire members of its locality referred to as the general public. Nuhu (1994) observed that the public library has the same universal objective of serving the general public towards the educational upliftment and awareness of rural and urban persons, to enhance and develop their potentialities. The public library has the traditional role of acquiring books and audio-visual materials, and making them available to patrons regardless to citizenship, age, educational level, economic and social status or any qualification or condition. It must therefore be a depository of a variety of books and other informative materials and provide needed services for the members of the immediate community it serves. The public library has proved to be of the best means of providing books and non-books materials and making them available and accessible for its diverse users.
Public libraries are now acknowledged to be an indispensable part of community wide range of reading materials for all ages and centres for community information services. The public library that provides services to the general public, is also responsible for serving special categories of the public, such as children, members of the armed forces, hospital, patients, prisoners, workers and employees. In other words, it is a library established by the state to provide wide service and supervised by either a ministry or a library board.
The public library first started in the early 19th Century in Europe and America. In England for instance, industrial cities like Manchester, Russia and Detroit in the United States had public libraries so as to meet the informational needs of the industries. Boman (1989) in addition said that the growth of education and printing encouraged the use of books. For that reasons, the first public library Act in England was promulgated in 1850. It empowered that any town council with a population of 10, 000 (later 5, 000) people was entitled to one public library.
Emmanuel (2006) asserts that public libraries in Nigeria were modeled after the Bristish. They started about fifty years before independence with the establishment of libraries in Lagos. The Modern public library movement in Nigeria can be said to have started from the foundation in 1910 and 1920 with the Tom Jones Library in Lagos. He further added that the Tom Jones Library had acquired the character of a public subscription library in which the public can subscribe to membership and get books for a particular period of time. The Lagos Library which was established in 1932 was also on public subscription.
Baba (2007) also added that the Lagos book club established its rules of operation at a general meeting on 3rd June, 1932 with Sir Allan Burns, the Chief Secretary of Nigeria being largely responsible for the establishment of the Lagos book club. He was also one of the foundation members of that library. He prepared a forward to the rule that will guide the use of the library at that time. He further said that the genesis of the present day public library services in Nigeria, is traceable to reading rooms which were established by British Colonial administration between 1938-1945. The functions of the reading rooms were merely to disseminate information that were tailored to solicit the support of the British inhabitant. The reading rooms were very instrumental in propagating the British Interest during the Second World War. These reading rooms were spread in many crannies of Nigerian and acted as catalyst of the colonial masters.
After the collapse of the reading rooms, it was decided that each region should have its own independent library services. This was one of the resolutions of the Ibadan seminar on the development of public library in Africa which was held in 1953. This seminar was organized jointly by the Nigerian Government and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The resolution further recommended that the regional libraries be run by library boards beginning with Eastern Nigeria.
The role of libraries cannot be overemphasized in a developing country like Nigeria. The public library especially is an agency for continuing education for the young and the old. The improved social status of an individual or the community obviously depends largely upon knowledge and hence reading is one of the most important means for the acquisition of knowledge. To this end, therefore, the public library is the only ‘free’ agency that provides a variety of reading services for every individual no matter his status, educational background and age.
A close examination of the public libraries in Kaduna State has revealed that the services provided to the users are poor and inadequate, most of the collections found in these libraries are outdated and inadequate. In other words, they are not actually serving the entire information needs of the people. Access to information post to be a big problem. Therefore, one tends to ponder if these inadequacies are due to lack of sufficient funds to purchase current materials for its vast users, or poor services due to insufficient staff, or because of the reading habit of the users etc.
These questions and more are intended to be answered by oral interviews of staff and patrons of the public libraries in Kaduna state through the use of questionnaire, observation and personal experience. The answer given could be useful in the improvement of public library services in Kaduna State and could also serve as a contribution to knowledge.
The study seeks to provide answers to the following questions.
The main objectives of the study is:
The research work has been designed to establish the effectiveness and efficiency of the public library services in Kaduna State. It will also reveal the justification for the establishment of these libraries.
The recommendations made in this work will be helpful to the state government in improving the services of the public libraries in the state.
The study covered the public libraries supretended by Kaduna State Library Board. Their services were also appraised.
The limitations encountered during this research work included funding and time constraints. Due to lack of funds, I was unable to cover the situations in other state public libraries.
The time given for this study was short to get data from users of all the public libraries in the state.
Public Libraries: These are libraries established by the state and local governments for the entire members of their communities.
Library Services: These are services offered by the libraries to their patrons, for example, reference services, current awareness services, circulation services etc.
Library Board: It is an autonomous statutory body that is responsible for the overseeing of public libraries in a state.
Impact: This is a strong effect or impression on users of the libraries.
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RESEARCH TOPICS IN PRIMARY EDUCATION
1. An Assessment of the Impact of Interactive Teaching Methods on the Academic Performance of Primary School Students.
2. Investigating the Role of Parental Involvement in the Early Literacy Development of Primary School Children.
3. The Effectiveness of Using Educational Technology in Teaching Mathematics to Primary School Students.
4. A Comparative Study of Different Teaching Approaches in Enhancing Reading Skills among Primary School Pupils.
5. Exploring the Influence of Classroom Environment on the Learning Outcomes of Primary School Students.
6. An Analysis of the Challenges Faced by Primary School Teachers in Implementing Inclusive Education Practices.
7. Investigating the Impact of Extracurricular Activities on the Social and Emotional Development of Primary School Children.
8. The Role of Play-Based Learning in Enhancing Cognitive Development in Early Primary Education.
9. Assessing the Effectiveness of Remedial Reading Programs for Primary School Students with Reading Difficulties.
10. Exploring the Relationship between Teacher-Student Interactions and Academic Achievement in Primary Education.
11. An Evaluation of the Implementation of the Universal Basic Education (UBE) Program in Improving Primary Education in Nigeria.
12. Investigating the Influence of Socioeconomic Status on the Academic Performance of Primary School Students.
13. The Effect of Gender Stereotypes on Subject Choices and Academic Performance in Primary Schools.
14. Assessing the Impact of Continuous Assessment on Learning Outcomes in Primary Education.
15. An Analysis of the Role of School Libraries in Promoting Literacy Skills among Primary School Students.
16. Exploring the Use of Storytelling as a Pedagogical Tool in Enhancing Language Development in Primary Education.
17. The Relationship between Teacher Training Programs and Classroom Practices in Primary Schools.
18. Investigating the Impact of School Feeding Programs on Attendance and Academic Performance in Primary Education.
19. An Evaluation of the Integration of Information and Communication Technology (ICT) in Primary School Curriculum.
20. Assessing the Effectiveness of Differentiated Instruction in Meeting the Diverse Needs of Primary School Learners.
21. Exploring the Role of School Leadership in Creating a Positive School Culture in Primary Education.
22. An Analysis of the Impact of Homework on Academic Achievement in Primary School Settings.
23. Investigating the Challenges and Opportunities of Implementing Inclusive Education in Primary Schools.
24. The Effect of Teacher Professional Development on Teaching Practices and Student Learning in Primary Education.
25. Assessing the Impact of Early Childhood Education Programs on School Readiness in Primary School Entrants.
26. Exploring the Role of Educational Games in Enhancing Numeracy Skills among Primary School Pupils.
27. An Evaluation of the Implementation of Mother Tongue-Based Multilingual Education in Primary Schools.
28. Investigating the Influence of Teacher-Student Relationships on Behavioral and Emotional Development in Primary Education.
29. The Effect of Classroom Size on Teacher-Student Interactions and Learning Outcomes in Primary Schools.
30. Assessing the Impact of School Health Programs on the Well-being of Primary School Children.
31. Exploring the Role of Project-Based Learning in Enhancing Critical Thinking Skills in Primary Education.
32. An Analysis of the Integration of Environmental Education into the Primary School Curriculum.
33. Investigating the Influence of School Facilities on Academic Performance in Primary Education.
34. The Effect of School Leadership Styles on Teacher Morale and Student Achievement in Primary Schools.
35. Assessing the Impact of Peer Tutoring Programs on Academic Performance in Primary Education.
36. Exploring the Relationship between Parental Socioeconomic Involvement and Homework Completion among Primary School Students.
37. An Evaluation of the Implementation of Inclusive Mathematics Education in Primary Schools.
38. Investigating the Influence of Classroom Management Strategies on Student Engagement in Primary Education.
39. The Effect of Physical Education on the Physical Fitness and Health of Primary School Children.
40. Assessing the Impact of Collaborative Learning Strategies on Social Skills Development in Primary Education.
41. Exploring the Role of Outdoor Education in Enhancing Environmental Awareness among Primary School Pupils.
42. An Analysis of the Factors Influencing Teacher Job Satisfaction in Primary Schools.
43. Investigating the Effectiveness of Language Immersion Programs in Developing Bilingual Skills in Primary Education.
44. The Relationship between School Dropout Rates and Student Engagement in Primary Education.
45. Assessing the Impact of School-Based Health Education Programs on Hygiene Practices among Primary School Children.
46. Exploring the Use of Educational Apps in Enhancing Learning Outcomes in Primary Education.
47. An Evaluation of the Effectiveness of School Safety Programs in Primary Education.
48. Investigating the Influence of Teacher Collaboration on Curriculum Implementation in Primary Schools.
49. The Effect of Early Intervention Programs on the Cognitive Development of Primary School Children with Special Needs.
50. Assessing the Impact of School Community Partnerships on Academic Achievement in Primary Education.
51. Exploring the Role of Classroom Decor in Creating an Enriching Learning Environment in Primary Schools.
52. An Analysis of the Effectiveness of Peer Assessment in Improving Writing Skills among Primary School Students.
53. Investigating the Influence of Socioemotional Learning Programs on Student Behavior in Primary Education.
54. The Effect of Inquiry-Based Learning on Science Achievement in Primary Schools.
55. Assessing the Impact of School-Based Mentoring Programs on Academic Achievement and Socioemotional Development in Primary Education.
56. Exploring the Relationship between Teacher Burnout and Classroom Practices in Primary Schools.
57. An Evaluation of the Implementation of the School Garden Program in Primary Education.
58. Investigating the Influence of Parental Involvement in Homework on Student Achievement in Primary Schools.
59. The Effect of Classroom Design on Student Engagement and Learning Outcomes in Primary Education.
60. Assessing the Impact of School Nutrition Programs on Dietary Habits and Academic Performance in Primary Schools.
61. Exploring the Role of Cooperative Learning in Enhancing Social Skills Development in Primary Education.
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EDUCATION FOUNDATION PROJECT TOPICS
1. The Impact of Parental Involvement on Early Childhood Education
2. Assessing the Effectiveness of Inclusive Education Practices in Primary Schools
3. Exploring the Role of Educational Psychology in Teacher Training Programs
4. An Investigation into the Influence of Socioeconomic Factors on Educational Attainment
5. The Relationship between School Climate and Student Academic Performance
6. Examining the Impact of Early Literacy Interventions on Reading Proficiency
7. A Comparative Analysis of Public and Private School Curricula in Developing Countries
8. The Effect of Classroom Design on Student Engagement and Learning Outcomes
9. Investigating the Role of Educational Technology in Enhancing Classroom Instruction
10. Assessing the Efficacy of Differentiated Instruction in Meeting Diverse Learning Needs
11. The Influence of Teacher-Student Relationships on Academic Motivation
12. An Exploration of the Benefits and Challenges of Homeschooling
13. Evaluating the Impact of Early Childhood Education Programs on Cognitive Development
14. The Relationship between School Leadership Styles and Teacher Job Satisfaction
15. A Comparative Study of Education Systems in Different Countries
16. Analyzing the Impact of Standardized Testing on Teaching Practices
17. Investigating the Role of Emotional Intelligence in Teacher Effectiveness
18. The Impact of Teacher Professional Development on Student Achievement
19. Examining the Relationship between School Facilities and Academic Performance
20. An Evaluation of In-Service Training Programs for Teachers
21. Exploring the Connection between School Culture and Student Behavior
22. Assessing the Influence of Gender on Academic Achievement in STEM Fields
23. The Role of Guidance and Counseling Services in Promoting Student Well-Being
24. Investigating the Impact of Extracurricular Activities on Student Character Development
25. An Analysis of Education Policies and Their Implications on Teaching Practices
26. Evaluating the Effectiveness of Peer Tutoring Programs in High Schools
27. The Impact of Multicultural Education on Students’ Cultural Competence
28. A Comparative Analysis of Traditional and Modern Teaching Methods
29. Examining the Relationship between School Size and Student Performance
30. Assessing the Efficacy of Classroom Management Strategies in Enhancing Learning
31. Investigating the Influence of Parental Socioeconomic Status on Educational Aspirations
32. The Role of Community Involvement in School Improvement Initiatives
33. Analyzing the Impact of Early Childhood Nutrition on Cognitive Development
34. A Comparative Study of Public and Private Higher Education Institutions
35. The Effect of Teacher Expectations on Student Academic Achievement
36. Exploring the Connection between Educational Leadership and School Improvement
37. Investigating the Impact of Educational Policies on Teacher Retention
38. Assessing the Role of School Libraries in Fostering a Reading Culture
39. The Influence of Peer Group Dynamics on Academic Performance
40. Examining the Effectiveness of Parent-Teacher Associations in School Governance
41. An Analysis of Special Education Inclusion Practices and Student Outcomes
42. Evaluating the Impact of Project-Based Learning on Student Engagement
43. The Relationship between Classroom Diversity and Inclusive Teaching Practices
44. The Effect of School Culture on Teacher Burnout and Retention
45. Investigating the Impact of Social Media on Student Learning and Behavior
46. An Evaluation of the Effectiveness of Early Intervention Programs for At-Risk Students
47. Examining the Role of Student Motivation in Academic Achievement
48. The Impact of Education Finance on Resource Allocation in Schools
49. Assessing the Influence of Teacher Expectations on Student Educational Aspirations
50. Exploring the Connection between Educational Leadership and School Climate
51. Investigating the Impact of School Health Programs on Student Well-Being
52. An Analysis of the Relationship between Classroom Discipline and Academic Achievement
53. Evaluating the Effectiveness of School Counseling Programs
54. The Role of Educational Policies in Promoting Inclusive Education
55. Examining the Impact of Homework on Student Academic Performance
56. A Comparative Study of Urban and Rural Education Systems
57. Assessing the Influence of Teacher Professionalism on Student Attitudes towards Learning
58. The Effect of Socioeconomic Status on Parental Involvement in Education
59. Investigating the Role of Teacher Collaboration in Enhancing Instructional Practices
60. Analyzing the Impact of Student Engagement Strategies on Classroom Behavior
61. Evaluating the Effectiveness of Early Childhood Development Programs
62. The Relationship between Teacher Autonomy and Job Satisfaction
63. Exploring the Connection between School Leadership and Teacher Morale
64. An Analysis of the Impact of Educational Technology on Student Learning Outcomes
65. Assessing the Efficacy of In-Service Training Programs for Teachers
66. The Influence of Educational Policies on Classroom Assessment Practices
67. Examining the Impact of School Violence on Student Academic Performance
68. Investigating the Relationship between Parental Involvement and Student Homework Completion
69. The Effect of Classroom Diversity on Teacher Pedagogical Approaches
70. An Analysis of the Role of Education in Economic Development
71. Evaluating the Impact of Early Childhood Education on Social Skills Development
72. Assessing the Influence of Teacher Professional Development on Curriculum Implementation
73. Examining the Relationship between Educational Technology and Student Motivation
74. Investigating the Impact of Teacher Qualifications on Student Achievement
75. The Role of School Leadership in Promoting Inclusive Education Practices
76. Analyzing the Effectiveness of Teacher Evaluation Systems
77. The Influence of Classroom Seating Arrangements on Student Interaction and Learning
78. Exploring the Connection between School Culture and Student Engagement
79. Investigating the Impact of School Safety Measures on Student Well-Being
80. A Comparative Study of Education Policies in Developed and Developing Countries
81. Assessing the Effectiveness of Early Intervention Programs for Students with Learning Disabilities
82. The Relationship between Educational Leadership Styles and School Performance
83. Examining the Influence of Parental Involvement on Homework Assistance
84. Evaluating the Effectiveness of School-Based Health Education Programs
85. The Impact of Teacher-Student Relationships on Student Academic Motivation
86. An Analysis of the Role of Educational Foundations in Shaping School Policies
87. Assessing the Influence of School-Based Health Clinics on Student Health Outcomes
88. Investigating the Effect of School Nutrition Programs on Student Cognitive Functioning
89. Exploring the Connection between Teacher Collaboration and Professional Development
90. The Effect of School Leadership on Teacher Job Satisfaction and Retention
91. Analyzing the Relationship between Classroom Technology Integration and Student Engagement
92. Evaluating the Impact of School Gardening Programs on Student Learning and Nutrition
93. The Role of Educational Foundations in Shaping Curriculum Development
94. Assessing the Influence of Socioeconomic Factors on Parental Involvement in Education
95. Examining the Effectiveness of Teacher Mentoring Programs
96. Investigating the Relationship between School Facilities and Student Academic Performance
97. The Impact of Educational Policies on the Inclusion of Environmental Education
98. An Analysis of the Effectiveness of School-Based Substance Abuse Prevention Programs
99. Assessing the Relationship between Classroom Environment and Student Learning Outcomes
100. Exploring the Connection between School Governance and Student Discipline
]]>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
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INFLUENCE OF PRINCIPAL MANAGERIAL STYLES ON TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS
INTRODUCTION
BACKGROUND TO THE STUDY
Secondary schools are established to educate students to enable them contribute to the economic, political and social cultural well, being of their country. In Enugu area council of Enugu, there appears to a hindrance in the realization of objectives of secondary school. An important factor responsible for the non-attainment of the overall purpose of secondary school is due to inadequate management of staff.
Secondary schools teachers are different in sex and status. However sufficient efforts are not made by the Government, proprietors and some parents to motivate the secondary schools teachers in Enugu area councilto teach the students.
Bulya (1992) assents that:- The Government is not left out in making the teachers feel inferior.
One of this is economic depression; the first group to bear the brunt is teacher. I for see the year 200AD as the year teacher will go home with no pay if the economy continues to deteriorate as if there is no charge of altitude on the part of administrations of teachers welfare. In the 1989 Budget, the Government had decreed that car refurbishing loan be given to desiring officers. Deserving education officers teaching in secondary schools also filled from but non-benefited from the loan. This game added to the teachers frustration. Thus, the Nigeria teachers continue to render essential service to the nation without adequate compensation by the Government.
Thus, there is need to motivate teachers in Enugu area councilto enable them teach their students very well. The teachers should be paid their salaries on time, the parents of students should not sunb teachers and the government should give car loans to the teachers, entertainment allowance and meal subsidy’s
Furthermore, Bulya (1992) observes that the delay is the payment of teacher’s salaries is responsible for the poor image of the teacher. He added that in 1993, primary school teacher’s salaries were delayed in Gongola State for months old industrial action. In the same year teachers in Bauchi Local Government Area appealed to the State Government to do everything possible to ensure that they were paid arrears of their two months salaries.
The non-payment of secondary schools teacher’s salaries on time makes it difficult for them to meet their family financial obligations at home.
Some of the teacher’s dress shabbily, some feel shy to introduce themselves as teachers while some families are no longer proud of their members taking up the teaching profession. They see it as the last resort.
Hence, teachers need to be motivated by the government, proprietors, all and sundary to enable them perform in the secondary schools.
No wonder Okon and Anderson (1982) argued that since money provided power for it’s possessor, it has a double effect in lending status. Money permits a person of wealth to exhibit a life style, which others may enjoy. The person who is envied has a higher status than the person who is pitied wealth can be obtained through salaries earnings so give the teachers their due that they may live and be envied by others.
Since teacher are very important in our secondary schools because they teach the students, there is need to motivate the teachers to enable them perform in teaching student in secondary school in Isu Local Government Area, Benin City.
Bolarinwa (1996) shows that academic performance of students in our schools is deters rating compared to the olden days because of the teacher. He added that those responsible for this kind of change are the teachers and one of the reasons behind this could be the status of the profession in Nigeria now.
He added that many people see teaching as a job that could be done when there is no other choice. There is no adequate encouragement for teachers who are in a position of steering the wheel of education of learners. Teacher’s salary package is the least in the society compared to other profession, some administrators do not seen teaching as some thing government should spend so much on, they see it as a profession that gulp so much money and nothing to show for it.
Thus, most local government chairpersons pay more attention on award of contracts to their own benefits. Since they do not care on how good contract is carried out, loss attention is paid to teacher’s welfare, salaries are paid when the chairperson likes. Money allocated by federal government to local government on primary education were diverted and used on different projects. Those eventually created a change in the quality of classroom instructions and the out put, since teacher’s salary were not paid for months.
Ogonor (2003) stated that: The Nigerian educational system
has suffered government. In the period of financial constraint, the educational system bears the brunt at certain periods teachers salaries were unpaid for a period of about a few months. In situations as stated teachers freely engaged in other activities unchecked while school was in session because there was no moral justification to call the neglected and hungry teachers to order.
Ogonor (2003) added that apart from irregular payment of teacher’s salaries many teachers have never had the opportunity or being sent on in-service training to up date their learning in competence for an up ward period of about ten years. Hence many teachers are enabling to respond to current changes in curriculum and pedagogy.
In Nigeria, like in most developing countries the teachers are very important. This is mainly because of the role they play in educating the students and in the political, social. Educational and economic development of the country, In addition to it’s traditional role of educating the student, it not only accounts for about 50% of Nigerian work force but also serves as instrument for development.
Regrettably however, while the teachers continues to increase in size and importance, it’s effectiveness and efficiencies have been on a serious decline due to lack of management . Since the early-eighties, teachers commitment performance and performance are on the decline while various reports of tribunals and commissions of inquiry point to the fact that most public sectors organizations in Nigeria are characterized by inefficiency, mis-management , corruption, wastage and abuse of office e.t.c federal republic of Nigeria, reports (1967) and Kano State reports (1975). The aforementioned concern is further heightened taking into cognizance the fact that if teachers are poorly motivate, then they will not do their best possible in teaching the students in secondary school in Isu Local Government Area. In the same heir, the academic performance of students will be affected in terms of poor performance in internal and external examinations as a result of their inability to complete their scheme of work due to industrial actions, work to rule or engaging in other business because they were not paid their monthly salaries for several months.
Ogonor (2003) Stated that the Nigerian educational system has suffered great neglect during the are of successive government. In the period of financial constraints the educational system bears the brunt. At certain periods teachers salaries were unpaid for a period of about a few months. In situations as stated teachers freely engaged in other activities unchecked while schools were in session because there was no moral justification to call the neglected and hungry teachers to order. She added that apart from irregular payment of teachers salaries many teachers have never had the opportunity of being sent on in service training to up date their learning in competences for an up ward period of about ten years. Hence many teachers are unable to respond to current changes in curriculum and pedagogy.
Thus, in Nigerian, like most developing countries, the teachers are very important. This is mainly because of the role they play in educating the students and in the political, social, educational and economic development of the country. In additional to it’s traditional role of educating the student it not only account for about 50% of Nigeria work force but also serves as instrument for development. Regrettably however, while the teachers continue to increase in size and importance, its effectiveness and efficiency have been on a serious decline due to back of management . Since the early-eighties, teachers commitment, performance, and performance are on the decline- while various reports of tribunals and commission of inquiry point to the fact most public sector organization in Nigeria are characterized by inefficiency mismanagement, corruption, wastage and abuse of office e.t.c.
(federal Republic of Nigeria Reports 1067) and Kano State Reports (1975). Garba (2001) asserted that the use of Incentive to motivate an employee Is however, by no means recent but has acquired more popularity in recent times. The parameters of incentives employed by organization include use of money provision of amenities and fringe benefits, Involvement in decision making use of such factors as job security and promotion. Further more, management has an impact the performance of secondary school teachers. They can be motivated in different ways depending on the ways employed by the government and school administrators.
Musa (1997) Stated that the delay in the payment of salaries of teachers and other Fringe benefits are sufficient evidence for this non-challant attitude to teachers Welfare.
He added that the non payment of teacher’s salaries has far reacting consequences on our educational system and its products. Outstanding among these consequences is the falling standard of education. When teachers go on strike the effect is not fact immediately, so the government does not car, the parents do not care and the children rejoice that they are idle and free. The effects are however felt later. Kayode (1996) stated that ironically, even on occasions when the economy is buoyant one still discovers that teachers continue to constitute the least paid workers- beast of burden, Invariably, therefore, teachers are unwillingly to teach or remain in the profession due to lack of management , sheer want of devotion, commitment and lack of appreciation of their worth by the society. The situation was not different in Enugu in 1982, 1999 and 2002. The result was that some teachers in secondary schools in Isu Local Government took up menial jobs as financial coping techniques, withdrew their children from foe paying schools to non-fee paying owns while others wish they could opt for other jobs. Hence it becomes clear that there is low percentage of teachers who could be said to be actually teaching effectively at any given time. Hence Kayode (1996) remarked that if you feed teachers with peanuts, you should expect nothing but monkeys.
In this regard, the researcher would therefore attempt to determine the impact of management on the performance of secondary school teachers in Isu Local Government Area, Enugu
STATEMENT OF THE PROBLEM
For an effective and functional secondary educational to be achieved therefore, the need to take cognizance of the performance of the imputs (teachers in this context) is very essential. However, in view of the unhealthy government, private proprietors and school administrators attitude towards making much impact to motivate teachers to perform in secondary schools, it could be rightly asserted that delay in payment of teachers salaries, poor condition of work, lack of job security, non payment of entertainment allowance and meal subsidy, grant of car loans among others are responsible for the lack of management of teachers.
Angulu one time Registrar of Ahmadu Bello University, Speaking at the graduation ceremony of ATC/ABU, Kano 1981/82 session: he said: “The teaching profession in Nigeria has lost its glamour, social status and respect due to lack of incentive for the teachers” Thus, the teaching profession has never been a lucrative one since the teachers neither had the social status nor the money. Hence the poor treatment given to teachers in the society ha caused immense concern to parents, ministry of education and the society at large. The researcher therefore wishes to examine the impact of management on the performance of secondary school teachers in Isu Local Government Area, Enugu. The following questions are to be investigated.
1. Are the secondary school teachers in Enugu area councilmotivated to perform their jobs according to the standard set by the Government?
2. To what extent do the government and private proprietors motivate the teachers to do their jobs?
3. To what extent does the school management motivate the staff to do their jobs?
4. Is there any difference in the factors motivating the staff job performance between male and female teachers?
PURPOSE OF THE STUDY
The secondary school teachers are not effectively motivated to enable them do their best possible in teaching students in secondary schools, in Isu Local Government Area, Enugu. Bulya (1992) Stated that the secondary schools teacher did not fair better. Many of them went without salaries for months. This non-payment dented the image of the teaching profession in no small measure. Teachers became borrowers and debtors. Some took to secondary jobs that were very mean like motor cycle hiring services while many others went into petty trading hawking and peasant farming. Virtually there were no difference between the teacher and a peasant illiterate. The aforementioned situation was the case in Bendel State in 1982, 1989 and in Enugu in 2003. Thus, Kayode (1996) in his study observed that:
The government at various levels and time pretend not to know the Priority of the people they government else how would Local Government Chairman prefer award of contracts for office and road renovation to ensuring that primary schools are properly equipped and teachers salaries are promptly paid. No serious attention is paid to enhance the status of teachers, even projects and activities.
However, teachers are not will motivated to enable them improve on their performance in teaching the students in secondary schools.
The purpose of this study, therefore was to find out the impact of management of teachers performance in secondary schools. Specifically the study, attempts to find out if the secondary school teachers are motivated to do their jobs according to the standard set by the Government, the extent to which the teachers are motivated by the Government/proprietors, the extent to which the school management motivate the staff to do their jobs and if there is a significant difference in the management of male and female in the performance of their jobs.
SIGNIFICANCE OF THE STUDY
The findings of this study will be of immense benefit to secondary school teachers, principals, Heads of Departments, Government, Policy makers, supervisors , Curriculum planners and tertiary institutions. In the same view it will be of great help to various States Federal Government and school proprietors so as to improve on their various ways of motivating the teachers to enable them do their best possible.
ASSUMPTION
For the purpose of this study the following assumptions have been made. It is envisaged that every secondary schools in all the sampled schools are of the same setting and standard. The teachers and students of the sampled schools are competent enough to give reliable in formation on the impact of management on teachers performance in secondary schools
HYPOTHESIS
H0: There is a weak relationship between teachers’ management and pupils’ academic performance of pupils
H1: There is a strong relationship between teachers’ management and pupils’ academic performance of pupils
H0: Teachers’ management does not have a strong and significant impact on pupils’ academic performance
H1:Teachers’ management have a strong and significant impact on pupils’ academic performance
SCOPE OF THE STUDY
The study covered twenty schools in Isu Local Government Area, Enugu. The school were selected through random sampling technique in order to examine the impact of management on the performance of secondary school teachers in Enugu area councilof Enugu. If the teachers in Enugu area councilare motivated to perform their duties, the extent to which the Government and private proprietors motivate their staff to perform their duties. The study also covered extent to which school management motivate the staff and if there is any difference in the factors motivating male and female teachers in the performance of their jobs.
DEFINITION OF TERMS
1. Management – I t is the act of encouraging people to do something or act in a particular way by giving them gifts, incentives or rewards. In this context it refers to giving teachers gifts, promotions and allowing them to participate in the administration of the school.
2. Impact – I means to give a quality to something.
3. Performance – It is the process or manna of performing duties, outstanding action or achievement.
4. Secondary schools – It refers to institutions for educating children.
5. Teachers – It refers to people who teach especially in a school.
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THE INFLUENCE OF ICT ON SECONDARY SCHOOL STUDENTS IN IN PHYSICS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
ICT‟ role in learning is simplification of reality, often with exaggerated cause-effect linkages which can be very effective in a teaching context (Garson 1987). Reid & Rushton (1985) recognise that there is little room for scepticisms over the growing importance of ICT in education. Useful as teaching resources are, they cannot replace the teacher (Twoli et al. 2007); and the computer is one such resource. However, a lot depends on the availability and utilization of ICT in the classroom.
According to Shue (2009), ICT were introduced in American schools in 1965 and were mostly used for administrative purpose. Molnar (1997) explained that ICT were not widely accepted in American schools during the 1950s and 1960s because it was difficult and expensive to house the huge machines that they were during that period of time. However, Apple II ICT found widespread acceptance in education around the year 1983 (Murdock &Desburg
1994). David (1991) in her report presented at the annual meeting of the American Education Research Association described a research and development collaboration among public schools, universities and research agencies that Apple – the Computer Company – initiated in 1985 and sustained through 1995 with outstanding results. It was named the Apple Classroom of Tomorrow (ACOT). Its goal was to examine how the routine use of technology especially the computer-related technologies by teachers and students would change teaching and learning.
Virtually, no modern public or private school could exist in the United States of America without a computer lab and computer instructions in the 90s (Murdock & Desburg 1994). The assumption that computer technology has become an essential part of the basic school curriculum was summed up in the report of the United States Department of Education (1996); the report referred to ICT in the classroom as “the „new basic‟ of American education,” and to the Internet as “the
blackboard of the future”. Murdock &Desberg (1994) says that in 1985, California Legislature passed a senate bill that established a technology component in the state‟s teaching credential requirements for California teachers. Emphasis was on computer based technology; thus an organization called the Association of State Technology Using Teacher Educators (ASTUTE) was formed and became an instrumental force in helping improve the way teachers were taught to use educational technology.
In Britain, ICT were used in many schools around the year 1984 (Hermes 2008). Candau, Hannafin, Doherty, Judge, Kuni and Yost (2003) wrote a manual in Britain with the goal of helping teachers learn how to use the computer technology to effectively create a learning environment that would provide opportunities for students to interact with content in a meaningful way. According to Candau et al (2003), preparing young people for the future goes beyond the issue of getting them ready to work; they also need new skills as computer technology continues to be woven into their daily lives.
A study done by Afshari, Bakar, Luan, Fool, &Samah, (2010) in Pakistan showed that the Ministry of Education in Iran invested a great deal of funds to facilitate the integration of Information Communication Technology (ICT) in schools. They observed that school leaders and teachers in Iran were key factors in ICT implementation in schools – because teachers make decisions on whether or not to integrate resources in schools. Lara & Whitter (1996) explain that using computer technology improves students‟ learning process. In Nigeria, Fakeye (2010) say that beginning and experienced teachers can benefit from the role that ICT play; beginning teachers can access a wealth of teaching resources while old teachers can share their knowledge with those who seek it. He also outlines the fact that the Nigerian federal government conducted a pilot project of integrating ICT in sixty secondary schools and colleges with reasonable success although access to computer resources was the biggest barrier in both rural and urban areas.
In Nigeria a study done by Wabuyele (2006) investigated teachers’ and administrators’ perceptions and experiences towards computer use in Nigeria classrooms. Results from his in-depth interviews, participant observations and document analysis revealed that both teachers and administrators view the use of ICT in Nigeria classrooms as worthwhile; computer-using teachers were enthusiastic and spoke positively about computer use, whereas non-computerusers felt left behind technologically. According to Wabuyele (2006), teachers reported feeling unprepared by teacher training colleges in the area of the use of ICT in the classrooms, and they expressed the need to provide both practising and pre-service teachers with professional development opportunities in teaching technology. He suggested that teachers’ and administrators’ perceptions and experiences play a significant role in the use of ICT in Nigeria classrooms and hence the need to provide pre-service and in-service training programs to enable them to successfully teach using ICT in the classrooms.
Ivers (2003) confirmed that beginning and experienced teachers can benefit from the role that ICT play in teaching and learning; beginning teachers can access a wealth of teaching resources and learning opportunities via the internet as well as collaborate online with other teachers. Experienced teachers have these same benefits, as well as the opportunity to share their expertise with others. Ivers (2003) further confirms the situation in Nigeria; that many veteran teachers have had to learn how to use ICT on their own.
In Nigeria, teachers are not required – as a matter of policy – to instruct using the computer and its related technologies. However, one of the flagship projects for education and training in Nigeria Vision 2030 is to establish a computer supply programme that will equip students with modern Information Technology (IT) skills (the government of the Republic of Nigeria 2007). The ministry of Information and Communication (2006) drew up an ICT policy document touching on different areas including education. In this policy, the government agrees that there is need to strengthen and streamline ICT training through promoting ICT in education at primary, secondary, tertiary and community levels. Many teachers agree that the use of computer technology enhances teaching and learning a conclusion well drawn by Wabuyele (2006) in his research.
While the use of Computer Based Instructions is prolific in most developed world schools, it is still a dilemma that poses great challenges to the majority of Nigeria teachers with regards to their perception and the roles they should play as they cope with this emergent technology. (Tanui, Kiboss, Wabala&Nassiuma 2008). According to Smerdon et al. (2000) advances in modern computer technology have changed the way we do many things including the way we learn, study and communicate. What goes on in the classroom today is impacted upon by the computer technology and will likely affect the skills that today‟s children learn in schools and the way they are taught to function in the world (Kashorda, Waema, Omosa, &Kyalo 2007).
ICT have been used at the Secondary schools level in Nigeria to teach Physics related courses such as Commerce, Entrepreneurship, Banking and others. However, at the secondary school level it is not very clear whether Physics teachers use ICT where they are available to them. It is clear though that some teachers of Physics may be using ICT even if it is only for the preparation of examinations and or for social purposes. This research therefore endeavoured to establish whether ICT were available at the secondary school level and if so verify whether they were used by Physics teachers and their learners for teaching and learning purposes.
1.2 Statement of the Problem
ICT are useful in teaching and learning because they make the work of teachers easier; for example ICT are used in demystifying complex concepts in different subjects. ICT help students learn better by enhancing their learning environment and increasing learning resources. Availability of ICT to Physics teachers is the first stage in the successful adoption of ICT in teaching the subject in secondary schools . This is because teachers can only be competent and interested users of ICT as teaching tools if they are available and easily accessible. Teachers will not adopt computer technologies into their instructional tasks if ICT are not available in the first place.
There are many challenges that hinder the process of using ICT in the classroom. However, when effectively used, ICT have a dramatic effect on teachers and learners as concluded by Reid & Rushton (1985). But, where ICT are not used effectively, they do not add value to teaching and learning.
The role played by ICT in the teaching of Physics in Nigeria secondary schools is not obvious. This study was done to establish the extent to which ICT were available to teachers and learners and whether they used them for teaching and learning Physics in Oboro secondary schools . The evolution of ICT in the classrooms has been influenced by many factors. Candau et al. (2003) observes that teachers are the critical link in achieving effective computer technology integration in schools. Positive teacher attitude encourages the use of ICT while a negative one hinders their use in the teaching and learning environment. The researcher therefore sought to reveal whether it is worthwhile using ICT in teaching and learning of Physics where they are available and accessible to teachers and learners.
1.3 Research Objectives
The objectives of this research were to:
Investigate the availability and accessibility of general-purpose ICT to teachers and learners of Physics
Ascertain the ways in which teachers and learners use ICT for teaching and learning purposes in Physics.
Establish the attitude of teachers and learners towards the use of ICT in teaching and learning of Physics.
Explore the main benefits of using ICT in teaching and learning of
Physics.
Investigate the challenges that teachers and learners experience when using ICT for teaching and learning of Physics.
1.4 Research Questions
This research sought to answer the following research questions:
How available and accessible are ICT to the teachers and learners of
Physics?
For what purposes if any do Physics teachers and learners in
Oboro schools use ICT in their teaching and learning?
What are the attitudes of Physics teachers and learners in relation to use of ICT in teaching the subject?
What are the main benefits of using ICT in teaching and learning of
Physics?
What challenges are experienced by teachers and learners of Business
Studies in their bid to use ICT for teaching and learning in Oboro secondary schools , Ikwuano?
1.5 Significance of the Study
As Carrington & Robinson (2010) put it; in both the developed and developing nations, an increasing number of children and young people walking through the school gates each morning are required to leave behind an entire suite of competencies, practices and knowledge about digital technologies. This research could be the genesis of freeing these children and young people in our classrooms by giving them the wings of technology through their teachers‟ positive attitudes towards the use of ICT in teaching and learning. Knowledge heresies are possible to eliminate if teachers can easily access computer technologies. Educational heresies have been carried over for too long according to Carrington & Robinson (2010). This situation is besides the fact that the same young people are later on in the job market expected to relate to computer applications as if they have done so all their lives – majority of the times without induction.
This research could be important to teacher educators because it can help them understand the dimensions that influence teachers‟ perceptions towards the use of ICT as a means for effective development of teacher training curriculum that would prepare teachers to face the challenges in the information age. Positive perceptions improve accessibility of computer technologies because the teacher educators and the teachers-to-be will seek to use ICT where they are available.
This study sought to help Physics teachers to realise the instructional possibilities afforded by computer technology. Urs (1989) noted that teachers can learn to value past teaching experiences while identifying and maintaining the exploration of the new technologies such as the computer. This study can therefore help Physics teachers in removing any bias they may have harboured in relation to computer technology. Once the bias is removed these teachers will be drawn to use the computer technology and explore its pedagogical possibilities.
Physics learners may end up enjoying a more learner centred instructional process due to the effects of studies such as this one. This is because such studies may have a positive impact that could eventually change availability and use of ICT in the classroom for the better. Teachers will realise that preparing our young people for the future goes far beyond the issue of getting them ready to work theoretically but they need the practise that comes with the exposure provided by the computer technology.
The role of ICT in the classroom can be given a more positive outlook by this research to eliminate the notion held by some teachers and parents that ICT are distractions in the classroom as opposed to learning tools. Physics teachers and other subject teachers can also become conscious of the fact that ICT are not necessarily teaching machines but multi-faceted tools that can empower both teachers and learners. For example, to realise that word processing can be used to prepare class notes; Desktop Publishing and PowerPoint packages can be used to prepare interesting and colourful learning materials such as book covers, short notes and charts that would otherwise not be possible in a Physics class or any other classroom.
1.6 Limitations of the study
Being an outsider in the institutions that were under investigation may have limited what was revealed to the researcher in the research instruments that were used.
School culture and leadership practices in the schools sampled may have interfered with the data that the researcher collected in the long-run.
(iii)Within the sample investigated, the different institutions presented spontaneously different educational circumstances that may have contributed to the outcome of the study.
(iv)Since this study was descriptive in nature, its findings were an indication of possible trends and not an ultimate judgement on the entire school structure in the Nigeria nation.
The world over, everybody is expected to know something about ICT. In this context some of the respondents to the research instruments may have deliberately concealed their ignorance on the topic under investigation. However, the researcher put measures in place to counter this during data collection. For example the questionnaires had control questions.
1.7 The Scope of the Study
The study was conducted in Ikwuano Local Government area, Abia State. Ikwuano is a local Government area ofAbia State, Nigeria. Its headquarters is in IsialaOboro.
It has an area of 281 km² and a population of 137,993 at the 2006 census. It is made up of about 52 villages and communities and is bounded by Ini LGA of Akwa Ibom State by the West and Umuahia North. Ikwuano Local Government Area can be referred to as the food basket of Abia State basically because of rich agricultural produce it is endowed with. Ikwuano as the name implies is derived from the coming together of four (4) Related brothers namely Oboro, IbereAriam-Ushaka and Oloko, Ikwu (Relations/Relatives) and Ano (Four 4) Meaning four relations. Ikwuano LGA was among the new local government areas that were created on the 27th of August 1991 when the General Ibrahim Babangida’s Administration created Abia State from the old Imo State it was carved out of the old Ikwuano-Umuahia Local Government Area. It one of the five LGAs that make up Abia Central Senatorial District.The first executive chairman is Chief ChimaOnyemachi.
1.8 Operational Definition of Terms
Attitude: Is that which influences an individual‟s choice of action and response to a stimuli.
Computer: An electronic device that accepts user input referred to as data, processes it under specials instructions called programs in order to produce a desired output called information.
Computer applications: The software or sets of instructions that direct a computer user on the tasks to perform and how to perform them.
Computer hardware: The physical computer components that one can see and touch. Such equipment includes; the system unit, input devices, storage devices and output devices.
Computer software: Sets of instructions that a computer uses to perform the expected activities.
Computer technology: The computer devices which are used in the communication of ideas between persons and groups in various teaching and training situations.
Cooperative learning strategies: A plan of action in gaining of knowledge and skills that is characterised by willingness of the learner and teacher to comply in the learning processes.
General purpose ICT: ICT that are designed to be able to perform a variety of tasks when loaded with the appropriate programs.
Microcomputer: A small, relatively cheap computer that is commonly used in schools, training and learning institutions, small business enterprises and communication centres among others.
Information and Communication Technologies: diverse set of technological tools and resources used to communicate and to create, disseminate, store, and manage information. Examples are ICT, the Internet, broadcasting technologies (radio and television), and telephony.
Multimedia: The ability of a computer to process and output text, sound, video and pictures.
Personal computer: A computer that is mostly used by one person because it has one microprocessor. It is also called a microcomputer.
Teaching resources: Materials intended for use by a teacher to improve or extend his teaching.
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THE EFFECTS OF LEARNING ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The learning environment, which include the classrooms, libraries, technical workshops, laboratories, teachers’ quality, school management, teaching methods, peers, etc are variables that affect students’ academic achievement (Ajayi, 2001 and Oluchukwu, 2000). Hence, the learning environment remains an important area that should be studied and well managed to enhance students’ academic performance.
The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends on the teachers as reflected in the performance of their duties, but also in the effective coordination of the learning environment (Ajao 2001)
Learning environment which include instructional spaces planning, administrative places planning, circulation spaces planning, spaces for conveniences planning, accessories planning, the teachers as well as the students themselves are essential in teaching-learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process and academic performance of the students.
Relating this study to international occurrences are the assertions of Williams, Persaud, and Turner (2008), quoting Marsden (2005), which reported that safe and orderly classroom environment (aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring environment among other treatments helped to contribute to students` academic performance.
The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002 Lyons, 2001; and Ostendorf, 2001). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student.
Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students.
Previous studies have investigated the relationship of poor learning environment including problems with student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperatures in the classroom with student health problems, student behavior, and student achievement (Crandell & Smaldino, 2000; Davis, 2001; Johnson, 2001; Lyons, 2001;Moore, 2002; Stricherz, 2000; Tanner, 2000). To complement these studies, the present research will examine the aforementioned areas of learning environment as it affect students performance in Nigerian schools.
Statement of the Problem
Emphasizing the importance of learning environment to students academic performance, Oluchukwu, (2000) asserted learning environment is an essential aspect of educational planning, he went further to explain that “unless schools are well suited, buildings adequately constructed and equipment adequately utilized and maintained, much teaching and learning may not take place.
The high levels of students’ academic performance may not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective. However, little is known on the impact of learning environment on students’ academic performance in an urban city like Lagos State.
1.3 Objectives of the Study
The purposes of this study are:
i. To examine the relationship between learning environment and the student academic performance
ii. To examine the impact of school facilities on the academic performance of students in the secondary school
iii. To explore factors such as class size that have been perceived to promote or inhibit students learning in the academic process of students in secondary school
iv. To investigate the extent to which school location affects the academic achievement of secondary school students.
1.4 Research Questions
i. Is there any relationship between learning environment and the student academic performance?
ii. To what extent do school facilities affect student performance in secondary school?
iii. What effect does class size has on the academic performance of students in secondary school?
iv. To what extent does school location has on the achievement of secondary school students?
1.5 Research Hypothesis
Ho1 There is no significant difference between learning environment and the student academic performance
Ho2 There is no significant difference between school facilities and academic performance of students
Ho3 There is no significant difference between class size and academic performance of students
Ho4 There is no significant difference between school location and academic performance of students
1.6 Significance of the Study
It is hoped that this study will provide information for parents, educators and school administrators to reflect upon various factors that help students in achieving their academic goals. In so doing, they can investigate the possibility of introducing those factors to their school, which may consequently lead to enhancing students’ educational outcomes in school. In addition, the fact that this study is conducted in public schools, it shares quite a lot of similarities with many other counterparts. In this connection, this study provides a valuable reference for other schools to reflect upon the learning environment as it affect the academic performance of student in secondary school.
1.7 Scope of the Study
This research work focuses on influence of learning environment on academic performance of secondary school students in some selected schools in Agege Local Government Area Of Lagos State. This research work covers all public secondary schools students in Agege Local Government Area Of Lagos State. However, four public secondary schools will be used as case study.
1.8 Limitation of the Study
Apart from time-frame and shortage of finance, the major limitation to this research is the inability of the researcher to cover the whole public secondary school in Agege Local Government Area Of Lagos State as the title suggest.
1.9 Research Methodology
A descriptive research design will be use in carrying out this study. The sample for this study constitutes one hundred (100) respondents. For this research work, random sampling technique will be used. This study will be restricted to the categories of students the researcher considered essentially relevant to issues being investigated. Simple percentage statistical analysis will be used for the study.
1.10 Definition of Terms
School: A school is an institution designed for the teaching of students (or “pupils”) under the direction of teachers
Learning environment: A school’s physical environment includes the school building and the surrounding.
Academic Achievement – Knowledge attained or skills developed in school subjects by test scores.
Secondary school (also”high school”)is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.
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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
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