Title Page
Certification/Declaration
Approval Page
Dedication
Acknowledgement
Abstract
Table of content
Chapter 1
Introduction
1:1 Introduction
1:2 Background of the Study
1:3 Statements of Problems
1:4 Objectives of the Study
1:5 Research Question
1:6 Study of the Hypothesis
1:7 Significance of the Study
1:8 Justification of the Study
1:9 Scope of the Study
1:10 Definition of Terms
Chapter 2
Literature Review
2:0 Introduction
2:1 Conceptual Clarification
2:2 Theoretical Framework
2:3 Literatures on the Subject Matter
Chapter 3
Research Methodology
3:0 Area of Study
3:1 Source of Data
3:2 Sampling Techniques
3:3 Method Data Collection
3:4 Method of Data Analysis
3:5 Reliability of Instrument
3:6 Validity of Instrument
3:7 Limitations of the Study
Chapter 4
Data Analysis
4:0 Introduction
4:1 Finding of the Study
4:2 Discussion of the Study
4:3 Summary
Chapter 5
Summary, Conclusion and Recommendation
5:0 Summary of Findings
5:1 Conclusion
5:2 Recommendations
5:3 Proposal for Further Studies
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
The quality of any educational system depends to a great
extent on the quality of teachers. Teachers are the most important component of
any educational system because they are the people to shape the behaviour,
thinking and attitude of the pupils/students in the teaching/learning
situation. The quality of teachers determines the quality of teaching and
knowledge imparted to the students and the quality of learning outcomes. If
quality universal basic education is to be achieved, government and agencies involved
in the management of UBE must make adequate provision for staff development
programmes. Quality education is that type of education that is relevant to the
needs of the learners and the needs of the society.
It is the education that produces the complete person, a
well educated wholesome individual that is intellectually, morally, physically,
emotionally and socially developed. Thus, quality education should be education
that inculcate in the learners dignity of labour, respect, ethical value, religious
tolerance, self-reliance political stability, security, quality leadership and
industrial harmony (Majasan, 1998).
Akpan (1999) in his study reported that teacher retraining programmes
apart from developing in the teacher, self-confidence, it also improves upon
the teachers’ teaching method, class control, supervision of students, and
knowledge of subject matter and use of instructional materials. These enhance
teaching effectiveness and quality outcomes.
Professional development according to Yemmy (2010) is a
process engaged in to enhance the knowledge, skills and attitudes of the
teachers. This implies the responsibility to create, preserve, evaluate and
transmit knowledge through continuing learning. Development programme have the
ingredient of fostering and preserving the scholarly values, curiosity and
integrity to nurture these values through inculcation. Chukwu (2009) states
that basic aims of professional development are to improve quality of the
teaching and learning as well as to improve the performance of those with
teaching and management responsibilities. So the ideas for academic development
can be said to conceived from the organizations acknowledgement that efficiency
and effectiveness to a large extent depend on training and re-training of the
work force.
Moreso, Obodegbulam (2007) categorized professional
development into three components which are instructional development that
under pins evaluation methods, technologies and curriculum development,
organizational development that reflects on team building, decision-making and
management and personal development that incorporate interpersonal skills,
training and career development as a focus. The implication therefore is that
professional development is conceived in term of partnership between individual
and organize.
Technology competency is another important aspect of teacher
professional development programme. Teachers need technology to improve upon
their job efficacy. In this period of knowledge driven society, teachers need
to acquire sound knowledge on how to use ICT tools to enhance quality teaching
and learning in schools. Seminars, conferences and workshops expose teachers to
new teaching strategies and the use of modern instructional aids in teaching
and learning. The curriculum of universal basic education is value-loaded and
therefore requires teachers with the requisite expertise for effective
curriculum content delivery and exposure of the learners to appropriate
learning experiences. Obi (2000) in his study found that teachers’ development
programmes improve them both academically and professionally and apart from
helping them to update their knowledge, it serves as a motivating factor for
teacher efficiency.
1.2 STATEMENT OF
PROBLEM
Teachers are crucial inputs of any educational system
because they have the command of the knowledge and skills to be imparted to the
learners. Hence, the quality of teachers determines to a great extent the
quality of teaching and learning outcomes. The government has put in place
various professional development programmes for teachers in order to enhance
quality basic education. Such programmes include among others are such
programmes include among others in-service training, ICT training, seminars,
workshops and induction programmes for teachers. However, despite government
effort and investment in teacher development programmes, the quality of
students and their academic performance does not improve to any appreciable
level. Some educators blame this on ineffective management of the programme by
those concerns, while others attribute it to the poor attitude of some teachers
toward the programme and poor work behaviours. It is against this background
that this research work is conducted to examine the effect of teacher’s
professional skills development and secondary school students academic
performance in Basic technology
1.3 PURPOSE OF THE
STUDY
To determine the effect of teachers technology competency on
the academic performance of students in basic technology
To determine the effect of teachers education level on the
academic performance of students in basic technology
To determine the effect of teachers morale on the academic
performance of students in basic technology
To determine the effect of teachers alignment with school
curriculum on the academic performance of students in basic technology
SIGNIFICANCE OF THE STUDY
The findings of this study would be of benefits to students
and teachers, business education curriculum developers, educational
administrators, government policy makers, vocational counselors and
researchers.
Teachers would benefit from the finding of the study which
would enable teachers to adjust their behaviours in order to affect the
learning process in positive ways, thus increasing pupils academic interest.
The findings of the study would open up areas that the
business education curriculum experts would have to emphasis on, in order to
improve the teaching and learning of Basic technology at all level.
The findings would also be useful to government in
formulating purposeful goals that are oriented towards improving the
environmental variables and learning facilities in the academic society and
would boost.
RESEARCH QUESTION
What is the effect of teachers technology competency on the
academic performance of students in basic technology?
What is the effect of teachers education level on the
academic performance of students in basic technology?
What is the effect of teachers morale on the academic
performance of students in basic technology?
What is the effect of teachers alignment with school
curriculum on the academic performance of students in basic technology?
HYPOTHESES
There is no significant effect of teachers technology
competency on the academic performance of students in basic technology.
There is no significant effect between teachers education
level on the academic performance of students in basic technology.
There is no significant effect teachers morale on the
academic performance of students in basic technology.
There is no significant effect teachers alignment with
school curriculum on the academic performance of students in basic technology.
BASIC ASSUMPTIONS OF THE STUDY
The study was predicated on the following assumptions:
Teachers technology competency affect the academic
performance of students in basic technology.
Teachers education level affect the academic performance of
students in basic technology.
Teachers morale affect academic performance of students in
basic technology.
Teachers alignment with school curriculum affect academic
performance of students in basic technology.
DELIMITATION OF THE STUDY
It is inevitable that a survey research of this nature must
have some constraints which impact on this study. The materials for a proper
and effective research work constituted a major limitation and even the
decision to use questionnaire in data collection constituted some limitation of
the study, that is, how to get the true and required information from the
workers.
Finally, there was an anticipation of the problem of
convincing the respondents on the filling of the questionnaires and to give the
true and required information. But for the quick intervention the class
representatives the departments took time to clear the air and convince their
course mates, helped me to accomplish my assignment.
1.9 DEFINITION OF
TERMS
Students Performance: With regards to the context of this
study, this refers to the scores obtained by the students in basic technology
at the end of the third term.
Teacher’s Professional Skills Development: With regards to
the context of this study, this refers to teacher’s skills, values and various
factors which affect the students’ academic performance. Like technology
competencies, educational qualifications, morale, curriculum alignment etc.