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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