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THE IMPACT
OF LESSON PLANNING ON THE TEACHING AND LEARNING PROCESS OF SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1.
Background to the study
Planning in
the context of education entails the process of setting objectives and
determining the means to achieving the objectives. It entails deciding in
advance what to be taught how, to teach, when to teach, who is be taught, and
the evaluation of recipient. Planning is the beginning of teaching and learning
process, before a teacher goes to the class to deliver any lesson, he plans
such lessons while education administrators make policy and plan the curriculum
for the school to implement them.
Through
planning for a lesson makes the teaching-learning encounter valuable and
productive impact. Conversely, no planning leads to a wasteful and unproductive
lesson. The motion pervades education at all levels andin all subject areas
(Egbe, 2008). There appears to be widespread agreement not only on the value of
planning, but also on the substance and format of plans. The plan that enlisted
universal acceptance contains the purposes, experiences and their organization
and evaluation.
If a lesson
is to be effective, the teacher needs to make decision in these areas before
the lesson. He needs to identify the objectives he intends to develop, the
knowledge or subject-matter, objectives as well as the process and effective
objectives.
He needs to select and organize students learning experience that
will develop
the objective. He needs to make decision about activities to be used, materials
to be gathered, amount of time to be spent, and other matters.
Finally, he
needs to decide what method or instrument to use to determine whether the
teaching accomplished the objective of the lesson.
The notion
that effective planning will give direction to teaching and result in
worthwhile efficient
learning has
considerable logical validity. It would seem
that
careful, detailed planning concerning purposes, experiences and evaluation
would result in useful and appropriate teacher behavior in the classroom.
But is this
assumption valid?
Does
planning increase the effectiveness of teaching and learning?
It is
against this background that the researcher deemed the subject matter.
The impact
of effective planning on teaching and learning process worthy of investigation.
1.2
Statement of problem
The state of
teaching is fast deteriorating in primary school in Chikun Local Government
Area. Consequently, pupils become disenchanted and apathetic toward learning.
As such it
becomes imperative to reappraise the impact of effective planning on teaching
and learning process in Chikun Local Government Area of Kaduna State. The main
pedagogical problems to consider is: Does effective
planning
have a beneficial erect on teaching and learning?
Hence, the
subject matter of this research the impact of eective
planning on
teaching and learning process becomes an empirical problem worthy of
investigation.
1.3
Objectives of the study
The main
objective of the study is to examine the impact of eective
planning on
teaching and learning process in Chikun Local Government Area of Kaduna
State. The
specific objectives are:
1. To
examine the beneficial eect
of planning
on teaching.
2. To
evaluate how planning aect
learning.
3. To
identify the problems militating against planning in schools in the area of the
study.
4. To proer
possible
solutions to the identified problems aecting
eective
planning in
schools in Chikun Local Government Area of Kaduna State.
1.4 Research
Questions
i. What are
the beneficial eect
of planning
on teaching?
ii. How does
planning aects
learning?
iii. What
are the problems militating against planning in schools?
1. What are
the possible solutions to this problems?
1.5
Significance of the study
The study
will be useful to schools in Chikun Local Government Areas in particular and
other schools in Kaduna and indeed Nigeria. Especially as they utilize
the findings
of this study as a basis for lesson, planning, administrative planning and
general planning of school management. The study will be a good
reference material
for students, scholars and individuals undertaking similar research. It can be
used as a spring board to undertake their own research.
1.6 Basic
Assumptions
1. Planning
enhances teaching and learning in primary schools in Chikun Local Government Area.
2. Planning
give direction to teachers in Chikun Local Government Area.
3. Planning
lead to the actualization of the educational objective of Chikun Local
Government Area.
4. Education
planning in school is confronted with problems of inadequate data and skilled
personnel in Chikun Local Government Area from twelve
selected
primary schools with a total population of 211 respondents using the Crusious
(2001) sample size technique which advocate for ten percent of the
total
population as the appropriate sample size.
1.7 Scope
and Limitation of the study
The study
covers an examination of the impact of planning on teaching and learning
process in twelve selected primary schools from in Chikun Local
Government
Area of Kaduna State. To this end, the study examines the beneficial eect
of planning
on teaching as well as learning. The study equally identify
the problems
militating against eective
planning in
schools in Chikun Local Government Area as well as making recommendation to the
barriers to eective
planning’s
in schools.
Study covers
a time from 2011 to 2012 being the timeframe for this study.
1.8
Definition of Terms
Planning:
The process of setting objectives and the means to attain educational goals.
Curriculum:
Sequence of teaching and learning in form of plans and intentions.
Lesson plan:
Setting specific objective in order to eectively
teach what
is in a scheme of work.
Policy:
Framework formulated in order to actualized educational attainment in a state.
Forcast:
Projection into future goal attainment in school
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