Organisational behaviour, learning process and learning outcome of public primary school pupils in Eti-Osa LGA of Lagos State, Nigeria.
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Membere, E. A.
The Faculty of Education, University of Port Harcourt
The study examined the relationships amongorganisationalbehaviour, learning process and leaning outcome of public primary school pupils in Eti-Osa Local Government Area of Lagos State. The Study sought to determine how such variables as school structure, personality of teachers, qualification of teachers, availability of technological resources, the use of instructional materials, and teacher's teaching method affect the learning outcome of the pupils in the public primary schools. Descriptive survey research design was used to carry out the study and out of 2.447 primary six school pupils, 313 were selected using stratified random sampling technique. A researcher designed questionnaire titled Learning Process and Learning Outcome” was used data collection. The instrument was validated and tested for reliability and a reliability estimate of 0.80 was obtained. Data were collected by the and trained research assistants questions were analysed with the use of statistics of mean, percentage and frequency while inferential statistics of Pearson Product - Moment CorrelationCoefficient was used to lest the research hypotheses. The findings of the study revealed that the of the school, personality of teachers, qualification of teachers, availability of technological resources, use of instructional materials, and teaching method all had significant relationships withlearning outcome of the primary school pupils. The findings thus revealed that organisationalbehaviour and learning process are related with the learners learning outcome. Based on the findings of the study and conclusions were herein drawn and a number of recommendations were made.
Sule, S. A. & Membere, E. A. (2018). Organisational behaviour, learning process and learning outcome of public primary school pupils in Eti-Osa LGA of Lagos State, Nigeria. Journal of Education in Developing Areas, 26(1), pp.374 – 382