THE EFFECT OF POOR TEACHER AND PUPILS’ RELATIONSHIP IN ACADEMIC ATTAINMENT (A CASE STUDY OF ENUGU SOUTH LGA OF ENUGU STATE)
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THE EFFECT OF POOR TEACHER AND PUPILS’ RELATIONSHIP IN
ACADEMIC ATTAINMENT (A CASE STUDY OF ENUGU SOUTH LGA OF ENUGU STATE)
Abstract
This study is aimed at determining the factors that
are affecting poor teacher and pupils’ relationship in academic attainment in
Enugu Urban, Enugu South Local Government Area, Enugu State. For a successful research work, the
following research questions were formulated:
(i)
To what extent do teachers use leisure time to engage the pupils in
friendly chats?
(ii)
To what extent do teachers use praises on the pupils in their class?
(iii) In
what ways do teachers punish and react towards pupils in the class whenever
their attentions are needed by them?
(iv) To
what extent do teachers allow pupils’ freedom in the class?
The population of the study consisted of all teachers
in primary schools in Enugu Urban Local Government Area. Two hundred and fifty teachers were selected
through a stratified random sampling and ten primary schools were also selected
for the study. Data were collected through
the use of questionnaires. The data were
analyzed using the mean. The findings
indicated that the extent at which teachers use leisure time to engage the
pupils in friendly chat leads to the poor teacher pupils’ relationship in
academic attainment in Enugu Urban. The
extent at which teachers use praises on pupils in the class is one of the major
problems militating against teacher pupils’ relationship in Enugu urban. Also, the way teachers react towards pupils
in the class whenever their attentions are needed by them leads to poor teacher
– pupils’ relationship in primary schools in Enugu Urban. Finally, the way teachers allow pupils’
freedom in the class has its own effect on poor teacher and pupils’
relationship in primary schools in Enugu (South) Urban Local Government Area,
Enugu State.
Table of Content
Content Page
Title Page
i
Certification ii
Dedication
iii
Acknowledgement
iv
Abstract
v
Table of Content
vi
Chapter One
Introduction
1
(i)
Background of the study
1
(ii)
Statement of the Problems
3
(iii)
Purpose of the Study 4
(iv)
Significance of the Study
5
(v) Scope
of the Study
6
(vi)
Research Questions
6
Chapter Two
2.0
Literature Review
7
2.1
Conceptual and Theoretical Framework 7
2.2 The
effect of Poor Teacher- Pupils’ Relationship in Academic
Attainment
11
2.3
Implication of Poor Teacher-Pupils’ Relationship in Academic
Attainment
14
2.4 The
Professional Incompetence of the Teachers 16
2.5
Empirical Review
17
Chapter Three
Research Methods
18
i.
Design of the Study
18
ii.
Area of the Study
18
iii.
Sample and Sampling Techniques
19
iv.
Instrument for Data Collection
20
v.
Method of Data Collection
21
vi.
Method of Data Analysis
21
Chapter Four
Presentation of Results
22
Summary of Findings
31
Chapter Five
Discussion of Findings, Conclusion and
Recommendations 33
Discussion of findings 33
Conclusion
35
Educational Implications
35
Recommendations
36
Summary of the Study
37
Suggestion for Further Research 38
References
39
Appendices
40
Letter of Introduction
40
Questionnaire items
41
List of Schools studied 45
Chapter One
Introduction
(i)
Background of the study
Education is a highly rated public venture used as an instrument par
excellence in national development.
Credence is given to this view by the five national objectives of
Nigeria in the second National Development Plan and endorsed as the necessary
foundation for the National Policy on Education. Based on using education a
tool for the realization of the national objectives, various other achievement
are expected from education in national devilment, such aims are as follows:
Better human
relationship
Self realization
Individual and national unity
Olumba (1999)
These
aims can never be actualized if there are poor relationship existing between
the teacher and his pupils. Bringing
these aims to reality depends on the orientation of teachers and pupils in the
educational system because good education requires trained and committed
teachers, who will carry the pupils along way to achieve the educational
goals. Therefore, the purpose of
introducing this study or subject is to make the teacher/pupils functional in
relating well with one another and discharging their respective duties in order
to achieve the aims of the National Policy on Education.
Philosophy of education laid emphasis on human relation in the process
of teaching and learning. It is believed
that teaching in every respect is a serious business and should be seen to be
so. As a banker is governed by certain
principles, which make him expert in his field, so is the teacher governed by
certain principles which made him to be expert in his own area of
specialization.
Teaching is the process of inculcating in the learner the desirable
knowledge, culture, skills, value and norms which will make him to be useful to
himself and the society at large. Therefore
to promote the relationship between the teacher and pupils, the teacher must
determine the best efficient and effective methods of teaching, then select
materials to create conducive learning experiences that will utilize the
content associated with each objectives.
However, in order to improve children, it is necessary that pedagogy
becomes a study; otherwise, there is nothing to hope from it. To this end, a careful analysis of any method
must precede its use. This is where
philosophy comes in. So it is on
philosophy that the art of education must wait for a design of action. Evident are the several theoretical models
which philosophers and educators have come up with according to their best or
frame of mental dispositions. For
example, the nationalists emphasized on motivation, direct experience and on
maintaining interest of the child. Their
main concern is to create suitable environment in order to influence the
development of an individual.
Pragmatist recommend socialized techniques, projects and problem-solving
method. Yet, the divergent and wide
these schools are, they focus on common problem militating against education,
the aims of education, the nature of the learner, educational content, method
and the condition under which the learners can obtain the maximum experience.
Moreover, in view of the above background the researchers are challenged
to find out the effect of poor teacher and pupils’ relationship in academic
attainment in primary schools, A case study in Enugu South Local Government
Area.
(ii)
Statement of the Problems
The effect of poor teacher and pupils’ relationship in
primary schools in Enugu Urban has led to poor academic performance, formation
of bad gangs by pupils, perpetual hatred to teachers, neglect of some subjects
(for example, English Language), which then gave rise to serious problems for
the realization of educational objectives.
It is unfortunate that a good number of pupils have
lost virtues of good behavior since their teachers did no longer show them
love, caring and affections. This is applicable to pupils from home of poor
economic backgrounds. A good number of
pupils in our homes lack respect for their parents, teachers, let alone
elders. Teachers keep complaining of the
attitude of the pupils whenever they meet them on street, market, and their
homes without realizing that they are the cause of the bad attitude they observe
in their pupils. There are cases of
pupils on seeing their teachers, they will hide away from them, calling their
teachers names that are not their real names and so on.
Therefore, until the factors that affect poor teacher
and pupils’ relationship are positively addressed/dealt with, the national
objectives on education can never be realized.
(iii)
Purpose of the Study
The purpose of this study is to determine the factors
that affect the poor teacher and pupils’ relationship in academic attainment in
primary schools in Enugu Urban (A case study in Enugu South).
Significantly, the study will attempt to realize the
following:-
i.
To know the extent at which teachers use leisure time to engage his
pupils in a friendly chat
ii. To determine the extent at which
teachers use motivation on the pupils in their classes
iii.
To find out the way teachers react towards pupils in the classes when
they are asked questions.
iv.
To find out the extent at which teachers allow pupils’ freedom during
their break period.
(iv)
Significance of the Study
This research work is being carried out to investigate
the effect of poor teacher and pupils’ relationship in academic attainment in
primary schools in Enugu Urban, Enugu South Local Government Area. The work will go a long way in helping all
stakeholders of education, which include teachers, pupils, parents and the
entire system of education.
The researchers’ work will be of benefit to the
teachers as it will serve as sense of direction to them by helping them to
understand and know the reason why children perform blow standard, academically
in Enugu Urban primary schools in Enugu South.
Also the work will be of benefit to pupils as they acquire more
knowledge which thereby changes their academic performance from negative to
positive based on the improvement in their relationship with them. In the case of ministry of Education, they
will benefit from their names being gazette in their magazine having recognized
them for excellence. The ministry of
Education may as well give them grants to maintain the schools in all
activities such as sports, and other equipment required; thereby the schools
would be an asset to the management and not liability.
(v) Scope
of the Study
For an efficient and successful work to be carried
out, the researchers limit this study to a defined geographical zone that is
concerned (Enugu primary schools, Enugu South).
Researchers also consulted materials like text books, journals,
periodicals and also sample some primary schools in Enugu Urban Enugu South
Local Government Area.
(vi)
Research Questions
The following questions were formulated to guide the
study
i. To what
extent do teachers use leisure time to engage the pupils in friendly chat?
ii. To what
extent do teachers use praises on the pupils in their class?
iii. In what
way do teachers punish and react towards pupils in the class whenever their
attention is needed by them?
To what extent do teachers allow pupils’ freedom in
the classroom?
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