Teachers Qualifications And Teaching Methods As Correlates To Senior Secondary Students Performance In English Language

Teachers Qualifications And Teaching Methods As Correlates To Senior Secondary Students Performance In English Language

Table of Content

• Title Page
• Certification
• Dedication
• Acknowledgement
• Table of Content
• List of Tables
• Abstract

Chapter One:

Introduction

• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Objective of the Study
• 1.4 Research Questions
• 1.5 Research Hypothesis
• 1.6 Significance of the Study
• 1.7 Scope of the Study
• 1.8 Limitation of the Study
• 1.9 Definition of Terms
• 1.10 Organisations of the Study

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework
• 2.3 Empirical Review

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the Study
• 3.3 Sample Size Determination
• 3.4 Sample Size Selection Technique and Procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of Data Collection
• 3.7 Method of Data Analysis
• 3.8 Validity of the Study
• 3.9 Reliability of the Study
• 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Analysis of Data
• 4.3 Answering Research Questions
• 4.4 Test of Hypotheses
• 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• APPENDIX
• QUESTIONNAIRE

Chapter One

Introduction

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

1.1 Background of the Study

…

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…

Make Payment (Through Transfer) of ₦5,000 to Any of the Account Below

	Acc No: 0811003731
	Samphina Academy
	Current Account

	Acc No: 1225513212
	Samphina Academy
	Current Account

	Acc No: 8143831497
	Samphina Academy
	Digital Account

Or CLICK HERE To Pay With Debit Card

Send the Following Details on WhatsApp ( 08143831497) After Payment

1. Payment Details
   

   ---

2. TOPIC: Teachers Qualifications And Teaching Methods As Correlates To Senior Secondary Students Performance In English Language

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply

  Contact Our Help Desk

List of Related Works

• Parental Involvement Home Type And School Location As Determinant Of Students Performance In English Language In Ibadan North Local Government Area

  ---

• The Influence Of Teachers Qualification On Students Performance

  ---

• Effects Of Instructional Materials On Junior Secondary Schools Student Performance In Geometry In Ifako Ijaiye Zone Of Education District 1, Lagos State

  ---

• Assessment Of Effective Method Of Teaching Islamic Studies In Senior Secondary Schools Students

  ---

• Study Of Public And Private Schools Student Performance In Shorthand (A Case Study Of Enugu South Local Government Area)

  ---

Frequently Asked Questions

How effective are the three teaching methods on student academic performance?

The differential effectiveness of the three teaching methods on student academic performance was analysed using the General Linear Model based univariate ANOVA technique. The F (2, 106) statistic (= 10.125; p < 0.05) and the Tukey HSD post-hoc results indicate significant differences on the effectiveness of the three teaching methods.

How are students’ assessment test scores derived from the lecturer?

A sample of 109 undergraduate students from the College’s Department of Economic and Business Sciences was used for the study. Using the inferential statistics course, students’ assessment test scores were derived from the internal class test prepared by the lecturer.

Why is the teaching method regarded as more effective?

The teaching method is regarded more effective since it does not centralize the flow of knowledge from the lecturer to the student (Lindquist, 1995).The approach also motivates goal-orientated behaviour among students, hence the method is very effective in improving student achievement (Slavin, 1996).

How does alignment of teaching methods with students’ needs and preferred learning?

As such, alignment of teaching methods with students’ needs and preferred learning influence students’ academic attainments (Zeeb, 2004). Under this method, students simply obtain information from the teacher without building their engagement level with the subject being taught (Boud & Feletti, 1999).