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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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