Teaching Effectiveness And Students Academic Performance In Business Studies In Public Secondary Schools In Obio / Akpor L.G.A, Rivers State

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Teaching Effectiveness And Students Academic Performance In Business Studies In Public Secondary Schools In Obio / Akpor L.G.A, Rivers State


Abstract


This study was carried out on teaching effectiveness and students academic performance in business studies in public secondary schools using some selected public secondary schools in Obio/Akpor L.G.A, Rivers State as a case study. To achieve this, four significant research objectives were formulated. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of business studies teachers in some selected public secondary schools in Obio/Akpor L.G.A, Rivers State. In determining the sample size, the researcher conveniently selected 53 respondents while 50 were received and validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency, and mean score tables. The result of the findings reveals that the level of business studies teacher’s effectiveness in public secondary school teachers is poor. Also, the study discovered that the factors that influences teachers effectiveness in public secondary schools include; low intellectual capacity, inadequate training, resistance to modern pedagogical methods, negative attitude toward the teaching profession, lack of dedication to professional duties, lack of appropriate teaching and learning tools, and over crowded class room. In regard to the findings, the study recommends that there should be room for motivation and reinforcement for teachers as a way of making sure that they are motivated for effective teaching and educational practices. To mention but a few.


Table of Content


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 Organizations 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

Chapter Five:

Summary, Conclusion and Recommendation

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

Chapter One


Introduction

1.1 Background to the Study

The efficacy of teachers has been hypothesized to be crucial to student achievement (Darling Hammond, 2010), Effective teachers, according to Darling Hammond, have enhanced topic knowledge, are capable of developing and delivering teaching, can better manage and assess classrooms, and can better promote student learning. Other researchers, such as Clotfelter, Ladd, and Vigdor (2007), have proposed that good teachers adopt novel teaching tactics, pay greater attention to student learning, and use evaluation to alter their practices. These scholars argue that in order for teachers to be effective in improving students’ performance, they must use modern teaching and learning methods, such as the competent base curriculum that is now being implemented in primary schools, which emphasizes the development of certain specific key competences related to the students’ learning environment, and to ensure that teaching in the classroom broadens and deepens the pupil’s mental horizon.

Several academics have attempted to define the attributes of an excellent teacher. Some have cited dedication and desire for progress (Slavin et al.1995), zero tolerance for failure (Anderson and Pellicer, 1998), while yet others identify excellent teachers as individuals who are confident in their abilities. Effective tutors, according to Ashton and Webb (1986), are those who have a sense of self-efficacy. Overall, teacher effectiveness may be defined as the attributes that can assist students in performing well and those that endeavor to guarantee the school’s goals are met. The ambition of any educational institution is to achieve school goals such as maximum production, greatest student retention, performance, and completion. Others have defined teacher effectiveness in terms of how teachers see it in elementary school. Coleman et al. (1966) referred to particular measurements of student, teacher, and classroom variables in their description. This description, on the other hand, is based on the functional perspective of education production, where effectiveness is judged by the pass rate of the students.

The debate on poor academic achievement among Nigerian pupils has piqued the interest of many. The situation is so severe that it has resulted in a generally acknowledged deterioration in the caliber of education in Delta State and Nigeria as a whole. The quality of education is determined by the instructors’ execution of their obligations. Over time, students’ academic achievement in both internal and external assessments was utilized to judge instructor and instructional excellence (Ajao 2001). Teachers have been demonstrated to have a significant impact on students’ academic accomplishment, and they also play a vital part in educational attainment since the teacher is ultimately accountable for turning policy into action and principles based on practice during interactions with students (Afe 2001). Teachers are responsible for both teaching and learning, thus it is no surprise that a successful teacher has been defined as one who achieves the intended results while doing his or her duties as a teacher (Uchefuna 2001). Despite governments’ large investments in public education, its output in terms of student quality has been found to be unequal to government expenditure. Following the reported decrease in academic success, attitude, and values of secondary school students in public secondary schools, one questions if the high failure rates and poor student quality are not a reflection of the instructional quality in the schools. In a nutshell, teachers’ ineffectiveness in classroom interactions with children may be the reason for observed pupil’s poor academic performance and the Nigeria’s nationally criticized deteriorating educational standard. In view of the above, this study aims at examining teaching effectiveness and students academic performance in business studies in public secondary schools.


1.2 Statement of the Problem

Scholars in recent time reiterate the need for teachers effectiveness at all times, since an incompetent teacher is ineffective to the teaching profession. Such inefficiency may be caused not only by individual teacher characteristics such as intellectual capacity, inadequate training, and resistance to modern pedagogical methods but also by negative attitude toward the teaching profession and a lack of dedication to professional duties (Hakielimu, 2008). Furthermore, teacher ineffectiveness may be caused by classroom environment factors such as a lack of appropriate teaching and learning tools, as well as the number of students in one classroom as well student characteristics such as family background and students’ proclivity to learn. Therefore it becomes necessary to analyze the commonly held belief in Nigeria that all that is required to be a good teacher is a general qualification obtained from a university or college of education. This is further supported by Anyanwu (2021) who opined that being a teacher is much more than certification but requires diligence and commitment towards impacting knowledge on a learner. Perhaps this is why untrained and ineffective teachers continue to work in Nigerian schools hence deepening the low standard of education and affecting pupil’s performance. Thus it is against this backdrop that this study seeks to examine teaching effectiveness and students academic performance in business studies in public secondary schools.


1.3 Objectives of the Study

The main objectives of this study is to examine teaching effectiveness and students academic performance in business studies in public secondary schools.

Specifically the study intends to:

  1. Examine the level of teacher’s effectiveness among public secondary schools teachers.
  2. Determine the factors that influence teachers effectiveness in public secondary schools.
  3. Investigate whether teachers ineffectiveness hinders students academic performance in business studies.
  4. Establish ways on how teachers effectiveness can be improved in public secondary schools in learning in business studies.

1.4 Research Questions

The following research question was constructed in line with objective to guide the study.

  1. What is the level of teacher’s effectiveness among public secondary school teachers?
  2. What are the factors that influence teachers effectiveness in public secondary schools?
  3. Does teachers ineffectiveness hinders students academic performance in business studies?
  4. What are the ways on how teachers effectiveness can be improved in public secondary schools in learning in business studies?

1.5 Research Hypothesis

H0: There is no significant relationship between teaching effectiveness and students academic performance in business studies.

Ha: There is a significant relationship between teaching effectiveness and students academic performance in business studies.


1.6 Significance of the Study

Even when research findings have revealed how crucial the role of teacher effectiveness to determine students’ performance is one of the topics in field of education that have generated heated argument, the researcher is of the opinion, that results from research findings concerning teacher effectiveness, if appropriately articulated, could be used to initiate structure, to organize classroom atmosphere, to help to increase the students’ skill level and to motivate students in their learning performance in business studies. School administrators and government will utilize the findings of this study to make meaningful framework on constant training and retraining of teachers through symposuim, workshop, and seminars as this would enhance teachers effectiveness. Other significance are that, result from such findings, and could be desirable factors for the achievement of schools objectives of which students’ educational achievement forms an important factor. Finally, the findings of this study will contribute the body of empirical literature and as well would serve as a reference source for students or other researchers who might want to carry out their own research on a similar topic.


1.7 Scope of the Study

The scope of this study borders on teaching effectiveness and students academic performance in business studies in public secondary schools in Obio/Akpor L.G.A, Rivers State. The study will further examine the level of teacher’s effectiveness among public school teachers, determine the factors that influence teachers effectiveness in public secondary schools, investigate whether teachers ineffectiveness hinders students academic performance in business studies, and establish ways on how teachers effectiveness can be improved in public secondary schools in learning in business studies. The study is however delimited to business studies teachers of Obio/ Akpor community secondary school, Rivers State.


1.8 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only selected public secondary schools in business studies teachers and students of Obio/ Akpor community secondary school, Rivers State. Thus findings of this study cannot be used for generalization for other public secondary schools in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.


1.9 Definition of Terms

Teaching Effectiveness:

According to Weimer (2013:4) teaching effectiveness refers to the process of cultivating skills, stimulate interest in the subject, motivate student to learn, present material well, make subject interesting, helpful and knowledgeable, intellectual challenging, setting high standard and encourage self-initiated learning.

Student Performance:

According to Pendleton (2005), refers to the mastery of knowledge, skill and attitude which student is supposed to know as a result of instruction.


1.10 Organization of the Studies

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.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was on teaching effectiveness and students academic performance in business studies in public secondary schools using some selected public secondary schools in Obio/Akpor L.G.A, Rivers State as a case study. The study is was specifically carried out to examine the level of teacher’s effectiveness among public secondary schools teachers, determine the factors that influence teachers ineffectiveness in public secondary schools, investigate whether teachers effectiveness hinders students academic performance in business studies, and ways on how teachers effectiveness can be improved in public secondary schools in learning in business studies.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were business studies teachers of some selected public secondary schools in Obio/Akpor L.G.A, Rivers State.


5.2 Conclusion

Based on the findings of this study, the researcher concluded that;

The level of teacher’s effectiveness among public secondary school teachers is poor.

The factors that influences teachers effectiveness in primary schools include; low intellectual capacity, inadequate training, resistance to modern pedagogical methods, negative attitude toward the teaching profession, lack of dedication to professional duties, lack of appropriate teaching and learning tools, and over crowded class room.

Teachers ineffectiveness hinders students academic performance in business studies.

The possible ways through which teachers effectiveness can be improved in public secondary schools in learning in business studies are; provision of adequate training, teachers motivation, adequate provision of appropriate teaching and learning tools, and appropriate class room management.


5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. There should be opportunity by the government for the purpose of learning via seminars, conferences and training.
  2. There should be room for motivation and reinforcement for teachers as a way of making sure that they are motivated for effective teaching and educational practices.
  3. Teachers should provide adequate academic information to their students while also emphasizing the importance of knowledge in their practical lives as responsible individuals.
  4. School stakeholders should ensure recruitment of qualified teachers and not school dropouts.

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