Research Proposals

FREE AND COMPULSORY EDUCATION POLICY AND TEACHING EFFECTIVENESS

FREE AND COMPULSORY EDUCATION POLICY AND TEACHING EFFECTIVENESS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

 

CHAPTER ONE – INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

 

1.5    Research Questions

1.6    Limitations of the Study

1.7        Delimitation of the Study

1.8    Basic Assumptions of the Study

1.9    Definition of Terms

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH METHOD

3.1    Area of the Study

3.1    Research Design

3.3    Population of the Study

3.4    Sample and Sampling Technique

 

3.5    Instrumentation

3.6    Instrument Validity

3.7    Instrument Reliability

3.8    Instrument Administration

3.9    Method of Data Analysis

 

CHAPTER FOUR – DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Presentation

4.2    Discussion of Findings

CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary

5.2    Conclusion

5.3    Recommendations

References

Appendix    

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is very important for every nation of the world. It is important because the transmission of cultural heritage and technological advancement of any nation depends on it. In recognition of the importance of education, every nation including Nigeria earmarks huge budgetary allocations for it yearly (Nwosu, 2023).

Furthermore, Akpabio and Sammy (2015) stated that education is an investment on human being, the investment and characteristics of education given by the society can easily be assessed by the quality of its products. The input is assessed by the output. It is a truism that the success of an education system depends on effective and efficient utilization of quality and quantity resources made available to schools.

According to Badejo (2019), education is defined as the process of learning to live a useful and acceptable life in the community. This means that education is a means of passing on good attitudes such as honesty, diligence, patriotism, good human attributes among students.

 

FREE AND COMPULSORY EDUCATION POLICY AND TEACHING EFFECTIVENESS

It is on this note that the Federal Government through the National Policy on Education (NPE) set to develop the education sector by eradicating illiteracy, develops good citizenship and manpower at all level of human existence and provides affordable education for all Nigerians irrespective of class, religion ethnic origin. The policy was driven by a desire to increase indices of national development, increase political consciousness and encourage issues of national integrations to make Nigeria a better place for all (Anyabolu, 2020).

Ekanem, Udo and Ntuk (2023) believed that one of the levels of education is the secondary education which is the education given to children between 12 – 17 years and some between 11 – 16 years of age in an educational institution. It lasts through six (6) years. In fact, the importance of education in the nations of the world is captured in the vision of millennium development goals (MDGs), one of whose aim is to eradicate mass illiteracy. This is reinforced in the education for all (EFA) in the year 2015 programme.

One of the focus of EFA is to make education accessible to all in order to achieve the goal of article 26 of the universal declaration of human rights which holds that everyone has a right to education in order to allow for the full development of human personality, strengthening respect for human rights and promoting understanding tolerance and friendship among racial and religious groups (Herbert, 2021).

 

Moreover, in line with the above, section 18(3) of the 1999 constitution of Nigeria states that government shall thrive to eradicate illiteracy by encouraging, where practicable Free, Compulsory and Universal Basic Education (FRN, 2014).

Furthermore, Ikpe (2020) specially notes that the success and outcome of free and compulsory education policy depends on the teaching effectiveness of teachers in secondary schools. She noted that as a result of high school enrollment which results in large class size, teachers cannot teach effectively. This is because teachers, even very good ones cannot perform their duties in an unfriendly environment.

 

In addition, teaching effectiveness involve teachers’ hearing experiences, the method of teaching, use of instructional materials, and the evaluative strategy, all for the achievement of desirable outcome. The above cannot be achieved in a situation where the teacher is faced with attending to so many students in the class in the course of teaching Government as a subject in secondary schools.

Raja (2020), opines that the teacher of Government effectiveness in delivery of Government lessons can contribute to the success of free and compulsory education policy of Government. He, however advised Government to matched infrastructures, instructional materials and qualified teachers with the school enrollment which has tripled since the introduction of the policy. This study was therefore intended to establish the influence of free and compulsory education and teaching effectiveness in Government among secondary school teachers in Nsit Ibom Local Government Area.

 

1.2    Statement of the Problem

The successful implementation of free and compulsory education policy in secondary schools lies within teachers teaching effectiveness in the delivery of Government and indeed other subjects lessons in the classroom. Thus, poor performance of students in the subject called Government may partly be attributed to ineffectiveness of teachers among other factors.

One problem that contributes to teachers teaching effectiveness during Government lessons in the classroom is high school enrolment which leads to overcrowded classrooms. Too many students in the classroom where Government lesson is on pose special challenges to teachers especially in relation to motivation, managing learning activities and discipline. Equally affecting teaching effectiveness is existing infrastructures and facilities like classroom blocks, seats, desks, library, etc.

Specifically, managing learning activities becomes a problem where seating facilities and learning materials like instructional materials are insufficient. Whereas, the free and compulsory education policy had lead to population explosion in schools, there seems to be no corresponding increase in quality teachers recruited to the system.

 

1.3    Purpose of the Study

The main purpose of this study was to examine free and compulsory education and the teaching effectiveness in Government among secondary school teacher. Specifically, the study was design to:

  1. examine effect of high school enrolment on teaching effectiveness among Government teachers in the free and compulsory education policy.
  2. assess existing infrastructures on teaching effectiveness of Government teachers in the free and compulsory education policy.
  3. investigate the impact of available instructional materials on teaching effectiveness of Government teachers in the free and compulsory education policy.

 

1.4    Significance of the Study

This study will be of benefit mostly to school administrators and the government through the relevant ministry. To the government, the study will serve to point out the need to provide relevant infrastructures and learning materials to secondary schools as a means of boosting the free and compulsory education policy in the state.

To the school administrators, such as principals, the study will help to safeguard the available infrastructure provided in their schools. Secondly, it will help the State Secondary Education Board (SSEB) to re-strategize in their quest for qualitative education and to organize workshops/seminars to create awareness between high school enrolment, instructional materials and teaching effectiveness among teachers of Government.

Finally, the research will provide base data for future researchers in the field of education that has to do with free and compulsory education and teaching effectiveness among teachers and other teachers in the various subjects in secondary schools.

 

1.5    Research Questions  

The following research questions are formulated to guide the study:

  1. Does high school enrolment has any influence on teaching effectiveness among Government teachers in the free and compulsory education in secondary schools?
  2. How does existing infrastructures affect teaching effectiveness among teachers of Government in the free and compulsory education in secondary schools?
  3. What is the effect of instructional materials on teaching effectiveness among teachers of Government in the free and compulsory education in secondary schools?

 

1.6    Limitations of the Study

In a research finding on the topic free and compulsory education policy and teaching effectiveness in Government among secondary school teachers in Nsit Ibom Local Government Area, some constraints limited the work. One of these was lack of time due to other academic engagements by the researcher for widen the scope of the study. Information given by the respondents did not come as when needed. The delay slowed down the computation of the work.

 

Definitions of Terms  

The following terms is defined as used in the research:

Free and Compulsory Education Policy: This is an education policy in which government is responsible for the cost of education per child or student that enrolled with the government owned school. This policy also makes it compulsory for school located within their living environment once they cannot afford the cost of privately owned school.

Teaching Effectiveness: This refers to identification of learner’s needs, planning and preparation of appropriate programmes of learning, developing a portfolio of teaching techniques and method of supporting a range of learner’s assessment and progression, thus, meeting the professional requirement by the teacher in schools.

Instructional Materials: These are teaching resources that aids in teaching and learning in the classroom. They includes textbooks, charts, relia, models, models real object, audio-visual, audio aids, etc.

Large Class Size: This means a class where there are more students than the recommended number in the National Policy on education.

Infrastructures: This refers to the total amount of available and functional facilities and equipment available for use in the school system, examples, classrooms, seats (desks), libraries, laboratories, etc.

 

Conclusion

The successful and a better outcome of free and compulsory education depends on the teaching effectiveness of teachers in Government and any other school subjects in secondary school.

It is based on the findings of the study that the following conclusions were drawn:

  • The introduction of free and compulsory education led to increase in students’ enrolment which affects teaching effectiveness.
  • Free and compulsory education policy which result in increase students enrollment affect existing infrastructure thus influencing teaching effectiveness.
  • Availability and utilization of instructional materials by teachers of Government influence teaching effectiveness in free and compulsory education policy.

 

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Ikemesit

Ikemesit Akpan is my name. I am a Nigerian author. I work with projectboss.com.ng. I'm a researcher and a writer of academic research. ikemesitetukapan20233@gmail.com

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