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Background of the study
On attaining Independence status as a nation in 1960 what
seemed a major concern to most Nigerian leaders then was how
education would be accessible to all citizens of the newly created
nation. Education was seen as the necessary instrument-immediately
and essentially for the consolidation of the independence, for securing
the new nation against neocolonianism and for making workable the
newly established self government in a multi-ethnic society. Mass
education, at least to the level of literacy, was also seen by the
Nigerian leaders to be necessary to create a proper foundation for a
democratic government (Best, 1984) . The desire to use education for
nation building was (and is still) very compelling and so much was
the faith in education that the schools of the nation were not only
meant for political socialization but also for other social functions and
for economic growth.
This is why it becomes imperative at intervals to evaluate and
see whether the educational system is relevant. The importance of
education to human beings cannot be over emphasized. At the outset,
it is important to point out that education goes beyond schooling, but
1
schooling at all levels helps to achieve the purpose of education.
Education is a human right that should be accorded all human beings
solely by reason of being human beings. The right of all Nigerians to
education has always been provided for in the Nigerian constitutions.
Specifically, the 1999 constitution provides in section 18 that::
(1) Government shall direct its policy towards ensuring that there
are equal and adequate educational opportunities at all levels.
(2) Government shall promote science and technology.
(3) Government shall strive to eradicate illiteracy, and to this end
government shall as soon and when practicable provide:
(a) Free, compulsory and universal primary education
(b) Free secondary education
(c) Free university education
(d) Free adult literacy programme
For a good educational policy or programme to guarantee
quality outputs, it must be serviced optimally with appropriately
trained and motivated teaching staff, adequately supplied with
necessary facilities and equipment. Resources (human, financial and
material) therefore, constitute the principal bedrock of an educational
2
system. Unfortunately, the Nigerian education system has hardly
tuned itself to these realities. However, one must realize that the
quality of teaching and learning that takes place in a school revolves
around teachers' activities and resources.
Nigeria's policy on education is therefore a way of realizing that
part of the national goals which can be achieved using education as
tool.
(a) The inculcation of national consciousness and national unity
(b) The inculcation of the right type of values and attitudes for the
survival of the individual and the Nigerian society.
(c) The training of the mind in the understanding of the world
around, and
(d) The acquisition of appropriate skills and the development of
mental, physical and social abilities and competences as
equipment for the individual to live in and contribute to the
development of the society (FGN, 2004)
Sequel to the above-mentioned educational goals, the quality of
management in term of teacher factors, instructional facilities among
3
other factors at all levels is expected to be oriented towards
inculcating the following values;
(a) respect for the worth and dignity of the individual
(b) faith in man's ability to make rational decisions
(c) moral and spiritual principle in inter-personal and human
relations.
(d) shared responsibility for the common good of society
(e) promotion of the physical, emotional and psychological
development of all children, and
(f) acquisition of competencies necessary for self-reliance (FGN,
2004)
With the provision of education by both government and
private investors in Nigeria at all levels, it is imperative that the need
to achieve adequately the educational goals of the nation must be
vigorously pursued.
Samuel (2006) contends that there cannot be any good system
of education in modern societies without good schools and
consequently good teachers. Ukeje (2001) in Samuel (2006)
concluded that while education could be regarded as the key that
4
unlocks the door to modernization, it is the teacher who holds the key
to the door. This asserts the important role of the teacher in
educational system which seem to have received the support of the
Ashby Commission's Report (1960), when it noted among other
things that, a well qualified teaching staff is the first vital step in any
attempt to train skilled manpower and this should be given first
priority and the quality, Dedication and exposure of teachers
determine the level to which students could benefit from their
teaching and resources available. It was emphasized by Hallack
(1990) in Adeogun (2001) that the quality of education system
depends on the quality of its teachers. Fagbamiye (1987) in Adeogun
(2001) remarked that teacher competence contributes to students
learning outcomes.
Secondary education no doubt plays significant roles in the
achievement of the Nigerian educational objectives in the building of
individuals that will not only be useful to themselves but equally to
the society in general. Demonstrating strong faith in this level of
education, Nigeria provided the following as the objectives of
secondary education in the country;
5
(a) Provide all primary school leavers with the opportunity for
education of a higher level, irrespective of sex, social status,
religion or ethnic background
(b) Offer diversified curriculum to cater for differences in
talents, opportunities and future roles.
(c) Provide trained manpower in the applied sciences, technology
and commerce at the sub-professional grades.
(d) Develop and promote Nigerian languages, art and culture in the
context of world's cultural heritage.
(e) Inspire students with a desire for self improvement and
achievement of excellence.
(f) Foster national unity with an emphasis on the common ties that
unite us in our diversity.
(g) Raise a generation of people who can think for themselves,
respect the views and feelings of others, respect the dignity of
labour, appreciate those values specified under our broad
national goals and live as good citizens.
6
(h) Provide technical knowledge and vocational skills
necessary for agriculture, industrial, commercial and
economic development. (Federal Republic of Nigeria).
With these laudable objectives of secondary education as
stipulated in the national policy and as identified above, there is the
need for the provision of adequate and necessary facilities (human,
financial and material) in order to achieve them.
In Nigeria today, there is no gainsaying that concerns have been
shown on the decline in the performance of schools in achieving
educational goals through effective instructional activities of schools
especially the government-owned institutions.
The key to quality at the formal system of education does not
lie on curriculum development or in school reform. It rests, squarely,
in the quality of the teachers who operates the system (Oloruntegbe
2003). By and large, day to day events lend weight to the above claim
that teachers are responsible for the said fall in standard of education,
is often made to their methodology. Teaching can only be effective
when adequate and relevant resources are used (Afolabi 2006,
Adeyanju 2006, Adedapo 2006 and Falade, 2006).
7
School facilities should be adequate enough such that students
regard the school as a place they like to be, where they have
opportunity to live their own lives in their free time without
unnecessary pressures (Idowu 1996). No school can function properly
without adequate equipment like audio-visual software, libraries and
personal aids. According to Idowu (1996), the provision of textbooks,
their quality and quantity are an obvious points like 'blood1 of a good
school. Ajetunmobi (2000) observed that the curriculum of the last
decade of the century was adequate for the time, and that inadequate
infrastructural facilities and teaching resources marred the effort and
effectiveness of the teachers. Ajetunmobi, (2000) in his research work
in Lagos. Ogun, Oyo, Osun, Ondo and Kwara states, between 1990-
1999, observed that over population was witnessed in
students/teachers ratio which was 55:1. In some schools, three
students sat on a seat meant for two, leaking roofs or unroofed
structures and dilapidated buildings characterized most of the village
public schools. Suitable textbooks, qualified teachers, libraries which
are adequate should also be provided for schools. Scarcity of these,
according to Coombs (1970), will constraint educational system from
8
responding more fully to new demands. In order to raise the quality of
education, its efficiency and productivity, better learning materials are
needed.
Knezewich (1975) also stressed the importance of having
appropriate personnel plan and adequate physical facilities to support
educational effort. This implies that the availability or otherwise of
school facilities such as classrooms, laboratories, libraries audio and
visual aids etc has direct effect on the performance of students as well
as teachers teaching effectiveness and efficiency.
Without the teachers as implementing factors, goals of
education can never be achieved. In order to achieve a just egalitarian
society as spelt out in the National Policy of Education (2004),
schools should be properly and uniformly equipped to promote sound
and effective teaching.
It has been alleged that what is wrong with secondary education
cannot be fixed with teachers alone, yet there is no doubt that man's
contemporary existence is dominated by teaching. There is also a
universal recognition of the need to use professionally qualified
teachers in instructional processes as we enter the era of globalization
9
where school effectiveness and quality improvement is the order of
the day (Reynolds et al; 1994; Barber and White 1997).
Secondary school education is in the midst of crises. These
schools originally are regarded as central to national capacity to
connect with the new international knowledge system. Yet, the
capacity for these schools to continue to play this role and other roles
has been reduced drastically. Secondary schools remain the
cornerstone for national development because they are foundation for
the preparation of the country's citizens towards entering institutions
of higher education (Barber and White, 1997; Creamers, 1994;
Scheerens, 1994)
Nigerian secondary schools exist in the shadow of their
glorious past because of her inability to ensure quality and putting
them at the right place at the right time. Presently, unqualified
teachers are still employed to handle instructional processes in
secondary schools. The unconducive atmosphere of our secondary
schools learning environment also contributes to the poor academic
performance of students. Our secondary schools experiencing
10
astronomical increase in population to extent that some classes use 3-
5 registers for a class having up to 250 students.
The smooth functioning of any organization depends largely on
the availability of adequate resources. Educational resources which
are the sum total of everything that goes into the system, are very
essential for the effective operation and maintenance of the system.
School buildings, students' enrolment, adequate and qualified teaching
staff, furniture, textbook and their infrastructures are part of
educational resources (Oni, 1988). The educational resources are
human (Teachers and Non-Teaching) Physical (School buildings and
infrastructures) Materials (Textbooks and other instructional aids) and
financial resources. For a high and uniform academic standard, these
resources, especially (human and material,) must be available in
adequate quantity.
Goal attainment in any school depends on adequate supply of
suitable and efficient teachers and relevant materials resources that
would enhance proper teaching and learning process within a
conducive environment (Akinsanya 2008). When all these are hard to
come by, then teaching will not be efficient and learning environment
11
will not be conducive for students. When resources are available,
learning becomes more meaningful and through them information that
is incidental to the process of teaching is retained better when
supplemented with educational resources.
Adeyemo (2005) remarks that no profession in Nigeria has
suffered reversal of fortune than teaching. This has affected the
commitment expected of the teachers. This then implies that the
quality of service rendered by an unmotivated teacher could affect
student learning outcomes.
Osokoya (1996) sees teaching method as the strategy or plan
that outlines the approach that teachers intended to take in order to
achieve the desirable objectives. Most untrained teachers point
accusing fingers on students rather than on themselves when the
students are unable to carry out the expected behavior at the end of the
lesson or in an examination.
The National Policy of Education states, "No education system
can rise above the quality of teachers in the system (FGN 2004). The
Baguada Seminar Reports on Quantities and Qualities in Nigerian
Education (NERC, 1980) as cited by ESA (2005) also shared the
12
consensus that teachers are the main determinants of quality in
education:
"If they are apathetic, uncommitted, uninspired, lazy, unmotivated, Immoral and anti-social, the whole nation is doomed. If they are ignorant in their disciplines and thus impart wrong information, they are not only useless but dangerous. Therefore, the kind of teachers trained and posted to schools may well determine what the next generation will be like".
1.2 Statement of the Problem
Researcher Jerry Lowe of Texas University in 1990, concluded
that good facilities appears to be important to student learning
activities, provided that other conditions are met that support a strong
academic program in the school. A growing body of research has
linked student achievement and behaviour to teachers morale,
physical building and environment conditions. In line with this
ascertain, it has been observed that inadequate school facilities
(building, laboratories, toilets, instructional materials, library etc) and
Teachers, affect students academic performance and invariable
jeopardize the overall objectives of the government on Educational
system of the country.
13
Sequel to this, it is imperative to empirically investigate to what
extent is the human Resources (Teachers and non-teaching Staff) and
Material Resources (School buildings, Library, Laboratories, Playing
ground, Instructional Materials etc) affects the academic performance
of students in Secondary Schools.
1.3. Purpose of the Study
The purpose of the study includes the following:
(1). To find out the extent to which human resources (teaching and
non teaching staff) and material resources (Infrastructure) aids
the academic achievement of the student.
(2). To find out some factors militating against the shortage of
human resources and material resources in Senior Secondary
School.
(3). To assess the extend to which inadequate of human and
material resources affect student academic performance.
(4). To examine the role of educational planner in human and
material resources planning.
14
(5). To evaluate the level of student academic performance in
relation to human (Teacher and non-teaching) and material
resources.
1.6 Research Questions
(1). Will irregular payment of salaries affect teachers effectiveness?
(2). Will high teacher-student ratio affect teachers efficiency?
(3). Will wrong use of instructional materials affect teachers
efficiency?
(4). Will inadequate supervision of instructional affect teachers
morale?
(5). Will unqualified teacher affect the academic performance of
students.
(6). Will other businesses run by the teacher affect the students
academically?
(7). Will inadequate availability of recreational and sporting
facilities affect students psychomotor achievement?
(8). Will inadequate, spacious and well ventilated classrooms affect
students performance?
15
(9). Will inadequate supply of necessary school materials such as
chalk, textbooks, charts etc affect teachers efficiency and
students performance.?
(10). Will teachers qualification and teaching experience affect
students performance.?
1.4 Significance of the Study
This study is significant in a number of ways. Some of these are
highlighted below:
(i). It will provide policy makers with useful information needed
for the formulation of education policies especially those
relating to human resources and infrastructural facilities
in the system,
(ii) It will enlighten curriculum planners to interplay all that exists
between teacher factors and academic performance of students
in the school system.
(iii). The study will reflect the degree to which inadequate human
and materials resources affects students academic performance
and suggest possible ways of tackling problems in relation to
the students performance.
16
Scope of the Study
The geographical scope is delimited to thirty secondary schools
in Atisbo Local Government in Oyo State with special reference to the
quality and quantity of human and infrastructural facilities available in
the schools.
Definition of Terms
The nature of concepts and terms used in this study are defined
below to reduce ambiguity. They are:
(a) Resources: This refers to infra structural facilities that can be
used to enhance knowledge dissemination, information,
retrieval, acquisition and retention in the school system.
(b) Human Resources: These are the teachers and resource
persons, that participate in the process of dissemination of
instruction in the school
(c) Material Resources: These include print and non- print
materials (such as journals, textbooks, workbooks, newspaper
etc.), classrooms, laboratories, toilets and other
infrastructural facilities that are needed for proper
instructional process in the school.
17
(d) Achievement: This refers to the quality and quantity of
knowledge and skills that students are able to acquire in
the cognitive, affective and the psychomotor domain of
educational objectives in the school system.
(e) Teachers: These refer to human resources that are directly
involved in the process of instructional dissemination to the
student as a result of the day- today interaction and activities
between the former and the later.
(f) Student: These are set of people who are meant to benefit
from the instructional processes of the school. The term is used
interchangeably with "Learners" in the study
(g) Learning Outcome: This refers to the academic performance
(that is the success or failure of the student especially at the
terminal classes).
(h) Job Satisfaction: It refers to a personal feeling of liking or
contentment whose level depends in the quality of interaction
between the individual and his environment of work. It can also
be referred to as personal fulfillment experienced in a working
place that leave no room for complaint.
18
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter presents the review of related and relevant works
to the study, the review was done basically on the findings and
conclusions of other related research. It has been argued that the
ability of the system in producing good results is strongly linked with
the quality of instructional resources at its disposal.
This literature review is carried out under the following
headings;
2.1 Philosophy of Nigerian Education
2.2 Indices of qualitative education
2.3 Who is a teacher?
2.4 Characteristics of professionally trained teachers.
2.5 Resources factors in education
• Human Resources
• Material Resurces
• Financial Resources
2.6 Teachers factors in education 2.7Appraisal of reviewed
literature.
19
2.1 Philosophy of Nigerian Education
The National Policy on Education (FRN, 2004) has been seen
as governments' way of achieving that part of its national objectives
that can be achieved using education as an instrument. No policy be it
on education, population, transportation, agriculture, health, industry
etc. can be formulated, without first identifying the overall philosophy
and objectives of the nation.
The five (5) national objectives of Nigeria, as stated in the
constitution and in the National Policy on Education, are the building
of;
- a free and democratic society;
- a just and egalitarian society;
- a united, strong and self-reliant nation;
- a great and dynamic economy;
- a land of bright and full opportunities for all citizens.
Nigeria's philosophy of education, therefore, is based on the
integration of the individual into a sound and effective citizenry and
equal educational opportunities for all citizens of the nation at the
primary, secondary and tertiary levels, both inside and outside the
20
formal school system. As a result of these, the quality of instruction at
all levels has to be oriented towards inculcating the following values:
- respect for the worth and dignity of the individuals;
- faith in man's ability to make rational decisions;
- moral and spiritual values in inter-personal and human
relations;
- shared responsibility for the common good of society;
- respect for the dignity of labour and;
- promotion of the emotional, physical and psychological health
of all children. For the philosophy to be in harmony with
Nigeria's national objectives, it has to be geared towards self-
realization, better human relationship, individual and
national efficiency, effective citizenship, national
consciousness, national unity, as well as towards social,
cultural, economic, political, scientific and technological
progress. The national aims and objectives to which the
philosophy is linked are therefore:
- the inculcation of national consciousness and national unity;
21
- the inculcation of the right type of values and attitudes for the
survival of the individual and the Nigerian society;
- the training of the mind in the understanding of the world
around; and the acquisition of appropriate skills, abilities and
competence both mental and
- physical as equipment for individual to live in and
contribute to the development of his society (FRN, 2004).
Since the focus of this study is on the secondary level of
education in Nigeria which among other forms, provide Nigerian
children with intermediate education, it would be appropriate to
identify in specific terms, the aims of education at this level.
Learning and teaching is the concern of the trained teacher. But
learning is a complex process. It can however be defined as a change
in disposition; a relatively permanent change in behaviour overtime
and this is brought about by experience. Learning can occur as a result
of newly acquired skill, knowledge, perception, facts, principles, new
information at hand etc. (Adeyanju, (1997)).
Learning can be reinforced with instructional aids of different
variety because they stimulate.
22
Indices of Qualitative Education
Educational activities can be divided into Input, Process and
Outputs.
Inputs:- According to Aloy and others (1991) as quoted in Gbadebo
(2001), the inputs consists of the use of buildings and equipment that
are contained in them, the time of teachers, social workers,
secretaries, administrators, inspectors, voluntary workers of all kind
and the time of students.
Process: This includes the methodology of teaching and
experimenting by teachers and learners, and the general teaching
learning procedure
Educational output: These are the results of what inputs and
processing has produced which is the final result or outcome.
According to agency for mass education draft (2004) quality of
education in principles should deal with educational outputs and
outcomes (e.g. learning achievement, the acquisition of basic life
skills, citizenship etc) rather than inputs. However, because such
educational outcomes are difficult to measure planners and managers
23
have tended to rely on the quantity of education inputs (resources) to
access education quality.
Gbadebo (2001) states that the other category of indices is
called "factors input indices". This group includes indices or factors
that have intuitive basis and which can be measured or determined by
the quality of education. Some can be qualified while others cannot.
Bamisaye (2000) identified the indices that can be qualified to
include:
(a) The quality and quantity of inputs to education
(b) Relevant curriculum
(c) Appropriate teaching methods and quality of teaching
resources
(d) Adequate and suitable infrastructural facilities
(e) Student teacher classroom ratio
(f) Availability and suitable textbooks, well equipped libraries and
resources centers for teachers and students.
(g) The proportion of the trained men and women in the teaching
forces etc.
24
We can equate standard of education to quality of education.
However, what constitute quality of education is questionable. Since
there is no universally accepted method of measuring quality in
education, one can only say that education is of good quality if it
meets the objectives it set out to achieve.
Beeby (1989) as cited in Gbadebo states that the quality of
education may be arrived at three different levels.
1. Quality of instruction
2. Quality of school productivity and
3. Quality as judged by socia! and cultural criteria
Who is a Teacher?
Answers that were provided to this question by people from
various works of life are many and diversed. Such answers range from
meticulous statement to the intelligent and thoughtful ones. There are
some people that have the opinion that only those who are good for
nothing go in for teaching.
People believe that the possession of some form of academic
achievement qualifies a person to become a teacher. Another
conception is that which sees teachers as persons charged with the
25
responsibility of helping other people to learn and to behave in new
and different ways.
The problem with this last conception, though the best of the
three given so far, is that there is hardly any one left out in our society
that cannot answer to the description. Parents, elders, civil servants,
religious leaders and so on do help the young ones at. one time or the
other to learn and behave in particular ways (Oloruntegbe, 2003).
Webster's dictionary (1995) sees the term "teacher" to cover all those
who impart knowledge and skills in formal and informal situations. A
more acceptable notion is that given by Cooper (1377) and quoted in
Olorunlegbe (2003). He considers "teacher" to be person '/hose
primary professional and occupational function is..to help others learn
and develop h new wavs.
A teacher is someone who carries out activities of educating,
instructing or teaching. I !e is the one that imparts knowledge or skill.
He is the one that involves in deliberations, conscious and concise
attempt to communicate the content of an instruction to students
through his/her experience, maturity and training.
26
The definition of the word "TEACHER" given below is a fair
summary of the personality traits expected of good teachers.
T Trustworthy
E Energetic
A Approachable
C Courteous
H Helpful
E Educative
R Resourceful
A teacher plays an indispensable role in the process of teaching
and learning in other words, he is the change agent that harnesses
other resources for production function. In support of this, Nwagwu
(1998) emphasized that "the concept of education by itself implies the
existence of teaching and learning, hence the mention of the word
school evokes automatically the picture of teachers and students in an
interactive environment."
Many people find themselves teaching in educational
institutions today but not all such people possess the skill in the art of
explaining what they know or transmitting their knowledge to the
27
learners under their direction. This unfortunate circumstance is a
result of many, people seeking employment and not necessarily being
prepared for a career in teaching.
The major work that teachers do can be classified into three
divisions and they are as follows.
1. Improving conditions for effective learning
2. Investigating instructional effectiveness and implementing
those factors which will help students achieve their lives'
goals;
3. Meeting students in the programmes in which they are already
enrolled.
Teachers are trained and hired by a society to help fulfill the
purpose of providing certain type of educational experience. While
education, learning and teaching can take place in many different
settings, most societies realize that education is too important to be
left to chance. Consequently, schools an established and teachers are
hired to facilitate learning and to help people live better and happier
lives. Teachers can then be described as social agents hired by the
society to help facilities the intellectual, personal and social
28
development of those member^ of the society who attend schools
(Popoola, 2006). Ema & Ajayi (2006) opined that without the teacher
who is knowledgeable, instructional materials cannot create change
and progress the only time it begins to make impact is when the
teacher begins t. make use of it and allows it to take over its values.
This portrays the professional attributes of the teacher and general
knowledge of his creativity in selecting, develop and use of
instructional materials effectively.
Characteristic of Professionally Trained Teachers
The professionally trained teachers must combine the science of
education with the art teaching. He must combine the two of
academic, professional and personality characterizes (Gbadebo 2001).
The submission of Fafunwa (1969), Alabi (1985) and Balogun (1991)
underscored the need to adequately train teachers on the three areas
mentioned above. Since teachers are model, poor teachers tend to
reproduce their own kind. The more backward community is the more
vital the teachers’ role on guiding activities of the people and
inspiring to be more profitable.
29
The teacher is indispensable by training and experience. He is
expected to be able to handle various issues, which arise in connection
with learning and generally he is expected to guide the learner and
give the leadership as needed.
Other characteristics of a professional teacher include the
teachers interest in individuals as person. He enjoys association with
children. He has the ability to awaken in children the desire to learn.
He must be able to detect and protect the interest of students and
recognize their needs. He has the knowledge of how students learn
and is willing to work with them. He must be flexible and co-
operative. Popoola (2006) states that the qualities of a teacher should
include competence, dedication, integrity, good humour, gentleness,
friendliness, firmness and intelligence. Apart from both academic and
professional qualifications, their time -to-time actions should not be
inimical to the students who can behave any-how at any time.
Teachers should manipulate all available resources in terms of
instructional materials in such a way that students would not regard
their lesson as mere 'film show'.
30
Oloruntegbe (2003) contends that the roles of teachers can be
linked to their characteristics. According to him, teachers as decision
makers at the classroom level, must be democratic, firm but at the
same time flexible. As motivators of learners, teachers must be
innovative, initiative and humorous. As transmitters of disseminators
of knowledge, teachers must be scholarly, versatile and always ready
to learn. As agent of change teachers must be dynamic, progressive
and full of foresight. Diverse as his roles are so profound those should
be the characteristics of the teacher.
In a nutshell, the training acquired by a teacher according to
Habermas (1992) is expected to equip him with the ability to:
help students to see the big picture of what they are learning: link the
subject matter to what the students already know; progressively
encoverage deeper and broader thinking about the matter, provide
meaningful feedback at appropriate intervals to the students on their
performance; create an enthusiastic and positive approach to the
subject matter; believe in the students and set realistic learning goals
for them; stimulate students' ability to remember significant concepts
by using a variety of senses (learning, touching, seeing, smelling and
31
feeling) and activities in the teaching; present the best examples of the
theory and practice of the subject matter and materials; incarnate
(live out) the qualities of his or her subject in a consistent and
wholistic manner. All these are the desired qualities for the teacher.
As observed by Oni (1995) "among those with university
degree three-quarter were not professionally trained for the classroom.
The question one now raise is that teacher who were not trained in the
art of teaching, how can they make effective use of instructional
material.
In summary the teacher cannot afford to exhibit incompetence in any
area of life that closely bear relation to his profession.
2.5 Resources Factors in Education
Resources are vital factors that make a system function. Oni
(1995) said resources in education are the sum total of all things that
goes directly or indirectly for the purpose of education and training, to
support, facilitate or encourage transmission, acquisition of
knowledge, competence, skills and know how.
Resources could be people, ideas, materials, devices, strategies,
funds, facilities, equipment and others. Effective development and
32
management of these resources leads to learners benefit and
advantages.
Castaldi (1971), Hallack (1990) and Fabunmi (1997) cited in
Umuobong (2000), all stressed the importance of providing resources
to schools, They acknowledge that resources input in terms of
quantity and quality are essential ingredients for effective functioning
of every educational systems as well as helping to facilitate learning.
Besides, Ogbodo (1995) cited in Umuobong (2000) explained
that educational facilities are the material things that facilitate
teaching and learning process in school and include teaching aids,
school libraries, school building, classrooms assembly halls,
laboratories and workshops.
World Bank (1988) cited in Umuobong (2000), recognizes the
importance of resources inputs to school, and explains that
educational objectives and quality of education can only be archived
to the extent that the various resources are available and well
managed.
Obadara (2006) agrees that resources are inputs used for the
purpose of accomplishing educational goals and objectives. The
33
resources or inputs are vital factors that make the system functions. In
his words, it is the provision of resources into the school system and
effective utilization of such resources that determine the success of
achievement of the set goals of the system. In a nutshell resources are
very important in the development of qualitative and quality
education. From this perspective, resources in education can be
grouped into human and non-human resources.
Human Resources
True to proponents of human capital theory, the accumulation
of the physical capital alone makes little or no sense except if there
are human beings with the necessary skills to make use of the money
and machinery. It is the available human resources that mobilize and
galvanize other resources (material resources) and financial resource)
for sociological political, economic, scientific and technological
development (Adeyanju 2010). Human resources are viewed to be the
most important of the rest resources that are involved in the
production of set objectives of the institution. This is because it is the
only resource that has the capacity to organize and utilize other
resources for the achievement of educational goals and objectives of
34
all human resources in the educational system teachers have been
recognized as indispensable human resources and infact, the single
most important than quality of equipment and materials or the level of
financing (Oni,1995). Since quality output depends on quality input,
the success and quality of any educational system depends on the
quantity and quality of teachers input into the system {Obadara 2006).
Human resources include teachers and other categories of
workers in the school such as: Laboratory attendants, Librarians,
Bursar, Drivers, Cleaners etc. The impact of the services of the latter
set of human resource is not the concern of this study and therefore
will not be discussed in this project report.
School facilities have been observed as a potent factor to
quantitative education. The importance to teaching and learning of the
provision of adequate instructional facilities for education cannot be
over-emphazied. The dictum that "teaching is inseparable from
learning but learning is not separable from teaching" is that teachers
do the teaching to make the students learn, but students can learn
without the teachers. According to Akande (1985), learning can occur
through one's interaction with one's environment. Environment here
35
refers to facilities that are available to facilitate students learning
outcome. It includes books, audio-visual, software and hardware of
educational technology; so also, size of classroom, sitting position and
arrangement, availability of tables, chairs, chalkboards, shelves on
which instruments for practicals are arranged (Farrant, 1991 and
Farombi, 1998).
According to Oni (1992), facilities constitute a strategic factor
in organizational functioning. This is so because they determine to a
very large extent the smooth functioning of any social organization or
system including education. He further stated that their availability,
adequacy and relevance influence efficiency and high productivity. In
his words, Farombi (1998) opined that the wealth of a nation or
society could determine the quality of education in that land;
emphasizing that a society that is wealthy will establish good schools
with quality teachers, learning infrastructures that with such, students
may learn with ease thus bringing about good academic achievement.
Writing on the role of facilities in teaching, Balogun (1982) submitted
that no effective science education programme can exist without
equipment for teaching. This is because facilities enable the learner to
36
develop problem-solving skills and scientific attitudes. In their
contribution, Ajayi and Ogunyemi (1990) reiterated that when
facilities are provided to meet relative needs of a school system,
students will not only have access to the reference materials
mentioned by the teacher, but individual students will also learn at
their own paces. The net effect of this is increased overall academic
performance of the entire students.
Material Resources
It refers to the totality of non-human that is to be used for the
attainment of educational goals. (Adeyanju 2010). These can also be
referred to as the infrastructural facilities available for use by the
human resource within the organization. To a great extent, materials
resources could equally determine the level success or failure of the
school, this is because, the quality of these material resource could
either render the human resources redundant and ineffective or
functional and effective.
Scholars are in agreement that material resources are very
important for the success of any worthwhile educational endeavor.
Hallak (1990) identifies facilities as a major factor contributing to
37
academic achievement in the school system. These include the school
building, classroom accommodation, libraries, laboratories, furniture
recreational equipment, general terms material resources could be
divided into three (3) categories.
The first category comprises the basic physical structures and
fixtures and fitting to make the structures usable e.g classrooms,
Administrative blocks, typing pools, libraries, laboratories, workshops
etc. The second category comprises of instructional materials and
equipment. These include textbooks, charts, maps, audio-visual and
electronic instructional materials.
The last category consists of paper supplies and writing
materials such as biro, chalk, crayon etc. Non-human resources can be
sub-divided into infrastructural materials and instructional media.
Infrastructural materials include buildings such as Libraries,
Laboratories, Classrooms, Staffrooms, Guidance and Counselling
Officers, Resource rooms etc. The availability or otherwise of these
facilities has a great impact on students achievement either directly or
indirectly.
38
An unconducive school environment is a potent factor in most
Nigerian schools today. Most of the old schools now have dilapidated
buildings. They are never renovated, while the new one have most of
their buildings poorly constructed. In some schools, students are made
to sit on the floor as a result of inadequate furniture while others are
made to sit under trees outside the classroom. Some are even asked to
bring their furniture from their homes (Gbadebo 2001). Idowu
(1996) contends that the building which houses the school and the
open space provided set limits upon what can be done to make it a
good school. He stressed further that the school should have common
rooms outside the classroom where students of different classes could
meet and exchange ideas and pleasantries. Sparkling clean toilet as
well as sports and games facilities in a normal school environment
should be provided. In most Nigerian schools, toilet facilities are very
poor and in the some cases non existent. Bushes, latrines, rivers are
used as toilet and thus constitutes, serious threats to health
(Adenokun, 2000).
The problem of inadequate classroom in most Nigeria school
has led to overcrowding Efunbajo (2005) in his study pointed out that
39
there is a positive relationship between class size or teacher pupils
ratio. The lesser the ratio, the better the performance of pupils.
Gbadebo (2001) citing Esezober (1986) contends that on a high
teacher student ratio, any learning under such a condition can neither
be meaningful nor effective.
He went further to identify two major problems posed by a
large class size as follows:
a. The provision of an opportunity for discussion or for any kind
of oral input to the written work is difficult.
b. The amount of time involved in marking scripts can dissuade
even the most enthusiastic teacher from setting the quantity of
written work that he feels would benefit the student.
Generally, in situations where teacher - students ratio is high,
the method of assessing the learners performance will surely change
to reduce the problems the teacher may face by marking so many test
scripts which may eventually disturb the from doing other classwork
or paying attention on slow learners in the class.
40
Financial Resources
Fund is required to maintain school plant and other service that
will keep the school going. Money is then regarded as the life wire of
the school. It is the fuel and lubricate" which propels the school to
move on, it is money that provides all the essential purchasing power
with which education acquires its human/material/physical input.
Stoner (1982) says that financial resources play a significant
role in determining the quality of education. This is so because the
procurement of facilities and equipments, their maintenance and the
development of personnel depend largely on the available financial
resources.
Oni (1995) observed that financial resources are the monetary
inputs available for the expended on the educational system. They are
usually referred to as cost of and expenditure on education.
However, financial resources in education can be gotten in various
ways. It could be through payment of tuition fees by students,
government subventions inform of grants, donations, endowments
funds, loan and revenue from projects.
41
Thus, it is only when the available financial resources are
effectively utilized for the realization of set goals will there be any
hope for achieving quality education
2.6 Teachers Resources Factor
The importance of teachers in the education enterprises has
been emphasized by philosophers and scholars from ancient times to
the present days. There is no gain saying the fact that teachers are at
the centre of crisis in the education system. Education is a mass-
production and labour intensive enterprise, and as the number of
students increases, so does the need for more teachers arise.
Ejiogu (1997) concluded that Nigerian Secondary School
teachers are still treated like beast of burden, no mater their
qualifications, status, and the education level where they operate. At
times, he said, they are even treated like villains who is responsible
for all the problems and crises in the education system.
Teachers Resources Factor as they affect the learning outcomes of the
students are as follows;
a. Governmental political policies
b. School factor
42
c. Self Regulation
d. Commitment to work
e. Low payment
f. Pupil-Teacher Ratios
g. The Teaching Career,
h. Recruitment
The term "Policy" can be explained as statement, which
expresses goals, and the means of achieving them. Policy provides a
road-map for actions tailored towards meeting specific goals.
According to Jaiyeoba and Atanda (2005), education policy represents
definite courses of action proposed by the government in power or an
executive authority and adopted as expedient to the issues and
problems of education. Education policies, which may take the form
of Ordinance, code or even an act, have been observed to change with
changes in the political leadership of Nigeria. The inconsistencies in
educational policies have been argued to be responsible for the poor
learning outcome of students in secondary schools.
School factor: Quality education cannot be achieved if quality
teachers even those that are professionally qualify both in character
43
and learning do not work in conducive atmospheres at school. Such a
teacher would be quickly frustrated and lose all or more of the good
qualities they brought to the school and consequently fail to perform
to the peak level. The quality of school buildings may be related to
other school quality issues, such as the presence of adequate
instructional materials and textbooks, working conditions for teachers
and the ability of teachers to undertake certain instructional
approaches. Such factor as on-site availability of lavatories and a
clean water supply, classroom maintenance, space and furniture
availability all have an impact on the learning outcome of students.
Inadequate resource materials for teaching is indeed a major
problem in Nigeria. Nigerian Times Publication of September 15,
1990 reported findings of a research commissioned by the World
Bank and the British Overseas Development Administration stating
that many institutions in Nigeria do not make available to school
pupils textbooks, appropriate reading materials, library and laboratory
facilities. The perception of a situation of this nature as having the
most effect on pupil academic performance or as responsible for the
high rate of academic failures among students is supported by
44
Maclean's (1966} claim that difficulties expressed by failing students
may be due to lack of material information for learning. A supposedly
learning environment devoid of necessary learning materials will
definitely result into learning difficulty and hence failure by the
learner.
Self Regulation: The established professions enjoy a high degree of
self regulation and are successful in maintaining high barriers to entry
in term of qualification requirements and registration. Teachers, on
the other, hand, tend to have week, state-dominate professional
organizations with factions.
Commitment to work: There is no doubt that membership of the
major professions implies a life commitment to the task. In the case of
teaching, no such a life commitment to the task of teaching is apparent
as in other professions. One of these factors is the general notion of
teaching as a "second choice" profession with many of the teachers
only committing themselves to it at a late stage when they know that
they cannot change their profession. Majority of the teachers at the
initial stage of their teaching career did not expect to stay in teaching
45
for more than a few years. They consider it as a stepping stone to
other occupations.
Low Payment: It is widely noted that incentives for schools and
teachers in the public education system to perform well are frequently
weak due to ineffective incentives and sanctions.
Pupil-Teacher Ratios
The weak correlation between school enrolments and the numbers of
teachers employed in each school is the most obvious indicator of
poor deployment. Variations in pupil-teacher ratios between schools
are typically very large in most countries. Recently, the ratio in
most public secondary schools is between 70 to 90 to 1 teacher.
The Teaching Career
The concept of 'career' implies both the notion of a commitment
to a form of life-work or calling and the process whereby an
individual progresses upward through a hierarchy of professional
roles. Upward mobility in the teaching profession often requires
teacher to leave the classroom for an administrative role in the school
or within the local authority, for college or university lecturing, for
inspectorate, for a research post, or for any one of a number, of other
46
possibility (Adegoke 1998). Unfortunately, the prospect for majority
of the teachers to reach this peak is very limited since there are only
few positions at a time. Majority thus retired without getting to the
top.
Recruitment
Entry into teaching profession in Nigeria has been a source of
worry to discernable observers. In the past, primary six leaving
certificate and Modern School Certificate holders were the
requirements for entry into the teaching profession, and to teachers'
colleges. Later, school certificate holder constituted the bulk of
teaching forces in primary school, in the early seventies, currently, the
majority of students who apply or enter the Colleges of Education and
University's Faculty of Education are usually those with low grade, in
the competitive JAMB Examination. Majority of them reluctantly
pursue education as a last resort. So at the end of their course,
graduates from colleges of education and faculty of education opted
out from teaching and looked for more lucrative jobs.
When the British Colonized Nigeria, they established mission
schools which later developed into government aided schools. There
47
also evolved different categories of teachers during this period.
Nothing was done in the area of recruitment and selection of teachers
into our schools. The yardstick was the ability of the individual to be
able to speak and communicate to the indigenes and spread the
Christian religion to them.
Lack of qualified teachers at the advent of formal education in
Nigeria brought only little progress to the educational system.
Osisami (2000) lamented that the teachers were totally ill-equipped as
they were in the 1960s when a survey by the World consideration of
the organization of the teaching profession in 1961 stated that::
"Most teachers in Nigeria schools are totally ill
equipped. Over 75 percent of Nigerian teachers
have no training in teaching and are therefore not
qualified professionally to teach. Nigeria was the
second worst, second only to Liberia (75 percent)
in order of professional inadequacy”.
Ukeje (2001) noted that next to learners, teachers constitute the
second most important input in any education system. The preparation
of efficient and effective teaching personnel is therefore crucial to the
48
realization of the goals of the National Policy on Education. It is
popularly believed that no educational system can rise above the
quality of teacher. Olalekan (2000) as cited by Adenokun (2004)
reiterates that the teacher occupies a very sensitive position in the
education process. The competent and conscientious teachers is a vital
aspect in education. It is regrettable to observe that teaching has
become a everybody job in Nigeria today. Gbadebo (2001) also
concluded that many people now 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 the
position of steering the wheel of education of learners. The irregular
payment of salaries and the generally poor condition of service to
which teachers have been subjected over the years is a potent factor in
the education industry (Samuel 2006). Research finding have among
other things shown that teachers job satisfaction or dissatisfaction has
to do with good working environment, irregular payment of salary,
poor salary and official government policy (Samuel 2006). He
concluded that teachers salary package is the least in the society
compared to other professions. Adewuyi (1996) contends that student
49
teachers on teaching practice always plan adequately for their lessons
due to the awareness that supervisors are coming to check on them at
any time. In our schools nowadays, there is no regular supervisor of
instruction, hence most of the teachers can afford inadequate
planning. Such teachers would always prefer teaching without
sufficient teaching resources. They would neither look for available
ones nor improvise for the scarce ones.
Apart from poor" condition of service especially in form of low
pay another factor which may cause poor attitude to work and
ineffectiveness may also be overload of teaching schedule as a result
of teacher shortages, a school-related condition ranked highly as
affecting pupil academic performance adversely. Thus the inadequate
resource materials for teaching, large class sizes, and overload of
schedule are conditions which can lead to teachers' poor attitude to
work and ineffectiveness. This argument is consistent with Bacharach,
Bauer and Shebb's (1986) claim that lack of resource materials for
teaching has a direct effect on the teacher's ability to perform and an
indirect impact on teacher's motivation and satisfaction. It Is further
argued that a basic principle of job design Is that incumbents must be
50
provided with the resources necessary to carry out the duties assigned.
No matter how motivated or competent employees may be, lack of
resources will prevent them from accomplishing their responsibilities
and may even result In frustration and de-motivation (Bacharach
described as "poor teachers' attitude to work".
Inadequate funding: Inadequate funding is one of the obstacles to
effective management of secondary education in the country.
According to Aghenta (1984), the success of any secondary school
depends upon the resources available to it. Money is very important in
this respect because by it, all other vital elements in the school can be
obtained, such as school building, purchase of equipment, payment of
teachers' salaries and allowances and running expenses.
Meanwhile, Jaiyeoba and Atanda (2003) explained that the rapid
expansion of students' enrolment in Nigeria since the attainment of
independence followed by the enrolment explosion in recent years
have made education a thorny responsibility for government to
shoulder. Hence inadequate funding has resulted in poor teaching and
dilapidated buildings (Omoregie, 2005). There is no doubt
whatsoever, that the inadequate funding of the secondary school
51
system in the country has hindered the accomplishment of some of the
aims and objectives of this level of education as contained in the
National Policy on Education.
Inadequate facilities: School facilities are the material resources that
facilitate effective teaching and learning in schools. Jaiyeoba and
Atanda (2005) posited that educational facilities are those things
which enable a skillful teacher to achieve a level of instructional
effectiveness that far exceeds what is possible when they are not
provided. The state of infrastructural decay in many secondary
schools in Nigeria is a manifestation of poor funding of the system.
Ahmed (2003) revealed that in most of the nation's secondary schools,
teaching and learning takes place under a most unconducive
environment, lacking the basic materials and thus hindered the
fulfillment of educational objectives.
Low staff morale: Teachers are the centre-piece of any educational
system. No education system can rise above the quality of its teachers.
Teachers whose morale is low are not likely to perform as expected in
the school system. According to Ajayi and Oguntoye (2003), the
numerous problems permeating the entire educational system in
52
Nigeria such as cultism, examination malpractices, drug abuse,
indiscipline, persistent poor academic performance of students in
public examinations and many more seem to suggest that teachers
have not been performing their job as expected. Fadipe (2003) posited
that teachers, apart from students, are the largest most crucial inputs
of an educational system. They influence to a great extent the quality
of the educational output. Teachers' irregular promotion, low pay
package (when compared to other public workers), societal perception
of the job and many more have dampened the morale of teachers.
When teachers are not motivated, their level of job commitment may
be low and the objectives of the school may not be accomplished,
Poor supervision of schools: Effective instructional delivery and
maintenance of standards in the school system are enhanced through
regular internal and external supervision. Ayodele (2002) argued that
secondary schools are presently supervised by two categories of
people, viz: (i) internal supervisors—the within-the school,
supervisors as principals, vice-principals and heads of departments;
(ii) external supervisors—the outside-the school, supervisors as the
formally designated officials from the inspectorate division of the
53
Ministry of Education and the various Area or Zonal Education
Offices. The primary responsibility of inspectors is to see that high
standards are maintained and that schools are run in accordance with
the laid down regulations. While it has been argued that the principals
have been discharging their duties as internal supervisors, the external
supervisor (inspectors from the Ministry of Education) appear non-
functional as they seldom visit schools to monitor the operations in
these schools. This has invariably hinder effective teaching-learning
in schools.
Frequent changes in policies; The term "policy" can be explained as
statement, which expresses goals, and the means of achieving them.
Policy provides a road-map for actions tailored towards meeting
specific goals. According to Jaiyeoba and Atanda (2005), education
policy represents definite courses of action proposed by the
government in power or an executive authority and adopted as
expedient to the issues and problems of education. Education
European Journal of Educational Studies 2(3), 2010 190 policies,
which may take the form of ordinance, code or even an act, have been
observed to change with changes in the political leadership of Nigeria.
54
Principals of schools are often caught in this web when government
changes existing education policy. The inconsistencies in educational
policies have been argued to be responsible for the poor service
delivery in the system.
Summary of Reviewed Literature
A number if reasons have been adduced for the falling standard
of education in Nigeria.Prominent among them as absorbed by Idowu
(1996) are lack of adequate instructional materials, inadequate
accommodation, poor quality of teaching staff among others.
Effective teaching is referred to as the act of teaching which manifest
a high level of efficiency in the accomplishment of the teaching task.
For any teaching to be deemed effective, human and material
requirement must be available and harmoniously coordinated for the
achievement of those objectives for which the teaching was
embarked. The unfortunate situation is that most Nigerian Secondary
Schools lack the essential requirements either in the teacher
preparation programme or in the teaching process proper and when
this is so the inevitable outcome is that teaching is rarely effective
(Ogunbowale, 2001).
55
The importance of resources in secondary education cannot be
over emphasized. It is not possible to deliver effective education
without some level of relevant resources. This has been highlighted by
various education analysts and professionals., instructional resources
provide a solid basis for conceptual thinking; increase the propensity
of the brain to retain information; make learning more interesting; and
take care of differences that may exist among learners. Finance, as a
resource, plays a crucial role in the development of education. Proper
funding and a good supply of qualified teachers can greatly improve
the facility index of a school. Efforts at resourcefulness may yield
better results for the latter because of an improved resource base.
The material and human requirements for an effective teaching
usually border on certain operating factors such as course
organization, student - teacher rapport and interaction, general
teaching skills as measured by knowledge matter and style of delivery
and of the subject matter, instructional facilities, stimulation and
interest, grading and evaluation of methods among others (Gbadebo,
2001).
56
Different views expressed by researchers seem to suggest that
the quality of education available in any given society cannot be better
than the quality of teachers, (Nwoke, 1988). Eyibe (1990) stated that
sometimes students protest against ineffective teaching shown by their
respective teachers in the classroom. He further observed that many
teachers with requisite professional qualifications have failed to
perform adequately in the classroom (Ogunbowale, 2001) Much have
been written about the concept of instructional materials by various
researchers there is a general consensus that the usage of instructional
materials is a great value to the academic performance of the students.
Utilization judges the value of instructional materials, process or
personnel by the degree they singly or collectively satisfy the derived
instructional needs. The foresight instructional behaviour controls, to
a large extent, the means for achieving them. Instructional materials
are not ends in themselves but means of attaining specific
instructional function.
57
CHAPTER THREE
METHODOLOGY
3.1 Research Method
This section describes the procedure to be used in carrying out
the present research work. The procedure entails: the research design,
population, sample and sampling technique, research instrument,
validity and reliability of the instrument, administration of the
instrument and method of data analysis.
3.2 Population of the Study
The population for the study is made up of all public secondary
schools in Atisbo Local Government Area of Oyo State for 2010/2011
Academic session with special reference to the students and teachers.
3.3 Sample and Sampling Techniques
A multi-stage sampling techniques will be used in this study to
select the schools, the teachers and students. Four (4) public
secondary schools out of seven (7) secondary schools in Atisbo Local
Government will be randomly selected by simple random sampling
representing 60% of the secondary schools within the local
government areas. With respect to students, 10 students from each
58
school will be randomly selected and also 5 teachers will be randomly
selected from each schools totaling 40 students and 20 teachers in all.
3.4 Research Instrument
The teacher and students question (TSQ) will be used. The
instrument has sections A and B, seeking information on the influence
of human and material resources on Senior Secondary School
Students in Odogbolu Local Government. The section A is on
personal information from the respondents (Teachers & Students).
The section B focuses on the variables of the influence of human and
material resources on students academic performance. The section B
of both questionnaire (Teachers & Students) consist of 20 items and
they shall be rated on a four point Likert Scale of:
Strongly Agree (SA) - 4 points
Agree (A) - 3 points
Disagree (D) - 2 points
Strongly Disagree (SD) - 1 point
3.5 Validity of the Instrument
The validity of the instrument is determined by the project
supervisor which gave room for face validity to be employed.
59
Therefore this questionnaire is valid because it was prepared under the
guidance of supervisor and other experts in the field of Educational
Management to evaluate the strength of the instruments.
3.6 Reliability of the Instrument
The test-retest reliability method was used to ensure the
consistency of TSQ in measuring what it is expected to measure.
Another 40 respondents was selected and which comprised both
teachers and students for pilot study.
3.7 Administered of the Instrument
The researcher shall personally administer the questionnaire to
all the respondents in the selected secondary school during the school
hours. The selected students and teachers will be given useful
information about how to fill the questionnaire. The questionnaire will
be introduced to the respondents and they shall be encouraged to
promptly fill the instruments in order to ensure that a substantial
number of the questionnaire is returned.
3.8 Method of Data Analysis
The data generated for the study will be analyzed using
descriptive statistics and inferential statistics of t-test.
60
CHAPTER FOUR
ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
The analysis of the data collected and the results are presented
in this chapter. It focuses on the analysis and the interpretation of the
data collected from the questionnaire. The total number of
questionnaires distributed and collected were 60 questionnaires which
were filled appropriately. The responses are presented and analyzed in
simple percentage.
Table 1:Statistics of the Participants
Participant
s
NO OF RESPONDENTS PERCENTAGES (%)
Students 40 66.7%
Teachers 20 33.3%
Total 60 100.0%
Table 1 shows the distribution by sex of respondents that
responded to the items in the questionnaire. Student respondents are
40 (66.7%) and Teachers 58 (33.3%)respondents. This shows that
student respondents are more than the teacher respondents.
61
Table 2:
Table 3: Implication of modern technology on teaching and learning of Social Studies in Secondary Schools.
S/N STATEMENTS SA A D SD TOTAL
1. Computer technology should be used in teaching and learning social studies.
64
(53.3%)
55
(45.8%)
1
(0.8%)
120
(100%)
2. Computer technology had performed greater roles in teaching and learning social studies.
39
(32.5%)
80
(66.7%)
1
(0.8%)
120
(100%)
3
.3.
Social studies can be properly taught in a more applicable form through the use of modern technology
47
(39.5%)
62
(51.7%)
4
(9.2%)
120
(100%)
4 It is necessary for social studies student to be computer literates
61
(50.8%)
58
(47.2%)
1
(0.8%)
120
(100%)
5
.5.
The utilization of modern technology for teaching and learning of social studies will equip every learners and business educators with right skills to face any future challenge.
53
(44.2%)
61
(50.8%)
6
(5%)
120
(100%)
Table 3 clearly shows that 99.2% (1.19) of the respondents
strongly agreed and agreed that computer technology should be used
in teaching and learning social studies wile 0.8% (1) of the
respondents disagreed. 119 (99.2%) of the respondent agreed that
62
computer technology had performed greater roles in the teaching and
learning social studies while 1 (0.8%) disagreed 109 (90.8%)
respondent agreed that social studies can be properly taught in a more
applicable farm through the use of modern technology while 11
(9.2%) disagreed with the statement 119 (99.2%) agreed that it is
necessary for social studies students to be computer literates while 1
(0.8%) respondent disagree. 11th (95%) of the respondents agreed that
the utilization of modern technology for teaching and learning social
studies will equip every learners with the right skills to face future
challenges while 6 (5%) disagreed. Therefore, it implies that modern
technology could be used to affect the teaching and learning of social
studies positively.
Table 4:
S/N STATEMENT SA A D SD TOTAL
1
.6.
Computer technology should be used in
teaching and learning social studies.
64 (53.3%) 55
(45.8%)
1
(0.8%)
120 (100%)
2
.7.
Computer technology had performed greater roles in
teaching and learning social studies.
39 (32.5%) 80
(66.7%)
1
(0.8%)
120
(100%)
3 Social studies can be properly taught in a
47 (39.2%) 62 11 120
63
8.. more application form through the use
of modern technology
(51.7%) (9.2%) (100%)
4
.9.
It is necessary for social studies student
to be computer literates
61 (50.8%) 58
(47.2%)
1
(0.8%)
120
(100%)
5
.10.
The utilization of modern technology
for teaching and learning of social studies will equip every learners and social studies with right skills to face
any future challenge.
53 (44.2%) 61
(50.8%)
6
(5%)
120
(100%)
Table 4 shows or implies that modern technology has positive effect
on the teaching and learning of Social Studies.
Table 5: The need for modern technology in the teaching and learning social studies.
S/N STATEMENTS SA A D SD TOTA
L
11. The use of modern technology assisted
by instruction in teaching of social studies should be made compulsory
in our school
38 (31.7%) 71 (59.2%) 10 (8.3%) 1 (0.8%) 120
(100%)
2
12..
The use of modern technology for teaching and
learning of social studies will contributed
63 53 4 120
64
positively into the development of
our economy in the future.
(52.5%) (44.2%) (3.3%) (100%)
3
13.
The use of modern technology as teaching aids
provided pleasant and enjoyable
teaching experience.
61 (50%) 58
(48.3%)
1 (0.8%) 120
(100%)
4
.14.
All social studies teachers are
expected to have skills for teaching
and learning modern technology
in social studies.
57
(47.5%)
57
(47.5%)
4
(3.3%)
2 (1.7%) 120
(100%)
5
15..
The lecturers in social studies
department possess necessary general
qualification.
16
(13.3%)
66
(55%)
32
(26%)
6 (5%) 120
(100%)
Table 5 reveals that 109 (90.9%) of the respondents agreed with
the first statement while 11 (9.1%) disagreed with the statement. U
9(99.1%) agreed with the second statement while 1 (08%) of the
respondents agreed with the third statement while 4 (3.3%) disagreed
with the respondents agreed with the fourth statement in the table
while 6 (5%) of the respondents disagreed with the statement 82
(68.3%) agreed with the fifth statement in the table while 38 (31.7%)
of the respondents disagreed with the statements.
65
Therefore there is need for modern technology in the teaching and
learning of social studies.
Table 6: The impact of modern Technology to Social Studies Programme.
N/S STATEMENTS SA A D SD TOTAL
16. The lecturers in social studies have good knowledge of
teaching and learning modern
technology
20 (16.7%) 64 (53.3%) 32 (26.7%) 4 (3.3%) 120
(100%)
2
17..
All social studies lecturers are
expected to have skill for teaching
and learning modern technology
in business education.
47
(39.2%)
69
(57.5%)
4
(3.3%)
120
(100%)
3
18.
Modern technology
utilization has many positive effect on the teaching and
learning process of social studies
4
19..
The use of modern technology for teaching and
learning social studies should be made compulsory in our secondary
schools.5
20.
The application of modern technology
66
will be of paramount
importance for empowering the
young school leavers employed.
Table 6 indicates the following 84 (70%)of the respondents
agreed with the first statement in the tab le while 36 (30%) disagreed
with the statement 115 (5.8%)of the respondents agreed with the
statement (2)in the table while 5(4.2%)of the respondent disagreed
with the statement 116(96.7%) of the respondents agreed with
statement (3)in the to the while 4(3.3%)of the respondents disagreed
with the statement 104(86.6%)of the respondents agreed with
statement (4)in the table while 16(13.4%)of the respondents disagreed
with the statement. Therefore there is positive impact of modern
technology to social studies programme.
Table 7: Effect of Non-Availability of Modern Technology on the Teaching and Learning of Social Studies.
S/N STATEMENTS SA A D SD TOTAL
21. Poor attitude of students towards modern technology has made teaching and learning in effective and inefficient.
39
(32.5%)
77
(64.2%)
3
(2.5%)
1 (0.8%) 120
(100%)
67
22. The students are anger to make use of modern technology in their training process.
34
(28.3%)
75
(62.56%)
10
(8.3%)
1
(0.8%)
120
(100%)
23. The teachers in social studies have good. The application of modern technology makes teaching and learning very interesting.
30
(25%)
69
(57.5%)
19
(15.8%)
2
(1.7%)
120 (100%)
24. Social studies teachers without modern technology are irrational in teaching and learning social studies.
29
(24.2%)
69
(57.5%)
1
(0.8%)
120 (100%)
25. The introduction of modern technology will better the life of our incoming generation the nearest.
42
(35.0%)
77
(64.2%)
1
(0.8%)
120 (100%)
Table 7 shows that 116 (96.7%) of the respondents agreed with
statement (1)in the table while 4(3.3%)of the respondents agreed with
the statement (20 in the table while 4(9.1%0of the respondents
disagreed. 99 (82.56%)of the respondents agreed with statement (30in
the table while 21 (17.5%)of the respondents disagreed 98(81.7%0of
the table while 21(17.5%0of the respondents disagreed 98(81.7%)of
the respondents agreed with statement (40)in the table while
68
22(18.4%)of the respondents agreed disagreed 119(99.2%)of the
respondents agreed with statement (5)in the above table while
1(0.8%)Strongly disagreed with the statement. Therefore, this implies
that there is much effect of non-availability of modern technology on
the teaching and learning of social studies.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMEDATIONS
Summary of Findings
This research work examined the implication of modern
technology on the teaching and learning of social studies in selected
junior secondary schools in Atisbo Local Government in Oyo State.
The study was carried out to accomplish the following objectives.
●To find out how interested are students in learning of modern
technology.
69
●To find out the importance of modern technology on the teaching
and learning of social studies.
●To find out how effective are the social studies teachers in the use of
modern technology to teach social studies in their schools.
●To find out the problem affecting the teaching and learning of social
studies with modern technology
The findings of the study can then be summarized as follows;
● Modern technology is very important in the teaching and learning
social studies.
● Students are interested in learning modern technology.
● The teachers in social studies do not have knowledge of teaching
and learning modern technology.
● Lack of qualified personnel
● Lack of equipment and facilities
● Inadequate funding of modern technology in teaching Social
Studies.
Conclusion
In conclusion modern technology foster the teaching and
learning of social studies courses provided that modern technology
70
equipment are available and probably each student can have access to
at least one stable computer to work on and manipulate it at any given
time. This will undoubtedly bring positive effects to the teaching and
learning of social studies in all our secondary schools.
However qualified teachers should be appointed and in
subsequent time they should be given privilege of training because the
world is getting acquitted to new idea on daily basis. Therefore the
teachers should be given such opportunities to foster the teaching and
learning of social studies.
Recommendations
The following recommendations were made to address the
problems highlighted earlier.
●The federal government should assist the schools in supplying
equipment in teaching and learning social studies to improve the
performance of students.
●The school authority should as much as possible try to give
proper maintenance to the few ones supplied by the government to
avoid breakdown of these equipments.
71
●More emphasis should be made on technology in education
by equip their laboratory with modern equipment.
●The information technology teachers should be encouraged to
attend seminars, workshops and in-service training so as to be
acquitted with more knowledge and new development in information
technology.
●Students in social studies classes should be made to attend and
participate in training in information technology apart from making
the course as compulsory subjects in the curriculum.
72
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