THE EFFECT OF POOR TEACHER AND PUPIL RELATIONSHIP AND ACADEMIC ATTAINMENT
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CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPTER TWO
2.0 LITERATURE REVIEW
CHAPTER THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
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. 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.
CHAPTER ONE
INTRODUCTION
- 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 Children are involved in many important and influential social relationships within the school context including relationships with teachers and peers. These relationships impact performance within several school domains including behavioral, social, and academic arenas. One salient indicator of a child‟s success in school is their ability to learn and retain information taught within the classroom, known as academic success. We know that early contributors to academic outcomes are important because early academic achievement has implications for later development (e.g., Berndt, Hawkins, & Jiao, 1999; Graziano, Reavis, Keane, & Calkins 2007; Hamre & Pianta, 2001; Pianta & Stuhlman, 2004) including later academic achievement and success and potential career opportunities. Further, academic achievement is relatively stable after first grade (Entwisle & Hayduck, 1988). We also know that early academic achievement is related to subsequent academic performance in elementary and middle school (e.g., Berndt et al.,1999; Entwisle & Hayduck, 1988; Graziano et al., 2007; Hamre & Pianta, 2001; Pianta & Stuhlman, 2004), and that a child‟s early performance in academics is related to later graduation rates, (e.g., Cairns & Cairns, 1994; Garnier, Stein, & Jacobs, 1997) being accepted to a four-year institution, (Arbona, 2000) and ultimately the number of potential career opportunities. Given the importance of academic achievement, we need to identify early social relationships that can put children on a positive trajectory for long-term success. The federal government of Nigeria through the Federal Ministry of Education (2004) in her National Policy of Education highlighted the goals of secondary education as preparing the individuals (students) for useful living within the society. This means contributing to the nation’s economic, political and social development and sustainable goals and preparing them for higher education. The secondary education is generally considered the gateway for development of other sectors of education system. It provide primary school leavers the opportunity for education of a higher level, also, it provide students who will not go for higher education in the colleges, polytechnics and universities but provide them with the skills and knowledge for vocational work. Over the years, a good percentage of research on teaching has made considerable strides in identifying many factors that are associated with low academic performance. Morakinyo (2003) believed that the falling level of academic achievement is attributed to teacher’s non-use of verbal reinforcement strategy. Odia and Omofonmwan (2007) pointed to the fact that the public school system in Nigeria has suffered serious neglect; hence as near-total collapse, while Dike (2002) pointed out that most private schools only exist for the purpose of financial gains. Sergiovanni (2006) attributed this to the culture of the school a child attends. Orokpo (2006) attributed this poor academic performance to the students’ poor attitudes towards practical work, while Nugent (2009) attributed it to lack of motivation of students. Others like Udida, Bassey, Udofia and Egboa (2009) argued that most students exhibit such a high level of ignorance and illiteracy resulting from the weak instruction that they received. Arume and Sokan (2003) attributed the low academic performance in secondary school to students’ low retention ability and parents’ factor why Arume and Oluwole (2001) attributed it to association with wrong peers and low retention. The performances of both male and female students in Economics’ examination as well is poor. This deplorable condition of students’ performance in economics examination can be attributed to several factors: as a reflection of this students’ genetic inferiority, the culture of the school a child attend attitudes of the principals and teachers to their students and so on.
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. Teaching is a unique and dynamic profession. What a nation becomes is dependent on the type and quality of her teachers. As the school is the mirror of society and an agent of social change, teaching becomes a process and an instrument of nation building In education, the classroom teacher is accountable for the destiny of the nation because there is a strong tie between his instructional activities, the eventual outcome of his instruction and the development or otherwise of the nation. Since the inference of teachers’ action has multiplying effects on the destiny of person, groups and nations, teaching becomes an overwhelming responsibility and a ‘task’ word. The teaching responsibility is more tasking for the fact that the benefit and or performance of the students are measured in terms of the academic performance of the learners. In relation to the above, Eschemann (1999) as cited in Nugent (2009) postulated that if teachers take time to build relationship with their students, they can motivate them to learn. Whitaker (2004), therefore, urged teachers to have a strong belief that building relationship are important to motivating the learners to learn. There is a need to capitalize on these beliefs for the child’s benefits. Hence it is important that educators recognize the impact they have on their students and consider strongly their students perception of them (Escheemann, 1999). According to Tyler and Boelter (2008), positive teacher expectations are associated with high academic performance or academic gains; whereas negative teacher expectations can result in decrease in academic performance. The significance of knowing teachers’ beliefs regarding their roles in students’ performance is crucial due to the accepted correction between their perception and action.
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:-
- To know the extent at which teachers use leisure time to engage his pupils in a friendly chat
- 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.
- 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
- To what extent do teachers use leisure time to engage the pupils in friendly chat?
- 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?
Research hypotheses
H0: teachers do not use their leisure time in engaging the pupil in a friendly chat
H1: teachers do use their leisure time in engaging the pupil in a friendly chat
H02: teachers do not punish pupil in the class when they misbehave
H2: teachers do punish pupil in the class when they misbehave
Operational definition of terms
Teachers
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
Pupil
This is a person who is taught by another, especially a schoolchild or student in relation to a teacher.
Relationship
An interpersonal relationship is a strong, deep, or close association or acquaintance between two or more people that may range in duration from brief to enduring.
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