Research Proposals

TEACHING RESOURCES UTILIZATION AND ACADEMIC PERFORMANCE OF PRE-PRIMARY SCHOOL PUPILS

TEACHING RESOURCES UTILIZATION AND ACADEMIC PERFORMANCE OF PRE-PRIMARY SCHOOL PUPILS

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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     Research Hypotheses

1.7     Delimitation of the study

1.8     Limitation of the Study

1.9     Definition of Term

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

 

CHAPTER THREE – RESEARCH METHODOLOGY

3.1     Area of the study

3.2     Research Design

3.3     Population of the study

 

3.4     Sample/Sampling Techniques

3.5     Instrumentation

3.6     Validation of the instrument

3.8     Administration of the instrument

3.9     Method of Data Analysis

 

CHAPTER FOUR – RESULT AND DISCUSSION OF FINDINGS

4.1     Data Presentation

4.2     Discussion of Findings

 

CHAPTER FIVE     – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Teaching resources  are  actual  or  physical  artifacts  that  engage  the  five  senses  in  a  rigorous, visual  or  both  manner  during  the  teaching  and  learning process. Teaching resources provisions in nursery schools encompass any type of information carrier which is used for encouraging pupils and improve teaching and learning process (Twagirayezu  and Andala 2023). Without reservation, teaching and learning materials are crucial to any successful teaching and learning process worldwide. This is because these resources aid the teacher to effectively transfer the content to the preschool learner, Karaka (2013) and Fabian (2015).

In fact, in Nigeria, primary schools are the recipient of the innocent innate children as they transit from home to school. As they move to school, they need to adapt to the new environment which they must meet a conducive atmosphere right from home to school.

 

TEACHING RESOURCES UTILIZATION AND ACADEMIC PERFORMANCE OF PRE-PRIMARY SCHOOL PUPILS

However, among the fears which tend to enhance children to like schooling are teaching and learning materials where children learn new experiences from (Rolleston, 2012). These materials tend to assist children to open up in many areas which lead to holistic learning. Therefore, it is worth noting that preschool teachers can testify that teaching become easier with such materials, Mwonga and Wanyama (2012).

Learning and teaching is the concern of a trained teacher but learning is a complex process. Moreover, teaching resources are instructional materials and devices through which teaching and learning are done as far as primary school as a subject is concern in schools.

 

Furthermore, Okunrotifa (2007) have examples of teaching resources to include visual aids, audio aids, audio-visual aids, real objects and many others. Thus, the visual aids are designed materials that may be locally made or commercially produced. They come in form of wall charts, illustrated pictures, pictorial materials, puppets and models. There are also audio-visual aids. These are teaching machines like radio, television and all sorts of projectors with sound attributes.

Akanbi (2012) specifically notes that whenever teachers taught with some teaching resources, their pupils get more stimulated because the learning aids used make the learners (pupils) to become more attentive. In addition, pupils positive attitude towards the subject generate more interest for the lesson the teacher teaches.

 

As a result, pupils participate better in class activity. Thus, this in-turn enhanced academic performance of pupils in class in primary school. In the opinion of Agun (2013), there is need for teachers to utilize teaching resources (visual, audio and audio-visual) for effective delivery of lessons effectively in the classroom especially in pre-primary classroom.

Consequently, the dwindling of economic affluence of the country makes it imperative that teachers should utilize teaching resources especially resources available within the local environment. This is because most government educational institutions cannot afford to provide imported materials. Hence, there is need for teachers and their pupils to also improvise teaching and learning resources. This can enhance effective teaching and learning thus improves academic performance of pupils in any subject.

 

Audio-visuals mean something related to sound and visual or light. They include printed materials and their audio equipment. They can also exist in some other forms as slides of computer screens, down leading of computer search, interactive video disc which requires the image storage medium, a monitor or receiving inputs. Its use as teaching resources for pre-primary children helps to retain interest of the learners during the delivery of lessons in the classroom (Green and Brain, 2015).

However, as put forward by Fred, (2014) visual such as charts, textbooks, pictorials, dioramas, models and graph teaching resources when utilize in teaching children makes teaching/learning relatively cheaper than the imported or standard resources, because they are easily available for use by teachers. With these background and more, the study examine teaching resources utilization and academic performance of pre-primary school pupils.

 

1.2     Statement of the Problem

It has been observed that, the teaching in pre-primary education without teaching resources such as audio-visuals and visual resources might result to poor academic performance and lack of interest in the subject among pupils.

It should be noted that many basic science teachers lack the skills and basic tools for designing and producing of teaching resources as well as the will or determination to utilize teaching resources in their teaching. This is because the culture of utilization of teaching resources has not been well developed in teachers in the teacher education programme in teachers training institutions. This has greatly resulted in poor academic performance among basic science pupils. The study therefore, attempts to investigate the influence of teaching resources utilization on academic performance of pre-primary school pupils in basic science.

 

1.3     Purpose of the Study

The purpose of the study is to examine teaching resources utilization on academic performance of pre-primary school pupils. Specifically, the study intends to:

  • Investigate the relationship between audio teaching resources utilization and academic performance of pre-primary school pupils.
  • Investigate the relationship between audio-visuals materials utilization and academic performance of pre-primary school pupils.

 

1.4  Significance of the Study

Firstly, this study will highlight what effect teaching resources improvisations have on academic performance of pre-primary school pupils in basic science.

To the teachers, it will enhance innovational thinking, creativity and resourcefulness as they will have to think of and select relevant teaching resources utilization.

It will expose pre-primary school teachers to the need of improvising teaching resources in the teaching-learning of pre-primary school children.

To the government; it will enable them through the ministry of education to assess the provision of teaching resources in our pre-primary school for the teaching in schools.

To the parents; the findings of the study will enable them to know the need of providing teaching resources for their children at home.

Lastly, the study will serve as the reference point to other pupils/scholars who will be researching in the same topic.

 

1.5     Research Questions   

  • Is there any significant relationship between audio teaching resources utilization and academic performance of pre-primary school pupils in basic science?
  • Is there any significant relationship between audio-visuals materials utilization and academic performance of pre-primary school pupils in basic science?

 

1.6     Research Hypotheses 

  • There is no significant relationship between audio teaching resources utilization and academic performance of pre-primary school pupils in basic science.
  • There is no significant relationship between audio-visuals materials utilization and academic performance of pre-primary school pupils in basic science

 

Operational Definition of Terms

Teaching Resources: These refer to the different means of information dissemination and materials by which effective teaching and learning process can be achieved. This usually contains educational information.

Academic Performance: In brief, this means ones level of progress in the schools subject. That is the score in test, assignment and examination.

Audio-Visual: Audio-visual teaching resources are devices that make use of sense of hearing and seeing, such as television and the computer.

Audio:  Audio teaching resources are devices that make use of sense of hearing only, like radio and audio tape recording.

 

Conclusion

This study investigated teaching resources utilization and academic performance of pre-primary school pupils. Thus, it can be concluded from the result of the study that there is a significant relationship between audio teaching resources utilization and academic performance of pre-primary school pupils.

 

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Peter Hezekiah

I am Peter Hezekiah, a Nigerian. A graduate of Economics/Education. I'm the Editor in projectboss.com.ng (A online company that deals with writing of final year project and provision of project materials of any topic to final year project students). My personal email is lawsonpeter10@gmail.com. My personal number; +2347068634102

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