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Teachers’ Factor and Students’ Skills Acquisition in Computer Studies in Secondary Schools


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Teachers’ Factor and Students’ Skills Acquisition in Computer Studies in Secondary Schools

ABSTRACT

This study was carried out to examine teachers factor and students skills acquisition in computer studies in Secondary Schools in Ikono LGA. In order to achieve the purpose for specific objectives, three research questions were formulated to guide. Three null hypotheses were also postulated and tested at 0.05 level of significance.

Related literature and empirical studies were reviewed. A survey design was adopted for the study. The population for the study comprised 2,075 students in Ikono LGA. 130 students were used as a sample for the study. The researcher developed instrument tagged “Teachers Factors and Students Skill Acquisition in Computer Studies” was used for data collection.

The questionnaire was validated by research experts from the Department of Vocational Education, University of Uyo, Uyo. The data were analyzed using mean and standard deviation to answer the research questions while chi-square was used to test the null hypothesis at 0.05 level of significance.

The study revealed that teachers factors such as teachers gender, teachers teaching experience and teachers qualification have a significant influence on students skill acquisition in computer studies. Based on the findings. It was recommended that more incentives and fringes benefits be provided for qualified and experienced teachers in other to stay in their job.

TABLE OF CONTENTS

Title Page                                               –       –       –       –       i

Declaration                                             –       –       –       –       ii

Certification                                            –       –       –       –       iii

Dedication                                              –       –       –       –       iv

Acknowledgements                                 –       –       –       –       v

Abstract                                                 –       –       –       –       vi

Table of contents                                    –       –       –       –       vii

Lists of tables                                         –       –       –       –       x

CHAPTER ONE: INTRODUCTION  1

Background of the study                        –       –       –       –       1

Statement of the problem                       –       –       –       –       4

Purpose of the study                               –       –       –       –       5

Research questions                                –       –       –       –       6

Research Hypothesis                               –       –       –       –       6

Significance of the study                         –       –       –       –       7

Delimitation of the study                         –       –       –       –       8

CHAPTER TWO: REVIEW OF RELATED LITERATURE 10 

Theoretical Framework                           –       –       –       –       10

Conceptual Framework                                    –       –       –       13

Concept of Skills Acquisition                             –       –       –       13

Teachers Gender and Students Skills Acquisition        –       –       14

Teachers Experience and Student’s Skills Acquisition           –       19

Teachers Qualification and Student’s Skill Acquisition –       23

Review Related Empirical Studies                      –       –       –       29

Summary of reviewed literature                        –       –       –       30

CHAPTER THREE: RESEARCH METHODS 32 

Area of the Study                                   –       –       –       32

Design of the study                                         –       –       –       33

Population of the study                                    –       –       –       34

Sample and sampling technique                       –       –       –       34

Instrumentation                                              –       –       –       35

Validation of instrument                                  –       –       –       35

Reliability of instrument                          –       –       –       36

Administration of Instrument                           –       –       –       36

Data analysis technique                                   –       –       –       37

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS

AND DISCUSSION 39

Hypothesis Testing                                 –       –       –       –       46

Findings of the Study                              –       –       –       –       51

Discussion of Findings                             –       –       –       –       52

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS             –       – 55

Re-statement of the Problem                            –       –       –       55

Description of the Procedure used                    –       –       –       56

Major Findings of the Study                             –       –       –       57

Educational Implications of the Findings           –       –       –       57

Conclusion                                                     –       –       –       58

Recommendations                                          –       –       –       59

Suggestions for further research                      –       –       –       60

References                                                     –       –       –       61

Appendices                                                    –       –       –       64

INTRODUCTION

  • Background of the Study

In all societies, the quality of workers as well as the degree of satisfaction goes a long way to determine the smooth functioning and the economic stability of the society. In the education of a child, from Nursery school level to tertiary institution, a teacher plays a very crucial role. In professional usage, a teacher is a trained, recognized and employed, in order to achieve set educational goals.

Teachers factors, therefore, consist of those physical and socio-psychological features that help a teacher to function effectively it consists of the quality of the teacher, his competence physical appearance, teachers and student relationship. A competent teacher has to be aware of his strength and weakness.

He has to ask himself some questions in relation to his readiness to teach. He needs to have instructional materials and prepared lesson (Farrant, 2002). For effective performance of the students, the following are: significant, these are professional preparation of a teacher leadership ability, good scholarship, intellectual traits, ability, the sex, teaching experiences, and teachers of qualification.

The professional preparation of the teacher frequency determines the effectiveness or otherwise of the teacher. He is supported to have good teaching methods, adequate knowledge and exposure to course in his field of study.

In addition, he should have adequate skills of using varying strategies adapted to varied learner – learning styles as he or she teaches professional preparation, helps the teacher to adapt the learning tasks to the development or to the readiness level of the students, provides the teacher with classroom skills which make for maximum achieve participation of the learner in the teaching process, it helps the teacher in the evaluation of the learning outcomes.

It helps the teacher to teach the transfer of learning skills and in the application of learning theories to classroom situation (Chavham, 1978). Leadership ability is one of the competencies required in an effective teacher. He should be able to provide leadership quality in all ramifications in the school, such as disciplining of student and in the teaching-skill acquisition process.

REFERENCES

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Adeyemi, K. J. (2006). Effect of teachers Academic qualification on students performance at the secondary level: Ijebu-Ode.

Adeyemi, K. J. (2008) Teaching and Teachers preparation in the 21st Century: African Journal of Education, 1 (191) 43-44.

Allan, D. (2003) Gender Equity Policy in Nigeria: Another Ending, Another opening. International Journal of Inclusive Education (31) 19-28.

All port. G. W. (1936). Trait-names: A psycho-lexical study, psychological monographs 47 (211)

Astiton, J. A. (1995). The teacher profession, A manual for professional Excellence, Spectrum Book limited, Ibadan.

Bassey, J. U. (2001). Teaching strategies adopted for effective skills development in Technology Education.

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Costa, P. T. (1997). Personality trait structure as Human Universal. American Psychologist, 52(3) 509-510.

Crystal, D (1997) effects of teachers Academic Qualification on students Achievement. An unpublished B. Ed Project, University of Ibadan, Ibadan.

Ehrenberg, R. G. Foldhaber, D. D. and Brewer, D. J. (1994). Do teachers race, gender and ethnicity matter evidence from the national education longitudinal study of 1995. Industrial and labor Relations Review. 48 (3) 54 – 561.

Elijah, V. E. (2006). Skill development for practical work.

Eyoh, S. D. (2008) Teachers level of educational attachment and students Achievement. An unpublished B. Ed project, University of Calabar.

Etop, C. (2007) Effectiveness of male and female Teachers in our school system. An unpublished M. Ed. Thesis, University of Ibadan, Ibadan.

Etop, B. A. (2008). Influence of gender type and students performance in Geography. An Unpublished B. Sc. (Ed.) project, University of Uyo.

Farrant, S. S. (1990). Teaching experience as a determinant of middle level teacher concerns. Unpublished Ph. D thesis, Ball State University USA.

Federal Republic of Nigeria (2013). National Policy on education Abuja; NERDC.

Ferguson, D. (1991). Research methods in education management. Great Britain, Prentice Hall.

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McMillan, R. M. (2008). Society: An Introductory Analysis. London: Macmillan.

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CSN Team.

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