SchoolProjectGuide

Copyright ©2021 SchoolProjectGuide

SCHOOL VARIABLES ON TEACHING EFFECTIVENESS IN ENGLISH LANGUAGE IN NSIT IBOM LOCAL GOVERNMENT AREA, AKWA IBOM STATE, NIGERIA

  • Department: EDUCATION
  • Chapters: 1-5
  • Pages: 58
  • Attributes: primary data
  • Views: 216
  • PRICE: ₦ 3,000
Get Complete Project

Abstract

The main aim of this study is to determine the influence of school variables on teaching effectiveness in English  Language  in Nsit Ibom Local Government Area in Akwa Ibom State.The research hypothesis analysed in the study were as follows: H01:          Availability of library facilities does not influence teaching effectiveness in English Language in Nsit Ibom Local Government Area.H02:   There is no influence of school location on teaching effectiveness in English Language in Nsit Ibom Local Government Area.H03:       There is no influence of availability of classroom facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area.H04:   There is no influence of availability of instructional materials on teaching effectiveness in English Language in Nsit Ibom Local Government Area.H05: There is no influence of school ownership on teaching effectiveness in English Language in Nsit Ibom Local Government Area.The research instruments used for the study was Questionnaire. The researcher adopted Anova analysis to determine the reliability of the instruments.The collected data were analyzed using ANOVA. Test of significance was at 0.01. The comparative survey, exploratory and secondary data, research designed were adopted in the study due to the nature of the research. The sample size was 200 respondents. The data collected from them was subjected to statistical analysis and the results of the analysis were all significant at 0.01 level. Theresult indicated that: There is significant influence of availability of library facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area. The study further recommends that the government should provide an enabling environment that will create a positive attitude in the students. This can be achieved through the provision of required facilities such as library facilities, qualified teachers and above all a manageable class size.

CHAPTER ONE

1.1     Background to The Study

The school is a social and learning agent that provides the environment upon which a child may be formally educated in order to attain educational goals. Human beings, have unlimited capacity to learn, but may however be limited by the behavior patterns and facilities that the immediate environment offers. This brings the concern to study the effect of these variables on teaching effectiveness and resultant effect on pupils academic performance in Nsit Ibom.

School variables according to Ajayi (2011) is a school’s physical surrounding, which includes the classroom facilities, Library facilities, libraries, technical workshops, laboratories, teachers’ quality, school ownership, teaching methods, peers, buildings and school type. They are variables that affect teaching effectiveness either positively or negatively. Hence, the school factors remain an important area that should be studied and well managed to enhance teaching effectivenessperformance. George (2010) added that 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.

Thus, for learning to take place and the performance of students enhanced, the school must be stimulating and encouraging. The school environment must be inviting or welcoming, conducive and accommodating for adequate and effective learning to take place. According to Grant (2005), school buildings should be a suitable building furnished and well equipped for habitation. For instance dilapidating buildings, lacking mental stimulating facilities that are characterized with low or no seating arrangement will also be destructive to teaching effectiveness. It has been proved that students that are taught in stimulating environment with laboratory equipment, rich instructional aids, pictures and are allowed to demonstrate using their functional peripheral nerves like eyes, hands and sense of taste performed better than those trained under theoretical and canopy of abstraction.

In furtherance to the menace of low teaching effectiveness in Nsit Ibom, which had been on the high strain also in the general Nigerian academic system and cannot be over emphasized as it had eaten deep into the quality of students and eventual leaders produced into the Nigerian economy, it could be deduced that there exist a vacuum in the quality of students produced and the required quality of individual for various institutional need of the country.

In accessing the cause and effect of the level of  teaching effectiveness, this study consider some variables of the school as those instruments that could tailor the level of teaching effectiveness in Nsit Ibom. The school variable, which include the school size, school ownership, school type, school structure and school location is deem fit to affect the teaching effectiveness and further affect theteaching effectiveness. Hence, the school variables remains an important area that should be studied and well managed to enhance teaching effectiveness.

However, Marsden (2005) opined that the extent to which  learning could be enhanced depends on certain factors (school variables) such as school facilities, school location, teachers’ qualification, class size and school type. It is believed that a well planned school with these variables 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.

School facilities are school equipment and materials used in facilitating the teaching learning process. An effective school facility is responsive to the changing programs of educational delivery, and at a minimum should provide a physical environment that is comfortable, safe, secure, accessible, well illuminated, well ventilated, and aesthetically pleasing (Bello, 2011). These facilities include; a well equipped library, a well equipped laboratory, seats, tables, chalkboard, lighting, charts, maps and computers with internet connection. The facility also includes furnishings, materials and supplies, equipment and information technology, as well as various aspects of the building grounds, namely, athletic fields, playgrounds, areas for outdoor learning, and vehicular access and parking. Marsden (2005) reported that safe and orderly classroom environment (aspect of instructional space), School facilities (accessories) were significantly related to teaching effectivenessperformance in schools. 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 (Marsden, 2005). These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and poor learning attitude among student. It is against this background that this work is undertaken.

A school with highly populated students may result in the teachers not being able to monitor the performance of the students and thus reducing the teaching effectivenessperformance.Research has postulated a form of severe relationship between the ownership of school and the teachers’ effectiveness in public and private school. Also, the location and availability of educational resources at the disposal of the students in terms of school variable affect their level of academic performance.

Most excelling students tends to emerge from private school in the modern academic dispensation with the paradox of whose teachers emerging from the public school in the old academic dispensation in Nigeria. To complement these studies, the present research will examine the aforementioned areas of school variables as it affect teachers’ performance in Nsit Ibom schools.

1.2     Statement of Problem

The issue of teaching effectiveness in Nsit Ibom has been of much concern to the government, parents 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 school variables. It is believed that the school physical features has a form of relationship with the teaching effectiveness in terms of the school size, structure, ownership, location and type.

Teaching effectiveness, which is also measured by the examination results, is one of the major goals of a school. But the teaching effectiveness status in Nsit Ibom has given a cause for concern considering the general performance of the students complains from parents over the radio broadcast. Teachers tend to neglect basic practices and necessities at the detriment of the school pupils. This could be trailed down to the employment process, school facilities, infrastructure, organizational reporting on teaching processes, hence, constituting a nuisance of the education system.However, this study will seek to find out the way these school variables affect the teaching effectiveness of teachers in English language in school at  Nsit ibom.

1.3     Significance of the Study

The study findings would be beneficial to educational policy makers and academic curriculum planners on school variables on teaching effectiveness in English language as this study will elucidate the important aspects of necessary measures to take in tackling lacking variables. 

The findings of this study would help determine the relationship between school variables on teaching effectiveness and also this study will be of benefit to educationist who are interested in knowing how non classroom factors/variables affect teaching effectiveness.

This study is also germane to parents who are interested in the educational performance of their student most especially in English Language.

It will be significant to the government as a pointer to necessary and strategic projects to channel resources into regarding the educational sector.

1.4     Purpose of the Study

The main aim of this study is to determine the influence of school variables on teaching effectiveness in English  Language  in Nsit Ibom Local Government Area in Akwa Ibom State.

Specifically, the study sought to:

1.           Determine the influence of availability of library facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

2.           Examine the influence of school location on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

3.           Ascertain the influence of availability of classroom facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

4.           Determine the influence of availability of instructional materials on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

5.           Examine the influence of school ownership on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

 1.5    Research Questions

1.            What is the influence of availability of library facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area?

2.           What is the influence of school location on teaching effectiveness in English Language in Nsit Ibom Local Government Area?

3.           What is the influence of availability of classroom facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area?

4.           What are the influences of availability of instructional materials on teaching effectiveness in English Language in Nsit Ibom Local Government Area?

5.           What is the influence of school ownership on teaching effectiveness in English Language in Nsit Ibom Local Government Area?

1.6     Research Hypotheses

H01:   Availability of library facilities does not influence teaching effectiveness in English Language in Nsit Ibom Local Government Area.

H02:   There is no influence of school location on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

H03:   There is no influence of availability of classroom facilities on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

H04:   There is no influence of availability of instructional materials on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

H05:   There is no influence of school ownership on teaching effectiveness in English Language in Nsit Ibom Local Government Area.

1.9 Area of study

This study focus on  Nsit Ibom Local Government Area in Akwa Ibom State. It local government area covers an area of 142 km², and is bounded in the east by Ibesikpo Asutan local government area, in the north by Uyo local government area, in the west by Etinan local government area, and in the south by Nsit Ubium local government area.

1.7     Delimitation of the Study

The effort of the researcher was to examine the school variables on teaching effectiveness in English language and the study was delimited to schools and students in Nsit Ibom local government area.

1.8     Limitation of the Study

The delimitations encountered in completing this study are the inevitable factors bothering on the environmental factors, communication with the school authorities and the untimely feedbacks that slowed the process down. Also, the financial limitations that posed a challenging huddle that need to be circumvented

.