TEACHERS VARIABLE AND THEIR INSTRUCTIONAL EFFECTIVENESS IN SOCIAL STUDIES

TEACHERS VARIABLE AND THEIR INSTRUCTIONAL EFFECTIVENESS IN SOCIAL STUDIES
TEACHERS VARIABLE AND THEIR INSTRUCTIONAL EFFECTIVENESS IN SOCIAL STUDIES

TEACHERS VARIABLE AND THEIR INSTRUCTIONAL EFFECTIVENESS IN SOCIAL STUDIES

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TABLE OF CONTENTS

TITLE PAGE

DECLARATION

CERTIFICATION

ACKNOWLEDGEMENTS

ABSTRACT

TABLE OF CONTENTS

LISTS OF TABLE

CHAPTER ONE: INTRODUCTION

1.1     Background of the study

1.2     Theoretical framework

1.2.1  Teaching preparation and procedures

1.2.2  Knowledge of subject-academic preparation

1.2.3  Personal characteristic and professional responsibility

1.3     Statement of the problem

1.4     Purpose of the study

 

1.5     Research questions

1.6     Research hypotheses

1.7     Significance of the study

1.8     Basic assumptions of the study

1.9     Scope of the study

1.10   Definition of terms

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE:    RESEARCH METHODOLOGY

3.1     Research design

3.2     Area of the study

3.3     Population of the study

3.4     Sampling technique

3.5     Sample

3.6     Instrumentation

 

3.6.1  Validity of the research instrument

3.6.2  Reliability of the instrument

3.7     Administration of the instrument

3.8     Scoring of the instrument

3.9     Statistical treatment of data

 

CHAPTER FOUR: ANALYSIS OF DATA, PRESENTATION AND DISCUSSION OF FINDINGS

4.1     Data presentation

4.2     Discussion of result

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1     Summary

5.2     Conclusion

5.3     Recommendations

5.4     Suggestion for further studies

5.6     References

5.7     Appendix

 

CHAPTER ONE

INTRODUCTION

1.1     Background to the study

Good achievement in schooling could be the partial contribution of several factors such as teacher, learner and school variable among others. Moreover, Adodo (2017) argued that one key overriding factor for the success of learner’s academic achievement is the teachers.

However, Ibrahim (2020), believed that teacher charts qualification and exposure can go a long way to bring about teacher’s high instructional effectiveness.

Grave stock and curator Greenleaf (2018) states that the explanation for good or poor teacher’s instructional effectiveness have been quite exhaustive yet controversy still exists among scholars as to what contribute singly or jointly to learner’s poor performance. Be that as it may the important role of the teachers in learning is unquestionable.

 

TEACHERS VARIABLE AND THEIR INSTRUCTIONAL EFFECTIVENESS IN SOCIAL STUDIES

Furthermore, teachers should have and apply specific abilities without which their influence may not be reflected for learners to be able to make connection between what is taught in school and its application in problem solving in real life, the teacher has to be effective in their teaching.

In his study Adeogun (2015) opined that the quality of the educational system depends on the quality of its teaching staff and that a school without human resources may not be able to achieve the goal and objective of the educational system, Adesina (1980) in Ekanem (2011) also noted that teachers are the major indication and determinate of quality education.

In fact, highly professional teacher who are dedicated are needed in schools. Without a doubt, it has been established accounting to correlation between what teacher knows and what they teach. Thus the ability to teach effectively depends on the teacher’s knowledge and knowledge occurs in a variety of forms. Teachers variable and their instructional effectiveness in social studies.

 

In addition, teacher effectiveness is impeded if the teacher is unfamiliar with the body of knowledge taught. The implication of this for teacher is that they must thoroughly understand the content of what they teach.

Usman (2023) argued that shortage of qualified teachers is responsible for the poor academic achievement  observable among the learners while Ademulegun (2021) argued that learners taught by more qualified and experience teachers in terms of knowledge of the subject matter performs better than those taught by less qualified but experienced teachers. Therefore, this study aimed to examine teachers variable and their instructional effectiveness in social studies.

 

1.2     Statement of the problem

Social studies being the core social science subject that is offered by all learners’ primary and junior secondary level of education has been seen to have been faced with the challenges faced by other subjects in terms of poor performance of learners.

Consequently, this poor performance’ among learners has caused serious concern among teachers, parent, government and educational administrators. Without a doubt, the parents and teachers have blamed the learners for not reading.

However, it is this existing gap that this present study intended to fill up by undertaking the research study on the topic: “teachers variable and their instructional effectiveness in social studies”.

 

1.3     Purpose of the study

The purpose of this study is to establish the relationship between teachers variable and their instructional effectiveness in social studies. Specifically the study was designed to:

(i)      Examine the influence of teacher’s qualifications on instructional effectiveness in social studies in private secondary schools.

(ii)     Determine the influence of teacher’s years of teaching experience on instructional effectiveness in social studies in private secondary schools.

(iii)    Investigate the influence of teacher’s gender on instructional effectiveness in social studies in private secondary schools.

 

1.5     Research questions

To achieve the desired objectives, the following research questions were formulated to guide the study:

(i)      What is the relationship between teacher’s qualifications and instructional   effectiveness in social studies in private secondary schools?

(ii)     What is the relationship between teacher’s years of teaching experience and instructional effectiveness in social studies in private secondary schools?

(iii)    How does teacher’s attitude relate with instructional effectiveness in social studies in private secondary schools?

 

1.5     Research hypotheses

The following research hypotheses were formulated for the study:

  • There is no significant relationship of teacher’s qualification on instructional effectiveness in Social studies in private secondary schools.
  • There is no significant relationship of teacher’s years of teaching experience on instructional effectiveness in Social studies in private secondary schools.
  • There is no significant relationship of teacher’s attitude on instructional effectiveness in Social studies in private secondary schools.

 

Conclusion

Based on the findings of this study, it is evident that the heart of Nigerian educational system is the teacher and those teachers are the major indicators and determinant of quality education. Teachers variable and their instructional effectiveness in social studies.

Therefore, it is concluded that employment of teachers in the school system should be based on qualification as this can affect instructional effectiveness of the teachers in social studies in private secondary schools.

 

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