PRINCIPAL PERCEPTION OF CAUSES AND IMPLICATION OF LAXITY AND INDOLENCE AMONG SCIENCE TEACHERS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
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PRINCIPAL
PERCEPTION OF CAUSES AND IMPLICATION OF LAXITY AND INDOLENCE AMONG SCIENCE
TEACHERS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
ABSTRACT
The title of the study is the
principal perception of the causes of laxity and indolence among the science
teachers and its implication on the students in the secondary school in Enugu
Educational zone. The purpose of the study was to find out principal perception
of causes and implication of laxity and among science teachers on academic
performance of secondary student in Enugu educational zone. Enugu state. The
design of the study was descriptive survey. 200 respondents were selected using
simple random sampling. The instrument used for data collection was
questionnaire. The data generated were analyzed using weighted mean. The
findings of the study include that the caus3es of laxity and indolence are lack
of the following
1) Knowledge of the content of the
subject matter;
2) Inadequate supervision an
inspection
3) Motivation to the teachers. Laxity
and indolence of science teachers lead to non giving of assignment, non
coverage of science work, non – assessment of learning outcome of the students.
Laxity and indolence of the teachers lead to poor academic performance of the
students both in internal and external examinations. The recommendations
include that intelligent energetic, creative goal oriented science teacher
should be employed; adequate supervision and inspection should be provided in
the schools and teachers should be adequately motivated.
CHAPTER ONE
INTRODUCTION
1.1 THE BACKGROUND OF THE STUDY
At the
centre of any meaningful education system stands a teacher. Teachers serves as
the nerve of education. They serve not only as the conveyor of knowledge but
also as the passage through which knowledge passes to learners. Following from
this, Taylor (2004) says that the role of teachers in the society lies at the
heart of intellectual and social life’s. it is through teachers that each
generation comes to the term with its heritage, produces new knowledge and
learns to deal with change. This is true because For Tropps (2002) education is
concerned with knowledge, with skills, with persons, with relationships between
persons, and with values. Simultaneously, teachers are involved in these
different facets of education all their working lives and everyday. Supporting
this view. Castle (1999) says that it is in the person of the teacher rather
than in the curriculum or organization of the school that all these aspects of
education is harmonized. Adding to this, Alaezi (1999) describes teachers as
those involved in the act of changing human behavior and transformation of
society for better. Thus, teachers bring out into reality the potent or hidden
knowledge in man. This makes Okon and Anderson (2000) to see a teacher as a
dispenser of knowledge and facilitator of learning and model. As a dispenser of
knowledge, this makes Kay (1998) to perceive a teacher as one who forms in
every young man and woman, so far as he can, an ethical sensitiveness and a
teacher from economic point of view, Wilson (2000) says that a teacher is a
manager, director or salesman of indeterminate commodity. From mechanical
model, he sees a teacher as a graduate greaser whose task is simply to keep the
machinery of administration moving with education occurring as an incidental by
production. All these made Ejunjiobi (2007) to say that, the teacher in the
course of his teaching helps students to acquire, retain and be able to use
knowledge, understand, analyze, synthesize and evaluate skill, establish habits
and develop attitudes.
The above
explanations and definitions which outlined the roles of a teacher show that
the works of a teacher are enormous and challenging. The challenging and
arduous tasks of teaching require that a science teacher should be hardworking,
careful, attentive, strict and severe in carrying out his duties and dealing
with students. However, there are still some teachers who show laxity and
indolence in their duties.
Exposing
these types of teachers, Basslier (2001) says that the failing standard of
education in Nigeria is to a large extent caused by non commitment of some
teachers to their duties. For him, some teachers do not attend classes even
when they are in the school due to laziness. Some teachers exhibit
lackadaisical attitude and laxity toward their primary duties as teachers. The
laxity and indolence of science teachers in secondary schools have great
implications to educational growth in general and academic performances of
science students in particular.
Agwu (2001)
blames the ugly incidents of laxity and indolence of secondary school science
teachers on the following factors: lack of knowledge of the subject matters of
the science subjects by science teachers, lack of proper supervision and
inspection of the science teachers by the principal and ministry of education
inspectorate unit, poor and inadequate motivation of the science teachers by
the school management and the government; students’ poor attitude towards the
science teachers and science subjects; lack of science equipments; and
infrastructures in the schools and poor attitude to more by some science
teachers.
Lending
support to this, Nwankwo (2004) says that a well qualified staff is the first
to train manpower, but in our schools today, many science teachers lack good
knowledge of the subject matters of their subjects and relevant information to
affect teaching, science teacher’s laxity of relevant information can be blamed
on inadequate training and laxity, as well as, indolence of the teachers to
acquire adequate knowledge when they were in the schools. Due to these
deficiencies some science teachers cannot impart the contents of their subjects
to the students. They cannot use facts relevantly to satisfy the nature and
objectives of their subjects. This leads them to be dodging classes in order to
conceal their ignorance of the content of the subject matters of their
subjects.
Lack of
proper supervising and inspecting of science teachers’ records, like; their
daily attendance, to school, lesson notes, dines etc, create avenues for the
laxity and indolence of the teachers. This Lacuna can lead to the truancy of
the teachers is the school.
Fafunwa
(1998) says also that laxity and indolence of the science teachers can be as a
result of lack of motivation by the schools and different tiers of government.
He says that inadequate motivations being given to teachers, such as poor salaries,
poor allowances delayed promotions, and other incentives make teachers to
grumble while they do their work. This ugly situation has led many teachers to
engage in other works, like Okada riding, and trading, during the school
period. All these are to make ends to meet. He concludes that working on earth
and waiting for their rewards in heaven leads to the laxity and indolence of
the science teachers.
Another
discouraging factor that can lead science teachers to laxity and indolence in
secondary schools is lack of science equipments and teaching aids for science
subjects. These facilities are needed in school because according Dewey (2006),
thinking arises but of practical needs and it is only through action that
knowledge is acquired and progress mad possible. Rusk (1999) also opines that
effective and integral thinking is possible only where experimental method in
some form is used. In fact, it is quite discouraging to teach science subjects
without science equipments. This can make teachers to be tried and lack
interest to teach always.
Student’s
poor attitude to the teachers of science and to the science subjects can be
discouraging and lead some science teachers to laxity and indolence. Udeijofor
(2006) point out that some science students have short attention span or lack
of concentration, and in ability to manage abstract ideas and symbols. These
lead to their inability to easily absorb and retain knowledge. These sets of
students sometimes become stumbling blocks to the science subjects classes. This
can make the science teacher to develop the spirit of laxity and indolence in
their work. Some teachers are naturally lazy and cannot efficiently cope with
their daily activities, in spite of any threat or punishment. Their indolence
an laxity is natural and their nothing to do than to tolerate them.
Laxity and
indolence of science teachers have great implications on the academic
performances of the students in secondary schools. Ukeje (1998) itemized some
of these implications as non-coverage of contents in scheme of work, non giving
and marking of assignments, non – organization of practical lesions, non –
giving of extra – lessons, non
assignment of learning outcome regularly and non taking of students but of
filed experience. These lapses make students to have limited knowledge of the
contents of the subjects that constitute science subjects. Consequently, this
lends the students to poor performance in both their internal and external
examination. Students are also sacred away by the poor handling of the science
subjects as “hand subjects” Ezeadi (2007) further added that students and loose
interest on the poorly handled science subjects and prefer playing truancy to
school. The laxity and indolence of some science teachers kills the interest of
many students and this has great consequences to the nation building at large.
If students
confines to run away from science subjects, the technological advancement of
this nation can be impeded. Science according to Rose house (2008) is the
effort to discover and increase human understanding of how the physical world
works. Otiji (2008) also pin-points the essence of science in the society as to
produce useful models of reality and that is a systematized body of knowledge
which consist of facts and principles,
which explains main’s environment. These definitions show that science is too
important subject to study by the secondary school students. This fact makes it
imperative for science subject teachers to be dedicated to their teachings.
This is necessary because according to
Ozofor (2004), when the process of making knowledge ceases, science subsides
into static or recessive tradition. The
static or excessiveness of the students in particular and society in general.
The benefits of the study of science subjects are enormous and as such the
study of the cause and implications of laxity and indolence of science teachers
on the secondary school students performances is necessary.
1.2 STATEMENT OF THE RESEARCH PROBLEMS
Science as a
dynamic human activity is concerned with understanding of the working of the
world, needs to be given much attention in both the teaching and learning of
the content of its subject matters. This fact calls for adequate knowledge of
the science teachers in the content of the subject matters. The problem here
remains that some science teachers who laxity adequate knowledge of the content
of their subject matters manifest laxity and indolence in their duties. These
types of teachers cannot enthusiastically attend their classes and teacher
effectively to their students in order to lead them to the full knowledge of
the content of the science subjects. Again, a poorly paid teacher cannot be
active in attendance to school and serious with his teaching. Definitely can
leads to laxity and indolence of science teachers.
The gross
lack of infrastructures, like science laboratory and science equipments in some
schools as well as, lack of interests of the students in the science subjects
lead science teachers in these type of schools to laxity and indolence. This is
true because the teachers cannot work with empty hand.
Science
subjects are vast and need constant research, experimentation, giving of
assignments and marking and general commitment of the science teachers. There
is great possibility that a science teacher who show laxity and indolence can
never meet up with the coverage of the contents in the scheme of work and the
required practical lessons. This will consequently lead to students. Poor
knowledge of the contents of the subject matter of the science subjects and
failure to achieve this leads also to poor academic performance of the students
in both internal and external examinations. Moreover, the laxity and indolence
of the science teachers can also lead students to play truancy in their
attendance to classes and school. All these are great problems to be resolved.
Lack of
commitment to the teaching and learning of science subjects can retard the
technological growth of the nation. If this happens, it becomes a great
problem, because it will impede the development of the country and living
standard of the populace.
1.3 PURPOSE OF THE STUDY
The purpose
of the study is to find out principals perception of causes and implications of
laxity and indolence among science teachers in the academic of secondary school
students in Enugu Educational zone.
The specific
objectives of the study are to find out the level to which these factors affect
teaching and learning.
i. Lack of knowledge of the contents of the
subject matters of science subjects and lack of proper supervision and
inspection leads to laxity and indolence.
ii. Lack of motivation, poor attitude of
science facilities and equipments lead science to laxity and indolence.
iii. The laxity and indolence of science teachers
make students to have poor and limited knowledge of science subjects.
iv. The laxity and indolence of the science
teachers lead to poor academic performance of the students and their lack of
interest on the subjects.
v. The bad examples on the attitude to work
set by laxity and indolence of science teachers make students to be playing
truancy to their class attendance and school in general.
vi. The laxity and indolence of science teachers
lead to their non-coverage of the scheme of works and to find solutions among
science teachers and poor academic performance of the students.
1.4 SCOPE OF THE STUDY
The scope of
the study covers the finding of the causes of laxity and indolence among
science teachers and their implications on the academic performance of
secondary school students in Enugu educational zone. The scope will also covers
possible solutions to the science teachers’ laxity and indolence and poor
academic performance of students in secondary schools in the area of study.
1.5 SIGNIFICANCE OF THE STUDY
The study
will be of immense benefit to the school administrators, science teachers,
researchers in the related filed and the researchers themselves.
The study
will be of immense help to the school administrators because it points out to
them the causes of laxity and indolence, and their implications. The knowledge
will help them to know how to manage their schools especially the teachers. The
findings and solutions proffered by the study will be of immense help to them
to curb the laxity and indolence of their teachers. The study pointed out the
applications of laxity and indolence of science teachers. These findings show
the serious implication of laxity and indolence of science teachers in the
academic performance of the students. These findings will ginger the school
administrators and state ministry of education and post
The study
will be of immense help to other researcher in the field or elated fields. This
is true because the findings of this study provide sound foundation to any new
research on the related topics. The information provided by this study will be
of great to the authors of this research.
The findings
of the study will also be of great relevance to t he authors of the study. This
is because in the process of conduction this research they have acquired an
inept knowledge on the causes and application of laxity and indolence among
science tenders. As students – in – training, this will help them on time to
know the need of imbibing all necessary teaching methodologies and to acquire
the right contents of their subjects this will help them to be effective,
creative and sourceful in their teachings. The findings of the study will help
them to correct themselves on good time and make sure that they do not become
lazy and carefree in discharging their duties.
1.6 RESEARCH QUESTIONS
The
researchers formulated the following research questions to aid them in the
research.
1) Do lack of knowledge of the
content of the subject matter in science subjects, lack of adequate supervision
and inspection lead science teachers in secondary schools in Enugu education
zone to laxity and indolent?
2) Do lack of motivation of science
teachers by the school management and government and poor attitude of science
students to class lead science teachers to laxity and indolence?
3) Do lack of adequate science
infrastructures and science equipments in secondary schools in Enugu
Educational zone discourage science teachers and lead them to laxity and
indolence?
4) To what extent do laxity and
indolence of the science teachers generally affect the teaching and learning of
science subjects in the secondary schools in Enugu Educational zone?
5) Do you think that laxity and
indolence of science teachers lead students in secondary schools in Enugu
Educational zone to have poor and limited knowledge of the content in science
topics and to perform poorly in their examinations.
6) Do laxity and indolence of science
teachers teach students in secondary schools in Enugu Educational zone bad
example on attitude to academic work and encourages the students to play
truancy in their schools?
7) What are the possible solutions to
the science teachers laxity and indolence and their implications to students’
academic performance in the secondary schools in Enugu Educational zone?
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