Teaching Resources and Teaching Effectiveness in Selected Nce-Awarding Institutions in Nigeria
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Date
1999-11
Authors
Fabiyi, A.I
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Abstract
his study investigated the relationship between teaching resources and teaching effectiveness in selected Nigeria Certificate in Education (NCE) awarding institutions in Nigeria. Specially, it aimed at determining the level at which available physical and material resources were adequate in the sample institutions, the frequency of usage, the quality of human resources available for teaching trainees’ and lecturers’ perception of the teaching profession, how trainees rate their lecturers on teaching effectiveness, the relationship or differences between human resources, physical and material resources and teaching effectiveness. Nine hypotheses were tested and a research question was answered for the study. The research question and research hypotheses focused on the relationship between physical and material resources usage, teachers’ students; perceptions, job conditions of lecturers, lecturers’ sex, teaching experience, educational qualifications, membership of professional associations and teaching effectiveness. The design adopted for the research was descriptive - expost facto design. The stratified random sampling technique was employed in the selection of six participating NCE-awarding institutions. Institutions included in the study were only those whose programmes have been accredited by the National Commission for Colleges of Education (NCCE). The sample consisted of 379 teacher trainees and fifty-eight lecturers. Seven research instruments were used to obtain the relevant data. The Resource Questionnaire for Teaching solicited for biographic data about the respondent and it also had twenty-six items on teachers’ choice of teaching as a career, the extent to which lecturers were satisfied with their jobs and the adequacy of otherwise of physical and material resources. The Resource Questionnaire for students sought for biographic data on the trainees; perception of the teaching profession, ratings of their lecturer’s teaching effectiveness and frequency of usage of physical and material resources. Five instruments on trainees’ achievement in the five chosen subject: Mathematics, English Language, Social Studies;Integrated Science and Technical Education, were designed to obtain achievement test scores. In analysing the data, means and standard deviations were used and the Pearson Product Moment correlation statistics were used for some of the research hypotheses. Analysis of variance (ANOVA) was also used to analyse some of the data. Where the F-value was significant, post hoc comparison using the Scheffe’s test was done. The Multiple Regression Analysis was also used to observe combined contribution of the independent variables to the dependent variables. The findings of this study revealed that the six NCE awarding institutions varied in the level of adequacy of available physical and material resources. No significant relationship was found between adequacy and utilization of invaluable physical and material resources. In Adeniran Ogunsanya College of Education, physical and material resources could be said to be fairly adequate but they were not utilised as optimally as in Tai Solarin College of Education where resources were less adequate. Correlations were observed between the use of physical and material resources and teaching effectiveness. Lecturers and trainees had a poor perception of the teaching profession. Lecturers in the sampled institutions generally appeared to be dissatisfied with the College conditions of service. However, of all the conditions of service and fringe benefits, the basic salary was found to be the best predictor of teaching effectiveness. Physical facilities were not optimally used except in two of the six institutions. Even in those two cases, the level of usage was less than 75 per cent of the maximum possible. There was a significant difference in trainees’ ratings of their lecturers’ teaching effectiveness. The relationships between student’s achievement and teaching effectiveness were significant for Integrated Science and Social Studies, whereas in Mathematics, English and Technical Education, no such correlations were observed. There were no significant relationships between teacher’s sex teaching experience, qualification, average class size and teaching effectiveness. Whereas a significant relationship between membership of professional bodies and teaching effectiveness was observed, Trainees differed significantly in achievement in the subjects across the institutions. The implications of the findings for the NCCE, lecturers, educational planners and administrators in the system were identified.
Description
A Thesis Submitted to the School of Postgraduate Studies, University of Lagos
Keywords
Teaching Resources , Tertiary Institutions , Teacher Education , National Education Policy
Citation
Fabiyi, A.I (1999). Teaching Resources and Teaching Effectiveness in Selected Nce-Awarding Institutions in Nigeria. A Thesis Submitted to University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation, 181pp.