TEACHERS CHARACTERISTICS AND PUPILS ACADEMIC ACHIEVEMENT IN ENGLISH STUDIES IN EARLY CHILDHOOD CARE EDUCATION

TEACHERS CHARACTERISTICS AND PUPILS ACADEMIC ACHIEVEMENT IN ENGLISH STUDIES IN EARLY CHILDHOOD CARE EDUCATION

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgment

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     Research Questions

1.5     Research Hypotheses

1.6     Significance of the Study

1.7     Assumptions of the Study

1.8     Delimitation of the Study

1.9     Limitations of the Study

1.10   Operational Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH METHOD

3.1     Area of the Study

3.2     Research Design

3.3     Population of the Study

3.4     Sample and Sampling Technique

3.5     Research Instrument

3.6     Validation of the Instrument

3.7     Scoring of the Instrument

3.8     Method of Data Analysis

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Analysis

4.2     Discussion of Findings

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Teaching involved the impartation of knowledge to a group of people through the utilization of some strategies. To some extent, knowledge or learning cannot occur alone (on itself) but it requires some professional personnel. It is important to note that the educational process revolves mainly around the teacher who produces the educated masses of the world. Moreover, Ikpe (2023) observed that Nigerian teachers must wakeup to the challenges ahead and keep a breast of modern trends in the teaching profession. Teaching involves a behaviour which can be identified and acquired by teachers and prospective teachers.

Teaching has been generally described as the process whereby a specialized skill is used to develop formal knowledge in the learner. It is the recognition of this fact that Ekanem (2006), stated that teaching is the possibility of people to influence others through interactive experience. This was why Nwafor (2018) earlier observed that teaching can only be said to take place when learning has taken place.

TEACHERS CHARACTERISTICS AND PUPILS ACADEMIC ACHIEVEMENT IN ENGLISH STUDIES IN EARLY CHILDHOOD CARE EDUCATION

As opined by Bernadette (2002) no nation has ever hoped to bee self reliant and builds a dynamic economy when their people are wallowing in ignorance, superstition and abject poverty.

The teaching – learning process involves at the centre of which are the teachers, whose role remains pivotal to the success of any educational programme (Ekanem, 2006). Therefore, teacher’s experience and teaching methods likes discussion method, filed trip, expository, project and lecture method etc. have their rightful place in the teaching – learning process, and determines the performance of pupils in English studies in primary schools.

Moreso, another factor account for pupils’ academic achievement in English Studies in primary schools is the characteristics of the teacher which include personal and profession characteristics.

Nwafor (2018) listed out the personal characteristics of the teacher as follows; communication skill, personal appearance, empathy, sense of human, friendliness with the learners as well as the teachers’ respect for the personality and views of the learners as well as the teacher’s respect for the personality and views of the learners in the school. This is also corroborated by Usenikpe (2015), who added other characters of the teacher such as poise, personality, emotional stability, effective speech, sense of good judgment, lack of command of English language and discipline. Teachers characteristics and pupils academic achievement in English studies in early childhood care education.

The characters of the teachers according to Part (2006) can either make or mar a child’s interest in a given subject in school. And if the teacher characters mar a child’s interest in any given subject in school, there is no doubt that the performance of the child in school will decrease.

Eggen (2001) said, the positive attitude of teachers is essential for effective learning and it’s also determines the level of pupils achievement. Cooper (2004), suggested that teachers should have the ability to plan instructions, write the purpose of teaching, present materials, and provide questions to the pupils etc.

Due to this fact, a lot of people have related the issue of poor performance of pupils to a number of factors including among others, poor choice of instructional strategy (teaching method). However, the researcher has chosen to examine teachers characteristics and pupils academic achievement in English studies in early childhood care education.

1.2    Statement of the Problem

The academic achievement of pupils in English Studies in various primary schools at both the urban and rural areas is on the decline. Though examination result reveal that the achievement of pupils during internal and even external examinations have not been so impressive.

Undeniably, there is a general outcry from the public about poor achievement in English studies among pupils and teachers are accused by the public as being responsible for the poor achievement by pupils. Moreover, some people relate this problem of poor achievement of pupils to certain factors like teachers’ gender, teachers teaching experience and teaching method among others. Teachers characteristics and pupils academic achievement in English studies in early childhood care education.

The poor achievement by pupils in English Studies has adverse effect on our educational objectives. In order to arrest and salvage this situation; urgent steps need to be taken so as to avoid more harm being done since English Studies remains one of the core subjects offered in school by pupils.

Therefore, it was based on this problem that this study was conducted to cover teachers characteristics and pupils academic achievement in English studies in early childhood care education.

1.3    Purpose of the Study

This study aimed to examine teachers characteristics and pupils academic achievement in English studies in early childhood care education. Specifically; the objectives of the study were to;

1. Examine teachers’ gender influence the academic achievement of pupils in English Studies.
2. Assess the difference that exist between teacher’s with five years experience and with two years experience on the academic performance of pupils in English Studies.
3. Determine the difference between play-way method of teaching and lecture method on the academic performance of pupils in English Studies.

1.4    Research Questions

                   This study was guided by the following research questions;

1. Does teacher’s gender influence academic achievement of pupils in English Studies?
2. Does teacher’s years of teaching experience influence academic achievement of pupils in English Studies?
3. Does teaching method influence pupils’ academic achievement in English Studies?

1.5    Research Hypotheses

In order to achieve the purpose of this study, the following research hypotheses were formulated:

1. There is no significant difference between academic achievement of pupils taught English Studies by male and female teachers.
2. There is no significant difference between academic achievement of pupils taught by teachers who has taught for five years and those who has taught for two years in English Studies.
3. There is no significant difference between academic achievement of the pupils taught by teachers who used play-way method of teaching and lecture method of teaching in English studies.

1.6    Significance of the Study

 The study will be of importance for the following reasons;

1. Firstly, it will serve as a reference material to those who will under take the study of this nature in the future.
2. Secondly, it will assist teacher and practicing teachers in the acquisition of adequate knowledge about teaching strategies. Teachers characteristics and pupils academic achievement in English studies in early childhood care education.
3. It will enable teachers and the practicing teachers to identify the strategy suitable for specific topic and when to apply them.

Operational Definition of Terms

The following terms are defined as they related to their usage in this study:

Academic Achievement: This is pupil’s performance scores in a course of study, represented in figures or letter grades.

Teaching: In brief, it is the act of imparting knowledge and also guiding the learners.

Teacher’s Characteristics: This is the personal and professional character of teachers the way of behaviour and performance.

Gender: In brief, this is the classification of individual into male and female.   

Teachers Teaching Experience: This is the experience a teacher got based on the number of years in the teaching field.

Teaching Method: This is the method adopted by a teacher during the teaching and learning of English Studies e.g. play way method and lecture method.   

Conclusion

Based on the data collected and the results analyzed, it shows that character, behaviour and the attitude of teachers significantly influence the academic achievement of pupils in English Studies in Early Childhood Care Education in Ikot Ekpene Local Government Area. The long years of experience, teachers’ gender and the method of teaching like play-way method also have significant influence on the academic achievement of pupils in English Studies.

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