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SOCIAL
FACTORS AFFECTING EFFECTIVE TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Effective
teaching and learning is affected by a number of factors including admission
points, social economic status and school background. Geiser and Santelices
(2007), Acato (2006), and Swart (1999) all argue that admission points which
are a reflection of the previous performance influence future learning ability
of students. Considine and Zappala (2002) argue that families where the parents
are advantaged socially, educationally and economically foster a high level of
achievement in their children. Sociocultural approaches to the process of learning
are increasingly being applied by educationalists. Sociocultural theorists
argue that individuals cannot be considered in isolation from their social and
historical context and therefore it is necessary to look at the society and the
developments occurring at a given time. Two principal agencies, the family and
the school powerfully shape children’s learning experiences. The influence of these two agencies is
constrained by the wider social and cultural systems into which they are
embedded. There is great diversity in
cultural backgrounds, social conditions, family arrangements and school
organization. These two factors have
been going through constant modifications. The relationship between family
socio-economic status and the learning outcomes of students is well established
in sociological research. While there is disagreement over how best to measure
social factors, most studies indicate that students from low social status
families do not perform as well as they potentially could at school compared to
students from socially high background (Graetz, 1995).
Most
studies, however, compare students from across all social backgrounds to reach
the conclusion that low social status adversely affects a range of teaching and
learning outcomes. Research has shown the importance of the type of school a
student attends in influencing educational outcomes. While research in the US
has found that social variables continue to influence teaching and learning
even after controlling for different school types, the school context tends to
affect the strength of the relationship between social factors and effective
teaching and learning (Portes and MacLeod, 1996). Similarly, research in
Britain shows that schools have an independent effect on student attainment
(Sparkes, 1999). While there is less data available on this issue in Australia,
several studies using the Longitudinal Surveys of Australian Youth have found
that students attending private non-Catholic schools were significantly more
likely to stay on at school than those attending state schools (Long et al.,
1999; Marks et al., 2000). Students from independent private schools are also
more likely to achieve higher end of school scores (Buckingham, 2000). While
school-related factors are important, there is again an indirect link to social
factors, as private schools are more likely to have a greater number of
students from high socially high families, select students with stronger
academic abilities and have greater financial resources. The school effect is
also likely to operate through variation in the quality and attitudes of
teachers (Sparkes, 1999). Teachers at disadvantaged schools, for instance,
often hold low expectations of their students, which compound the low
expectations students and their parents may also hold (Ruge, 1998)
1.2 STATEMENT OF THE PROBLEM
Formal
education confronts students with many demands that are not a regular or
frequent characteristic of their everyday experience outside the classroom. The
practice of education confronts students with meaningful and necessary
discontinuities in their intellectual, social and linguistic experiences.
Hence, the need to examine the effects of social factors on effective teaching
and learning in senior secondary schools.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
1. To examine the social factors affecting
effective teaching and learning in senior secondary schools.
2. To identify other factors affecting
effective teaching and learning in senior secondary school.
3. To examine the relationship between social
factors and effective teaching and learning in senior secondary schools.
1.4 RESEARCH QUESTIONS
1. What are the social factors affecting
effective teaching and learning in senior secondary schools?
2. What are the other factors affecting
effective teaching and learning in senior secondary school?
3. What is the relationship between social factors
and effective teaching and learning in senior secondary schools?
1.5 HYPOTHESIS
HO: There is
no significant relationship between social factors and effective teaching and
learning in senior secondary schools.
HA: There is
significant relationship between social factors and effective teaching and
learning in senior secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
1. The outcome of this study will educate the
education administrators on the relationship between social factors and
effective teaching and learning in senior secondary schools.
2. This research will be a contribution to the
body of literature in the area of the effect of personality trait on student’s
academic performance, thereby constituting the empirical literature for future
research in the subject area.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study
will cover the relationship between social factors and effective teaching and
learning in senior secondary schools.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time constraint-
The researcher will simultaneously engage in this study with other academic
work. This consequently will cut down on the time devoted for the research
work.
REFERENCES
Acato, Y.
(2006, February 21). Quality assurance vital. New vision, university guide
2006/2007.
Buckingham,
J. (2000), .The truth about private schools in Australia., Issue Analysis,
No.13, Centre for Independent Studies, Sydney
Considine,
G. & Zappala, G. (2002). Influence of social land economic disadvantage in
the academic performance of school students in Australia. Journal of Sociology,
38, 129-148. Retrieved on August 16, 2007 from http://jos.sagepub.com
Geiser, S
and Santelices, V. M. (2007). Validity of high school grades in predicting
student success beyond the freshman year. Retrieved on February 8, 2008 from
http://cshe.berkeley.edu/publications/docs/ROPS.GEISER_SAT_6.12.07.pdf
Graetz, B.
(1995), .Socio-economic status in education research and policy. in John Ainley
et al., Socio-economic Status and School Education DEET/ACER Canberra.
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