TEACHER’S VARIABLES AND PUPILS ATTITUDE TO LEARNING SOCIAL STUDIES (A CASE STUDY OF CALABAR SOUTH LOCAL GOVERNMENT)
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teaching is a very complex activity that is affected by the subject matter, the time available, the teacher’s factor, the disposition of the learners and resources. A distinction can be made between the pedagogical perspectives of teaching which includes the selection and organization of teaching materials, method of organization of teaching materials, method of instruction and assessment, as well as the interpersonal relationship between teachers and the pupils. There are essential interpersonal relationship between teachers and the pupils. Teachers prefer a disciplined environment for learning, some creates a pleasant classroom atmosphere where pupils feel safe to take risks and be creative. (Roselland Aelterman 2006). Success in any worthwhile endeavor may be contingent upon certain critical valuables or factors. This can also be said of the pupil’s performance in school. Good achievement in schooling would be effective (attitude), and psychomotor domains
Adodo, (2005) Argued that one key overriding factor for the success of overall performance in their academic pursuit is the teacher. In the same vein, Ibrahim (2000), believed that teacher’s qualification level and exposure can go a long way to bringing g discernible difference in the quality of pupils produced. Ademulegun (2011) argued that pupil’s taught by more qualified and experienced teachers in terms of knowledge of the subject matter, performs better than those taught by less qualified but experienced teachers. The educational analysis undertaken in Nigeria by the Federal Government via the instrumentality of National Economic Empowerment and Development strategy (NEEDS, 2005), indicates that more than forty-nine percent (49%) of the teachers in Nigeria are unqualified. This spotlighted the quality of workers constituting the teaching profession in various school subjects in Nigeria.
The teachers responsible for teaching social studies as a subject in the various schools would probably be among the said over forty percent unqualified teachers. As important as knowledge of social studies in providing them with the necessary skills for social, cultural, and economic integration in the society, it appears student’s achievement in this subject at the primary school level in dwindling than in the other related subjects. The teachers’ instrument(TI), teachers’ attitude(TA), teachers’ qualification (TQ), teachers’ workload (TW), in terms of numbers of pupils handled by teachers and the experience possessed by teachers(TE), teaching the subject as a subject coupled with the pupil’s attitude(PA) towards the subject may be responsible in part of the downward trend in achievement observed in the results of the pupils in the subject (Ogun boyede,2011). Attitude as a factor could be viewed as a totality of an individual’s inclination towards object, institution or idea.
The learner from the teacher’s disposition to form attitude towards learning which could positively or negatively affect his\her performance. Teacher’s effectiveness may be prime determinant of performance in the subject. Teachers need to be professionally qualified to enable them work effectively with pupils in stimulating and directing their growth in the desired directing their growth in the desired directions. Studies have also shown that teacher’s experience exerts a great influence on the academic achievement of pupils.
Ademulegun (2011), argued that a good foundation is necessary to attract more pupils while Oke (2003) stressed that performance in separate subject may be due to the foundation laid on social studies learnt at elementary level. Ilugbusi, Falola and Daramola (2007) showed that teaching experience in external examination. Researchers have carried out studies on teachers’ demographic variables as; age, experience, gender, attitude and pupil’s academic performance.
1.2 THEORETICAL FRAMEWORK
In the school setting a supportive child-adult relationship can be derived from the connection a pupil is able to form with his or her teacher. Over the past two decades there have been considerable researches on the potential importance of pupil-teacher relationship, as it pertains to pupil motivation and class room learning experiences (Davis 2003). Research suggest that, pupil of different colors who comes from low income backgrounds enters school less prepared, to develop secured trusting relationships with their usual middle class teacher (Davis and Dupper, 2004). Consequently, these pupils they have more difficulty building a positive pupil-teacher relationship and may struggle academically (Birch and Ladd, 1998).
The combination that eventually lead to such outcome as school failures and or drop out. Moreover, if a teacher is able to build a positive relationship with his or her pupil, this can help motivate the pupil not only to stay in school but also to do well academically.
Proponents of attachment theory (Howes, 1999), further argued that pupil who have open and trusting relationship with their teachers will have secured based in the class room from which they take on new challenges and set realistic goals, as well as to have better regulation of their behavior and emotion in the classroom.
1.3 STATEMENT OF PROBLEM
The persistent problem of poor performance of pupils in social studies remains very worrisome to stakeholders in the state and Nigeria generally. Scholars has attributed the problem to poor handling of the subjects by inexperienced teachers who are no well-versed in the subject as well as in the classroom dynamic. It has been suggested that, the demand of the syllabus is so high that only experienced teachers who can teach the subject effectively by employing various strategies and tactics to carry the learners along, should be made to handle it at this level of education for better result. From the above it is observed that, previous studies has centered attention mainly on investigating the differences or relationship between individuals (singles) teachers’ variable and pupil’s academic achievement. Apparently, further study are required to investigate the combined contribution of teachers’ qualification (TQ), Teachers’ Attitude (TA), Teachers’ workload (TW), Teachers’ experience (TE), and pupils attitude (PA) towards pupils academic achievement.
1.4 OBJECTIVES OF THE STUDY
The overall aim of this study was to determine the extent to which teachers’ variable relates with pupils in primary schools in Calabar South Local Government Area, Cross River State. Specifically, the objective of the study is to determine the relationship between;
i) Teacher’s educational qualification and pupils performances in social studies in Calabar South Local Government Area, Cross River State.
ii) Teacher’s teaching experiences and pupils performance in social studies in primary schools in Calabar South Local Government Area, Cross River State.
iii) Teacher’s work load and pupils performances in social studies in primary schools in Calabar South Local Government Area, Cross River State.
iv) Teacher’s attitude and and pupils performances in social studies in primary schools in Calabar South Local Government Area, Cross River State.
1.5 RESEARCH QUESTIONS
The following research questions was stated by the researcher to guide the study;
1. What is the relationship between teacher’s educational qualification and pupils academic performance in social studies in primary schools in Calabar South Local Government Area.
2. To what extent do teacher’s educational experience relates with pupils performance in primary schools in Calabar South Local Government Area.
3. How does teacher’s age affect the performance of pupils in primary schools in Calabar South Local Government Area.
1.6 RESEARCH HYPOTHESES
H0: there is no significant correlation between teacher’s qualification and pupil’s academic performance in social studies.
H1: there is a significant correlation between teacher’s qualification and pupil’s academic performance in social studies.
H0: there is no significant correlation between teacher’s experience and pupil’s academic performance in social studies.
H2: there is a significant correlation between teacher’s experience and pupil’s academic performance in social studies.
H0: there is no significant correlation between teacher’s age and pupil’s academic performance in social studies.
H3: there is a significant correlation between teacher’s age and pupil’s academic performance in social studies.
1.7 scope and limitation of the study
The study is to carry out an assessment on teacher’s variable and the performances of pupils in social studies in some selected primary schools in Calabar South Local Government Area, Cross River State.
The researcher encountered some constraint in the course of the study which include:
Time factor: The time allocated to the researcher during the period of the study was limited coupled with lectures and exams.
Financial constraint: the finance at the disposal of the researcher during the course of the study wasn’t sufficient enough to run the expenses of the research work.
Availability of research materials: lack of proper and accurate data kept by the management of the visited primary schools during the period of this study.
1.8 DEFINITIONS OF TERMS
Teacher: A teacher is a person who helps others to acquire knowledge, competences or values. Informally the role of teacher may be taken on by anyone.
Variable: In elementary mathematics, a variable is a symbol, commonly an alphabetic character, that represents a number, called the value of the variable, which is either arbitrary, not fully specified, or unknown.
Pupils: a person who is taught by another, especially a schoolchild or student in relation to a teacher. “they are former pupils of the school”
Social studies: In the United States Education system, social studies is the integrated study of multiple fields of social science and the humanities, including history, geography, and political science.
Academic performance: Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals. Cumulative GPA and completion of educational degrees such as High School and bachelor’s degrees represent academic achievement.
Teaching strategies: Teaching Strategies. Use our student-centered teaching strategies to strengthen your students’ literacy skills, nurture critical thinking, and create a respectful classroom climate. You can implement these strategies with any academic content.
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