Motivational Roles Of Parents And Teachers In The Effective Teaching And Learning Of Basic Science

Project and Seminar Material for Child and Basic Education

Motivational Roles Of Parents And Teachers In The Effective Teaching And Learning Of Basic Science


Abstract


This study was carried out to investigate motivational roles of parents and teachers in the effective teaching and learning of Basic Science with a particular reference to selected secondary schools in Atiba Local Government Area of Oyo State. To achieve this objective, one research question and two research hypotheses were formulated to guide this study. The data was collected from both primary and secondary sources. The primary data were collected with the help of a well-structured questionnaire of two sections administered to the teachers and parents of selected secondary schools in Atiba Local Government Area of Oyo State. The collected data were analyzed tables and descriptive statistics to analyze the research questions while t-test statistical method was used to test research hypotheses. All data were coded using SPSS software. The study reveals that there is a significant difference between the parent’s motivation and learning outcome of students in basic science and there is a significant difference between the teacher’s competence and parent’s motivation in learning outcome of students in Basic Science. The study concluded with some recommendations that the government should sponsor Basic Science teachers for training for improvement in Basic Science teaching in junior secondary schools.


Chapter One


Introduction

1.1 Background to the Study

Parents are the first guide to their child behavioural engagement basic science is one of the major subjects offered by all students in Junior Secondary School in Nigeria. The number of students offering basic science is more than the capacity of the number of teacher’s in effectiveness. In addition, Basic science has the perennial problems of lack of class activities and instructional resources to teach the subject. The use of relevant instructional resources as well as carefully guided activities engages students in meaningful learning (Dogara and Ahmadu, 2000).

Another major problem is the use of poor teaching methods. Akpan (2008), Ibrahim and Odedele (2010) identified poor teaching method as one of the reasons for poor academic achievement. The student’s educational goal, acquisition of scientific knowledge, attitudes and skills depends on the right type of instructional methodologies employed by the teacher. All students are not the same in every respect. They acquire learning at different time and rate. For this reason, any wrong method used by the teacher affects the objectives of the lesson, make students’ performance on a level worst than it could ever be motivation comes from Latin rot of motive, motives “to move” Mac cullum and early researchers were concerned with what moves a resting organism to a state of activity . Now whether you call it passion, enthusiasm or dedication, people want to motivated, organization want motivate people working for them (Robb & Myatt, 2013), schools and colleges want motivated tutors and learners in their respective institutions. Therefore the study determines the roles of parents and teachers in the effective teaching and learning of basic in schools.


1.2 Statement of the Problem

Several studies have reported on association between parent-child relationship and student motivation (Furrer and skinner 2011 Hughes and Kwok, 2007). However, direct examination effects of parental motivation on student are learning outcomes are few as only a couple of student were identified.


1.3 Research Question

  1. What is the joint contribution of the parent motivation and teacher’s competence and student learning outcomes in basic science?

1.4 Research Hypothesis

  1. There is no significant difference between the parent’s motivation and learning outcome of students in basic science.
  2. There is no significant difference between the teacher’s competence and parent’s motivation in learning outcome of students in Basic Science.

1.5 Purpose of the Study

This study delivered its significant in the fact that on all aspect of parental involvement or motivation has perfectly predicted statement achievement motivation and therefore a need for further studies investigating various aspect of parental involvement and different elements of parents motivation as it influence the student’s effective teaching and learning of basic science. Therefore, the purpose of this study is to provide an integrative view by examining the effects of parental and teacher motivation on effective learning in basic science. The study will takes a closer look at how various dimensions of parental motivation predict academic motivation in basic science, and explores specific ways in which various dimensions of parental involvement might be differentially related to each of the motivational outcomes.


1.6 Scope of the Study

This study focused on dimensions of this following constructed.

  1. Parental aspiration for student’s post secondary education
  2. Parent’s participation in school functions
  3. Family rules reflecting parental home supervision
  4. Teachers advising
  5. Parental participation in extracurricular activities
  6. Teacher-school communication concerning student’s school problems
  7. School-imitated contact with parents and
  8. Parents-imitated contact with schools on benign school issues

1.7 Limitation of the Study

This study is limited to Atiba Local Government Area of Oyo State.


1.8 Operational Definition of Terms

Motivation:

It refers to causes that get basic science students moving and up life interest.

Parent:

Is the bearer of the children he/she also pays the children in school fee at all levels of education starting from primary to tertiary levels.

Learners:

This refers to individuals students engaged in some or other form of basic science study.

Teacher:

These are professional’s people with quality requirement to impact knowledge in basic science.

Achievement in Basic Science:

This refers to the scores obtained from protest and post test administration of basic science student’s achievement test.

Instructional Strategies:

These refer to the techniques of bringing about behavioural changes in learners during delivering of basic science process. It makes science teaching and learning a meaningful enterprise.


Chapter Five


Summary, Conclusion and Recommendations

5.1 Introduction

This chapter presents the summary, conclusion and recommendations for further studies.


5.2 Summary of Findings

This study was carried out to investigate motivational roles of parents and teachers in the effective teaching and learning of Basic Science with a particular reference to selected secondary schools in Atiba Local Government Area of Oyo State. To achieve this objective, one research question and two research hypotheses were formulated to guide this study. A structured questionnaire was used as the main instrument to gather data from 120 teachers and parents of selected secondary schools in Atiba Local Government Area of Oyo State. Out of this number, 95 (79.2) copies of questionnaire were appropriately completed and returned for data analysis while 25(20.8%) copies of questionnaire not completed and returned.

The data collected from the respondents were analyzed using tables and descriptive statistics to analyze the research questions while t-test statistical method was used to test the hypotheses. The findings revealed that;

  1. There is a significant difference between the parent’s motivation and learning outcome of students in basic science.
  2. There is a significant difference between the teacher’s competence and parent’s motivation in learning outcome of students in Basic Science.

5.3 Conclusion

Based on the on the findings of this study and subsequent recommendations, it is concluded that the students have poor foundation in Basic Science from their primary School, lack the commitment and willingness to learn, teaching and learning environment are not conducive, most Basic Science teachers have poor teaching foundation, several Basic Science teachers do not plan moderately for the Basic Science class as a result of much work load. Therefore, Basic Science teachers need regular training to make them competent in preparing the 21st century students to face global contest in their chosen fields. If the needed effort is put in place, these problems will become history.


5.4 Recommendations

Based on the findings of this study and above conclusion, the researcher made the following recommendations as follows:

  1. The government should sponsor Basic Science teachers for training for improvement in Basic Science teaching in junior secondary schools.
  2. Basic Science teachers should strive to relate their teaching to real life situation so as to limit the abstract nature of the subject.
  3. The school authority should be very careful in the section of PTA member in order not to select some of them who are fraudulent among them.

Motivational Roles Of Parents And Teachers In The Effective Teaching And Learning Of Basic Science


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Motivational Roles Of Parents And Teachers In The Effective Teaching And Learning Of Basic Science


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